INTRODUCTION:
With the advent of science and technology, the Indian social environment has
undergone unpredicted changes during the past 50 years. The changes have affected all
walks of life. Education is no exception. There have been changes in the course of study and
physical environment of educational institutions. The teacher taught relationships have
changed to an extent that the age old methods of education have gone superfluous.
The area of teacher education, the courses of study which were designed in the
thirties and those introduced in the foremost institutions of the country still persist and have
been taken as models in the younger universities.
It is almost uniformly agreed upon that the course of M.Ed. needs a marked change
to do the job it is designed for.
The course of post graduate diploma in educational technology was initially
designed with the collaboration of the British Counsel and Indian Scholarship of seasoned
professionals in the Mid Seventies. Since then it has been revised three times to update the
content and maintain its relevance with Socio-Educational Scenario of the country and to
meet the changing demands of the modern schools. In order to serve the interest of those
who take up the course, the diploma was converted into M.Ed. degree which for the
purposes of job, has been considered equivalent to the M.Ed. general, though it is miles
ahead in its insight, content and process of conducting the course. The change is apparent in
every bit of the details of the course of study.
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SCHEME, OUTLINES OF TESTS, SYLLABI AND COURSES OF READING FOR
MASTER OF EDUCATION (M.Ed.) EDUCATIONAL TECHNOLOGY,
(SEMESTER SYSTEM).
Note: Use of all brands of non programmable calculators having signs of +,-,x , only is
allowed in the examination centre.
Semester-I
Paper I : *Theoretical bases of Educational Process (Philosophical and
Sociological Foundations)-I
(*Review of current practices in intent, content, instructional
process, media, and evaluation in light of theoretical bases of
educational intent and evaluation)
Paper II : Psychological interpretation of learning and implications for
Instructions-I
Paper III : Research in Education and Statistical Analysis-I
Paper IV : Process of Course Designing and Instructional Designing-I
Paper V : Designing Individualized instructions-I
Paper VI : Instruments for Classroom Use: Audio ,Visual and Computers-I
Paper VII : Dissertation/Research Project Report -I
Semester-II
Paper I : *Theoretical bases of Educational Process (Philosophical and
Sociological Foundations)-II
(*Review of current practices in intent, content, instructional
process ,media, and evaluation in light of theoretical bases of
educational intent and evaluation)
Paper II : Psychological interpretation of learning and implications for
Instructions-II
Paper III : Research in Education and Statistical Analysis-II
Paper IV : Process of Course Designing and Instructional Designing-II
Paper V : Designing Individualized instructions-II
Paper VI : Instruments for Classroom Use: Audio- Visual and Computers-II
Paper VII : Dissertation/Research Project Report-II
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The Syndicate has approved the following guidelines, mode of testing and evaluation
including Continuous Internal Assessment of students:
1)
i. Terminal Evaluation : 80%
ii. Continuous Assessment : 20%
iii. Continuous Assessment may include written assignment, participation in
classroom discussion, term papers, attendance etc.
iv. In order to incorporate an element of Continuous Internal Assessment of
students, the Colleges/Departments will conduct one written test, one snap test,
as quantified below:
1. Written Test : 50 marks
2. Snap Test : 15 marks
3. Participation in Classroom discussion : 10 marks
4. Term Paper : 15 marks
5. Attendance : 10 marks
Total: 100 (reduced to 20)
2) Weightage of 2 marks for attendance component out of 20 marks for Continuous
Assessment shall be available only to those students who attend 85% and more of
classroom lectures/seminars/workshops. The break-up of marks for attendance
component for theory papers shall be as under:
Attendance Component Marks for Theory Papers
a) 75% and above up to 85% 1
b) Above 85% 2
3) For moderation of awards of Sessional work of paper I, II, IV and V i.e.
Practical/Sessional work, a committee will consist of Chairman, Internal and External
Examiners.
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OBJECTIVES:
The M.Ed. (Educational Technology) has been designed to realize the following objectives.
After completing the course, going through the relevant references and completing the
course assignments and the prescribed practicals, the students are supposed to:
- Identify points of consonance and dissonance in today’s educational practices and
educational expectations.
- Develop ability to design courses for specified purposes and specified levels along
with the capability to monitor their institutionalization.
- Develop capability to design instructions applying scientific principles of
instructional designs.
- Develop insight into the vast array of teaching and learning processes for individual
classroom and non formal settings.
- Develop working competence with popularly used instruments in classrooms.
- Develop capability of conducting and reporting classroom research.
EVALUATION PROCEDURE:
There are six papers with a weightage of 100 marks for each paper in each semester.
Seventh paper on Dissertation will be evaluated internally by designing synopsis in first
semester (no marks for this). However, Dissertation will be submitted in second semester
and carry 100 marks. The students shall be evaluated in five modes of their performance in
light of their:
i) Conventional written examination.
ii) Production of instructional material/Sessional work.
iii) Classroom interactions.
iv) Performance skills in laboratory settings followed by a comprehensive viva voce
test and.
v) Dissertation viva-voce exams jointly by external and internal examiner
Note: The committee for the moderation of Sessional work of paper 1(b), II(b), IV(b) and
VI i.e. practical/Sessional work will consist of Chairman, Internal and External Examiners.
The same board will evaluate paper V.
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SEMESTER-I
PAPER I: THEORETICAL BASES OF EDUCATIONAL PROCESS-I
(Philosophical and Sociological Foundations)-I
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, after studying the relevant references and finishing course
assignments, the students shall be able to:
• Identify the aims as suggested by the Western Schools of Philosophy.
• Identify the aims as suggested by the Indian Schools of Philosophy.
• Derive goals and instructional objectives from the list of specified aims.
• Explain the Bloom’s taxonomy of educational objectives (Three Domains)
• Write instructional objectives based on various models of writing instructional
objectives.
• Derive the course content for its contribution in the realization of objectives.
• Derive the methods of education from different Western and Indian philosophical
schools and national documents.
COURSE CONTENT:
Unit I
Western schools of philosophy: Idealism, naturalism, pragmatism, existentialism and
logical empiricism with reference to their metaphysics, epistemology and axiology and
their educational implications for aims, content and methods.
Unit II
Indian schools of philosophy: Sankhya, Vendanta and Buddhism traditions with
reference to nature of knowledge, values and theireducational implications for aims,
content and methods.
Unit III
Derivation of objectives from aims and goals: Their forms, types and taxonomy of
educational objectives.Models of formulating instructional objectives, Miller, Mager
and Gagne.
Unit IV
Derivation of courses of study and curriculum transactional approaches from different
Western and Indian schools of philosophy and National documents in present day
Indian social context.
Sessional Work:
• Text Book Evaluation
OUTLINE FOR INSTRUCTION
Instruction for the course will be conducted through lectures, seminars and group discussions.
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EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for
Sessional work will include evaluation of a text book of class X.
BOOKS RECOMMENDED
1. Aggarwal J.C. (2005) Theory & Principles of Education, New Delhi, Vikas Publication
House Pvt. Ltd.
2. Banerjee A.C. & Sharma S.R.(1999): Sociological & Philosophical Issues in Education,
Book Enclave, Jaipur.
3. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and practice, Bawa
Publishers, Patiala, (2nd edition)
4. Bloom, B.S. and Others (1971): Handbook of Summative and Formative Evaluation Student
Learning, New York, McGraw Hill.
5. Bouanchand, B. (1997): The Essence of Yoga, Delhi: Satguru Publications.
6. Broudy, H.S. (1965): Building a Philosophy of Education, 2nd ed., Prentice Hall, Inc. 1962,
Economy Ed., New Delhi.
7. Brubacher, J.S.(1962) Modern Philosophy of Education, Prentice Hall Inc. Englewood
Cliffs, N.J.
8. Dewey, J. (1963) Democracy & Education, New York, The Macmillan Company.
9. Eraut, M. (1996): The International Encyclopedia of Educational Technology. Great Britain:
Pergamon Press.
10. Jukes, I., Dasaj, A. and Macdonald, B. (2000): Net Savvy: Building Information Literacy in
the Classroom, California: Corwin Press, Inc.
11. Mehra, V. (2010): A Text Book of Educational Technology, New Delhi, Sanjay Prakashan.
12. Naseema, C. and Alam, M.A. (2004): From Blackboard to the Web. Integrating Technology
and Education, New Delhi: Kanishka Publishers, Distributors.
13. National Educational Commission, 1964-66.
14. National Policy of Education (1986): Ministry of Human Resource and Development,
Department of Education, New Delhi.
15. Pophams, W.J. (1973): Evaluating Instruction, New York, Prentice Hall.
16. Sharma, Y.K. (2002): Fundamental Aspects of Educational Technology, New Delhi:
Kanishka Publishers, Distributors.
17. Taneja, V.R. (2002): Foundation of Education (Philosophical and Sociological),
Chandigarh: Abhishek Publications.
18. Unwin, D. (Ed.) (1969): Media and Methods: Instructional Technology in Higher Education,
McGraw Hill, London.
19. Weerasinghe, S.G.M. (1993): The Sankhya Philosophy. A Critical Evaluation of Its Origin
and Development, Delhi: Satguru Publications.
8
PAPER II: PSYCHOLOGICAL INTERPRETATION OF LEARNING AND IMPLICATIONS
FOR INSTRUCTIONS-I
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work, practical teaching and observation of lessons, the
students shall be able to:
• Describe the meaning of learning with emphasis on S-R learning theories and cognitive field
theories.
• Explain the type and conditions of learning.
• Describe process of teaching of concepts, rules and problem solving.
• Describe the meaning, historical development and types of Educational Technology.
• Explain the concept, phases and operations of teaching.
• Explain the meaning, elements and families of models of teaching.
• Explain the elements of Basic Teaching Model, Ausbel’s and Suchman’s models of
teaching.
COURSE CONTENT:
Unit I
Concept of Learning: Different points of view about learning (Theoretical positions)
with emphasis on S-R theories (Pavlov, Thorndike, Skinner & Hull) and Cognitive
field theories (Kohler and Tolman).
Unit II
a) Types of learning (Gagne’s hierarchy of learning). Conditions of learning.
b) Teaching and learning for different types of learning: concepts, principles and problem
solving.
Unit III
a) Concept and historical development of Educational Technology.
b) Types of Educational Technology
c) Relationship of Teaching and learning.
d) Concept of teaching, phases and operations in each phase of teaching
Unit IV
a) Models of Teaching, elements and families of models of teaching.
b) Basic Teaching Model, Bruner’s, Ausubel’s and Suchman’s Models of Teaching.
Sessional Work:
Designing teaching learning process for concepts, rules and problem solving.
OUTLINE FOR INSTRUCTION
Instruction for the course will be conducted through lectures, seminars and group discussions.
9
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for
Sessional work will include designing instructions for concept learning, rule learning and problem
solving.
BOOKS RECOMMENDED
1. Bhushan, A., Ahuja, M. (2003): Educational Technology, Theory & Practice, Bawa Publishers,
(2nd edition)
2. Briggs, A.R. J. and Sommefeldt, D. (2002): Managing Effective Teaching and Learning.
London: Paul Chapman Publishing.
3. Dandekar, W.N. and Makhija, S.M. (2002): Psychological Foundations of Education, New
Delhi: Macmillan India Ltd.
4. Decceco, John P. (1968): The Psychology of Learning and Instruction, Prentice Hall of Indian
Pvt. Ltd., New Delhi.
5. Eggen, Paul, D. (1988): Strategies for Teachers Teaching Contact and Thinking Skills, New
Jersey: Prentice Hall, Englewood Cliffs,.
6. Hill, Winfred, F. (1968): Learning: A Survey of Psychological Interpretations, London, Methuen.
7. Joyce, B. Calhoun, E. and Hopkins, D. (2002): Models of Learning – tools for teaching.
Philadelphia: Open University Press.
8. Mehra, V. (2004): Educational Technology, New Delhi, S.S. Publishers.
9. Michel, J. Dunken (1987): The International Encyclopedia of Teaching and Teacher Education,
Oxford.: Pergamon Press,
10. Ober, Richard L. (1971): Systematic Observation of Teaching, An Interaction Analysis –
Instructional Strategy Approach, Englewood Cliffs, Prentice Hall.
11. Skinner, B.F. (1968): Technology of Teaching, New York, McGraw Hill.
12. Tickton, S. (Ed.) (1970): To improve Learning I – II, New York, Baw Kev.
13. Vishnoi, U. (2007): Psychological Foundations of Education. New Delhi: KSK Publishers and
Distributors.
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PAPERIII: RESEARCH IN EDUCATION AND STATISTICAL ANALYSIS-I
Total Marks : 100
External : 80 Marks
Internal : 20 Marks
COURSE OBJECTIVES:
After completing the course, going through the relevant references and doing the necessary practice
for numerical skills, the students are supposed to:
• Define educational research.
• Explain need and importance of educational research and types of research.
• Describe different areas of research in Education
• Explain steps of educational research with special emphasis on defining, identifying research
problem and variables of research.
• Explain the concept, types, significance and formulation of research hypotheses.
• Represent research data.
• Describe the concept and application of Normal Distribution curve.
• Elaborate the concept of significance of difference and analyse given data for differences in
means.
• Describe the concept and calculation of Correlation (Product moment, partial and multiple).
COURSE CONTENT:
Unit I
a) Educational Research: Concept, Need , types and Importance
Unit II
Areas of research and defining research problem, identifying and specifying the variables of
research. Concept, types, significance and formulation of research hypotheses.
Unit III
a) Normal distribution and its application.
b) Product Moment Method of correlation.
Unit IV
a) Significance of Mean and Significance of Difference between Means.
b) Partial and Multiple Correlation (Concepts and Computation).
Evaluation:
The students will be evaluated through external exam in theory of 3 hours duration part I and II on
the portion of :
(a) Research methods (Weightage 40 marks)
(b) Statistical Analysis (Weightage 40 marks)
Eight questions will be set by the external examiner, 4 from part I and 4 from part II. The students
will be required to attempt 4 questions in all, selecting at least two from each of the parts I and II. All
questions will carry equal marks, 20 marks are for internal assessment which is based on performance
of house test, attendance, seminar snap test etc.
11
BOOKS RECOMMENDED
1. Begdan, R. Taylor, J. (1978): Introduction to Qualitative Research Methods, New York John
Wiley and Sons,.
2. Blaxter, L., Huges, C. and Tight, M. (2002): How to Research. UK: Open University Press.
3. Creswell, J.W. (2002): Educational Research Planning, Conducting and Evaluating Quantitative
and Qualitative Research, New Jersey: Pearson Education.
4. Donald Any Ducy Cheser Jacob. (1972): Introduction to Research in Education, New York :
Holt Rinehart and Winston, Inc.
5. Garrett, H.E. (1966): Statistics in Psychology and Education, Vakils, Feffer and Simons Pvt.
Ltd., Mumbai.
6. Kaul, L. (2000): Methodology of Educational Research, New Delhi ,Vikas Publishing House,.
7. National Seminar on Emerging Issues in Methodology of Educational Research CASE, M.S.
University of Baroda, 1982.
8. Report of Seminar on Quantitative and Qualitative Approaches in Educational Research Center
of Advanced Studies in Education, M.S. University of Baroda, 1983.
PAPER IV: PROCESS OF COURSE DESIGNING - I
Total Marks : 100 Marks
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work and Sessional work. , the students shall be able to:
• Define curriculum and explain its foundations.
• Explain the principles of curriculum construction.
• Explain need of theory of curriculum design.
• Explain the eclectic model of course design.
• Explain Taba’s Model of curriculum design.
COURSE CONTENT:
Unit I
Curriculum: Concept and approaches.
Foundations of Curriculum: Epistemological, Social and Psychological. Learner and learning
theories.
Unit II
Principles of Curriculum construction: Principles of formulating aims, specifying content, defining
teaching learning experiences and evaluation procedures.
Unit III
Need of theory of curriculum design and development.
Eclectic model of course design .
Unit IV
Taba’s model of curriculum development
• Diagnosis of needs
• Formulating course objectives
• Selecting content
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• Organizing content
• Selecting learning experiences
• Organizing learning experiences
• Evaluation
• Checking for balance and sequence
Sessional Work:
Taba’s course design = 20 marks
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussion.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for will be
based on a course design of Taba.
BOOKS RECOMMENDED
1. Bloom, B.S., Hastings, J.T. and Madaus, G.F. (1971): Handbook of Formative and summative
Evaluation Student Learning, New York, McGraw Hill.
2. Bruner, J.S. (1966): Towards a Theory of Instruction, Cambridge, Mass, Harvard University
Press.
3. Cropper, G.L. (1974): Instructional Strategies, Englewood Cliff, N.J. Educational Technology
Publications.
4. Davis, I.K. (1971): The Management of Learning, London, McGraw Hill.
5. Forsyth, I., Jolliffe, A. and Stevens, D. (1999): Evaluating a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
6. Forsyth, I., Jolliffee, A. and Stevens, D. (1999): Planning a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
7. Gagne, R.M. (1965): The Conditions of Learning, New York, Holt Rinehart and Winston, N. 4.
8. Gagne, R.M. and Briggs, L.J. (1979): Principles of Instructional Design. New York: Holt,
Rinehart and Winston.
9. Mehra, V. (1992): Instructional System Design: An Innovation in Educational Technology, New
Delhi, S.S. Publishers.
10. Mehra, V. (2010):A Text Book of Educational Technology, New Delhi, Sanjay Prakashan.
11. Murrit, M.D. (Ed.) (1971): Instructional Design, Englewood Cliffs, N.J., Prentice Hall.
12. National Curriculum Framework (2005): New Delhi: NCERT.
13. Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum: Foundations, Principles and Issues,
Prentice Hall International Ltd. London.
14. Popham, J.M. and Baker E.L. (1970): Systematic Instruction, Prentice Hall, Inc. Englewood
Cliffs, New Jersey.
15. Pratt, David (1980): Curriculum Design and Development, N.Y, Harcourt,.
16. Romiszowski, A.J. (1986): Designing Instructional Systems, London: Kogan Page.
17. Taba, H. (1962): Curriculum Development: Theory and Practice, Harcourt Brace and World Inc.,
N.Y.
18. Taylor, P. (2003): How to Design a Training Course. A Guide to Participatory Curriculum
Development. London: Continuum.
19. Zais, R.S. (1977): Curriculum: Principles and Foundations, London, Harper and Row Publishers,
13
PAPER V : DESIGNING INDIVIDUALIZED INSTRUCTIONS-I
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, after going through the relevant references and completing the
assignments, the students are supposed to:
• Describe the surviving principles of programmed instruction.
• Identity the characteristic features of different programming styles.
• Select the styles for the given content and specified level of learners according to the
characteristic features of programming with some frames of linear, branching and mathetic
styles.
• Differentiate between Linear and Branching Programme with respect to various
characteristics.
• Develop and Validate linear style of programmes.
COURSE CONTENT:
Unit I
Psychological Basis of Programmed Instruction: Skinner’s Theory of operant
conditioning, schedules of reinforcement, shaping of behaviour through successive
approximation and gradual Progression.
Concept and principles of programmed instruction.
Unit II
Different Styles of Programming: Their characteristic features, advantages, applicability
and limitations.
• Linear
• Branching and
• Mathetics
• Differences between linear and branching programmes.
Unit III
Developing of a programme (Preparation stage): Concept and specification of terminal
behaviour, classification of objective (Bloom’s taxonomy). Mager’s approach to
operational target behaviour and pre-requisite skills and developing tests for external
behaviour and terminal behaviour.
Writing stage: Components and types of frames, primes and prompts, designing and
sequencing of frames, editing programmes
Unit IV
Try out and Validation of Programme: Internal and external criteria of testing, viz.,
error rate, programming density, sequence progression, 90/90 standard, attitude
coefficient etc.
14
Sessional Work:
The students will prepare a linear programme of approximately 150 frames on a topic of their choice.
20 marks
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. Students will be
assessed on their Sessional work by producing a linear programme of approximately 150 frames on a
topic of their choice (20 marks).
BOOKS RECOMMENDED
1. Ahuja, M. (2007): Mastery Learning a Practical Approach, Vivek Publishers, Meerut.
2. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and Practice, Bawa
Publishers, Patiala, (2nd edition)
3. Block, J.H. and Anderson, L.W. (1974): Mastery Learning in Classroom Instruction: New
York. Macmillan.
4. Deva, V. (2003): E-knowledge. New Delhi: Commonwealth Publishers.
5. Espich, I.E. and Williams (1967): Developing Programme Instructional Materials, Pitman,
London.
6. Mager, R.T. (1961): Preparing Objectives for Programmed Instruction, San Francisco,
Fearson.
7. Maier, P. and Warren. A. (2000): Integrating Technology in Learning and Teaching.
London: Kogan Page.
8. Markle, S.M. (1969): Good Frames and Bad, New York, Wiley.
9. Mayer, R.E. (2001): Multimedia Learning. USA: Cambridge University Press.
PAPER VI: INSTRUMENTS FOR CLASSROOM USE AUDIO VISUAL AND
COMPUTERS-I
Total Marks : 100 Marks
Practical External : 50 Marks
Practical Internal : 50 Marks
COURSE OBJECTIVES:
After completing the course work and the practicals in the application and use of instruments to aid
teaching and learning in classroom, the students are supposed to:
• Describe theory behind working of each Instrument
• Identify different components of each instrument.
• Draw the activity sequence diagrams for each instrument.
• Operate upon each instrument and practice it at the autonomous level.
• Diagnose minor failure of each instrument.
• Prepare manual for at least one instrument.
15
COURSE CONTENT:
The students will be introduced to components, activity sequences, diagrams, operation and
diagnosing minor failures of the following instruments.
• Audio-cassette recorder
• Overhead projector
• Slide projector
• Film projectors
• LCD Projector
• Video Cassette recorder
• Practice in handling and working with computers.
OUTLINE FOR INSTRUCTION:
It is a practical course where the students will learn to operate upon above mentioned instruments and
develop mastery in their use for a variety of purposes. Each instrument will be introduced verbally
followed by practical demonstration of its application by the Incharge teacher of the practicals. All
the students will operate repeatedly for the variety of modes of their application until they develop
mastery on the practical use of these instruments. For recording practical work, they will
• Prepare a practical file to report and record operations.
• Prepare at least ten different types of transparencies.
• Prepare at least two different video recordings.
EVALUATION:
Students will be evaluated practically by the External examiner in a lab situation for the operation of
instruments. The practical will be followed by a comprehensive viva-voce test. The competence in
use of the appliances will carry 50 marks and the comprehensive viva will carry 50 marks.
BOOKS RECOMMENDED
1. Anderson, R.H. (1976): Selection and Developing Media Instruction, New York ,Van Nostrand
Reinhold Company.
2. Christopher. D.&Whitlock, Q. (1984) : A handbook of Computer Based Training, London:
Logan Page.
3. Eldon, H.P. & Others (ed.) (1982): Mass Media III: An Introduction to Modern Communication,
N.Y. Longman.
4. Heinich, R. M., Micheal Russeil J. (1993): Instructional Media and New Technologies of
Instruction, N.Y, Macmillan Publishing, Co.,.
5. Kemp. J. E. (1975): Planning and Producing Audio-Visual Materials, 3rd Ed. Thomas Y.
Crowell, Inc. N.Y.
6. Schramm, W., (1985): Big Media, Little Media, Tools and Technologies for Instruction, Sage
California.
7. Sleeman, P., J. and D.M. Rockwell (Ed.) (1976): Instructional Media and Technology: A
Professional’s Resource, Pennsylvania., Denden Hutching on and Ross, Inc..
8. Taxali, R.K. (2002): PC Software for Windows 98 Made Simple. New Delhi., Tata McGraw Hill
Publishing Ltd.,
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PAPER VII: DISSERTATION/RESEARCH PROJECT-I
COURSE OBJECTIVES:
Through this paper the students are supposed to:
• Orient themselves into the process of research.
• Identify a problem for undertaking the research project
• Prepare a synopsis on which they will conduct research in II Semester.
COURSE REQUIREMENT:
A research project will be taken up by each candidate under the supervision of a guide allotted to
them by the Department’s Academic Committee. They will follow steps of preparing a synopsis and
report to their guides for its finalization. The students will submit synopsis on a date announced by
the department (before the theory examinations).
Evaluation
It will be internal evaluation by the guide. No marks will be given in Semester I
17
SEMESTER-II
PAPER I: THEORETICAL BASES OF EDUCATIONAL PROCESS (PHILOSOPHICAL
AND SOCIOLOGICAL FOUNDATIONS)-II
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, the students shall be able to:
• Relate education with society, community and family.
• Explain social stratification, social mobility and social change in Indian context.
• Relate education with politics, religion and culture with reference to democracy and
secularism.
• Explain the educational implications of major commissions, committees and national
documents.
• Systematically analyse the teaching learning process.
• Discriminate between formative and summative evaluation for accountability of educational
programmes.
COURSE CONTENT:
Unit I
a) Relationship of education with society, community and family
b) Influence of education on social stratification, social mobility and social change in the
Indian context.
c) Relationship of education with politics, religion and culture.
d) Education and democracy.
Unit II
National documents such as Indian constitution, its educational implications and reports of
the major commissions, University Education Commission(1948-49), Secondary Education
Commission(1952-53), Indian Education Commission(1964-66) National policy of
Education (1986) and CABE (1992) committees on Indian education with special emphasis
on aims of education.
Unit III
Systems analysis of teaching learning process. Effect of change in socio-environmental
climate on all the decision fields-problems of maintaining and establishing consonance
across the system.
Unit IV
Introduction of formative and summative evaluation processes for accountability of
educational programmes and their impact on learners.
Sessional Work:
• Group Presentation
18
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for
Sessional work will include group presentations.
BOOKS RECOMMENDED
1. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and practice, Bawa
Publishers, Patiala, (2nd edition)
2. Bloom, B.S. and Others (1971): Handbook of Summative and Formative Evaluation Student
Learning, New York, McGraw Hill.
3. Bouanchand, B. (1997): The Essence of Yoga, Delhi: Satguru Publications.
4. Broudy, H.S. (1965): Building a Philosophy of Education, 2nd ed., Prentice Hall, Inc. 1962,
Economy Ed., New Delhi.
5. Eraut, M. (1996): The International Encyclopedia of Educational Technology. Great Britain:
Pergamon Press.
6. Jukes, I., Dasaj, A. and Macdonald, B. (2000): Net Savvy: Building Information Literacy in
the Classroom, California: Corwin Press, Inc.
7. Mehra, V. (2010):AText Book of Educational Technology, New Delhi, Sanjay Prakashan.
8. Naseema, C. and Alam, M.A. (2004): From Blackboard to the Web. Integrating Technology
and Education, New Delhi: Kanishka Publishers, Distributors.
9. National Educational Commission, 1964-66.
10. National Policy of Education (1986): Ministry of Human Resource and Development,
Department of Education, New Delhi.
11. Pophams, W.J. (1973): Evaluating Instruction, New York, Prentice Hall.
12. Sharma, Y.K. (2002): Fundamental Aspects of Educational Technology, New Delhi:
Kanishka Publishers, Distributors.
13. Taneja, V.R. (2002): Foundation of Education (Philosophical and Sociological),
Chandigarh: Abhishek Publications.
14. Unwin, D. (Ed.) (1969): Media and Methods: Instructional Technology in Higher Education,
McGraw Hill, London.
15. Weerasinghe, S.G.M. (1993): The Sankhya Philosophy. A Critical Evaluation of Its Origin
and Development, Delhi: Satguru Publications.
19
PAPER II: PSYCHOLOGICAL INTERPRETATION OF LEARNING AND IMPLICATIONS
FOR INSTRUCTIONS-II
Total Marks : 100 Marks
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work and Sessional work., the students shall be able to:
• Describe the process of physical, social, emotional and intellectual development of the
learner.
• Explain the theories and measurement of intelligence.
• Explain the psychology of individual differences with special reference to exceptional
children.
• Explain the teaching and learning process for memory, understanding and reflective levels
of learning outcomes.
• Analyse interaction in the classroom through Flanders, RCS and ETC systems of interaction
analysis.
• Explain the importance of modification of teacher behaviour through micro teaching and
simulation.
COURSE CONTENT :
Unit I
Process of development of child and adolescent with respect to – Physical, social, emotional
and intellectual factors affecting each type of development.
Unit II
Intelligence: Concept, Theories (Spearman, Thurstone, Guilford, Gardner and Sternberg)
and measurement.
Psychology of individual differences – types of exceptional children, gifted, backward and
others with special needs. Determinants of individual differences, Education of exceptional
children.
Unit III
Teaching and learning at memory, understanding and reflective levels.
Unit IV
Analysis of classroom interaction : Flanders, RCS and ETC: Coding, Decoding process of
each one of these.
Modification of teaching skills through Micro teaching and simulation.
Sessional Work:
• Microteaching (10 lessons)
• Observation of lessons (10 lessons)
20
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. Sessional work for
20 marks for will include microlessons (10) and ten observations through Flanders Interaction
Analysis.
BOOKS RECOMMENDED
1. Bhushan, A., Ahuja, M. (2003): Educational Technology, Theory & Practice, Bawa Publishers,
(2nd edition).
2. Briggs, A.R. J. and Sommefeldt, D. (2002): Managing Effective Teaching and Learning.
London: Paul Chapman Publishing.
3. Dandekar, W.N. and Makhija, S.M. (2002): Psychological Foundations of Education, New
Delhi: Macmillan India Ltd.
4. Decceco, John P. (1968): The Psychology of Learning and Instruction, Prentice Hall of Indian
Pvt. Ltd., New Delhi.
5. Eggen, Paul, D. (1988): Strategies for Teacher Teaching Contact and Thinking Skills, Prentice
Hall, Englewood Cliffs, New Jersey.
6. Hill, Winfred, F. (1968): Learning: A Survey of Psychological Interpretations, London, Methuen.
7. Joyce, B. Calhoun, E. and Hopkins, D. (2002): Models of Learning – tools for teaching.
Philadelphia: Open University Press.
8. Mehra, V. (2004): Educational Technology, New Delhi, S.S. Publishers.
9. Skinner, B.F. (1968): Technology of Teaching, New York, McGraw Hill.
10. Tickton, S. (Ed.) (1970): To improve Learning I – II, New York, Baw Kev.
11. Vishnoi, U. (2007): Psychological Foundations of Education. New Delhi: KSK Publishers and
Distributors.
21
PAPER III: RESEARCH IN EDUCATION AND STATISTICAL ANALYSIS-II
Total Marks : 100 Marks
External : 80 Marks
Internal : 20 Marks
COURSE OBJECTIVES:
After completing the course, going through the relevant references and doing the necessary practice
for numerical skill, the students are supposed to:
• Discuss Characteristics and application of different research tools (Test, Questionnaire,
interviews, scales, checklists, observations)
• Explain concept Need and Types of sampling
• Describe steps, importance and application of experimental, Historical and descriptive research.
• Explain steps of writing a report.
• Enumerate assumptions of analysis of variance and apply ANOVA on the given data.
• Explain concept and application of Non Parametric statistics: Chi-square test, Wilcoxon sign
rank test, Mann Whitney’s test.
COURSE CONTENT:
Unit I
a) Research tools/instruments: Tests, Questionnaire, inventories, scales, checklists,
interviews, observations.
b) Sampling: Meaning, Probability and Non-Probability Sampling.
Unit II
a) Research methods: Experimental, Historical and Descriptive Research.
b) Writing a report.
Unit III
a) Analysis of variance: Concept and assumptions
b) Computation for one way analysis of variance (ANOVA).
Unit IV
a) Non Parametric statistics: Chi-square test
b) Wilcoxon sign rank test, Mann Whitney’s Test.
22
Evaluation :
The students will be evaluated through external written exam based on theory of 3 hours duration of
part I and II on the portion of :
(i) Research methods (Weightage 40 marks)
(ii) Statistical Analysis (Weightage 40 marks)
Eight questions will be set by the external examiner, 4 from part I and 4 from part II. The students
will be required to attempt 4 questions in all, selecting at least two from each of the parts I and II. All
questions will carry equal marks.
BOOKS RECOMMENDED
1. Begdan, R. & Taylor, J. (1978) : Introduction to Qualitative Research Methods, New York : John
Wiley and Sons.
2. Blaxter, L., Huges, C. and Tight, M. (2002): How to Research. UK: Open University Press.
3. Creswell, J.W. (2002): Educational Research Planning, Conducting and Evaluating Quantitative
and Qualitative Research, New Jersey: Pearson Education.
4. Garrett, H.E. (1966): Statistics in Psychology and Education, Vakils, Feffer and Simons Pvt.
Ltd., Mumbai.
5. Kaul, L. (2000): Methodology of Educational Research, New Delhi ,Vikas Publishing House,.
6. National Seminar on Emerging Issues in Methodology of Educational Research CASE, M.S.
University of Baroda, 1982.
7. Report of Seminar on Quantitative and Qualitative Approaches in Educational Research Center
of Advanced Studies in Education, M.S. University of Baroda, 1983.
Paper – IV: PROCESS OF COURSE DESIGNING AND INSTRUCTIONAL DESIGNING-II
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work after studying the relevant references and finishing the course
assignments, the students are supposed to:
• Explain the concept of instruction, system, instructional system and systems approach.
• Explain Gagne’s Model of instructional design.
• Explain principles of Instructional Design.
• Understand curriculum issues and trends.
• Outline features of National Framework of Curriculum – 2005.
23
COURSE CONTENT:
Unit I
Concept of instruction, System, instructional system components, systems approach and
instructional design.
Unit II
Principles of instructional design.
i) Five categories of learning outcomes, viz. intellectual skills, cognitive strategies, verbal
information, attitudes, motor skills.
ii) Outcomes of instruction and learning: behavioral objectives, components of operational
descriptions of objectives.
iii) External conditions of learning and internal capabilities of the learner.
iv) Designing instructional sequences.
v) Events of instruction.
vi) Planning individual lessons.
vii) Assessment of student performance.
Unit III
Steps of Gagne’s Models of Instructional Systems Development
(i) Analysis and identification of needs
(ii) Definition of goals and objectives
(iii) Identification of alternative ways to meet needs.
(iv) Design of system components.
(v) Analysis of resources and constraints.
(vi) Action to remove or modify constraints.
(vii) Selection of student’s assessment procedures.
(viii) Field testing, formative evaluation and teacher training.
(ix) Adjustments, revisions and further evaluation.
(x) Summative evaluation
(xi) Operational installation
Unit IV
Curriculum issues and trends: Future directions for curriculum, National Curriculum
Framework (2005)
Sessional Work:
i) Four instructional plans according to Gagne’s Model of Instructional design 15 marks
ii) Course evaluation 5 marks
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. Sessional work for
20 marks for will include four instructional plans according to Gagne’s Model (15 marks) and course
evaluation of 5 marks.
24
BOOKS RECOMMENDED
1. Allen, S. (1971): Dynamic Management, Prentice Hall.
2. Bloom, B.S., Hastings, J.T. and Madaus, G.F. (1971): Handbook of Formative and
summative Evaluation Student Learning, New York, McGraw Hill.
3. Bruner, J.S. (1966): Towards a Theory of Instruction, Cambridge, Mass, Harvard University
Press.
4. Cropper, G.L. (1974.): Instructional Strategies, Englewood Cliff, N.J. Educational
Technology Publications.
5. Davis, I.K. (1971): The Management of Learning, London, McGraw Hill.
6. Forsyth, I., Jolliffe, A. and Stevens, D. (1999): Evaluating a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
7. Forsyth, I., Jolliffee, A. and Stevens, D. (1999): Planning a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
8. Gagne, R.M. (1965): The Conditions of Learning, New York, Holt Rinehart and Winston.
9. Gagne, R.M. and Briggs, L.J. (1979): Principles of Instructional Design. New York: Holt,
Rinehart and Winston.
10. Mehra, V. (1992): Instructional System Design: An Innovation in Educational Technology,
New Delhi, S.S. Publishers.
11. Mehra, V. (2010): A Text Book of Educational Technology, New Delhi, Saqnjay Prakashan.
12. Murrit, M.D. (Ed.) (1971): Instructional Design, Englewood Cliffs, N.J., Prentice Hall.
13. National Curriculum Framework (2005): New Delhi: NCERT.
14. Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum: Foundations, Principles and Issues,
Prentice Hall International Ltd. London.
15. Popham, J.M. and Baker E.L. (1970): Systematic Instruction, Prentice Hall, Inc. Englewood
Cliffs, New Jersey.
16. Pratt, D. (1980): Curriculum Design and Development, N.Y, Harcourt,.
17. Romiszowski, A.J. (1986): Designing Instructional Systems, London: Kogan Page.
PAPER V: DESIGNING INDIVIDUALIZED INSTRUCTIONS-II
Total Marks : 100 Marks
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, after going through the relevant references and completing the
assignments, the students are supposed to:
• Describe concept, characteristic features, prototypes, advantages and limitations of Mastery
Learning Strategies.
• Discuss various tasks of a teacher for implementing Mastery Learning Strategies.
• Describe various tools of computer technology which can be used in self-instructions.
• Explain the meaning and scope of e learning and e-resources
COURSE CONTENT:
Unit:-I Mastery Learning
i) Concept, Historical Development, Essential Features, Types; Bloom, Keller, Eclectic MLS,
their similarities & differences.
25
ii) Variables of Mastery Learning:
a) Perseverance: Concept, Correlates, Types, Measurement, Enhancing Perseverance.
b) Time allowed for Learning.
c) Aptitude: Concept, Measurement, Enhancing aptitude.
d) Ability to understand Instruction: Concept of Entry behaviour, assumptions about the
learners, pre-requisite skills.
e) Quality Instructions: Concept, Models of Quality Instructions, Measurement of Quality
Instruction.
iii) Components of Mastery Learning: Tasks of Teachers for each component;
a) Defining mastery
b) Planning for mastery
c) Teaching for mastery
d) Grading for mastery
iv) Implications of Mastery Learning Strategies
Unit:-II Computer based instructions
i) Introduction to some basic concepts of working with computers.
ii) Computer based instructions :
a) Concept of computer based instructions: Computer based, computer assisted and computer
mediated instructions.
b) Characteristics, applicability, advantages & limitations of computer assisted instructions.
c) Multimedia and E-Learning
Sessional Work:
The students shall prepare mastery learning plans in Bloom’s and Keller style each of
10 marks
OUTLINE FOR INSTRUCTION
Instruction for the course will be conducted through lectures, seminars and group
discussions.
EVALUATION
Students will be evaluated through written examination of 3 hours duration. The theory
paper will consist of 8 questions i.e. four questions from unit I out of which students will
attempt two questions. Three questions will be set from Unit II out of which one question
will be attempted. One question will be compulsory & spread over. All questions will carry
equal marks, 20 marks are for internal assessment which is based on performance of house
tests, attendance, seminar, snap test, etc. Sessional work of 20 marks will be evaluated on
the basis of Mastery Learning Plans, 10 marks each for Bloom & Keller Plans.
BOOKS RECOMMENDED
1. Ahuja, M. (2007): Mastery Learning a Practical Approach, Meerut , Vivek Publishers, (2nd
Ed.).
2. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and Practice, Patiala ,
Bawa Publishers, (2nd edition)
3. Block, J.H. and Anderson, L.W. (1974): Mastery Learning in Classroom Instruction: New
York., Macmillan,
4. Davies, I.K. & Hartley, J.A. (1974) : Readings in Educational Technology, London Life.
5. Deva, V. (2003): E-knowledge. New Delhi: Commonwealth Publishers.
6. Espich, I.E. and Williams (1967) . Developing Programme Instructional Materials. London
Pittman.
7. Mager, R.T. (1961): Preparing Objectives for Programmed Instruction, San Francisco,
Pearson.
8. Maier, P. and Warren,. A. (2000): Integrating Technology in Learning and Teaching.
London: Kogan Page
9. Markle. S.M. (1969): Good Frames and Bad. New York : Wiley.
10. Mayer, R.E. (2001): Multimedia Learning. USA: Cambridge University Press.
26
PAPER VI: INSTRUMENTS FOR CLASSROOM USE: AUDIO-VISUAL AND
COMPUTERS-II
Total Marks :100 Marks
Practical External : 50 Marks
Practical Internal : 50 Marks
COURSE OBJECTIVES:
After completing the course work and the practicals in the application and use of instruments to aid
teaching and learning in classroom, the students are supposed to:
• Describe theory behind working of each Instrument
• Identify different components of each instrument.
• Draw the activity sequence diagrams for each instrument.
• Operate upon each instrument and practice it at the autonomous level.
• Diagnose minor failure of each instrument.
• Prepare manual for at least one of the above instruments.
COURSE CONTENTS:
The students will be introduced to components, activity sequences, diagrams, operation and
diagnosing minor failures of the following instruments.
• Operating on a video camera, synchronising it with TV and practicing recording and display
of films.
• Instructional computers (working in windows) (MS-Word, Excel and PowerPoint, e-mail,
internet).
Outline for instruction:
It is a practical course where the students will learn to operate upon above mentioned instruments and
develop mastery in their use for a variety of purposes. Each instrument will be introduced verbally
followed by practical demonstration of its application by the Incharge teacher of the practicals. All
the students will operate repeatedly for the variety of modes of their application until they develop
mastery on the practical use of these instruments for recording practical work: They will:
• Prepare documents in MS-word, MS-Excel, and MS-PowerPoint presentations in a separate
file..
• Appear for viva-voce examination for evaluating research reports.
Evaluation:
Students will be evaluated practically by the external examiner in a lab situation for the operation of
instructional instruments. The practical will be followed by a comprehensive viva-voce test. The
competence in use of the appliances will carry 50 marks and the comprehensive viva will carry 50
marks.
BOOKS RECOMMENDED
1. Anderson, R.H. (1976): Selection and Developing Media Instruction, New York , Van Nostrand
Reinhold Company,.
2. Heinich, R. Molenda,, M.; Russeil J. (1993): Instructional Media and New Technologies of
Instruction, Macmillan Publishing, Co., N.Y.
3. Kemp. J. E. (1975): Planning and Producing Audio-Visual Materials, 3rd Ed. N.Y.,Thomas Y.
Crowell, Inc.
27
4. Schramm, W. (1985): Big Media, Little Media, Tools and Technologies for Instruction,
California , Sage.
5. Taxali, R.K. (2002): PC Software for Windows 98 Made Simple. New Delhi., Tata McGraw Hill
Publishing Ltd.
PAPER VII: DISSERTATION/ RESEARCH PROJECT REPORT-II
Total Marks : 100 Marks
External : 75 Marks
Internal : 25 Marks
COURSE OBJECTIVES:
After preparing synopsis in Semester I, the students will work on dissertation to
• Conduct supervised research
• Understand the steps of conducting research
• Select/develop tools for collecting data
• Select the field of research and collect adequate data relevant to their research proposals
• Score and analyse data
• Report the results by way of dissertation
Process of Research:
Under the supervision of their guides they will undertake all the steps of research by procuring
tools/preparing tools and collecting data. They will score, tabulate and analyse data and prepare a
report of results. The data of submission of dissertation will be announced by the department.
EVALUATION:
The dissertation will be jointly evaluated by external examiner and internal examiner (guide) by
conducting a viva-voice exam. External examiner will evaluate dissertation out of 75 marks and
internal examiner will evaluate out of 25 marks.
With the advent of science and technology, the Indian social environment has
undergone unpredicted changes during the past 50 years. The changes have affected all
walks of life. Education is no exception. There have been changes in the course of study and
physical environment of educational institutions. The teacher taught relationships have
changed to an extent that the age old methods of education have gone superfluous.
The area of teacher education, the courses of study which were designed in the
thirties and those introduced in the foremost institutions of the country still persist and have
been taken as models in the younger universities.
It is almost uniformly agreed upon that the course of M.Ed. needs a marked change
to do the job it is designed for.
The course of post graduate diploma in educational technology was initially
designed with the collaboration of the British Counsel and Indian Scholarship of seasoned
professionals in the Mid Seventies. Since then it has been revised three times to update the
content and maintain its relevance with Socio-Educational Scenario of the country and to
meet the changing demands of the modern schools. In order to serve the interest of those
who take up the course, the diploma was converted into M.Ed. degree which for the
purposes of job, has been considered equivalent to the M.Ed. general, though it is miles
ahead in its insight, content and process of conducting the course. The change is apparent in
every bit of the details of the course of study.
3
SCHEME, OUTLINES OF TESTS, SYLLABI AND COURSES OF READING FOR
MASTER OF EDUCATION (M.Ed.) EDUCATIONAL TECHNOLOGY,
(SEMESTER SYSTEM).
Note: Use of all brands of non programmable calculators having signs of +,-,x , only is
allowed in the examination centre.
Semester-I
Paper I : *Theoretical bases of Educational Process (Philosophical and
Sociological Foundations)-I
(*Review of current practices in intent, content, instructional
process, media, and evaluation in light of theoretical bases of
educational intent and evaluation)
Paper II : Psychological interpretation of learning and implications for
Instructions-I
Paper III : Research in Education and Statistical Analysis-I
Paper IV : Process of Course Designing and Instructional Designing-I
Paper V : Designing Individualized instructions-I
Paper VI : Instruments for Classroom Use: Audio ,Visual and Computers-I
Paper VII : Dissertation/Research Project Report -I
Semester-II
Paper I : *Theoretical bases of Educational Process (Philosophical and
Sociological Foundations)-II
(*Review of current practices in intent, content, instructional
process ,media, and evaluation in light of theoretical bases of
educational intent and evaluation)
Paper II : Psychological interpretation of learning and implications for
Instructions-II
Paper III : Research in Education and Statistical Analysis-II
Paper IV : Process of Course Designing and Instructional Designing-II
Paper V : Designing Individualized instructions-II
Paper VI : Instruments for Classroom Use: Audio- Visual and Computers-II
Paper VII : Dissertation/Research Project Report-II
4
The Syndicate has approved the following guidelines, mode of testing and evaluation
including Continuous Internal Assessment of students:
1)
i. Terminal Evaluation : 80%
ii. Continuous Assessment : 20%
iii. Continuous Assessment may include written assignment, participation in
classroom discussion, term papers, attendance etc.
iv. In order to incorporate an element of Continuous Internal Assessment of
students, the Colleges/Departments will conduct one written test, one snap test,
as quantified below:
1. Written Test : 50 marks
2. Snap Test : 15 marks
3. Participation in Classroom discussion : 10 marks
4. Term Paper : 15 marks
5. Attendance : 10 marks
Total: 100 (reduced to 20)
2) Weightage of 2 marks for attendance component out of 20 marks for Continuous
Assessment shall be available only to those students who attend 85% and more of
classroom lectures/seminars/workshops. The break-up of marks for attendance
component for theory papers shall be as under:
Attendance Component Marks for Theory Papers
a) 75% and above up to 85% 1
b) Above 85% 2
3) For moderation of awards of Sessional work of paper I, II, IV and V i.e.
Practical/Sessional work, a committee will consist of Chairman, Internal and External
Examiners.
5
OBJECTIVES:
The M.Ed. (Educational Technology) has been designed to realize the following objectives.
After completing the course, going through the relevant references and completing the
course assignments and the prescribed practicals, the students are supposed to:
- Identify points of consonance and dissonance in today’s educational practices and
educational expectations.
- Develop ability to design courses for specified purposes and specified levels along
with the capability to monitor their institutionalization.
- Develop capability to design instructions applying scientific principles of
instructional designs.
- Develop insight into the vast array of teaching and learning processes for individual
classroom and non formal settings.
- Develop working competence with popularly used instruments in classrooms.
- Develop capability of conducting and reporting classroom research.
EVALUATION PROCEDURE:
There are six papers with a weightage of 100 marks for each paper in each semester.
Seventh paper on Dissertation will be evaluated internally by designing synopsis in first
semester (no marks for this). However, Dissertation will be submitted in second semester
and carry 100 marks. The students shall be evaluated in five modes of their performance in
light of their:
i) Conventional written examination.
ii) Production of instructional material/Sessional work.
iii) Classroom interactions.
iv) Performance skills in laboratory settings followed by a comprehensive viva voce
test and.
v) Dissertation viva-voce exams jointly by external and internal examiner
Note: The committee for the moderation of Sessional work of paper 1(b), II(b), IV(b) and
VI i.e. practical/Sessional work will consist of Chairman, Internal and External Examiners.
The same board will evaluate paper V.
6
SEMESTER-I
PAPER I: THEORETICAL BASES OF EDUCATIONAL PROCESS-I
(Philosophical and Sociological Foundations)-I
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, after studying the relevant references and finishing course
assignments, the students shall be able to:
• Identify the aims as suggested by the Western Schools of Philosophy.
• Identify the aims as suggested by the Indian Schools of Philosophy.
• Derive goals and instructional objectives from the list of specified aims.
• Explain the Bloom’s taxonomy of educational objectives (Three Domains)
• Write instructional objectives based on various models of writing instructional
objectives.
• Derive the course content for its contribution in the realization of objectives.
• Derive the methods of education from different Western and Indian philosophical
schools and national documents.
COURSE CONTENT:
Unit I
Western schools of philosophy: Idealism, naturalism, pragmatism, existentialism and
logical empiricism with reference to their metaphysics, epistemology and axiology and
their educational implications for aims, content and methods.
Unit II
Indian schools of philosophy: Sankhya, Vendanta and Buddhism traditions with
reference to nature of knowledge, values and theireducational implications for aims,
content and methods.
Unit III
Derivation of objectives from aims and goals: Their forms, types and taxonomy of
educational objectives.Models of formulating instructional objectives, Miller, Mager
and Gagne.
Unit IV
Derivation of courses of study and curriculum transactional approaches from different
Western and Indian schools of philosophy and National documents in present day
Indian social context.
Sessional Work:
• Text Book Evaluation
OUTLINE FOR INSTRUCTION
Instruction for the course will be conducted through lectures, seminars and group discussions.
7
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for
Sessional work will include evaluation of a text book of class X.
BOOKS RECOMMENDED
1. Aggarwal J.C. (2005) Theory & Principles of Education, New Delhi, Vikas Publication
House Pvt. Ltd.
2. Banerjee A.C. & Sharma S.R.(1999): Sociological & Philosophical Issues in Education,
Book Enclave, Jaipur.
3. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and practice, Bawa
Publishers, Patiala, (2nd edition)
4. Bloom, B.S. and Others (1971): Handbook of Summative and Formative Evaluation Student
Learning, New York, McGraw Hill.
5. Bouanchand, B. (1997): The Essence of Yoga, Delhi: Satguru Publications.
6. Broudy, H.S. (1965): Building a Philosophy of Education, 2nd ed., Prentice Hall, Inc. 1962,
Economy Ed., New Delhi.
7. Brubacher, J.S.(1962) Modern Philosophy of Education, Prentice Hall Inc. Englewood
Cliffs, N.J.
8. Dewey, J. (1963) Democracy & Education, New York, The Macmillan Company.
9. Eraut, M. (1996): The International Encyclopedia of Educational Technology. Great Britain:
Pergamon Press.
10. Jukes, I., Dasaj, A. and Macdonald, B. (2000): Net Savvy: Building Information Literacy in
the Classroom, California: Corwin Press, Inc.
11. Mehra, V. (2010): A Text Book of Educational Technology, New Delhi, Sanjay Prakashan.
12. Naseema, C. and Alam, M.A. (2004): From Blackboard to the Web. Integrating Technology
and Education, New Delhi: Kanishka Publishers, Distributors.
13. National Educational Commission, 1964-66.
14. National Policy of Education (1986): Ministry of Human Resource and Development,
Department of Education, New Delhi.
15. Pophams, W.J. (1973): Evaluating Instruction, New York, Prentice Hall.
16. Sharma, Y.K. (2002): Fundamental Aspects of Educational Technology, New Delhi:
Kanishka Publishers, Distributors.
17. Taneja, V.R. (2002): Foundation of Education (Philosophical and Sociological),
Chandigarh: Abhishek Publications.
18. Unwin, D. (Ed.) (1969): Media and Methods: Instructional Technology in Higher Education,
McGraw Hill, London.
19. Weerasinghe, S.G.M. (1993): The Sankhya Philosophy. A Critical Evaluation of Its Origin
and Development, Delhi: Satguru Publications.
8
PAPER II: PSYCHOLOGICAL INTERPRETATION OF LEARNING AND IMPLICATIONS
FOR INSTRUCTIONS-I
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work, practical teaching and observation of lessons, the
students shall be able to:
• Describe the meaning of learning with emphasis on S-R learning theories and cognitive field
theories.
• Explain the type and conditions of learning.
• Describe process of teaching of concepts, rules and problem solving.
• Describe the meaning, historical development and types of Educational Technology.
• Explain the concept, phases and operations of teaching.
• Explain the meaning, elements and families of models of teaching.
• Explain the elements of Basic Teaching Model, Ausbel’s and Suchman’s models of
teaching.
COURSE CONTENT:
Unit I
Concept of Learning: Different points of view about learning (Theoretical positions)
with emphasis on S-R theories (Pavlov, Thorndike, Skinner & Hull) and Cognitive
field theories (Kohler and Tolman).
Unit II
a) Types of learning (Gagne’s hierarchy of learning). Conditions of learning.
b) Teaching and learning for different types of learning: concepts, principles and problem
solving.
Unit III
a) Concept and historical development of Educational Technology.
b) Types of Educational Technology
c) Relationship of Teaching and learning.
d) Concept of teaching, phases and operations in each phase of teaching
Unit IV
a) Models of Teaching, elements and families of models of teaching.
b) Basic Teaching Model, Bruner’s, Ausubel’s and Suchman’s Models of Teaching.
Sessional Work:
Designing teaching learning process for concepts, rules and problem solving.
OUTLINE FOR INSTRUCTION
Instruction for the course will be conducted through lectures, seminars and group discussions.
9
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for
Sessional work will include designing instructions for concept learning, rule learning and problem
solving.
BOOKS RECOMMENDED
1. Bhushan, A., Ahuja, M. (2003): Educational Technology, Theory & Practice, Bawa Publishers,
(2nd edition)
2. Briggs, A.R. J. and Sommefeldt, D. (2002): Managing Effective Teaching and Learning.
London: Paul Chapman Publishing.
3. Dandekar, W.N. and Makhija, S.M. (2002): Psychological Foundations of Education, New
Delhi: Macmillan India Ltd.
4. Decceco, John P. (1968): The Psychology of Learning and Instruction, Prentice Hall of Indian
Pvt. Ltd., New Delhi.
5. Eggen, Paul, D. (1988): Strategies for Teachers Teaching Contact and Thinking Skills, New
Jersey: Prentice Hall, Englewood Cliffs,.
6. Hill, Winfred, F. (1968): Learning: A Survey of Psychological Interpretations, London, Methuen.
7. Joyce, B. Calhoun, E. and Hopkins, D. (2002): Models of Learning – tools for teaching.
Philadelphia: Open University Press.
8. Mehra, V. (2004): Educational Technology, New Delhi, S.S. Publishers.
9. Michel, J. Dunken (1987): The International Encyclopedia of Teaching and Teacher Education,
Oxford.: Pergamon Press,
10. Ober, Richard L. (1971): Systematic Observation of Teaching, An Interaction Analysis –
Instructional Strategy Approach, Englewood Cliffs, Prentice Hall.
11. Skinner, B.F. (1968): Technology of Teaching, New York, McGraw Hill.
12. Tickton, S. (Ed.) (1970): To improve Learning I – II, New York, Baw Kev.
13. Vishnoi, U. (2007): Psychological Foundations of Education. New Delhi: KSK Publishers and
Distributors.
10
PAPERIII: RESEARCH IN EDUCATION AND STATISTICAL ANALYSIS-I
Total Marks : 100
External : 80 Marks
Internal : 20 Marks
COURSE OBJECTIVES:
After completing the course, going through the relevant references and doing the necessary practice
for numerical skills, the students are supposed to:
• Define educational research.
• Explain need and importance of educational research and types of research.
• Describe different areas of research in Education
• Explain steps of educational research with special emphasis on defining, identifying research
problem and variables of research.
• Explain the concept, types, significance and formulation of research hypotheses.
• Represent research data.
• Describe the concept and application of Normal Distribution curve.
• Elaborate the concept of significance of difference and analyse given data for differences in
means.
• Describe the concept and calculation of Correlation (Product moment, partial and multiple).
COURSE CONTENT:
Unit I
a) Educational Research: Concept, Need , types and Importance
Unit II
Areas of research and defining research problem, identifying and specifying the variables of
research. Concept, types, significance and formulation of research hypotheses.
Unit III
a) Normal distribution and its application.
b) Product Moment Method of correlation.
Unit IV
a) Significance of Mean and Significance of Difference between Means.
b) Partial and Multiple Correlation (Concepts and Computation).
Evaluation:
The students will be evaluated through external exam in theory of 3 hours duration part I and II on
the portion of :
(a) Research methods (Weightage 40 marks)
(b) Statistical Analysis (Weightage 40 marks)
Eight questions will be set by the external examiner, 4 from part I and 4 from part II. The students
will be required to attempt 4 questions in all, selecting at least two from each of the parts I and II. All
questions will carry equal marks, 20 marks are for internal assessment which is based on performance
of house test, attendance, seminar snap test etc.
11
BOOKS RECOMMENDED
1. Begdan, R. Taylor, J. (1978): Introduction to Qualitative Research Methods, New York John
Wiley and Sons,.
2. Blaxter, L., Huges, C. and Tight, M. (2002): How to Research. UK: Open University Press.
3. Creswell, J.W. (2002): Educational Research Planning, Conducting and Evaluating Quantitative
and Qualitative Research, New Jersey: Pearson Education.
4. Donald Any Ducy Cheser Jacob. (1972): Introduction to Research in Education, New York :
Holt Rinehart and Winston, Inc.
5. Garrett, H.E. (1966): Statistics in Psychology and Education, Vakils, Feffer and Simons Pvt.
Ltd., Mumbai.
6. Kaul, L. (2000): Methodology of Educational Research, New Delhi ,Vikas Publishing House,.
7. National Seminar on Emerging Issues in Methodology of Educational Research CASE, M.S.
University of Baroda, 1982.
8. Report of Seminar on Quantitative and Qualitative Approaches in Educational Research Center
of Advanced Studies in Education, M.S. University of Baroda, 1983.
PAPER IV: PROCESS OF COURSE DESIGNING - I
Total Marks : 100 Marks
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work and Sessional work. , the students shall be able to:
• Define curriculum and explain its foundations.
• Explain the principles of curriculum construction.
• Explain need of theory of curriculum design.
• Explain the eclectic model of course design.
• Explain Taba’s Model of curriculum design.
COURSE CONTENT:
Unit I
Curriculum: Concept and approaches.
Foundations of Curriculum: Epistemological, Social and Psychological. Learner and learning
theories.
Unit II
Principles of Curriculum construction: Principles of formulating aims, specifying content, defining
teaching learning experiences and evaluation procedures.
Unit III
Need of theory of curriculum design and development.
Eclectic model of course design .
Unit IV
Taba’s model of curriculum development
• Diagnosis of needs
• Formulating course objectives
• Selecting content
12
• Organizing content
• Selecting learning experiences
• Organizing learning experiences
• Evaluation
• Checking for balance and sequence
Sessional Work:
Taba’s course design = 20 marks
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussion.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for will be
based on a course design of Taba.
BOOKS RECOMMENDED
1. Bloom, B.S., Hastings, J.T. and Madaus, G.F. (1971): Handbook of Formative and summative
Evaluation Student Learning, New York, McGraw Hill.
2. Bruner, J.S. (1966): Towards a Theory of Instruction, Cambridge, Mass, Harvard University
Press.
3. Cropper, G.L. (1974): Instructional Strategies, Englewood Cliff, N.J. Educational Technology
Publications.
4. Davis, I.K. (1971): The Management of Learning, London, McGraw Hill.
5. Forsyth, I., Jolliffe, A. and Stevens, D. (1999): Evaluating a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
6. Forsyth, I., Jolliffee, A. and Stevens, D. (1999): Planning a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
7. Gagne, R.M. (1965): The Conditions of Learning, New York, Holt Rinehart and Winston, N. 4.
8. Gagne, R.M. and Briggs, L.J. (1979): Principles of Instructional Design. New York: Holt,
Rinehart and Winston.
9. Mehra, V. (1992): Instructional System Design: An Innovation in Educational Technology, New
Delhi, S.S. Publishers.
10. Mehra, V. (2010):A Text Book of Educational Technology, New Delhi, Sanjay Prakashan.
11. Murrit, M.D. (Ed.) (1971): Instructional Design, Englewood Cliffs, N.J., Prentice Hall.
12. National Curriculum Framework (2005): New Delhi: NCERT.
13. Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum: Foundations, Principles and Issues,
Prentice Hall International Ltd. London.
14. Popham, J.M. and Baker E.L. (1970): Systematic Instruction, Prentice Hall, Inc. Englewood
Cliffs, New Jersey.
15. Pratt, David (1980): Curriculum Design and Development, N.Y, Harcourt,.
16. Romiszowski, A.J. (1986): Designing Instructional Systems, London: Kogan Page.
17. Taba, H. (1962): Curriculum Development: Theory and Practice, Harcourt Brace and World Inc.,
N.Y.
18. Taylor, P. (2003): How to Design a Training Course. A Guide to Participatory Curriculum
Development. London: Continuum.
19. Zais, R.S. (1977): Curriculum: Principles and Foundations, London, Harper and Row Publishers,
13
PAPER V : DESIGNING INDIVIDUALIZED INSTRUCTIONS-I
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, after going through the relevant references and completing the
assignments, the students are supposed to:
• Describe the surviving principles of programmed instruction.
• Identity the characteristic features of different programming styles.
• Select the styles for the given content and specified level of learners according to the
characteristic features of programming with some frames of linear, branching and mathetic
styles.
• Differentiate between Linear and Branching Programme with respect to various
characteristics.
• Develop and Validate linear style of programmes.
COURSE CONTENT:
Unit I
Psychological Basis of Programmed Instruction: Skinner’s Theory of operant
conditioning, schedules of reinforcement, shaping of behaviour through successive
approximation and gradual Progression.
Concept and principles of programmed instruction.
Unit II
Different Styles of Programming: Their characteristic features, advantages, applicability
and limitations.
• Linear
• Branching and
• Mathetics
• Differences between linear and branching programmes.
Unit III
Developing of a programme (Preparation stage): Concept and specification of terminal
behaviour, classification of objective (Bloom’s taxonomy). Mager’s approach to
operational target behaviour and pre-requisite skills and developing tests for external
behaviour and terminal behaviour.
Writing stage: Components and types of frames, primes and prompts, designing and
sequencing of frames, editing programmes
Unit IV
Try out and Validation of Programme: Internal and external criteria of testing, viz.,
error rate, programming density, sequence progression, 90/90 standard, attitude
coefficient etc.
14
Sessional Work:
The students will prepare a linear programme of approximately 150 frames on a topic of their choice.
20 marks
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. Students will be
assessed on their Sessional work by producing a linear programme of approximately 150 frames on a
topic of their choice (20 marks).
BOOKS RECOMMENDED
1. Ahuja, M. (2007): Mastery Learning a Practical Approach, Vivek Publishers, Meerut.
2. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and Practice, Bawa
Publishers, Patiala, (2nd edition)
3. Block, J.H. and Anderson, L.W. (1974): Mastery Learning in Classroom Instruction: New
York. Macmillan.
4. Deva, V. (2003): E-knowledge. New Delhi: Commonwealth Publishers.
5. Espich, I.E. and Williams (1967): Developing Programme Instructional Materials, Pitman,
London.
6. Mager, R.T. (1961): Preparing Objectives for Programmed Instruction, San Francisco,
Fearson.
7. Maier, P. and Warren. A. (2000): Integrating Technology in Learning and Teaching.
London: Kogan Page.
8. Markle, S.M. (1969): Good Frames and Bad, New York, Wiley.
9. Mayer, R.E. (2001): Multimedia Learning. USA: Cambridge University Press.
PAPER VI: INSTRUMENTS FOR CLASSROOM USE AUDIO VISUAL AND
COMPUTERS-I
Total Marks : 100 Marks
Practical External : 50 Marks
Practical Internal : 50 Marks
COURSE OBJECTIVES:
After completing the course work and the practicals in the application and use of instruments to aid
teaching and learning in classroom, the students are supposed to:
• Describe theory behind working of each Instrument
• Identify different components of each instrument.
• Draw the activity sequence diagrams for each instrument.
• Operate upon each instrument and practice it at the autonomous level.
• Diagnose minor failure of each instrument.
• Prepare manual for at least one instrument.
15
COURSE CONTENT:
The students will be introduced to components, activity sequences, diagrams, operation and
diagnosing minor failures of the following instruments.
• Audio-cassette recorder
• Overhead projector
• Slide projector
• Film projectors
• LCD Projector
• Video Cassette recorder
• Practice in handling and working with computers.
OUTLINE FOR INSTRUCTION:
It is a practical course where the students will learn to operate upon above mentioned instruments and
develop mastery in their use for a variety of purposes. Each instrument will be introduced verbally
followed by practical demonstration of its application by the Incharge teacher of the practicals. All
the students will operate repeatedly for the variety of modes of their application until they develop
mastery on the practical use of these instruments. For recording practical work, they will
• Prepare a practical file to report and record operations.
• Prepare at least ten different types of transparencies.
• Prepare at least two different video recordings.
EVALUATION:
Students will be evaluated practically by the External examiner in a lab situation for the operation of
instruments. The practical will be followed by a comprehensive viva-voce test. The competence in
use of the appliances will carry 50 marks and the comprehensive viva will carry 50 marks.
BOOKS RECOMMENDED
1. Anderson, R.H. (1976): Selection and Developing Media Instruction, New York ,Van Nostrand
Reinhold Company.
2. Christopher. D.&Whitlock, Q. (1984) : A handbook of Computer Based Training, London:
Logan Page.
3. Eldon, H.P. & Others (ed.) (1982): Mass Media III: An Introduction to Modern Communication,
N.Y. Longman.
4. Heinich, R. M., Micheal Russeil J. (1993): Instructional Media and New Technologies of
Instruction, N.Y, Macmillan Publishing, Co.,.
5. Kemp. J. E. (1975): Planning and Producing Audio-Visual Materials, 3rd Ed. Thomas Y.
Crowell, Inc. N.Y.
6. Schramm, W., (1985): Big Media, Little Media, Tools and Technologies for Instruction, Sage
California.
7. Sleeman, P., J. and D.M. Rockwell (Ed.) (1976): Instructional Media and Technology: A
Professional’s Resource, Pennsylvania., Denden Hutching on and Ross, Inc..
8. Taxali, R.K. (2002): PC Software for Windows 98 Made Simple. New Delhi., Tata McGraw Hill
Publishing Ltd.,
16
PAPER VII: DISSERTATION/RESEARCH PROJECT-I
COURSE OBJECTIVES:
Through this paper the students are supposed to:
• Orient themselves into the process of research.
• Identify a problem for undertaking the research project
• Prepare a synopsis on which they will conduct research in II Semester.
COURSE REQUIREMENT:
A research project will be taken up by each candidate under the supervision of a guide allotted to
them by the Department’s Academic Committee. They will follow steps of preparing a synopsis and
report to their guides for its finalization. The students will submit synopsis on a date announced by
the department (before the theory examinations).
Evaluation
It will be internal evaluation by the guide. No marks will be given in Semester I
17
SEMESTER-II
PAPER I: THEORETICAL BASES OF EDUCATIONAL PROCESS (PHILOSOPHICAL
AND SOCIOLOGICAL FOUNDATIONS)-II
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, the students shall be able to:
• Relate education with society, community and family.
• Explain social stratification, social mobility and social change in Indian context.
• Relate education with politics, religion and culture with reference to democracy and
secularism.
• Explain the educational implications of major commissions, committees and national
documents.
• Systematically analyse the teaching learning process.
• Discriminate between formative and summative evaluation for accountability of educational
programmes.
COURSE CONTENT:
Unit I
a) Relationship of education with society, community and family
b) Influence of education on social stratification, social mobility and social change in the
Indian context.
c) Relationship of education with politics, religion and culture.
d) Education and democracy.
Unit II
National documents such as Indian constitution, its educational implications and reports of
the major commissions, University Education Commission(1948-49), Secondary Education
Commission(1952-53), Indian Education Commission(1964-66) National policy of
Education (1986) and CABE (1992) committees on Indian education with special emphasis
on aims of education.
Unit III
Systems analysis of teaching learning process. Effect of change in socio-environmental
climate on all the decision fields-problems of maintaining and establishing consonance
across the system.
Unit IV
Introduction of formative and summative evaluation processes for accountability of
educational programmes and their impact on learners.
Sessional Work:
• Group Presentation
18
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. 20 marks for
Sessional work will include group presentations.
BOOKS RECOMMENDED
1. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and practice, Bawa
Publishers, Patiala, (2nd edition)
2. Bloom, B.S. and Others (1971): Handbook of Summative and Formative Evaluation Student
Learning, New York, McGraw Hill.
3. Bouanchand, B. (1997): The Essence of Yoga, Delhi: Satguru Publications.
4. Broudy, H.S. (1965): Building a Philosophy of Education, 2nd ed., Prentice Hall, Inc. 1962,
Economy Ed., New Delhi.
5. Eraut, M. (1996): The International Encyclopedia of Educational Technology. Great Britain:
Pergamon Press.
6. Jukes, I., Dasaj, A. and Macdonald, B. (2000): Net Savvy: Building Information Literacy in
the Classroom, California: Corwin Press, Inc.
7. Mehra, V. (2010):AText Book of Educational Technology, New Delhi, Sanjay Prakashan.
8. Naseema, C. and Alam, M.A. (2004): From Blackboard to the Web. Integrating Technology
and Education, New Delhi: Kanishka Publishers, Distributors.
9. National Educational Commission, 1964-66.
10. National Policy of Education (1986): Ministry of Human Resource and Development,
Department of Education, New Delhi.
11. Pophams, W.J. (1973): Evaluating Instruction, New York, Prentice Hall.
12. Sharma, Y.K. (2002): Fundamental Aspects of Educational Technology, New Delhi:
Kanishka Publishers, Distributors.
13. Taneja, V.R. (2002): Foundation of Education (Philosophical and Sociological),
Chandigarh: Abhishek Publications.
14. Unwin, D. (Ed.) (1969): Media and Methods: Instructional Technology in Higher Education,
McGraw Hill, London.
15. Weerasinghe, S.G.M. (1993): The Sankhya Philosophy. A Critical Evaluation of Its Origin
and Development, Delhi: Satguru Publications.
19
PAPER II: PSYCHOLOGICAL INTERPRETATION OF LEARNING AND IMPLICATIONS
FOR INSTRUCTIONS-II
Total Marks : 100 Marks
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work and Sessional work., the students shall be able to:
• Describe the process of physical, social, emotional and intellectual development of the
learner.
• Explain the theories and measurement of intelligence.
• Explain the psychology of individual differences with special reference to exceptional
children.
• Explain the teaching and learning process for memory, understanding and reflective levels
of learning outcomes.
• Analyse interaction in the classroom through Flanders, RCS and ETC systems of interaction
analysis.
• Explain the importance of modification of teacher behaviour through micro teaching and
simulation.
COURSE CONTENT :
Unit I
Process of development of child and adolescent with respect to – Physical, social, emotional
and intellectual factors affecting each type of development.
Unit II
Intelligence: Concept, Theories (Spearman, Thurstone, Guilford, Gardner and Sternberg)
and measurement.
Psychology of individual differences – types of exceptional children, gifted, backward and
others with special needs. Determinants of individual differences, Education of exceptional
children.
Unit III
Teaching and learning at memory, understanding and reflective levels.
Unit IV
Analysis of classroom interaction : Flanders, RCS and ETC: Coding, Decoding process of
each one of these.
Modification of teaching skills through Micro teaching and simulation.
Sessional Work:
• Microteaching (10 lessons)
• Observation of lessons (10 lessons)
20
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. Sessional work for
20 marks for will include microlessons (10) and ten observations through Flanders Interaction
Analysis.
BOOKS RECOMMENDED
1. Bhushan, A., Ahuja, M. (2003): Educational Technology, Theory & Practice, Bawa Publishers,
(2nd edition).
2. Briggs, A.R. J. and Sommefeldt, D. (2002): Managing Effective Teaching and Learning.
London: Paul Chapman Publishing.
3. Dandekar, W.N. and Makhija, S.M. (2002): Psychological Foundations of Education, New
Delhi: Macmillan India Ltd.
4. Decceco, John P. (1968): The Psychology of Learning and Instruction, Prentice Hall of Indian
Pvt. Ltd., New Delhi.
5. Eggen, Paul, D. (1988): Strategies for Teacher Teaching Contact and Thinking Skills, Prentice
Hall, Englewood Cliffs, New Jersey.
6. Hill, Winfred, F. (1968): Learning: A Survey of Psychological Interpretations, London, Methuen.
7. Joyce, B. Calhoun, E. and Hopkins, D. (2002): Models of Learning – tools for teaching.
Philadelphia: Open University Press.
8. Mehra, V. (2004): Educational Technology, New Delhi, S.S. Publishers.
9. Skinner, B.F. (1968): Technology of Teaching, New York, McGraw Hill.
10. Tickton, S. (Ed.) (1970): To improve Learning I – II, New York, Baw Kev.
11. Vishnoi, U. (2007): Psychological Foundations of Education. New Delhi: KSK Publishers and
Distributors.
21
PAPER III: RESEARCH IN EDUCATION AND STATISTICAL ANALYSIS-II
Total Marks : 100 Marks
External : 80 Marks
Internal : 20 Marks
COURSE OBJECTIVES:
After completing the course, going through the relevant references and doing the necessary practice
for numerical skill, the students are supposed to:
• Discuss Characteristics and application of different research tools (Test, Questionnaire,
interviews, scales, checklists, observations)
• Explain concept Need and Types of sampling
• Describe steps, importance and application of experimental, Historical and descriptive research.
• Explain steps of writing a report.
• Enumerate assumptions of analysis of variance and apply ANOVA on the given data.
• Explain concept and application of Non Parametric statistics: Chi-square test, Wilcoxon sign
rank test, Mann Whitney’s test.
COURSE CONTENT:
Unit I
a) Research tools/instruments: Tests, Questionnaire, inventories, scales, checklists,
interviews, observations.
b) Sampling: Meaning, Probability and Non-Probability Sampling.
Unit II
a) Research methods: Experimental, Historical and Descriptive Research.
b) Writing a report.
Unit III
a) Analysis of variance: Concept and assumptions
b) Computation for one way analysis of variance (ANOVA).
Unit IV
a) Non Parametric statistics: Chi-square test
b) Wilcoxon sign rank test, Mann Whitney’s Test.
22
Evaluation :
The students will be evaluated through external written exam based on theory of 3 hours duration of
part I and II on the portion of :
(i) Research methods (Weightage 40 marks)
(ii) Statistical Analysis (Weightage 40 marks)
Eight questions will be set by the external examiner, 4 from part I and 4 from part II. The students
will be required to attempt 4 questions in all, selecting at least two from each of the parts I and II. All
questions will carry equal marks.
BOOKS RECOMMENDED
1. Begdan, R. & Taylor, J. (1978) : Introduction to Qualitative Research Methods, New York : John
Wiley and Sons.
2. Blaxter, L., Huges, C. and Tight, M. (2002): How to Research. UK: Open University Press.
3. Creswell, J.W. (2002): Educational Research Planning, Conducting and Evaluating Quantitative
and Qualitative Research, New Jersey: Pearson Education.
4. Garrett, H.E. (1966): Statistics in Psychology and Education, Vakils, Feffer and Simons Pvt.
Ltd., Mumbai.
5. Kaul, L. (2000): Methodology of Educational Research, New Delhi ,Vikas Publishing House,.
6. National Seminar on Emerging Issues in Methodology of Educational Research CASE, M.S.
University of Baroda, 1982.
7. Report of Seminar on Quantitative and Qualitative Approaches in Educational Research Center
of Advanced Studies in Education, M.S. University of Baroda, 1983.
Paper – IV: PROCESS OF COURSE DESIGNING AND INSTRUCTIONAL DESIGNING-II
Total Marks : 100
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course work after studying the relevant references and finishing the course
assignments, the students are supposed to:
• Explain the concept of instruction, system, instructional system and systems approach.
• Explain Gagne’s Model of instructional design.
• Explain principles of Instructional Design.
• Understand curriculum issues and trends.
• Outline features of National Framework of Curriculum – 2005.
23
COURSE CONTENT:
Unit I
Concept of instruction, System, instructional system components, systems approach and
instructional design.
Unit II
Principles of instructional design.
i) Five categories of learning outcomes, viz. intellectual skills, cognitive strategies, verbal
information, attitudes, motor skills.
ii) Outcomes of instruction and learning: behavioral objectives, components of operational
descriptions of objectives.
iii) External conditions of learning and internal capabilities of the learner.
iv) Designing instructional sequences.
v) Events of instruction.
vi) Planning individual lessons.
vii) Assessment of student performance.
Unit III
Steps of Gagne’s Models of Instructional Systems Development
(i) Analysis and identification of needs
(ii) Definition of goals and objectives
(iii) Identification of alternative ways to meet needs.
(iv) Design of system components.
(v) Analysis of resources and constraints.
(vi) Action to remove or modify constraints.
(vii) Selection of student’s assessment procedures.
(viii) Field testing, formative evaluation and teacher training.
(ix) Adjustments, revisions and further evaluation.
(x) Summative evaluation
(xi) Operational installation
Unit IV
Curriculum issues and trends: Future directions for curriculum, National Curriculum
Framework (2005)
Sessional Work:
i) Four instructional plans according to Gagne’s Model of Instructional design 15 marks
ii) Course evaluation 5 marks
OUTLINE FOR INSTRUCTION:
Instruction for the course will be conducted through lectures, seminars and group discussions.
EVALUATION:
Students will be evaluated through written examination of 3 hours duration. The theory paper will
consist of 8 questions i.e. two questions from each unit, out of which students will attempt one
question from each unit. All questions will carry equal marks, 20 marks are for internal assessment,
which is based on performance of house tests, attendance, seminar, snap test, etc. Sessional work for
20 marks for will include four instructional plans according to Gagne’s Model (15 marks) and course
evaluation of 5 marks.
24
BOOKS RECOMMENDED
1. Allen, S. (1971): Dynamic Management, Prentice Hall.
2. Bloom, B.S., Hastings, J.T. and Madaus, G.F. (1971): Handbook of Formative and
summative Evaluation Student Learning, New York, McGraw Hill.
3. Bruner, J.S. (1966): Towards a Theory of Instruction, Cambridge, Mass, Harvard University
Press.
4. Cropper, G.L. (1974.): Instructional Strategies, Englewood Cliff, N.J. Educational
Technology Publications.
5. Davis, I.K. (1971): The Management of Learning, London, McGraw Hill.
6. Forsyth, I., Jolliffe, A. and Stevens, D. (1999): Evaluating a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
7. Forsyth, I., Jolliffee, A. and Stevens, D. (1999): Planning a Course. Practical Strategies for
Teachers, Lectures and Trainers. London: Kogan Page.
8. Gagne, R.M. (1965): The Conditions of Learning, New York, Holt Rinehart and Winston.
9. Gagne, R.M. and Briggs, L.J. (1979): Principles of Instructional Design. New York: Holt,
Rinehart and Winston.
10. Mehra, V. (1992): Instructional System Design: An Innovation in Educational Technology,
New Delhi, S.S. Publishers.
11. Mehra, V. (2010): A Text Book of Educational Technology, New Delhi, Saqnjay Prakashan.
12. Murrit, M.D. (Ed.) (1971): Instructional Design, Englewood Cliffs, N.J., Prentice Hall.
13. National Curriculum Framework (2005): New Delhi: NCERT.
14. Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum: Foundations, Principles and Issues,
Prentice Hall International Ltd. London.
15. Popham, J.M. and Baker E.L. (1970): Systematic Instruction, Prentice Hall, Inc. Englewood
Cliffs, New Jersey.
16. Pratt, D. (1980): Curriculum Design and Development, N.Y, Harcourt,.
17. Romiszowski, A.J. (1986): Designing Instructional Systems, London: Kogan Page.
PAPER V: DESIGNING INDIVIDUALIZED INSTRUCTIONS-II
Total Marks : 100 Marks
External : 60 Marks
Internal : 20 Marks
Sessional Work : 20 Marks
COURSE OBJECTIVES:
On the completion of the course, after going through the relevant references and completing the
assignments, the students are supposed to:
• Describe concept, characteristic features, prototypes, advantages and limitations of Mastery
Learning Strategies.
• Discuss various tasks of a teacher for implementing Mastery Learning Strategies.
• Describe various tools of computer technology which can be used in self-instructions.
• Explain the meaning and scope of e learning and e-resources
COURSE CONTENT:
Unit:-I Mastery Learning
i) Concept, Historical Development, Essential Features, Types; Bloom, Keller, Eclectic MLS,
their similarities & differences.
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ii) Variables of Mastery Learning:
a) Perseverance: Concept, Correlates, Types, Measurement, Enhancing Perseverance.
b) Time allowed for Learning.
c) Aptitude: Concept, Measurement, Enhancing aptitude.
d) Ability to understand Instruction: Concept of Entry behaviour, assumptions about the
learners, pre-requisite skills.
e) Quality Instructions: Concept, Models of Quality Instructions, Measurement of Quality
Instruction.
iii) Components of Mastery Learning: Tasks of Teachers for each component;
a) Defining mastery
b) Planning for mastery
c) Teaching for mastery
d) Grading for mastery
iv) Implications of Mastery Learning Strategies
Unit:-II Computer based instructions
i) Introduction to some basic concepts of working with computers.
ii) Computer based instructions :
a) Concept of computer based instructions: Computer based, computer assisted and computer
mediated instructions.
b) Characteristics, applicability, advantages & limitations of computer assisted instructions.
c) Multimedia and E-Learning
Sessional Work:
The students shall prepare mastery learning plans in Bloom’s and Keller style each of
10 marks
OUTLINE FOR INSTRUCTION
Instruction for the course will be conducted through lectures, seminars and group
discussions.
EVALUATION
Students will be evaluated through written examination of 3 hours duration. The theory
paper will consist of 8 questions i.e. four questions from unit I out of which students will
attempt two questions. Three questions will be set from Unit II out of which one question
will be attempted. One question will be compulsory & spread over. All questions will carry
equal marks, 20 marks are for internal assessment which is based on performance of house
tests, attendance, seminar, snap test, etc. Sessional work of 20 marks will be evaluated on
the basis of Mastery Learning Plans, 10 marks each for Bloom & Keller Plans.
BOOKS RECOMMENDED
1. Ahuja, M. (2007): Mastery Learning a Practical Approach, Meerut , Vivek Publishers, (2nd
Ed.).
2. Bhushan, A. and Ahuja, M. (2003): Educational Technology: Theory and Practice, Patiala ,
Bawa Publishers, (2nd edition)
3. Block, J.H. and Anderson, L.W. (1974): Mastery Learning in Classroom Instruction: New
York., Macmillan,
4. Davies, I.K. & Hartley, J.A. (1974) : Readings in Educational Technology, London Life.
5. Deva, V. (2003): E-knowledge. New Delhi: Commonwealth Publishers.
6. Espich, I.E. and Williams (1967) . Developing Programme Instructional Materials. London
Pittman.
7. Mager, R.T. (1961): Preparing Objectives for Programmed Instruction, San Francisco,
Pearson.
8. Maier, P. and Warren,. A. (2000): Integrating Technology in Learning and Teaching.
London: Kogan Page
9. Markle. S.M. (1969): Good Frames and Bad. New York : Wiley.
10. Mayer, R.E. (2001): Multimedia Learning. USA: Cambridge University Press.
26
PAPER VI: INSTRUMENTS FOR CLASSROOM USE: AUDIO-VISUAL AND
COMPUTERS-II
Total Marks :100 Marks
Practical External : 50 Marks
Practical Internal : 50 Marks
COURSE OBJECTIVES:
After completing the course work and the practicals in the application and use of instruments to aid
teaching and learning in classroom, the students are supposed to:
• Describe theory behind working of each Instrument
• Identify different components of each instrument.
• Draw the activity sequence diagrams for each instrument.
• Operate upon each instrument and practice it at the autonomous level.
• Diagnose minor failure of each instrument.
• Prepare manual for at least one of the above instruments.
COURSE CONTENTS:
The students will be introduced to components, activity sequences, diagrams, operation and
diagnosing minor failures of the following instruments.
• Operating on a video camera, synchronising it with TV and practicing recording and display
of films.
• Instructional computers (working in windows) (MS-Word, Excel and PowerPoint, e-mail,
internet).
Outline for instruction:
It is a practical course where the students will learn to operate upon above mentioned instruments and
develop mastery in their use for a variety of purposes. Each instrument will be introduced verbally
followed by practical demonstration of its application by the Incharge teacher of the practicals. All
the students will operate repeatedly for the variety of modes of their application until they develop
mastery on the practical use of these instruments for recording practical work: They will:
• Prepare documents in MS-word, MS-Excel, and MS-PowerPoint presentations in a separate
file..
• Appear for viva-voce examination for evaluating research reports.
Evaluation:
Students will be evaluated practically by the external examiner in a lab situation for the operation of
instructional instruments. The practical will be followed by a comprehensive viva-voce test. The
competence in use of the appliances will carry 50 marks and the comprehensive viva will carry 50
marks.
BOOKS RECOMMENDED
1. Anderson, R.H. (1976): Selection and Developing Media Instruction, New York , Van Nostrand
Reinhold Company,.
2. Heinich, R. Molenda,, M.; Russeil J. (1993): Instructional Media and New Technologies of
Instruction, Macmillan Publishing, Co., N.Y.
3. Kemp. J. E. (1975): Planning and Producing Audio-Visual Materials, 3rd Ed. N.Y.,Thomas Y.
Crowell, Inc.
27
4. Schramm, W. (1985): Big Media, Little Media, Tools and Technologies for Instruction,
California , Sage.
5. Taxali, R.K. (2002): PC Software for Windows 98 Made Simple. New Delhi., Tata McGraw Hill
Publishing Ltd.
PAPER VII: DISSERTATION/ RESEARCH PROJECT REPORT-II
Total Marks : 100 Marks
External : 75 Marks
Internal : 25 Marks
COURSE OBJECTIVES:
After preparing synopsis in Semester I, the students will work on dissertation to
• Conduct supervised research
• Understand the steps of conducting research
• Select/develop tools for collecting data
• Select the field of research and collect adequate data relevant to their research proposals
• Score and analyse data
• Report the results by way of dissertation
Process of Research:
Under the supervision of their guides they will undertake all the steps of research by procuring
tools/preparing tools and collecting data. They will score, tabulate and analyse data and prepare a
report of results. The data of submission of dissertation will be announced by the department.
EVALUATION:
The dissertation will be jointly evaluated by external examiner and internal examiner (guide) by
conducting a viva-voice exam. External examiner will evaluate dissertation out of 75 marks and
internal examiner will evaluate out of 25 marks.
