SYLLABI FOR M.TECH. IN ENGINEERING EDUCATION OF PUNJAB UNIVERSITY, CHANDIGARH

SCHEME OF STUDY AND EVALUATION
FOR REGULAR AND MODULAR PROGRAMME
2010-11
Education and Educational Management Department,
National Institute of Technical Teachers’ Training and Research,
Sector 26, Chandigarh – 160 019.
March, 2010
2
M.Tech. in Engineering Education (Regular) : Scheme of Study and Evaluation
2010 – 11
Note:
Note :
• A student is required to study 12 courses of study ( 5 Core and 7 Electives), Preliminary
Based Thesis Work and Thesis Work.

• A student can opt for two courses of study (Electives) from the relevant ME
Programme offered by the institute as per his/her specialization.
• Coding system is as per the existing rules of Panjab University, Chandigarh (vide
their circular No. 8404-63/GM dated 27.07.2004)
Code No. * Course of Study Study Scheme Evaluation Scheme
L T P Total
hours
Theory Sessional Total
FIRST SEMESTER
CORE SUBJECTS (COMPULSORY)
MTE 6101 Psychology of Adult Learning 3 2 - 5 100 50 150
MTE 6102 Principles of Management 3 2 - 5 100 50 150
MTE 6103 Performance Evaluation 3 2 - 5 100 50 150
ELECTIVE SUBJECTS (TWO OF THE
FOLLOWING)
MTE 6104 Instructional Design 3 2 - 5 100 50 150
MTE 6105 Technical & Vocational
Education System
3 2 - 5 100 50 150
MTE 6106 Media Design and Development 3 2 - 5 100 50 150
MTE 6107 Career Guidance 3 2 - 5 100 50 150
SECOND SEMESTER
CORE SUBJECTS 3 2 - 5 100 50 150
MTE 6201 Human Resource Development
and Training Methods
3 2 - 5 100 50 150
MTE 6202 Research Methodology 3 2 - 5 100 50 150
ELECTIVE SUBJECTS (THREE OF THE FOLLOWING)
MTE 6203 Curriculum Development 3 2 - 5 100 50 150
MTE 6204 Multi-Media Design and
Development
3 2 5 100 50 150
MTE 6205 Web-based Training 2 - 3 5 100 50 150
MTE 6206 Education Project Planning &
Management
3 2 - 5 100 50 150
MTE 6207 Entrepreneurship Development 3 2 - 5 100 50 150
THIRD SEMESTER
TWO ELECTIVE SUBJECTS AND PROJECT BASED THESIS WORK
MTE 7101 Educational Technology 3 2 - 5 100 50 150
MTE 7102 Organisational Behaviour 3 2 - 5 100 50 150
MTE 7103 Technology Management 3 2 - 5 100 50 150
VIVA
MTE 7151 Preliminary Thesis Work - - - 15 - 100 100
FOURTH SEMESTER VIVA
MTE 7251 Thesis Work - - - 25 - 100 100
3
M.Tech. in Engineering Education: Scheme of Study For Offerings
Modular Programme (2010-11)
Note :
• A student is required to study 12 courses of study ( 5 Core and 7 Electives), Preliminary
Based Thesis Work and Thesis Work .
• A student can opt for two courses of study from the relevant ME programme as per her/his
area of specialization.
• Coding system is as per the existing rules of Panjab University, Chandgiarh (vide their
Circular No. 8404-63/GM dated 27.07.2004.)
Code No. * Course of Study Study Scheme Evaluation Scheme
L T P Total
hours
Theory Sessional Total
1.1 CORE COURSES OF STUDY (COMPULSORY)
MTE 6101 Psychology of Adult Learning 3 2 - 5 100 50 150
MTE 6102 Principles of Management 3 2 - 5 100 50 150
MTE 6103 Performance Evaluation 3 2 - 5 100 50 150
MTE 6201 Human Resource Development
and Training Methods
3 2 - 5 100 50 150
MTE 6202 Research Methodology 3 2 - 5 100 50 150
1.2 ELECTIVE COURSES OF STUDY
MTE 6104 Instructional Design 3 2 - 5 100 50 150
MTE 6105 Technical & Vocational
Education System
3 2 - 5 100 50 150
MTE 6106 Media Design and Development 3 2 - 5 100 50 150
MTE 6107 Career Guidance 3 2 - 5 100 50 150
MTE 6203 Curriculum Development 3 2 - 5 100 50 150
MTE 6204 Multi-Media Design and
Development
3 - 2 5 100 50 150
MTE 6205 Web-based Training 2 - 3 5 100 50 150
MTE 6206 Education Project Planning &
Management
3 2 - 5 100 50 150
MTE 6207 Entrepreneurship Development 3 2 - 5 100 50 150
MTE 7101 Educational Technology 3 2 - 5 100 50 150
MTE 7102 Organisational Behaviour 3 2 - 5 100 50 150
MTE 7103 Technology Management 3 2 - 5 100 50 150
VIVA
MTE 7151 PRELIMINARY THESIS WORK - - - 15 - 100 100
MTE 7251 THESIS WORK - - - 25 - 100 100
4
Fig. 1: Mode of Offering M.Tech. in Engineering Education on a Modular Basis.
Note:
• Fresh candidates during each spell will study the courses being offered in the running spell.
• A student is required to study 12 courses of study ( 5 Core & 7 elective subjects), Project Based Thesis Work and
Thesis Work
• A student can opt for two courses of study (Electives) from the relevant ME Programme offered by the institute as per
his/her specialization.
• Coding system is as per the existing rules of Panjab University, Chandigarh (vide their circular No. 8404-63/GM dated
27.07.2004)
SPELL – I SPELL – II SPELL – III SPELL – IV
MTE 6101
& 6102
MTE 6201 &
ANY ONE
OF THE
FOLLOWING
ELECTIVES:
MTE 6203,
6204, 6205,
6206 & 6207
MTE 6103 &
ANY ONE OF
THE
FOLLOWING:
MTE 6104,
6105, 6106,
6107
OR
ANY ONE OF
THE
FOLLOWING
MTE 7101,
7102 &
7103
MTE 6202
AND
ANY ONE
OF THE
FOLLOWIN
G NOT
EARLIER
OFFERED:
MTE 6203,
6204, 6205,
6206 &
6207
SPELL – V SPELL – VI
TWO
ELECTIVES ANY
ONE OF THE
FOLLOWING
NOT EARLIER
OFFERED:
MTE 6104, 6105,
6106
AND
ANY ONE OF
THE
FOLLOWING:
7101, 7102, 7103
AND
MTE 7151
Project Based
Thesis
(Compulsory)
TWO
ELECTIVES
FROM THE
FOLLOWING
NOT EARLIER
OFFERED: MTE
6203, 6204,
6205, 6206 &
6207
AND
MTE 7251
(Thesis )
(Compulsory)
5
ACADEMIC RULES
FOR M.TECH/ME REGULAR & MODULAR PROGRAMMES
1. Duration of Programmes
i) For Regular M.Tech/M.E Programmes
The normal duration of M.Tech/ME Programmes including Thesis will be 2
academic years (4 semesters). The maximum period of completion of the
programme including Thesis shall be 4 academic years (8 semesters). 2
years (4 semester) extension in genuine hardship cases is allowed by the
Vice-Chancellor of Panjab University, Chandigarh for submission of thesis.
ii) For Modular M.Tech/M.E. Programmes
The normal duration of Modular M.Tech/M.E Programmes including
Thesis will be 3 academic years, (6 spells, each spell of 5 weeks duration
including Saturdays & Sundays). The maximum period of completion of
programme including Thesis shall be 6 academic years (12 spells). 2
years (4 spells) extension in genuine hardship cases is allowed by the
Vice-Chancellor of Panjab University, Chandigarh for submission of thesis.
2. Number of Theory Papers allowed in a Semester/Spell
i) For M.Tech/M.E. Regular Programmes
All students will be required to qualify twelve theory papers during the
course. No student will be allowed to qualify more than 5 papers at the
end of first semester and not more than 10 papers (including the papers
passed in the first semester) , at the end of second semester or first year.
Two papers will be offered in the 3rd semester.
ii) For M.Tech/M.E. Modular Programmes
All students will be required to qualify 12 theory papers during the course.
No student will be allowed to qualify more than two papers at the
beginning of 2nd spell and not more than four papers (including the papers
passed in the beginning of 2nd spell ) at the beginning of 3rd spell and so
on.
3. CONDITIONS FOR APPEARING IN END-SEMESTER EXAMINATION
i) Periodic Tests (for M.Tech/ME Regular Programmes)
Every student has to appear in two periodic tests as decided by the
Institute and must qualify the same. There will be only one make-up test
6
for those students who are unable to appear in one or both mid-semester
tests due to genuine reasons to the satisfaction of Coordinator.
Students, whose performance in the class-tests/sessionals is not
satisfactory, are liable to be detained by the Director from appearing at the
University Examinations. The detailed rules of the University Examinations
are available at Panjab University, Chandigarh and all students are
advised to get the latest copy for guidance and further information.
ii) Periodic Tests (for M.Tech/ME Modular Programmes)
Every student has to appear in one periodic test as decided by the
Institute and must qualify the same. There will be only one make-up test
for those students who are unable to appear in the test due to genuine
reasons to the satisfaction of Coordinator.
Students whose performance in the test/sessional is not satisfactory, are
liable to be detained by the Director from appearing at the University
Examinations. The detailed rules of the University Examinations are
available at Panjab University, Chandigarh and all students are advised to
get the latest copy for guidance and further information.
4. EXAMINATION AND RESULT (For M.Tech/ME Programmes both
Regular and Modular)
• Minimum marks to pass examination: 50% in the sessional in each subject
and 40% in each theory paper. Both the theory and sessional marks will
be considered independent of each other. Aggregate pass percentage will
be 50% in each subject.
• Weightage in each subject 50 marks : Sessional
100 marks : Final theory examination
• The students who obtain in first attempt 75% or more of the aggregate
marks in both theory and sessionals and also if the thesis has been
adjudged to merit distinction are awarded First Division with Distinction.
If the thesis has not been adjudged to merit distinction then the students
are awarded first division.
• The students who obtain 60% or less than 75% of the aggregate marks in
all theory papers and the sessionals are awarded First Division.
• The students who obtain less than 60% of the aggregate marks in all the
theory papers and the sessionals but not less than 40% in each theory
paper and 50% in the sessionals will be awarded Second Division.
Preliminary Thesis/Thesis
Four neatly typed or printed copies of Thesis properly bound, shall be
submitted to the University through Guide and Academic Cell of the institute.
7
MTE 6101 Psychology of Adult Learning
L T P
3 2 –
Sr.No. 2006-2007
1. Learning Theories
Concept of Learning (Definition, Characteristics and process) and of theory.
Theories based on mechanistic model of development ( EL Thorndike, Ivon
Pavlov, John B, Watson; Edwin R, Gutherie; Skinner’s operant learning):
Theories based on organisimic model of development (Edward C, Tolman;
Gestalt and Bruner). 10 Hrs.
2. Theory of adult learning, Andragogy
Theories of adult learning; contributions from social sciences and adult
education. Andragogy Vs. Pedagogy, characteristics of Adult Learners.
Andragogical theory of adult learning 10 Hrs
3. Learning Cognitive Information
Learning and organising new verbal information, Meaningful and rote learning;
New concepts and existing conceptual structures 10 Hrs
4. Learning Cognitive Strategies
Cognitive Strategies – concept and strategies; The process and phases of
problem solving:;. Reproductive and productive thinking; Plans and control of
behaviour, Problem solving and set strategies for productive thought;
10 Hrs
5. Learning Skills
Nature of skill, Characteristics of skills, phases of skill acquisition/learning.
Skilled and un-skilled performance; Hierarchical organisation of skills; closedloop
and open-loop control in skilled performance. Learning a skill:
Information necessary for skill learning, knowledge of results and feedback;
Transfer of training; The role of skill trainer
10 Hrs
6. Social Learning
Influence on social behaviour, social groups, Socialisation, Affiliation, values,
Attitudes and Opinions, Inter-personal attraction; Exchange Theory
Group Norms: Reference, Groups
Group structure and processes, Group Cohesion;
9 Hrs
8
7. Personality Differences and Cognitive Styles
Individual differences and Adult Learning – Intelligence (concept, theories and
individual differences); Personality (concept, theories and individual
differences); cognitive style (convergent and divergent thinking; curriculumbound
and curriculum – free learners; Serialist and Holist approach to learning;
Field dependence and learning, Impulsivity and reflectivity); Ageing &
learning; Motivation ( concept, types, approaches and techniques of motivation
and its influence on learning); and self concept & its influence on learning.
11 Hrs
8. Learning to learn
Concept and Strategies (Concept Mapping, Brain Mapping, Pattern Matching,
Mnemonics, The method of loci, imagery, elaboration and paraphrasing, SQ3R,
Problem Solving and Time Management Skills
10 Hrs
9. Theories of Instruction
Gagne Hierarchical Theory, Ausubel Advance Organiser Theory and Bruner
Cognitive Development theory
10 Hrs
Practice Tasks
• Developing learning structure for a course of study
• Measurement of attitudes and discussion of results
• Measurement of values and discussions of a results
• Measurement of intelligence and discussion of results
• Measurement of personality and discussion of results
• Measurement of cognitive style and discussion of results
• Measurement of motivation and discussion of results
Measurement of self-concept and discussion of results.
Recommended/Reference Books
1. Hurlock, EB (201), Personaility Developments, New Delhi:Tata McGraw-
Hill
2. Knowles, Malcolm (1990). The Adult Learner – a neglected specie.
Houston, London: Gulf Publishing Company,.
3. Lovell, R. Bernard (1987). Adult Learning, London & Sydney: Croom
Helm.
4. Rogers, J (1973). Adult Learning. England: Penguin Education.
5. Gagne, Robert M. (1983). The Conditions of Learning. New York: Holt,
Rinehart & winston.
6. Smith, MC & Pourchott, T (1998). Adult Learning & Development:
Perspectives from Education Psychology’ Lawrence Erlbaum Associate
Inc.,
7. Seamon, JG & Keurick, DT (1992) Psychology. New Jerssey, Prentie
Hall, Englewood Cliffs
8. Tennant, M (1997). `Psychology of Adult Learning’ UK, Routledge.
9
MTE 6102 Principles of Management L T P
3 2 -
Sr.No. 2006-2007
1. Introduction
Importance: need of management in all types of organisations at all levels.
Definition of management; its nature and characteristics
Evaluation of management thought:
Mechanistic approach: Contributions of Taylor and Fayol
Humanistic approach: Hawthorne studies Elton Mayo’s findings,
Contingency approach: Concept and Significance
10 Hrs
2. Planning
Importance of planning
Nature and types of Plans
Models of planning
Strategic planning and management 8 Hrs
Organising
Formal and informal organization
Organisational division: the department
Organisational levels and the span of management
Structure and processes of organizing
Organisational
Line/staff authority empowerment and decentralization
Delegation of authority 10 Hrs
Effective Organising
Staffing
Performance appraisal,
and Career strategies 7 Hrs
4. Decision Making
Concept, Types of Decisions – Programmed and Non-programmed, Routine
and Non-Routine Decisions, Decision Making models – Classical,
administrative and political
Steps in Decision Making
Increasing participation of employees in decision making – Vroom Jago
Model, participative decision making 10 Hrs
10
5. Communication
Importance and role of communication in organisations:
Purposes of communication Communication process: Elements and Model,
Flow of communication in an organization - Downward communications,
Upward communication, Lateral/horizontal communication, Diagonal
communication,
Role of Formal/Informal,Verbal/Non-Verbal Communication: Barriers to
Effective Communication; Increasing communication Effectiveness
12 Hrs
6. Motivation
Concept and types of Motivation – Intrinsic and Extrinsic,
Content Theories of Motivation – Maslow’s Need Hierarchy, Herzberg’s
Two Factor Theory, McClelland Three Need Theory.
Process Theories of Motivation:
Vroom’s Expectancy Theory and Adam Equity Theory, Porter – Lawler
Model
Skinner’s Reinforcement Theory
Integrated Model of Motivation (Robins) 8 Hrs
7. Leadership
Nature of Leadership
Leadership vs. Management – Position power, personal power,
empowerment.
Leadership Traits – Autocratic vs. democratic leaders, Behavioural
approaches: Ohio’s State Studies, Michigan Studies, Leadership grid.
Contingency Approach – Fiedler, Situational approach to Leadership
10 Hrs
8 Managing Change in Organistional Development
Manager as a Change Agent, Forces for Change, Resistance to change,
Models of planned change, Techniques for managing change
Concept and Models of OD
Learning organization – Concept
7 Hrs
9. Methods and Techniques of Control
Types of Controls: Feed Forward Concurrent and Feedback Controls and
Steps in Control, Characteristics of effective controls
Gantt of Bar Charts
PERT AND CPM development and
Network analysis of CPM
Network
Total Quality Management Techniques
12 Hrs
11
Practice Tasks
The following practice tasks will be undertaken by students individually or
in groups.
• Delineating the functions performed by managers at different levels i.e.
Institute, Department and Directorates
• Study of organizational structure of technical education at the
Directorate or Polytechnic level and identify its strengths and
weaknesses
• Critical analysis of cases related to decision making, problem solving,
motivation, leadership etc.
• Determining self leadership style and motivational level
Planning, scheduling and controlling an educational project
using bar charts and PERT/CPM
Books Recommended/Reference Books
1. Draft Richard `Management’ (Sixth Ed.), USA: The Dryden Press,
2000.
2. Koontz, H and Weihrich H, `Essentials of Management’, New
Delhi: Mc.Graw Hill Publishing Company Ltd., 2005.
3. Megginson, LC, et al. Management Concepts and Applications,
New York: Harper and Row Publishers
4. Robbins, SP. Management, UK: Prentice Hall
5. Stoner, JAF `Management’, Progressive Books, 2004.
12
MTE 6103 Performance Evaluation
L T P
3 2 -
Sr.No. 2006-2007
1. Evaluation
• Concept: Meaning of terms test, Measurement and Evaluation
• Types of Evaluation: Placement Evaluation, Formative and Summative
evaluation, Diagnostic evaluation
• Principles of Evaluation
• Purposes of Evaluation
• Norms and Criterion Referenced Measurement: Concept, Similarities and
differences 6 Hrs
2. Validity and Reliability
Concept and nature of reliability and validity
• Relationship between reliability and validity
• Types: Techniques of Measuring Reliability (Test/Re-test, Equivalent form,
Test re-test with equivalent form, Split half and Kuder Richardson
Coefficient alpha, including numerical problems)
• Incremented Validity, Cross Validation, Correlation and Causation.
• Approaches to Test Validation (Content related: Criterion related and
Construct related evidence and concept of Face Validity)
• Standard Error of Measurement and Concept of Reliability (Standard
Error of Measurement and test interpretation including numerical
problems)
• Factors Influencing Validity/Reliability
Reliability of CRT: Percentage Consistency 12, 15 Hrs
3. Evaluation Techniques
• Nature and types of Evaluation Techniques
• Techniques of Evaluation for various Learning outcomes (written tests,
Performance tests, Oral Tests, Observational Techniques, Peer Appraisal
(Sociometric technique) and Self/ Report Portfolios, Rubrics, online
evaluation) 10 Hrs
4. Construction of Tests
• Instructional Objectives: Need and Concept, Gronlund Approach for
writing Instructional Objectives
• Classification of Objectives: Cognitive Domain, Psychomotor Domain and
knowledge of Affective Domain
• Construction and scoring of Test Items: Guidelines for writing selection
type ( Alternate-choice, Matching Type, Multiple Choice, Assertion
Reason Items) and supply type items (Essay and Short Answer),
Advantages and Disadvantages
• Correction for guessing and its numerical
• Construction of Criterion Referenced Tests (CRT) and Construction of
13
Norms Referenced Tests (NRT)
• Evaluation of Practical work: Components and elements of Practical Work
(Laboratory, Field, Drawing, Workshop and Project Work)
• Construction of Performance ( Practical ) Tests
25 Hrs
5. Item Analysis
Concept, item Analysis of CRT and NRT, (Computation of Item Difficulty
level, discrimination index and effectiveness of distracters)
Item Banks: Concept and Benefit, Steps in its Construction
Item Files: Concept
4 Hrs
6. Standardized Tests
• Concept, Characteristics of standardized tests,
• Differences between standardized and classroom tests
• Types of standardized tests (Nature and concept), Construction and
selection of standardized tests
9 Hrs
7. Interpretation of Test Scores
• Methods of Interpreting Test Scores: Criterion referenced Interpretation,
Norm Referenced Interpretation)
• Norms: Meaning, differences between norms and standards, judging
adequacy of norms, local norms
• Standard Scores: The normal curve and standard deviation unit, Types of
Standard scores (z- scores, T-score, Normal curve Equivalent and
Stannines) Percentile Ranks Comparison of Score System)
7 Hrs
8. Credit based system of evaluation: Concept, Benefits, Features
2 Hrs
Practice Task
• Practice exercises on construction of test items, rating scales, checklists and
observation schedules
• Practice exercises on item analysis and computation of a reliability and
validity of test papers
• Planning and construction of written test and checking its validity and
reliability
• Planning and construction of skill test and checking its reliability and
validity
Study administration and interpretation of the results of standardized
achievement and aptitude tests
Project Work
Construct model sessional test papers for any one of the subjects being taught –
Write instructional objectives for the topics to be included in test,Prepare table
of Specification, Marking Scheme.
Recommended/ Reference Books
1. Assessment of Student Achievement Gronlund, Norman E, 208,
Pearson Education (US)
14
2. Brown, FG (1976), Principles of Educational Psychological Testing
Rinehart and Winston, NY.
3. Bloom, BS, Krathuohl, DR and Masia, BM (1971), Taxonomy of
Educational Objectives, Book 2: Affective Domain, Longman Group
Ltd., London.
4. Bloom, BS (1974) Taxonomy of Educational Objectives, Book 1:
Cognitive Domain, Longman Group Ltd., London.
5. Classroom Assessment:What Teachers Need to know by W. James
Popham, Allyn & Bacon, 207 ebay.com
6. Ebel, RL and Frisbie, DA (1991) , Essentials of Educational
Measurement, New Delhi, Prentice Hall of India Pvt. Ltd.,
7. Gronlund, NE and Linn RL, (1990) Measurement and Evaluation in
Teaching, New York, Macmillan Publishing Company
8. Hopkins, KD Stanley, JC and Hopkins, BR, (1990) Educational and
Psychological Measurement and Evaluation, USA, Allyn and Bacon
9. Salkind, Neil J (206) Tests and Measurement for People who Hate Tests
and Measurement Sage Publications
10. Tuckman, BW, (1975) Measuring Educational Outcomes:
Fundamentals of Testing, NY: Hardourt Brace Jovanvich Inc.
11. Wilson Bob (1997). The Systematic Design of Training Courses, Vol. I,
Parthenon Publishing.
15
MTE 6104 Instructional Design
L T P
3 2 -
S.No 2006-07
1.
2.
3.
4.
5.
6.
7.
8.
Systematic Approach to Instructional Design – System’s Concept,
Components of Instructional System, Steps in Systematic Approach to
Instructional Design 10 Hrs
Theories of Instruction – Salient features and implications of the theories of
instruction
Gagne Hierarchical Theory; Internal and External conditions of learning Bruner
Cognitive Development Theory Ausubel Advance organiser Theory
12 Hrs
Varieties of Learning and Conditions of Learning: Gagne Classifications
12 Hrs
Instructional Objectives
- Concept, Classification and Approaches to Writing Instructional
Objectives 12 Hrs
Task Analysis – Concept, Purposes and Procedure for Task Analysis.
10 Hrs
Instructional Strategies – Methods and Media. Large group methods of
Instruction, Small group methods of Instruction and Individualized Methods
of Instruction, Media – Concept, Classification, Characteristics, Advantages
and Disadvantages.
20 Hrs
Planning for Classroom Instruction
8 Hrs
Evaluating Learning Outcomes – Cognitive, Psychomotor and Affective
6 Hrs
Practice Task
• Task Analysis for a topic of study to identify different elements of knowledge,
skills, theoretical structures.
• General and specific instructional objectives at the course, topic and lesson
level.
• Planning alternate sequence of instruction for a subject of study
• Planning instruction for a subject of study including the following:
• Drawing precedent diagram
• Structuring content
• Designing learning experience
• Designing performance assessment – Pre and Post test
• Preparing lesson plans for the subjects
16
Recommended/Reference Books
1. Gagne, RM and Briggs, LJ: Principles of Instructional Design. New York:
Holt, Rinehart and Winston, Inc.
Kemp, JE., The instructional design process, New York: Harper and Row
Publishers
2. Sodhi, GS and Dutt, Sunil (2006) Essentials of Educational Technology.
Patiala: Twenty First century publications
17
MTE 6105 Technical and Vocational Education System
L T P
3 2 -
S.No 2006-07
1. History of Technical and Vocational Education in India
Developments
National Policy on Education
12 Hrs
2. Educational Organisation
Educational System
Technical and Vocational Sub-systems
Apprenticeship Board, Functions and its act
Articulation of Technical Teacher Training and Vocational Education
Aims and Objectives of Different level of Technical Education
15 Hrs
3. Policy, Planning and Administration
Structural set up for policy making
National, Regional, State Statutory and
Advisory Bodies
Policy Making Process
Planning
Administration, Control and Direction
15 Hrs
4. Technical Education
Growth and Development of Technical Education – Ancient India,
Medieval India, Pre-independent India and Post-independent India.
Vocational Education in India
Status of Vocational Education
16 Hrs
5. Major Issues and Challenges in Technical Education
8 Hrs
6. World Bank Assisted Project for Technician Education and Technical
Education Quality Improvement Programme.
10 Hrs
7. Emerging Trends in Technical Education System – Curriculum,
Management, Instructional Methods, Evaluation, Resources.
14 Hrs
18
Practice Tasks
Historical development of Technical Education in India
Organizational structure of technical and vocational articulation between
different sub systems
A study on
• Shortcoming of existing technical education system
• Future expectations from technical education in view of changed socioeconomic
scenario;
Recommended/Reference Books
1. Chandrakant LS: Polytechnic Education in India, Bombay, DB Tara
Porevola Sons and Company (c.,1971),
2. Chandrakant LS: Sandwich Courses Revised: Study on Technical
Institution – Industry Cooperation of Indian Setting, Indian Institute of
Management, Banglore, 1982.
3. India, Ministry of Human Resource Development, National Policy on
Education- 1986.
4. India, Ministry of Human Resource Development : National Policy on
Education – 1986L: Programme of Action
5. UNESCO, Studies in Technical and Vocational Education, United
Kingdom, Germany, USA and Japan.
Technical Education in Independent India, 1947 – 1977, AICTE 1999.
19
MTE 6106 Media Design and Development
L T P
3 2 -
S.No 2009-10
1. Instructional Media - Concept, Types (Dales’ Cone of
Experince, Print & Non-print, Projected & Non-projected),
Selection and uses; Preliminary planning and designing of
media
20
HRS
2.(a) Design and Development of Print Material:
• Text book
• Laboratory/Workshop Manuals
• Instructional Sheets
• Teacher/student Handbook
• Self learning Modules
• Information Brochure
.
20 HRS
(b) Design and Development of Non-Print Material:
• Charts/graphs, photographs and Models
• Slides/Film-strips
• Overhead Transparencies
• Video Films
• Power-point presentations
• Multimedia packages
• Computer Assisted Instruction
20 HRS
© Evaluation of Media (both Print and Non-Print Material
as above in 2(a) and 2(b) : Criteria and Preparation of
Checklists/Rating Scales
10 HRS
3. Operation and Maintenance of:
• Overhead Projector
• Slide/Film-strip Projector
• LCD Projector
• Digital Cameras
• Scanners
• Photocopiers
10 HRS
4.
Project Work: Design and Development of :
A Multimedia package (CAI) for two topics
OR
Video Film on topic
OR
Self learning modules for three topics
20
Practice Task
• Design and preparation of different media instructional for a
given learning situation
• Practice in script writing and production of video film
• Practice on the use of hardware
• Practice exercise on photography
Recommended/Referenced Books
1. Dale, Edgar (1961) Audio Visual Methods in Teaching New
York; Holt Rinehard and Winston.
2. Brown, JW: Lewis, RB and Harcleroad, FF (1985), AV
Instruction – Technology Media and Methods, New York:
Mc Graw Hill Book Company
3. Sodhi, GS and Dutt, S.( 1998, 2006) Essentials of
Educational Technology Patiala: Twenty first Century
Publications
4. Wittich, WA and Shuller, CF. Instructional Technology – its
nature and use, New York : Harper & Row Publishers
5. Kemp, JE and Smellie, DC; Planning, Producing and Using
Media’. New York Harper & Tow Publishers
6. Sampath, K et al. (1981)Introduction to Educational
Technology’. New Delhi: Sterling Publishers Pvt. Ltd.,
21
MTE 6107 : CAREER GUIDANCE
L T P
3 2 -
S.No 2007
1
2.
3.
4.
5.
6.
7.
8.
9.
Career Development – Concept, Stages in Career Development and
Theories of Career Development
10 Hrs
Career Guidance – Concept, Purposes and Need for Career Guidance
10 Hrs
Self Awareness – Concept, Sources of Collecting Information and
Purposes of Self Awareness 10 Hrs
Career Information – Educational and Vocational – Need Sources of
Information, Techniques of Collecting and Disseminating Information
12 Hrs
Counselling – Concept, Purposes, Steps in Conducting Counselling
Interviews, Skills in Counselling
10 Hrs
Providing Job Placement Services – Student Development Activities,
Job Development Activities and Maintenance Activities. 10 Hrs
Developing Job Seeking Skills – Writing Cover Letters and Resume,
Appearing in Job Interviews, Participating/Leading Group Discussions
12 Hrs
Development of Generic Skills among Students – Communication,
Creativity, Team Building, Decision Making, Time Management 10 Hrs
Evaluation of Career Guidance Programme. 6 Hrs
Practice Task:
• Identifying needs for Career Guidance in Technical Institutes.
• Designing Career Guidance Programme for Technical Institutes
• Practice in Conducting Counselling Interviews
• Practice in administration, scoring and interpretation of
psychological tests – intelligence, interest, aptitude, self-concept
etc
Recommended/Reference Books
1. Herr, EL and Cramer, SH. Vocational Guidance and Career
Development in the Schools : Towards a Systems Approach, USA :
Houghton Mifflin Co.
2. Ivey, Allen E and Ivey, MB International Interviewing and Counselling
: Facilitating Client Development in a Multicultural Society : USA :
Brooks/Cole Publishing Co.
22
3. Roggers, Carl R, Client Centered Therapy, UK : Amazon Book Co.,
4. Kidd, JM Understanding Career Counselling Theory, Researh &
Practice, 2006 ND:Sage Publications
5. Gothard, Bill Career Guidance in Context. ND: Sage Publications
2001
6. Shertzer, B and Stone, SC . Fundamentals of Counselling, Boston :
Houghton Mifflin Co.
7. Thorpe, Edgar, Winning at Interview, New Delhi : Wheeler Publishing
8. Esbroeck, RV `Career Guidance and Counselling for Life Long
Learning in a Global Economy, Chapter 3, 2005.
9. Gibson, RL and Mitchell, MH, `Introduction to Guidance’, New York,
Macmillan Publishing Co. Inc., 1981, pp. 211 – 259, 1981.
10. Gillie, S and Isenhour, MG, `The Educational, Social, and Economic
Value of Informed and Considered Career Decisions’, America’s
Career Resource Network Association – Research Based Policy
Guidance, 2003
11. Isaacson, Lee, E. `Career Information in Counselling and Career
Development’ Fourth Ed., Boston; Allyn and Bacon, Inc., pp. 33 – 66,
1986.
12. Pietrofesa, JJ et al, `Guidance: An Introduction’ Chicago: Rand
McNally College Publishing Co., 1980, pp. 337 – 366.
23
MTE 6201 Human Resource Development and Training Methods
L T P
3 2 -
S.No 2006-07
1. Introduction to Human Resource Development
Evolution: Pre-industrial. Industrial and Information age
Mission and Purpose
Components of HRD
HRD problems and issues related to Indian Industry and
technical education
HRD in the context of new industrial policy.
10½ Hrs
2. Stages of HRD
Initial or Induction Training
Training for job-related/professional development
Training for horizontal and vertical mobility of employees
10½ Hrs
3.
.
Training & Training Strategies
Training: Concept, Assumptions – prevailing and alternative, Phases in
training, Modalities of training, drawbacks in existing systems of training,
benefits of training, Six goals content and process orientation.
18 Hrs
4. Training Methods
Off-the-Job Training Methods – Lecture, seminar, brain storming, case study,
role play, projects, group discussions
On-the-Job Training Methods – Coaching, counseling, mentoring, reflective
practices, subject groups, observing classes of seniors/experts etc.
Characteristics, merits and demerits of training methods 16½ Hrs
5. Developing Group and Climate
Social process: Three facets, Indicators of group development, the training
climate: personal and interpersonal dimensions
7½ Hrs
6. Evaluation of Training
Concept, Purposes, types and issues in evaluation;
Steps in designing evaluation of training
10½ Hrs
7. Systematic Approach to Design of Training Programme:
Concept of system, benefits of systematic approach to design of training
programme, steps in systematic approach – need analysis, task analysis, entry
behaviour analysis, resource and constraints analysis, analysis of goals and
objectives, Synthesis of criterion tests, synthesis of contents, synthesis of
training methods and media, implementation of training, assessment of trainees’
performance, evaluation of training, improvement in training.
16½ Hrs
24
Practice Tasks
• Design tools for need assessment for HRD in polytechnic
education/industry
• Identify training needs of working professionals in polytechnic
education/industry
• Design appropriate HRD programmes for needs already identified.
• Design tool for evaluating HRD programmes.
• Case Studies of HRD
REFERENCE/RECOMMENDED BOOKS
1. Arya, PP and Tandon, BB, `Human Resource Development’, New
Delhi: Deep and Deep Publications, 2008 (3rd revised edition)
2. Awasthappa, K, `Human Resource and Personnel Management’, New
Delhi: Tata Mc.Graw Hill Pub. Co. Ltd., 2005.
3. Bohlanda, GW and Snell, Scott A Managing Human Resources (15th
edition) Sourth-Western Cengage Learning 2010
4. Lynton, RP and Pareek, Udai, `Training for Organisational
Transformation’, New Delhi: Sage Publications, 2000. (Part I and II)
5. Lynton, RP and Pareek, Udai ‘Training for Development’ ND:Sage
Publication, 2009
6. Mager, RF and Pipe Peter `HRD Training and Development’ (Vol. 1 –
6) Mumbai: JAICO Pub. House, 1999
7. Werner, JM and De Simone, RL ‘Human Resource Development’
5 ed.,South Western CENGAGE Learning, 2009
8. Wilson Bob (1997). The Systematic Design of Training Courses. Vol I,
Parthenon Publishing.
9. Sims, RR, `Reinventing Training and Development’ USA : Quorum
Books, 1998.
25
MTE 6202 Research Methodology
L T P
3 2 -
S.No 2006-07
1. Introduction to Educational Research
Concept, types – basic, applied and action, Need for educational research
6 Hrs
2. Reviewing Literature
Need, Sources – Primary and Secondary, Purposes of Review, Scope of Review,
steps in conducting review.
6 Hrs
3. Identifying and defining research problem
Locating, analysing stating and evaluating problem. Generating different types of
hypotheses and evaluating them.
8 Hrs
4. Methods of Research
Descriptive research design - survey, case study, content analysis, Ex-post Facto
Research, Correlational and Experimental Research
20 Hrs
5. Sampling Techniques
Concept of population and sample’ sampling techniques - simple random
sampling, stratified random sampling, systematic sampling and cluster sampling,
snow ball sampling, purposive sampling, quota sampling techniques.
determining size of sample.
10 Hrs
6. Design and development of measuring instruments, Tests, questionnaires,
checklists, observation schedules, evaluating research instruments, selecting a
standardized test.
12 Hrs
7. Procedure of data collection
Aspects of data collection, coding data for analysis
6 Hrs
8. Statistical Methods of Analysis
Descriptive statistics: Meaning, graphical representations, mean, range and
standard deviation, characteristics and uses of normal curve.
Inferential statistics: t-test, Chi-square tests, correlation (rank difference and
product moment), ANOVA (one way)
Selecting appropriate methods.
14 Hrs
9. Procedure for writing a research proposal
Purpose, types and components of research proposal.
4 Hrs
26
10
Procedure for writing a research report
Audiences and types of research reports, Format of research report and journal
articles.
4 Hrs
11 Strategies for evaluating, Research disseminating and utilising research – An
Overview
Practice Tasks
• Define a research problem in polytechnic education/industry after studying
problem situation and literature
• Given the purpose, objectives of research, write hypotheses
• Select research designs for the given research objectives
• Identify the measuring instruments for the given research
objectives/hypotheses
• Identify the appropriate statistical methods of analysis for the given research
proposal.
• Critically analyse the given research reports on various aspects such as
hypothesis, design, measuring tools, statistical analysis, interpretation etc. to
identify the gaps or weaknesses in the study.
REFERENCE/RECOMMENDED BOOKS
1. Borg, W and Gall, M. Educational Research: An Introduction, New York,
Longman.2003
2. Burke, J & Larry, Christensen, Educational Research : Quantitative,
Qualitative and Mixed Approaches ND: Sage Pub, 2008
3. Brings, RJ and Coleman, M ‘Research Methods in Educational Leadership
and Management’ ND:Sage Pub., 2007
4. Cohen, L. Educational Research in Classrooms and Schools ! A Manual of
Materials and Methods NY: Harper and Row Publishers.2000
5. CPSC: Developing Skills in Technician Education Research Modules 1 to 11
Singapore, Colombo Plan Staff College for Technician Education
6. Drew, CJ ‘ Designing and Conducting Research in Education’ ND:Sage
Pub., 2008
7. Garrett, HE and Woodworth, RS. Statistics in Psychology and Education,
Educational Research, Bombay: Vakils Fetter and Simons Ltd. 2003
8. Gopalan, NG, 2010 Encyclopaeida of Research in ethodology in
management studies: ND Anmol Pub., 2009 (Vol. I & II0
9. Gay, LR, Educational Research, Ohio: Charles E. Merril Publishing
Company2000
10. Oliver, Paul Understanding the Research Process. ND:Sage Publications,
2010
11. Wiersma William Research Methods in Education – An Introduction
London, Allyn and Bacon, Inc.2000
27
MTE 6203 Curriculum Development
L T P
3 2 -
S.No 2006-07
1. Technical Education in India
- Introduction
- Organizational Structure at
National and State Level
- Examination and Certification
Systems, Accreditation
6 Hrs
2. Technical Education in Response to Future Manpower Requirements
- Introduction
- Pattern of Technical Manpower
- Education and Training Needs for Organised and Un-organised Sectors
- Planning Considerations
- Educational Implications
4 Hrs.
3. Curriculum Development – An Overview
- Concept of curriculum and syllabus
- Curriculum rationale by Ralph Tyler (1950) and Hilda Taba (1962)
- Stages of curriculum development process
- Models of curriculum development based on various approaches –
Subject specialization, individual needs and social demand, their
comparative strengths and weaknesses
- Schematic representation of various models
- Stakeholders of curriculum development, their perceptions and role
12 Hrs
4. Need Analysis or Planning Stage
- Introduction
- Factors influencing curriculum decisions
- Need analysis surveys
- Areas of employment
- Assessing current and future manpower needs and its forecast
- Tools for conducting need analysis surveys – questionnaires,
interviews, observation etc.
12 Hrs.
28
5. Curriculum Design
- Concept of curriculum design and fundamental components of design
- Identification of objectives of curriculum
- Data sources for curriculum design-based on students, subjects and
society
- Characteristics of an ideal curriculum for technical education
programme
- Various approaches in curriculum design – scientific, DACUM,
Delphi, skill based, competency based, problem based, value based,
thinking curriculum etc.
- Norms and standards for space, infrastructure, equipment, libraries,
computer centre, teaching staff, etc.
- Various modes of curriculum offering e.g. fixed and linear, flexible,
sandwich etc. 16 Hrs.
6. Curriculum Implementation
- Factors influencing effective curriculum implementation
- Monitoring of curriculum implementation
- Curriculum implementation and Teaching-Learning (TL) process
- Different contexts of curriculum implementation viz. class room,
laboratory, library and field experiences and objectives of every context
within overall curriculum objectives
- Role of academic planning for effective implementation
- Instructional strategies, relative merits and demerits
- Student evaluation – formative and summative
- Mode of delivery: formal, non-formal, distance, e-learning, Technology
enhanced learning etc.
14 Hrs.
7. Curriculum Evaluation
- Concept of curriculum evaluation – definition and purpose
- Curriculum evaluation – approaches and models
- Decision facilitation model – CIPP Model of curriculum evaluation,
historical perspective, block diagram, purpose, aspects to be evaluated
and respondents
- Planning and execution of curriculum evaluation including time frame
14 Hrs.
8. Aspects of Quality Improvement in Technical Education
- Networking with industry and among the institutions
- Training and re-training of faculty and staff
- Development of IT enabled Teaching-Learning
- Establishing State Implementation Monitoring Cell under the State
Boards of Technical Education
- Training and placement cell, career guidance counseling, R&D cell,
29
consultancy, community services etc.
- Autonomy – its strategic advantages and disadvantages
- Current live issues - stress management, time management, value
education, work culture etc.
12 Hrs.
Practice Tasks
- Analysis of manpower assessment studies made by NTMIS to identify
suitable programmes of study for technician engineers
- Job analysis and activity analysis of specific categories of technician
engineers working in the industry
- Curriculum design of a Technical Education
- Technician engineer programme with details of curriculum structure,
course content, learning experience and resource requirement
- Strategic planning and organization of resources for effective
implementation of a curriculum of a technician engineer programme
- Evaluation of a technician programme with due focus on its internal and
external validity
- A study of the norms and standards for physical facilities for the effective
implementation of a technician education programme
Recommended/Reference Books
1. Alberty, HB and Alberty, EJ, Reorganizing the High School Curriculum,
New Delhi Light and Life Publishers
2. CPSC, Manila: Aspects of Curriculum Design
3. Doll Ronald C. Curriculum Improvement 1992. Allyn & Bacon Tornto
4. Finch Curtis, R. and Grunkilton John,R.,(1989); Curriculum Development
in Vocational and Technical Education-Planning, Content and
Implementation; Allyn and Bacon, Inc; Boston, USA
5. Glatthorn, Allan A Boschee, Floyd and Whitehead, Bruce, M (2009)
Curriculum Leadership:Strategies for Development and Implementation
Second Edition, Sage Publications
6. Hamidi, MB and Ravishankar, S., Curriculum Development and
Educational Technology: New Delhi, Sterling Publishers Pvt. Ltd.
7. Hass, G, Bondi, J and Wiles, J.,. Curriculum Planning – A New
Approach, Boston: Allyn and Bacon, Inc.
8. Taba, Hilda, Curriculum Development – Theory and Practice. Harcourt,
Brace and World
9. Romiszowski, Designing Instructional System, Kogan Page, London
10. Tanner D and Tanner L, Curriculum Development; McMillan Publishing
Company, New York
11. Thomas W. Hewitt (2006) Understanding and Shaping Curriculum What
We Teach and Why, Sage Publications
12. Towney, D., Curriculum Evaluation Today: Trends and Implications,
MacMillan Education Ltd., London.
30
MTE 6204 Multimedia Design and Development
L T P
3 - 2
Sr.No. 2006 – 07
• Introduction to Multimedia – Concept & Components of multimedia,
evolution, current state, and future of multimedia design. 10 Hrs
• System Components – Converging technologies, functions and subsystems.
10 Hrs
• Multimedia Platform – PCs, multimedia hardware, systems software,
future directions. 10 Hrs
• Developmental tools – Developing applications, commercial tools,
standards 10 Hrs
• Images – Image capture and compression. 10 Hrs
• Audio – Audio capture and compression 10 Hrs
• Video – Video capture and compression 10 Hrs
• Storage for media 10 Hrs
• Evaluation of multimedia packages 10 Hrs
Practice Task
• Practice in Adobe Photoshop, Flash-Basic, web site design, animation,
digital video editing, motion graphics and digital effects
Project Work
Development of multimedia package for a selected unit from the subject of
teaching.
References/Books recommended
1. Jeffcoate Judith, Multimedia in Practice, Prentice Hall of India Pvt.
Ltd., 2003
2. NIIT, Interactive Communication through Multimedia. Prentice Hall of
India Pvt. Ltd., 2004
31
MTE 6205 Web Based Training
L T P
2 3
S.No Contents
1 Introduction to Web based Training and Web Essentials:
• Origins
• Internet Addresses
• Domain Names
• Web Browser
• Web Server
• URL MIME, HTTP Protocol
• Overview of Client-sick, Server side and scripting language
• Search Engines
• Advantages and Disadvantages of WBT 12 Hrs
2. Approach to Web Based Training and Building E-Content
• Markup Language
- Basic Syntax
- Image Formats
- Hypertext links
- Lists, tables
- Form
- Frames
• Cascading style sheets
• Data base Access through Web
• Alternatives to WBT
• Technology Standards
• Metaphor
12 Hrs
3. Course Frame Work-Information to learners, registration of learners, run the
course (Welcome Page, Biographies of Learners, Roster Page, Course Home
Page, Learner Home Page, Syllabus Page and Teachers’ Guide), Needed
Resources ( course resource page, search the net page, text book description,
class project), gather feedback, add access mechanism 12 Hrs
4. Organize Learning Sequence – Lesson Structure (classical tutorial, activity
centered, learner customized, knowledge paced, exploratory, generalized lesson),
Creating Building Blocks for lessons and Designing Learning Sequence.
12 Hrs
5 Activate Learning-Learning activity (Web cast, presentation sequence, drill and
practice, scavenger hunt, guided research, guided analysis, team design, brain
storming, case study, role playing scenario, virtual laboratory, group critique),
converting classroom activities into web based activity. 12 Hrs
32
6. Simulation: Classification, Terminology, Physical and Interactive Simulation,
Computer Simulation, Digital Life Cycle Simulation, Simulation and Games
Role Play Simulation for Teaching and Learning
10 Hrs
7. Web Based Test and Exercise Learning
• Planning
• Grading
• Feedback
• Evaluation
• Selecting Type of question and sequencing
- True/False
- Multiple choice
- Text input
- Matching – List
- Click-in-picture
- Drag-and-Drop
- Simulation
- Fill-in-the blanks
• Monitor Results and Improve Testing. 10 Hrs
7. Planning and Promote Collaboration
• Collaboration Mechanisms and Issues
(E.mail, Discussion Groups, Chat, White Board, Screen Sharing, Response
Pads, Audio Conferencing, Video Conferencing)
• Moderate Discussion Groups 10 Hrs
8. Virtual Classrooms- and Digital Library
• Concepts and Consideration for virtual classroom
• Conduct live events
• Digital libraries and E-Repository
• File formats
• OCR
• Convert Print to Digital Content
• Metal data creation
• Collection Building with GLI (GSDL)
10 Hrs
33
Practical
1. Build online Web based Tutorials
2. Build online Exam
3. Build digital library using GSDL or D space
4. Convert Print Material to Digital Material
5. Develop online Discussion for using CMS
6. Develop Web casts
a. Adobe Suite CS3 or latest
b. Demo-Guilder Professional 6.0 or above
c. Quick-builder Professional 6.0 or above
7. Develop on-line form for the registration of learners
References
1) Horton, Williams Designing Web Based Training. John Wiley and sons, 2003
2) Khan, Badrul Web Based Training. Educational technology Publication, 2000
3) Kevin K Fiedler Web Based training. Southwest Research Institute, 1999
34
MTE 6206 Education Project Planning and Management
L T P
2 3
S.No Contents 2009-10
1 Introduction
Education Project: Need, Concept and Characteristic,
Rules for Managing Projects 12 Hrs
2. Project Initiation Phase
Identification of project,
Specifying goals and objectives of a project,
Identifying risks and constraints,
Building project team 16 Hrs
3. Project Planning Phase
Breakdown of Tasks (checkpoints, activities, relationship, time estimates);
Project Scheduling: Bar Charts, PERT/CPM,
Resource Planning; Budget (Recurring and Non-recurring);
Project Proposal 23 Hrs.
4. Project Implementation Phase
Directing People individually and as a team;
Reinforcing commitment and excitement of the project teak
Keeping everyone connected with the project
Build agreement
Empower yourself and others and
Encourage risk taking and creativity 24 Hrs
5. Monitoring and Evaluation
Monitoring – Concept, types and Controls,
Characteristics
Evaluation – Formative and summative
Evaluation of projects 15 Hrs
Practice Task
1. Identification of a project in an education setting and preparing a project proposal
2. Preparation of bar charts, PERT/CPM Network for given education project
3. Evolving criteria for evaluation of education project
Reference
Sunny and Kim Bake, `Project Management (The Complete Idiots Guide)’, New Delhi –
Prentice Hall of India Pvt Ltd., 1998.
35
MTE 6207 Entrepreneurship Development
L T P
3 2 -
Sr.No. 2006-2007
1. Nature and Scope of Entrepreneurship - Need and Philosophy of
entrepreneurship Characteristics of an entrepreneur; Entrepreneur vs. Selfemployment;
Intrapreneuring; Role of entrepreneurship in Indian economy,
Entrepreneurship and innovation; Indian values and entrepreneurship
10 Hrs
2. Entrepreneurial Support System -Three Tiers of Entrepreneurial Support
System; Assistance from National level Organisations like SIDO, NSIC,
SIDBI, IFCI, IDBI, ICICI, NRDC etc. Assistance from State level
organizations like DOI, DIC, SSIE, SISI, SFCs, Commercial Banks etc;
Special schemes for technical entrepreneurs and women. Incubation
Centres , Awareness camps
10 Hrs
3. Product Identification – Identification of Opportunities, Consideration for
product selection; Exposure to demand based, resource based, service
based, import substitute, export promotion, trading and consultancy
ventures.
10 Hrs
4. Entrepreneurial Motivation Training - Programme clarity – sharing
expectations and unfreezing and refreezing; Data collection about self `Who
am I’ write up. Introduction to need system and motivational pattern of
entrepreneur (conceptualizing entrepreneurial skills and behaviour).
Risk taking behaviour, hope of success, fear of failure, learning from
feedback (Ring Toss Game).
Through entrepreneurial camps &Incubation centres
Analyzing motive strengths, locating achievements imageries, intensity of
motive (Analyzing TAT stories, group and individual level). Personal
efficacy, defining, individual life goal, its linkages to entrepreneurship, locus
and control, conceptualizing entrepreneurial values.
Planning and goal setting, help and resource use, creativity and divergent
thinking, confidence building learning from feedback (Business Games and
Exercises).
Achievement Planning (APO) Games
Tolerance to ambiguities and Commitment to entrepreneurial goal
(Interaction with successful entrepreneurs).
Leadership and Influencing abilities, guidance and help (Block Building
Exercises, role playing exercises).
Entrepreneurial goal setting, sharing entrepreneurial goal, devising clarity in
terms of enterprise building. 15Hrs
36
5. Project Formulation Process – Preparing list of relevant projects; Process of
selecting a project and zeroing on different projects for potential
entrepreneurs. Steps in planning a small scale industry. Techno-economic
feasibility analysis of projects.
Structure of a project report.
Analysis of sample project report. Preparation of final project report.
Product design and development 15 Hrs
6. Rules and Regulations – Licensing and registration procedures;
Appreciation of important provisions of Factory Act, Shop and Commercial
Establishment Act, Negotiable Instrument Act, Sales of Goods Act,
Partnership Act, and other Commercial and Labour Laws. Planning Income
tax, Sales tax and Excise rules, Municipal bye-laws and Insurance coverage.
15 Hrs
7. Planning of Small and Medium Enterprises
Production Management – Production Planning and Scheduling; Materials
Management; Inventory management; Technology selection, transfer and
management.
Accounting and Financial Management – Working capital management;
Principles of Book keeping Books of accounts, Financial statements, Funds
flow analysis, sources and uses of funds.
Marketing Perspectives – Relevance of Marketing for entrepreneurship;
Product planning; Pricing decision; Place policies; Advertising and sales
policies; Market survey and Demand estimation for selected projects.
Personnel Management and Industrial Relations – Procurement,
Development, Compensation, Integration, Maintenance functions;
Leadership, Communication and Motivation skills.
15 Hrs
Practice Task:
- Visit to small and medium enterprises and interacting with
entrepreneurs.
- Visit to support agencies and gathering relevant entrepreneurial
information.
- Gathering information about viable projects identified by support
agencies.
- Preparation of preliminary project report.
- Preparation of detailed project report.
- Calculation of important financial ratios so as to ascertain technoeconomic
feasibility of the proposed venture.
- To prepare and deliver class seminars on industrial and commercial
legislation.
37
Recommended/Reference Books
1. Gupta, CB and Srinivasan, NP; Entrepreneurial Development,
New Delhi, Sultan Chand & Sons.
2. Gupta C.B. and Srinivasan N.P; ‘Entrepreneurial Development’,
M/S Sultan Chand and Sons, 23, Darya Ganj, New Delhi-110002.
3. Khanna S.S, ‘Entrepreneurial Development’, M/S S Chand and
Company Ltd., Ram Nagar, New Delhi-110055
4. Marc J. Dollinger, Entrepreneurship – Strategies and Resources,
Pearson Education Ptg., Ltd., Indian Branch 482 F.I.E. Patparganj,
Delhi-110092, India
5. Pareek, Udai and Rao T.V. :Developing Motivation through
Experiencing, New Oxford and IBH Publishing Cop. Pvt. Ltd.,
New Delhi.
6. Rathore, BS and Dhameja SK: Entrepreneurship in the 21st
Century, Rawat Publications, Jaipur.
7. Rathore BS; and Saini; ‘Entrepreneurship Development’, M/S S
Chand & Company, Nai Saria, Delhi
8. Rathore, BS and Saini JS: A Handbook of Entrepreneurship,
Aapga Publications, Panchkula.
9. Saini, JS and Dhameja SK: Entrepreneurship and Small Business,
Rawat Publications, Jaipur and New Delhi.
10. Sharma DD, Dhameja, SK and Gurjar BR: Entrepreneurship,
Strategic Management and Globalisation, Rawat Publications,
Jaipur.
11. Srivastava S.B., ‘A Practical Guide to Industrial Entrepreneurs’,
M/S Sultan Chand and Sons, 23, Darya Ganj, New Delhi-110002.
12. Sharma DD and Saini, JS : Enterprise Edge, Rawat Publications,
Jaipur.
13. Sharma DD and others: Training Modules on Entrepreneurship
Development
38
MTE 7101 Educational Technology
L T
3 2
Sr.No. 2005-2006
1. Concept of Educational Technology, approaches and process of
Education Technology. 10Hrs
2
3.
4.
5.
6.
7.
8.
9.
Teaching/instruction – Phases/operation of teaching; Learning – concept,
types of learning/conditions and principles of teaching – learning. 10Hrs
Models of teaching : concept and fundamental elements; Basic teaching
model, Bruner, Taba and Ausubel’s models of teaching. 10Hrs
Developing Instructional packages : task analysis – concept and procedure;
instructional objectives; concept, need, Bloom’s Taxonomy, Mager and
Gronlund approach for writing objectives; developing different types of
packages – audio packages ( radio, tape recorded instruction), video packages
(TV, films and video – recorded instruction) and multi – media packages (
informational technology packages including CAI, media convergent
packages); utilizing and anchoring different media. 24Hrs
Instructional Methods – lecture, demonstration, project, seminar, tutorials,
group discussion; concept mapping, self instructional modules. 10Hrs
Improving teaching – Micro-teaching, simulation and analyzing teacher
behaviour by Flander’s ten category system. 8Hrs
Assessment of student performance – concept, types and process of
evaluation 10Hrs
Action Research in teaching. 8Hrs
PRACTICE TASK
Writing Instructional Objectives, Developing Instructional Packages.
SUGGESTED BOOKS
Joyee, B and Weil, (1997), Models of Teaching, New Delhi, Prentice Hall of
India Pvt. Ltd.
Pereival, F and Ellington, H (1984). A handbook of Educational Technology,
London Kogan Page Ltd.
Sampath, K. et al (1992), Introduction to Educational Technology, New
Delhi, Sterling Publishers Pvt. Ltd.
Skinner, BF (1968). Technology of Teaching, New York, Maredth
Corporation.
Sodhi, GS and Dutt, Sunil (1995), Teaching Learning – A Process Approach
Chandigarh, Publishers
Sodhi, GS and Dutt, Sunil (2006) Essentials of Educational Technology.
Patiala: Twenty First century publications
39
MTE 7102: ORGANISATIONAL BEHAVIOUR
L T P
3 2
1. Introduction :
• Concept of Organisational Behaviour, Need and purpose.
• Variables of human resource effectiveness in organizations:
Dependent Variables (Productivity, Absenteeism, Turnover
and job satisfaction , deviant workplace behavour)
Independent Variables: ( Individual level variables- Ability-Intellectual &
Physical Abilities; Values (Importance and types of values ); Job
Attitudes; Personality- Determinants, traits & personality attributes;
Emotions influencing Organizational Behaviour; Perception-concept,
factors influencing perception and the link between perception and
individual decision making; Learning- definition and theories of learning;
Motivation) .
Group Level Variables (Defining and classifying groups, stages of group
development, group properties- roles, norms, status, size and cohesiveness,
inter group relations-co-operations, competition and conflict, group decision
making-group v/s individual, group decision making techniques).
25
hrs
2. Organisational Structure
Definition, elements of structure, functions , kinds of structure, common
ırganization design-simple, the bureaucracy, the matrix structure, team
structure, the virtual organizations.
3. Organisational Processes
1. Power and authority ( Definition and types of power, definition and type
of authority, specific differences between power and authority )
2. Leadership
Concept, theories and styles leaderships, inspirational approaches to leadership
and their implications for managing organizations
Decision making
Process, models of decision making
Communication (Meaning, functions, process, directions, interpersonal
communication, barriers to effective communication).
15
hrs
20
hrs
40
4. Organisational Development
Meaning and definition, need and nature
Process of ırganizational development, intervention/alternative
approaches to organization development
Organisational effectiveness
Organisational culture and environment
5. Management of Change
Need for change, forces for change, phases of planned change
,managing planned change- overcoming resistance to change;
approaches to managing change – Lewin’s Classical Model of
change process, Kotter’s eight step plan, Action research and
OD, Quality circles
Practice Tasks :
1. Determining appropriate leadership styles to suit a given situation
pertaining to readiness level of subordinates
2. Identifying strategies for motivating staff in technical
education/industry
3. To evolve from a given case the process involved in decision making
4. Identifying areas of high conflict in student’s own setting and
suggesting appropriate strategies for managing such conflicts
5. Determine strategies for improving ırganizational effectiveness in the
technical education system/industry
6. Practice in the functioning of quality circles on the improvement of
activities in an institute.
Reference Books :
1. A.R. Cohen, S.L.Fink, H. Gordon and R.D. Willis, Effective
Behaviours in Organisations, 7th ed., McGraw-Hill, 632 p, 2001
2. J.M. Ivancevich and M.T. Matteson, Organizational Behaviour
and Management, McGraw-Hill, 1999
3. J.S. Osland, A.K. David, I.M. Rubin, Organizational Behavior:An
Experimential Approach, Seventh Edition, Prentice Hall, 2001
4. Prasad L.M, ‘Organisational Behaviour’, M/S Sultan Chand and
Sons, 23, Darya Ganj, New Delhi-110002
5. LM Prasad:Organisational Behaviour, Sultan Chand & Sons,2007
6. Mirza S Saiyadain: Organisational Behavour Tata Mc Graw- Hills
, Publishing Company Ltd., New Delhi-2004
7. R.J. Gareth, Organizational Theory:Text and Cases, Addison-
Wesley Publishing Company, second edition, 1993
8. Schermerhern Hunt, OS Born: Managing Organisations
Behaviour, John Willey & Sons Inc.,- 1985
9. Stephen P Robbins, Timothy A Judge & Seema Sanghi:
Organisation Behaviour Practice Hall, 2008.
10. T. Cummings & W. Christopher, Organization Development and
Change, San Francisco, etc. West Publishing Co., 1993
15
hrs
15
hrs
41
MTE 7103: Technology Management
L T P
3 2 -
Sr.No. 2006-07
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction to Technology Management 10 Hrs
Business Strategy for new Technologies: adding value, gaining
competitive advantage, timing and capability development.
10 Hrs
Technology Forecasting: Techniques of Forecasting,
Technology Forecasting-Relevance, Strategic alliance and
Practicality, and Technology transfer.
10 Hrs
Management of Research, Development and Innovation:
Technology Mapping, Comparison of type of R&D projects and
development approaches-radical platform and Incremental
Projects, innovation process.
10 Hrs
Management of Intellectual Property Rights - Strategic value
of patents, trade secrets and licensing.
10 Hrs
Managing scientist and Technologists: Identification,
Recruitment, Retention, Team work and Result Orientation.
10 Hrs
Investment in Technology
Management Roles and Skills for New Technology
10 Hrs
Technology for Managerial Productivity and Effectiveness,
Just-in-time.
10 Hrs
Venture Capital & Technology Development
10 Hrs
Practice Tasks
- Technology forecasting and Technology mapping
- Technology Strategy Development
- Exercise on Just-in-time
- Cases on Venture Capital
42
Reference Books
1.Entrepreneurship: By Robert D Hisrich, Michael P Peters & Dean A.
Shepherd, Tata McGraw Hill Publising Co., Ltd., New Delhi, Year of
Publication 2006 onwards, ISBN 0-07-062017-2.
2. Innovation and Entrepreneurship in Organizations: By Richard M.
Burton & Borge Obel Elsevier
3. Just-in-time: by David Hutchin, Gower Technical Press.
4. Know-How:By Dr. Ram Charan with Geri Willigan, Ram Charan
House Business Bookds, Year of Publication 2007, ISBN
9781905211234
5. Khalil, TM Management of Technology. Unviersity of Miami
(USA):McGraw Hill Book Co., 2002
6. Management of Technology
7. (BY) Tarek M.Khalil, University of Miami (USA), McGraw Hill Book
Company, Year 2002, ISBN0-07-336149
8. Management of Technology and Innovation
9. By Professor PN Rastogi, IIM, Ahmedabad, Sage Publication India Pvt.,
New Delhi, Nirth Printing 2006 and onwards, ISBN 978-81-70360497-9
10. Managing Engineering and Technology
11. By Daniel L. Babcock and Lucy C. Morse, Prentice-Hall of India Pvt.
Ltd., New Delhi, Year of Publication 205 onwards, ISBN 81-203-2880-
9
12. 3.Management of High Technology Research and Development: by
John Humbleton Elsevier
13. New Product Management: by C marle Crawford IRWIN, USA
14. R&D Management : by S.A. Bergn, Basil Blackwell Inc.
15. Strategic Management : by Charles W.L. Hill/Gareth R. Jones,
Houghton Mifflin Co.
16. Technology and Management: by Cassell Educational Ltd., London
17. The Management of Technology and Innovation: A Strategic Approach
18. By Margaret A. White and Garry D. Bruton, Thomson South-Western
(Thomson Corporation), Year of Publication 2007, ISBN81-315-0243-0
19. The Handbook of Forecasting-A Management Guide : by Spyros
Maksidakis & Steven C Wheelwright, John Wiley & Sons.
Desktop\M.Tech syllabus 10-11PU/rg/130510
43
INSTRUCTIONS FOR PAPER SETTERS
M.Tech. Engineering Education
• Instructions to students for attempting the Question Paper should be
explicitly written.
• Set eight questions covering the whole syllabus for the course.
• External choice is to be given to the students.
• Students are required to attempt any five out of the eight given questions.
• Question Paper should be strictly set from the syllabus prescribed for the
courses.
• Content should be adequately represented in the question paper.
• Weightage should be assigned to various topics keeping in view the
hours of teaching specified against each topic in the syllabus.
• Ensure inclusion of questions testing the higher level abilities of the
students such as applying, analyzing, evaluating and creating rather than
simply testing rote memorization of the content.
• Restricted essay type questions should be preferred over essay type
questions.
• Numerical questions should be carefully written so as to include all the
necessary data and information. Any data tables required for interpretation
of results should be clearly specified.
• Any support material (codes, tables, calculators etc.) to be provided to
students should be clearly specified.
• The figures/diagrams should be drawn neat and clean and should be
dimensioned and labeled properly.
• Marks allocated to each question/parts should be clearly indicated against
the questions/parts.
• Confidentiality must be strictly maintained.
• Time provided to you for setting the question paper should be strictly
adhered to.
44