Short Term Course on Curriculum Implementation
14th - 18th October 2019
Mr. Yashvardhan Soni, HOD, CSE Department, Mr. Rajesh Mattoo, HOD, ME Department and Mr. Ashwani Kumar, Assistant Professor, CSE Department, Dronacharya College of Engineering, Gurugram attended one week short-term course on “Curriculum Implementation” from 14th -18th October 2019 at NITTTR, Chandigarh.
DAY 1 (14th October-2019)
The course began with the inaugural session followed by a detailed introduction to the course. Dr. S K Gupta, the course coordinator, gave an overview of the curriculum development process starting with the exposition of the fundamental difference between a syllabus and a curriculum. In the later part of the day the curriculum development process was taken up in detail. A curriculum always has certain mandatory components like the aim or rationale of the course, Course outcome, well laid down instructional strategies, table of specifications and the employability details.
The characteristics of a good curriculum were discussed. A good curriculum is always data based. The employment opportunities in a specified branch are assessed, data collected from the industry and the learning outcomes are devised. A good curriculum should be dynamic in nature.
The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) was recommended in comparison with the earlier model, CBAM (Concern Based Adoption Model). The stages of Curriculum Development process include four important stages: Need Analysis, Curriculum design, Curriculum Implementation and Curriculum Evaluation. Aspects of Effective curriculum design were discussed. Designing begin with the stating of constraints (Statutory norms set by AICTE i.e. Entry Qualification, course duration, Intake etc. This is followed by an Activity Analysis and the curriculum objectives (Programme outcomes) are laid down after finding out the Curriculum Areas (Subjects). It is followed by the devising of the detailed contents with the help of the DACUM Approach (All stake holders are called to meet at one place). Then the time requirement is decided upon (Contact hours and LTP). The date of courses along with time distribution for six semesters is represented in the Horizontal and Vertical Organization format. Finally, the study and evaluation scheme (Formative and Summative) is formulated. The process of curriculum implementation is done after the process of curriculum design is completed.
For the effective implementation of curriculum, the institute has to put the courses of study into practice. Curriculum implementation takes place when students acquire KSA. A number of factors influence the quality of curriculum implementation. They include the availability of competent faculty, physical facilities, instructional resources, leadership qualities, networking with industries, monitoring bottlenecks in resources and lacunae in administrative support.
DAY 2 (15th October 2019)
The second day started with an illuminating session on NSQF (National Skill Qualification Framework) Concept by Prof J S Saini. The courses or programmes under NSQF are focussed on short duration and modular programmes. There is recommendation that the course content is expected to be delivered in the local vernacular as far as possible. They can have full day, half day or weekend contact hours. The provision of RPL (Recognition of Prior Learning) has a presence in NSQF certification. The training and assessment has been delinked which means that the training body would not be allowed to assess or evaluate the trainees. The evaluation would be done by an external agency. Prof S K Gupta highlighted on the Norms and Standards for the faculty/ staff, Infrastructure and Information Resources with reference to the APH (Approval Process Handbook) published annually by AICTE. Student Evaluation is an important part of the implementation of curriculum. Prof S K Dutt provided an insight into the proper implementation of evaluation techniques. He prescribed different types of evaluation techniques like Placement Evaluation, Formative Evaluation, Summative Evaluation and Diagnostic Evaluation.
DAY 3 (16-Oct-2019)
Mr. K. H. S. Dhindsa, the resource person from the industry undertook a session on Project Work to be undertaken by the students. A project has a definite beginning and an end. It always aims at obtaining the objectives and create something unique.
A session on the importance of classroom communication in the process of curriculum implementation was organized. The ways in which classroom can be made effective was discussed at length. The resource person gave an introduction to various techniques of communicating in the classroom and demonstrated the barriers in the process of imparting instructions. The ways of overcoming the communication bottlenecks were also discussed. The concepts of Kinesics, Occulesics, Vocalics, Haptic, proxemics and Chronemics were explained. The session was followed by a Group task on the implementation of curriculum eliciting response in connection with the problems encountered in the effective implementation of the curriculum, their effects and the suggestions for alleviating the problems.
Prof Srinivasan introduced the participants to the concept of NBA Accreditation. An online demonstration was given highlighting on how to write the PO(Program Outcome), PEO(Program Educational Outcome), PSO ( Program Specific Outcome) and CO ( Course Outcome). The Bloom’s Taxonomy was discussed. A mapping was done to achieve the program outcome.
DAY 4 (17th October-2019)
Prof. J. S. Saini organized a session on competencies expected by the industry from technical students. He illuminated the participants on the different types of competencies expected by the industries. They comprised of Functional competencies, Core competencies, Job competencies. The need of hard skills and soft skills were highlighted. There is a dire need of soft skills in the present scenario. The industries corroborated the fact that the present technical graduates severely lack in soft skills. A plethora of short comings of the present technical education system were listed. Among them is the lack of internship, no efforts for industrial talks, lack of syllabus updation matching with the needs of the industry, Public speaking, writing ability, critical thinking data analysis team work and leadership.
Prof Sanjeev Sofat of the Chandigarh University took a session on “Project Based Learning” stressing on the importance of project in the curriculum through the Rigor- Relevance framework. The session was followed by an industrial visit to ISTC (Indo Swiss Training Centre) in the CSIR Campus Chandigarh. The visit aimed at imparting an experience of curriculum implementation in one of the successful technical training centres in the country.
DAY 5 (18th October 2019)
Prof. S. K. Gupta, the course coordinator, undertook a session on the networking with industry for the effective implementation of curriculum. A support system between the industry and the institute should be in place for mutual benefit. He discussed the need of a networking with industry in every institute. Need for hard skills as well as soft skills are equally required by the industry. He suggested technical institutions should offer continuing education programme through formal and non-formal modes for people working in industries at different levels. Institutes should show their enthusiasm to undertake industrial problems and provide a solution to them, and testing of materials of industries, undertake the training of their mangers. These are apart from the visits, expert lectures and internships undertaken by institutes.
Prof. P. K. Singla conducted a session on Instructional Strategies. He started with teacher and teaching. Teaching is a combination of teacher and student activities supported by best available resources to produce where learning can take place. Learning is a process of acquiring and integrating through a systemized process of instruction or organised experience varying forms of knowledge, skill and understanding that the learner may use or apply in later situations and under conditions different from those of instruction. The resource person suggested ways to teaching and learning which comprise of implementing research-based “best practices” , employing an assessment model, maximising student faculty contact, developing student cooperation, using active learning techniques, giving feedback promptly, emphasizing time on task, communicating high expectations, and respecting learners ‘diversity.
The group task presentation was conducted in which each group presented their problems, discussed their ill effects and suggested summary recommendations to ameliorate the implementation of curriculum. This was followed by the Course Valediction Ceremony where all the participants were congratulated for having completed the course. Certificates were awarded on line.