Blended Mode of Teaching and Learning: Concept Note

University Grants Commission

New Delhi

(August 2021)
 Index

Chapter I Blended Learning 1

1.1 Defining Blended Learning 1
1.2 Need of Blended Learning 1
1.3 Benefits of Blended Learning 2
1.4 Role of Teachers in BL Environment 4
1.5 Role of Learners in the BL Environment 5
1.6 Role of Institutions in the BL Environment 6

Chapter II Implementation of BL 7
2.1 Introduction 7
2.2 Pedagogies for Offline and Online Learning 7
2.3 Project Based Learning and Project Management Platforms 7
2.4 OER: NMEICT, NPTEL, ePG, NDL 8
2.5 MOOCs and SWAYAM 9
2.6 Platforms: Learning and Evaluation: LMS 9
2.7 Innovative Technology-enabled Initiatives 9
2.8 ICT Tools for Collaboration and Knowledge Generation 10
2.9 Technology Infrastructure for Implementation 10
2.10 Evaluation 11
2.11 Summative Evaluation Strategies 11
2.12 Formative Evaluation Strategies 12

Chapter III Suggestive Framework for BL Pedagogy 14

3.1 Background 14
3.2 BL Learning Environments 14
3.3 IPSIT: Indian Framework for BL 15
3.4 Technology and Resources for IPSIT 17
3.5 Pedagogy for IPSIT 18
3.6 Widening the Concept of “Blended Learning” 19

Suggested Readings 20

Appendix A Scenarios in BL 21
Appendix B Pedagogies for BL 24
Appendix C Platforms for Project Based earning 26
Appendix D Open Learning Resources and Open Access Repositories 27
Appendix E Learning Management Systems (LMS) 28
Appendix F Innovative Technology-enabled Initiatives 29
Appendix G ICT Tools for Collaboration and Knowledge Generation 31
Appendix H Proctored Examination solutions 32
Appendix I Virtual Labs 33
Appendix J Suggestive IT infrastructure requirements 34
Appendix K Template for Detailed Course Planning in Blended Learning Mode 36
Appendix L Guidelines for digital infrastructure 37
Appendix M Pedagogy for BL 39
Appendix N Guidelines for Evaluation 41
Appendix O Guidelines for Feedback 43
 Chapter I

Blended Learning

1.1 Defining Blended Learning

Blended Learning (BL) is a teaching-learning approach to be used by the teachers. Blended

Learning is an approach in which a teacher thoughtfully plans a teaching-learning
environment with some Online learning activities and Offline activities.

The term ‘Offline’ refers to all activities within the classrooms/lab and/or on the field with
physical presence of students and/or teacher including, but not limited to, experiences
such as teacher’s explanations, demonstrations, large group activities such as
brainstorming, discussions; small group activities such as group-work, problem-solving,
experiments, visits to workshops/offices in surroundings, etc.

The term ‘Online learning’ refers to all activities outside the classrooms/labs with non-
physical presence of students including, but not limited to, experiences such as
accessing resources with or without digital devices (books, newspapers, journals, pdf,
videos, audio files, web-pages, eBooks, eJournals, etc.) and getting involved in
interactions with peers and community (online collaboration, web-based group-projects
with classmates.

If a teacher/institute wishes to add Online learning, the weightage of time for such learner
engagement in Online mode should not exceed more than 40% of the total session
time. However, teachers/institutes using Blended Approach should plan Offline sessions
with at least 60% weightage of the total session time.

Though students will remain engaged in online learning for such activities, teachers will
be engaged in planning, identifying or generating resources, monitoring the activities,
scaffolding and providing feedback resulting in no change in her/his teaching
responsibilities. Planning such BL environments is, on-the-contrary, is more thoughtful,
challenging and time-consuming process for a teacher.

1.2 Need of Blended Learning

Blended learning is the term given to the educational practice of combining different
learning environments, physical and virtual. In blended learning environment, both the
students and the teacher should meet in person for several activities, though not always.
This approach, therefore, overcomes challenges and limitations of both, online and face-
to-face modes. Several research findings are confirming limitations of using one single
mode or learning experience. Every subject needs variety of experiences which get missed

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out in fully online mode or else if teaching is fully confined to four walls of the classroom.
Classroom interactions between teachers and students, student-student are much needed
for holistic development as a human-being. Development of 21st century skills in Indian
learners such as communication (face-to-face and online both), creativity, team-work,
cooperation, critical thinking and problem solving is also crucial. BL approach tries to
provide a meaningful blend of all experiences for which learning processes need to be
planned thoughtfully and systematically. The blend demands consideration of several
factors, mainly focussing on learning outcomes and the learner-centred instructional
environment.

Given the emergence of digital technologies and the emerging importance of leveraging
technology for teaching-learning at all levels from school to higher education, the NEP
2020 recommends for use of blended models of learning. The NEP-2020 states that “while
promoting digital learning and education, the importance of face-to-face in-person learning
is fully recognized. Accordingly, different effective models of blended learning will be
identified for appropriate replication for different subjects. (NEP-24.4 (i), page – 62)”.
These guidelines will facilitate implementing the ‘Blended Learning’ approach proposed by
NEP2020.

1.3 Benefits of Blended Learning

1.3.1 Effective Utilisation of Classroom Time

Face-to-face interactions, problem-resolution, eye-contact with teachers and peers can be

achieved inside the classroom. Teachers can help learners solve problems, resolve issues,
explain complex concepts (hard-spots) during face-to-face interactions.

A lot of classroom time, many-a-times, is consumed by one-way lecturing so as to explain,

elaborate new concepts, theories. Though teachers try to achieve an average pace of
explanation, many students get de-motivated either perceiving the pace of the teacher as
very fast or else very slow. Attention span does not allow them to concentrate on the
content of one-way lecturing beyond 20-30 minutes. If such elaboration is passed on to
learners via digital media, learners can read, view and comprehend at their own pace.

Students are given several problems to solve at home when they are all alone and keep
struggling for scaffolding. If the classroom time is utilised for solving such problems in
teams and under guidance of teachers, learning and comprehension of such issues,
problems will be more powerful in terms of understanding and retention.

1.3.2 Increased interaction

BL offers a platform to facilitate greater interactivity between students, as well as between

students and teachers. If digital environment is used wherever possible, providing such
experiences will be more feasible. e.g. teachers find it difficult to arrange small-group

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discussions frequently during classroom sessions due to crunch of time. Such discussions
can happen through online discussion forums or even through smartphone based social
media groups.

1.3.3 Variety in Experiences

Resources such as video lectures, podcasts, recordings, digital infographics and articles
would be provided in order to transfer the main bulk of the necessary knowledge from
teacher to student before each class. This then frees up time in class for teachers to
support students in activities, lead discussions and facilitate engagement.

Several topics demand multiple sensory experiences which get missed out inside
classroom. Learner Engagement increases by introducing variety of learning experiences.
Classroom time sometimes does not prove adequate for all such activities and experiences.
If some of the activities are planned for Online mode, learners can be benefitted by such
exposure as per their convenience of time.

1.3.4 Experiential learning

Fully classroom and fully online environment restricts the scope of experiential learning.
Involvement in real-world or simulated world, community workshops, workplaces or virtual
labs help in engaging learners and they will get experiential learning experiences. Real-
life experiences such as viewing processes, performing procedures in real environment, or
via digital resources such as animations, videos, simulations allow learners to get the real
or real-like exposure. Wherever experiential learning is possible inside classroom,
providing theoretical information through online resources leaves ample scope for
teachers to engage students in experiential learning when they come to the class.

1.3.5 Digital Provide

If digital devices such as smart-phones, low-cost access devices are procured in remote
areas with some central hubs with internet connectivity (e.g. at GramPanchayat) for
downloading resources, more and more young higher education learners could be
benefitted. Institutions, NGOs, alumni community can come forward to take education to
masses, in remote areas by using low-cost technology ranging from audio-visual learning
resources to multimedia and assistive technologies. Access to such digital environments
will enable Higher Education students to develop their digital skills and help them cope up
with the 21st century challenges.

1.3.6 Ownership of learning

Once the learner enters into higher education system, need for him/her to take
responsibility of learning, develop ability to apply and transfer acquired knowledge and
skills in a different situation, imbibe values of collaboration and cooperation increases.

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Both face-to-face and online experiences can provide ample opportunities for the learner
to take such responsibility of learning though active engagement. BL instills a sense of
‘student ownership over learning’ which can be a powerful force propelling the learning.

1.3.7 Time management and flexibility

Technology-enabled learning allows for learning anytime and anywhere, letting students
learn without the barriers of time and location, but with the possible support of in-person
engagement. Time management is another skill needed for a higher education learner
before s/he enters into the real world of work. A blend of self-paced learning and activities
with classroom sessions trains learners to manage time in a flexi-time environment. Since
face-to-face sessions are inevitable, completing assigned tasks before coming to the class
develops sense of responsibility.

1.3.8 Learning to be virtual citizens

Learners practice the ability to project themselves socially and academically in an online
community of inquiry. Digital learning skills are proving essential to be a lifelong learner.
BL approach helps learners acquire digital skills with the exposure of variety of
technologies. Since freedom of selection of tools and assigning time lies with teachers,
s/he can make decisions keeping in mind availability of infrastructure at the students’ end
as well as within the institutes (e.g. student IT cafe)

1.3.9 Repeatability and Reliability of Resources

Lack of quality resources and lack of connects between experts and students are the major
issues of the day. If such experts and their knowledge reach to students spread across the
country, more and more higher education students as well as teachers will benefit.
Teachers can identify reliable resources for their students instead of students getting lost
in the pool of authentic and unauthentic resources.

A blended learning approach provides ultimate flexibility in many aspects. And most of all,
it can be applied to any program which holds on to the values of face-to-face learning and
incorporates digital media with that. Students, academicians, policy makers etc.
appreciate the needed flexibility. Only a well-designedd blended environments can provide
ameaningful combinations of offline and online experiences. Appendix A presents
hypothetical BL scenarios as illustrations.

1.4 Role of Teachers in BL Environment

BL shifts the teacher’s role from knowledge provider to facilitator, coach and mentor. In
BL, teachers can have an even more profound influence and effect on students’ learning.
It now becomes more learner-centric and customized, with differentiation as a main
feature.

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Role of a teacher in BL environment is not limited to the ‘Sage on the stage’ but s/he
becomes ‘creator’, ‘designer’ and ‘supporter’ of teaching-learning environment to enable
learners to interact.

Learning Designer:
Teacher’s role is more creative and challenging as s/he needs to design new BL
experiences combining online and offline class activities. Several resources, teaching-
learning strategies, digital and non-digital learning material, digitalised and non-digitalised
interactions of teacher-student. Even student-material and student-student interactions
need to be planned.

Problem Designer:
BL environment demands that the learner should not remain a passive listener but should
become a problem-solver. Teacher designs challenging but motivating problems for
learners. The problems motivate and encourage learners to learn from the resources,
discuss with peers and teacher and try to achieve the learning outcomes.

The ability to rapidly analyze, review and give feedback to learners on their tasks, gives
the teacher the ability to tailor his/her teaching-learning strategies.

Support system:
Teacher becomes a great support system throughout the BL environment. Learners are
not thrown in any isolated environment, but BL yields more frequent and more personal
teacher-student interactions, which may or may not be achieved in one-way lecturing.
Teachers have the opportunity to deepen and strengthen student-teacher relationships.
The trust that comes with close relationships can give teachers insights into students’
personal struggles and needs insights which empower teachers to comfort and coach
students through challenges that often serve as obstacles to learning. BL provides teachers
with a fuller, more accurate picture of how each student is performing.

1.5 Role of Learners in the BL Environment

The role of a learner is more meaningful, engaging and active in BL environments.

Responsible Learner:
BL environment demand proactive learning on the part of the learner. S/he learns to take
the responsibility of self and peer-learning out-of class as well as while in the class.
Frequent interactions with peers and teacher develop the sense of responsibility. Students
become self-driven and responsible, tracking their individual achievements, which helps
develop the ability to find the resources or get the help they need, self-advocating so they
can reach their goals.

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Problem-solver:
The problem-solving experiences of BL environment changes role of a learner from a
‘passive listener’ to a problem-solver. Learner needs to understand the changed role and
accept the challenges of new learning problems designed by the teacher.

Decision-maker:
BL environment, with its pool of resources, effective learning problems, and appropriate
scaffolding of the teacher, demands learner’s role as an efficient decision-maker. While
exploring, solving every small step of the problem, learner gradually develop ability of
taking appropriate decisions. This changed role of the learners helps them to be ready for
the external real-world.

1.6 Role of Institutions in the BL Environment

Encouragement to faculty and Professional Development:

BL environment can succeed in the Institutions which believe in the BL approach and
encourage their skilled faculty to experiment BL. Institutions also need to allow higher
education faculty to participate in various Faculty Development Programmes (FDPs) for
effective implementation of BL. Institutes themselves may come forward to organise
such FDPs for their faculty.

Establishment and Maintenance of Infrastructure:

Digital and digitalized learning environments help in enriching online experiences.
Establishing digital infrastructures on the campus such as computer labs, student cyber
café, BYOD environments, wi-fi enabled campus, Learning Management Systems, etc.
will help increasing access of more and more students to the digitalized environments
who otherwise will be deprived of digital resources and digitalized learning environments.
Institutions need to explore funding opportunities and strive towards achieving
technology-enabled campuses. Though use of free software tools should be encouraged
in the process, maintenance of the infrastructure and support for using various software
and tools need to be continuously provided.

Apart from technology infrastructure, classroom furniture needs to be repurposed for an

effective learner-centred learning environments. Wherever possible, flexible seating
arrangements of learners can be provided. e.g. fixed long benches in a few classrooms
may be replaced by flexible seating furniture. The institutions can also frame clear
pathways for implementing such changes.

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 Chapter II

Implementation of BL

2.1 Introduction

Implementing BL requires a systematic, planned instructional process. An effective

teaching learning process in a blended environment calls for understanding and skills of
using appropriate pedagogies with suitable technologies. The following paragraphs provide
guidelines for implementation of BL.

2.2 Pedagogies for Offline and Online Learning

Learner-centred teaching-learning activities include several cognitive processes which

enable learners to be communicative, confident, creative and cooperative. Learners in BL
environments are not visualised as passive learners, but active learners generating ideas,
assimilating knowledge individually and in teams. Once learning resources are provided
on an online platform, students sitting in the classroom need not again listen to the
instructor. The time, then, can be used for engaging them in activities. Even their online
time can be used innovatively for making online sessions more effective and interesting.
A few learning processes are listed below:
a. Generating ideas
b. Brainstorming
c. Concept-mapping/Mind-mapping
d. Creative Presentations
e. Exposure to the real world
f. Case Study
g. Cooperative Learning Strategies (CLS)

Higher education teachers are suggested to refer to Appendix Bfor referring to these
pedagogies in detail and experiment the same in their teaching-learning process.

2.3 Project Based Learning and Project Management Platforms

Blended Project-Based Learning tries to infuse advantages of project based-learning with

traditional online lecturing. The students attain the conceptual learning through online
resources such as recorded lectures or live classes. In addition, the students hone their
practical skills by working on guided projects in a face-to-face setting. The artefacts
produced during these projects are a part of the overall learning process and are directed
towards supplementing the conceptual learning of the students.

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Project Based Learning open avenues for learners even to work on live projects assigned
by industries during their study period. Teachers collaborate with industries to bring such
projects in the class and students collaboratively work on these projects under the
guidance to the teachers to seek work-experience while learning even before they join
workplace as interns or employees or later on as entrepreneurs.

There are three types of solutions which can aid this type of learning:
a. Platforms for delivering online lectures
b. Platforms for managing collaborative projects
c. Platforms for student assessment and feedback
Appendix C provides details regarding these types.

Significant ICT initiatives useful for the higher education teachers of our country while
implementing BL are discussed in the following sections.

2.4 OER: NMEICT, NPTEL, ePG, NDL

Open Educational Resources (OER) are defined by the United Nations as any type of
educational materials in the public domain or introduced with an open license. Critical to
supporting open knowledge and open access, OER are learning materials supporting legal
and free (a) copying, (b) usage, (c) adaptation and (d) sharing.

These resources can be anything from textbooks to syllabi, lecture notes, tests, videos or
animations. While OER are not a necessity for successful BL, these two education
innovations combine to make a powerful contribution to high-quality, accessible and
affordable education. Using well-designed, available OER can free up resources that can
then be used to design and deliver BL opportunities.

Creative Commons is a global, collaborative movement for the sharing of free,

international, easy-to-use materials. The goal of this international community is to enable
greater access and equality; it supports education for everyone. Those who created and
now support and use Creative Commons believe in sharing and collaborating on materials
such that the full potential of the Web will be realised; most importantly, this will also be
true for the individuals who will use it. Creative Commons provides a set of licenses for
anyone to use while releasing any teaching or learning resources as OER. The licences also
provide a technical solution to tag the resources with a machine-readable language to
identify them as OER. This allows potential users to filter their searches by “usage rights”
in Google Advanced Search. There are many platforms through which we can find and
share OER. List of a few Open Learning Resources and Open Access Repositories is
provided in Appendix D.

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2.5 MOOCs and SWAYAM

MOOCs
MOOC stands for Massive Open Online Course (MOOC) which is an online education system
providing various courses, which aims at large-scale interactive participation and open
access via web. MOOC aims to provide real time education online with the help of various
features like videos, study materials, quizzes and online exams and also tries to make it
more efficient than the real time education in class rooms by removing time constraints
and location constraints. MOOCs also provide interactive discussion sessions for the user
through interactive discussion forums that help to build a community for the students and
professors.

SWAYAM
SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) is a programme
initiated by Government of India and designed to achieve the three cardinal principles of
Education Policy viz., access, equity and quality. The objective of this effort is to take the
best teaching learning resources to all, including the most disadvantaged.

2.6 Learning Platforms: LMS

Learning Management Systems (LMS) are web applications, meaning that they run on a
server and are accessed by using a web browser. LMS gives educators a tool to create a
course web site and provide access control so only enrolled students can view it. LMS also
offers a wide variety of tools that can make your course more effective. They provide an
easy way to upload and share materials, hold online discussions and chats, give quizzes
and surveys, gather and review assignments, and record grades.

LMS can be installed in cloud & all faculty can upload to share all the particular class related
documents, videos, audios, quizzes, etc. A few of the most used LMS are listed in Appendix
E.

2.7 Innovative Technology-enabled Initiatives

A few effective technologies such as SimLab, Virtual Lab, Robotics, FOSSE etc. provide
enriched real-like experiences to Science and Technology students. Virtual worlds are
proving effective not only for Science students, but also for students of social sciences.
Projects such FOSSE and eKalpa (Robotics) are free initiatives for Indian learners. A few
of these projects are detailed out and illustrated in Appendix F.

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2.8 ICT Tools for Collaboration and Knowledge Generation

It is evident that learner-centred pedagogy/ androgogy have always helped the learners
achieve curricular outcomes and more than that adds to their skills to function effectively
as the 21st Century learners. Collaboration, and not competition at individual level, needs
to be encouraged for a teacher’s contribution towards a productive society. Studies also
emphasize that active participation of learners in the co-creation of knowledge leads to
the increased level of learner satisfaction and motivation. At one hand, cooperative
learning strategies, group-work, group-projects in the classroom environments help
teachers in creation of conducive learning environments, whereas collaborative ICT tools
prove a great aid to the teacher in co-creation of knowledge by learners.

BL may not turn into teacher-centred classroom scenarios in face-to-face and online mode.
On the contrary, the learners can be engaged in creative and productive activities through
several ICT tools.

Collaborative contribution of learners may be planned by teachers through free ICT tools.
Blogging. Sticky-notes, Shareable cloud-based documents, Concept-mapping,
Mindmapping, infographics, Comprehensive activities with tools such as Padlets, Miro, are
some indicative ICT-based activities for collaborative knowledge-generation. Appendix G
presents elaboration of these activities and supporting tools, though teachers are expected
to explore many other tools for achieving learner collaboration.

2.9 Technology Infrastructure for Implementation

The section discusses the approaches of integrating technology infrastructure and

infrastructure requirements. Approaches likely to be used in BL are as follows:

Video recordings of Face-to-face Lectures – Shared to the students for the entire course
(Pen Drive / CD) - eTextbook experience but not dependent on broadband, offline mobile
app could be planned as well.

Internet Based Learning (IBL) – Internet based projects (search & learn) to promote self-
learning
Project Based Learning – integrating multiple peer group for the project, students to
collaboratively generate ideas
TAB based remote learning / remote examination & evaluation/ touch screens and digital
pens appeal to tactile learners / portable learning
Satellite based TV Channel/Radio including community radio – mass learning/ adult
education / farmer education (different timings)
*Online Assessments – Quiz, Assignments, Test, Examinations – at regular intervals to
measure learning outcome. Appendix H presents a few examples of proctored examination
solutions.

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A few more examples of technology based evaluation techniques can be:
Online Peer Interaction through webinar / Conference, Online Internships, Virtual Labs
(Simulation based) for subjects with laboratory experiments, etc.

A few examples of Virtual labs can be referred from Appendix I.

Thought there is no limit to availing IT infrastructure for students, illustrative support IT

infrastructure is presented in Appendix J. The nature and need of the infrastructure will
vary from discipline to discipline and institution to institution.

2.10 Evaluation

Implementing BL is a new mode of teaching-learning in higher education and hence the

area of evaluation needs to be explored again in the light of BL. The following paragraphs
discuss effective trends in evaluation.

Continuous Comprehensive Evaluation should be encouraged in universities and

colleges. Focus of National Education Policy-2020 is learner centred education systems.
Only summative evaluation will not suffice the need of testing all levels of learning
outcomes. Modular curriculum demands assessment at regular intervals during and after
achievement of learning outcomes specified for every module leading to appropriate
evaluation. Cognitive skills such as logical thinking, application of knowledge and skills,
analysis and synthesis of concepts and rules demands evaluation strategies other than
summative paper pencil tests. Innovative evaluation strategies are to be used by teachers
during the semester. Increased weightage of internal evaluation should be encouraged
by including innovative strategies. Out-of-box thinking about summative as well as
formative evaluation is expected from the teacher implementing BL mode. The following
paragraphs throw light on a few innovative strategies. The list is not exhaustive but
mentions a few points with the expectation of continuous exploration of such strategies by
the teachers.

2.11 Summative Evaluation Strategies

Open book examination

It is a right time to move away from the conventional approach of examination where
remembering and reproducing is prime focus. In real functioning beyond formal education,
life is all about open book examination. Hence in Higher Education system, we must
prepare students for world of work by making them acquainted with open book
examinations. It will also facilitate better understanding and application of the knowledge
with a better potential for its positive impact.

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Group examinations even for conventional theory papers
Such an approach is followed some time for project and also laboratory tests. But for
theory type examinations it is generally not followed. The group examinations once
introduced for theory papers can improve the average performance of a class as students
would be encouraged to share their knowledge with each other and also help them improve
their general understanding.

Spoken / Speaking examinations

These different approaches can be introduced now with the support of new generation of
technologies. They can make examination faster and easier and also can be helpful to
students with different abilities

On demand examinations
In most cases students are forced to write examination in a single go and collectively.
However, with advent of new methods which are technology based and also blending of
teaching-learning and examinations in new form, it would be a good approach to offer
examination on demand so as to offer more flexibility and student centricity.

2.12 Formative Evaluation Strategies

ePortfolio
ePortfolio is not only a compilation of a few best assignments, activities of a learner
throughout the programme, but his/her reflections about the assignments, experience and
challenges faced during the process of working on these assignments, overall approach,
attitude, philosophy towards life as a learner and also his/her academic resume. ePortfolio
is a comprehensive tool which becomes a mirror to a learner for the world.

Creative Products
Innovative Pedagogies and relevant ICT tools enable learners to come out with creative
products as an individual or group learning activities. These products are learning
experiences in the beginning, but learners should always be given corrective feedback
about their outputs. Once feedback is sought, learners need to be given chance to improve
on their products and then can be considered for formative evaluation. e.g. preliminary
concept-map can be revised after discussion of the topic, summarization and feedback.
Revised concept-map can be assessed.

One creative/collaborative activity may then be led towards the another product which can
be used towards evaluation. e.g. Group or individual presentations by self-learning would
be a learning activity and not an evaluation activity. (Many teachers make mistake of
giving marks to the first presentations made by learners after self-study). Once teacher
provided corrective feedback during such presentations, learners can be expected to revise
the same presentations, add a small write-up/infographic/video to it and submit as an
assignment.

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Creative assignments such as digital stories, Cartoon strips, drama scripts, eNewsletter,
eMagazine, Recorded interviews of stakeholders, Case studies, etc. can be used for
formative evauation.

Classroom/Online Quizzes
Through paper-pencil tests, over-use of question-answers may be discouraged for
formative evaluation, a few ICT tools for quizzes and games can be used eventually for
formative evaluation.

Use of AI tools for Proctoring as well as evaluation

During the COVID-19 pandemic time, many exams were forced to be conducted in an
online mode. These were supported by variety of tools which came into being in recent
times and were based on proctoring through Artificial Intelligence tools. However, AI as
technology can be used for many more evaluation strategies including understanding
attention levels, pace of learning, level of learning etc. Hence new tools should be
experimented.

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 Chapter III

Suggestive Framework for BL Pedagogy

3.1 Background

‘BL’ is a meaningful blend of Offline (Face-to-face) and Online learning environments.

Higher Education Institution (HEIs) teachers in India may attempt to create such BL
environments for at least one of the courses at initial stage. Though such BL environments
help Indian higher education teachers and institutes in the development of the twenty first
century learners, it will demand rigorous planning and efforts on the part of institutes and
teachers.

Theoretical background alongwith implementation-related guidelines are discussed in

detail in the previous chapters and appendices. BL environments are elaborated in the
previous two chapters.

This chapter discusses broad suggestive framework for BL environments in Indian HEIs.
The chapter proposes the framework keeping in mind minimum expectations from non-
technology subjects, but also proposes the high-end technology infrastructure and
resources for Science and Technology programme implementations. The chapter nowhere
prescribes the implementation guidelines, but presents a suggestive framework for the
teachers and/or institutes who wish to experiment BL approach.

3.2 BL Learning Environments

Online mode of learning refers to several learning activities which can be done by learners
individually or else with peers such as:
• accessing ebooks, ejournals, newspaper-cuttings, etc.,
• accessing eResources, mainly in the form of Open Educational Resources
(consisting formats such as text, graphics, animations, simulations, gaming,
interactive multimedia, etc.) uploaded on LMS by the instructor,
• accessing links, eResources, digital libraries suggested by the instructor as well as
explored individually or in groups,
• studying MOOCs/ SMOOCs (Small MOOCs), etc. by the learner as per guidelines by
the instructor (e.g. Instructor may connect students to a successful ongoing MOOC
but plan several Face-to-face activities along with it.)
• performing individual or group activities using any ICT tool or platform
• participating in the workshops/ webinars in online mode as per suggested by the
instructor related to the curriculum
• interacting with, interviewing experts, professionals, personnel on the field

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 • completing assignments and uploading on LMS / submitting to the instructor using
other ICT platforms
• attempting tests/quizzes
• engaging into virtual labs, museums, virtual tours, etc.
• engaging in online internships/ projects, etc.
• any instructional activity directly related to the course curriculum for which learner
is not needed to visit the teacher and the classmates physically but needs to get
engaged into online learning experiences designed by the teacher. Online
experiences include several digital and digitalised resources and learning
environments.

Offline (Face-to-face: F2F) Mode refers to several activities to be performed by meeting

in the classroom such as:
• attending instructor’s short duration lecturettes for introducing or summarizing
topics, understanding complex concepts
• resolving queries based on self-learning or group-learning
• participating in group activities in the classroom with peers, mainly for analyzing
and applying information sought through eResources,
• collaborating and co-creating new knowledge
• borrowing and accessing books and periodicals from the library,
• face-to-face training, physical training, apprenticeships, internships, etc.
• participating in on-campus physical labs, hackathons, working in maker-spaces,
etc.
• appearing for periodical quizzes, summative tests on-campus, etc.
• field-visit, understanding procedures, processes at the real work-place
• any instructional activity for which students and teachers physically in the class, in
the lab or in the community in the light of learning outcomes

3.3 IPSIT: Indian Framework for BL

BL has been implemented across the world successfully. Several models are so far
proposed and researched for BL implementation.

IPSIT Model is a similar model proposed for the higher education institutes in India. This
suggestive and not prescriptive model is presented in the following sections.

IPSIT Stands for:

Identify Resources and Activities

Provide resources and announce activities
Support and provide scaffolding
Identify learning gaps and provide feedback (Formative Evaluation)
Test (Summative Evaluation)

15
3.3.1 Identify Resources and Activities

BL is an appropriate blend of Online and Offline, non-digitalised and digitalised teaching-

learning environments. Need assessment and planning is inevitable for such meaningful
blend of the environments. It should be ensured that required infrastructure for Offline,
non-digitalised and digitalised environments are in place. e.g. if digital resources and LMS
is to be used, then accessibility of internet, availability of hardware need to be considered.
If group-activities are to be planned, flexible (and not fixed long benches) furniture in
needed in the classrooms.

All Offline, lab-related and Online activities are to be planned in advance. Appropriate
learning resources are to be explored by the teacher. BL should necessarily be active
learning environments and not one-way lecturing by teachers. Learner collaboration and
co-creation of knowledge should be attended carefully while planning learning
environments. Sources of such learning resources, classroom strategies for learner-
interactions and ICT tools for collaboration are presented in appendices. A suggestive
generic template for planning BL learning environments of a course is presented in
Appendix K.

3.3.2 Provide resources and announce activities

Once the BL teacher designs a comprehensive learner-centred plan, s/he is ready for the
implementation. A digital platform such as Learning Management System helps in smooth
dissemination of resources. Face-to-face (Offline) activities can be conducted under
guidance of the teacher, whereas Online activities can be in a digital form through
digitalised environments. Teacher can be a part of digitalised processes to support and
guide. Detailed instructions can be provided through LMS. Syllabus, Learning Outcomes,
reading/viewing/listening and interactive resources, announcements and instructions for
individual as well as group activities, etc. can be uploaded on LMS in advance.

3.3.3 Support and provide scaffolding

Higher education teacher needs to shift his/her role from ‘teacher’ to ‘facilitator’ once starts
implementing BL. Though the learner is accessing resources and getting engaged in
various activities, continuous scaffolding will be required so as to achieve higher order
outcomes. Even classroom environments will not remain teacher-centred. Classroom
discussions will revolve around resolving queries; analysis and application of knowledge
and creative outputs will be achieved under the supervision and guidance of the teacher.

There must be a support mechanism even for digital literacy of students and facilitators.
Training should be provided to teachers as well as students to make the best use of various
digital platforms and ICT tools used in BL.

16
3.3.4 Identify learning gaps and provide feedback (Formative Evaluation)

Awareness of the progress of every learner on the individual learning path is essential for
any effective learning. Learners should be made aware about their achievements at the
appropriate stages before the official completion of the course. Quizzes, presentations,
assignments and projects help to identify if learner/s have gaps in the learning. Corrective
Feedback on their work will enable learners to achieve learning outcomes successfully.

3.3.5 Test (Summative Evaluation)

Testing for summative evaluation ensures achievement of learning outcomes. Considering

the innovative approaches higher education teachers are expected to adopt, nature of
summative evaluation will also change to a great extent. ‘Recall’ level test items will not
suffice the need of true evaluation. The evaluation strategies need to be innovative,
comprehensive and outcome-based.

Though pedagogy of BL environments is discussed in the previous chapters and appendices

in detail, considering diversity in the nature of institutional infrastructures, disciplines and
pedagogy practices, suggestive framework components of IPSIT are proposed in the
following sections. The framework suggests a few short-term consideration whereas also
proposes long-term desirable standards for Indian HEIs. These desirable considerations
will empower HEs to develop 21st century skills in the learners.

3.4 Technology and Resources for IPSIT

A framework for BL should take both the teaching and learning perspective into
consideration. Infrastructure related considerations for the IPSIT are suggested below:

3.4.1 Infrastructure

Availability of infrastructure is fundamental to teaching and learning. HEIs need to strive

hard to establish digital infrastructure such as internet with adequate bandwidth, hardware
and space. Other infrastructure such as knowledge resource centres, workshops, activity
and experience centres will enable smooth execution of blended teaching-learning process.
Learners who cannot afford digital access devices at home should be able to use campus
resources such as student cyber café even for Online activities.

The financial aid required to develop the infrastructure and resources need to be taken
care of with the involvement of industries, alumni, funding agencies, etc. A few guidelines
for digital infrastructure are suggested in Appendix L for the HEIs venturing in this area
for the first time.

Infrastructural requirements will vary as per the student strength and nature of the
institutes as well as the nature of subjects and learning outcomes.

17
3.4.2 Resources

The pedagogy in BL must revolve around the availability of resources. eResources enable
learners to access the ocean of information and knowledge. In case of unavailability of
existing eResources, new content can be created keeping in mind the needs of the
students. Co-creation of contents by students will not only add to the pool of resources,
but also develop higher order skills in learners. Teacher-training in the field of OERs,
MOOCs, SMOOCs, ICT integration tools is needed on a large scale BL implementation.

3.5 Pedagogy for IPSIT

Pedagogy is the core of the entire BL environment. BL does not mean throwing learners
in the ocean of resources or providing them hundreds of lecture-videos. The success of BL
depends on how learning processes help learners to achieve higher order learning
outcomes. BL implementation requires stage-wise plan of execution with innovative
teaching-learning activities. Guidelines for such teaching-learning processes are provided
in Appendix M.

3.5.1 Evaluation in BL

Continuous evaluation plays a major role in a learning process. Students can be informed
about their performance in assignments and quizzes even through technology. They may
be given constant access to their reports for them to monitor their growth over the time
against their learning goals.

There should be good means to assess the performance of students. Well defined tools to
assess the students’ growth and accomplishments need to be used. Objectivity and
standardization should gain significance. This will also encourage students to participate
in self-evaluation and peer-evaluation activities, where judgement of learner
himself/herself and about peers adds value. The minimum or suggestive standards for a
University/College/Institution are indicated in Appendix N.

3.5.2 Effective Feedback

Continuous feedback and support are essential for effective learning. Apart from face-to-
face feedback, different technologies can be used to provide feedback to support learning.
Instructors can use audio and video inputs, written texts or in-text comments to provide
feedback. Maximum feedback for all student work would help in encouraging learners to
achieve learning outcomes.

Students can also engage in providing peer feedback by reviewing each other’s work and
commenting on blogs or discussion forums. Similarly, students can also give feedback to
the instructors. The suggestive framework for Feedback is provided in Appendix O.

18
The HE teachers are encouraged to experiment with BL environments and HEIs are
suggested to provide such opportunities to such skilled and willing faculty after considering
availability of resources. Sharing of experiences of BL environments will help teacher
community to learn from each other. Several Communities of Practice would support and
enrich the teaching-learning systems across the country.

3.6 Widening the Concept of “Blended Learning”

Any teaching-learning-evaluation strategy or approach cannot be a one-point solution. The

term ‘Blended Learning’ indicates a meaningful and effective blend of Online and Offline
learning environments. The term can further be widened to accommodate meaningful
combinations of different approaches, communication modes, pedagogies and learning
environments towards effective learning. Such an environment will enable higher
education learner of the nation to achieve 21 st Century skills while developing
himself/herself in a value-oriented responsible citizen with wisdom. Flexibility and
appropriate selection of pedagogy choices on the part of every Higher Education Teacher
would contribute to this aim significantly.

19
Suggested Readings

Bates, A. T. (2019). Building an effective learning environment. Teaching in a Digital

Age-Second Edition.
https://opentextbc.ca/teachinginadigitalage/

Bates, A.T. (2020). Developing Quality Blended Learning Courses.

http://oasis.col.org/handle/11599/3739

Beaver, J. K., Hallar, B., &Westmaas, L. (2014). Blended learning: Defining models and
examining conditions to support implementation. PERC Research Brief.
http://8rri53pm0cs22jk3vvqna1ub-wpengine.netdna-ssl.com/wp-
content/uploads/2015/11/Blended-Learning-PERC-Research-Brief-September-
2014.pdf

Cleveland-Innes, M., & Wilton, D. (2018). Guide to blended learning

http://oasis.col.org/bitstream/handle/11599/3095/2018_Cleveland-Innes-
Wilton_Guide-to-Blended-Learning.pdf?sequence=1&isAllowed=y

Government of India Ministry of Education (2020). National Education Policy

https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Huang, R., Ma, D., & Zhang, H. (2008, August). Towards a design theory of blended
learning curriculum. In International Conference on Hybrid Learning and
Education (pp. 66-78). Springer, Berlin, Heidelberg.

Lim, C. P., Wang, T., & Graham, C. (2019). Driving, sustaining and scaling up blended
learning practices in higher education institutions: A proposed framework. Innovation
and Education, 1(1), 1-12.
https://innovationeducation.biomedcentral.com/articles/10.1186/s42862-019-0002-0

Lima, R. M., Da Silva, J. M., van Hattum-Janssen, N., Monteiro, S. B. S., & De Souza, J.
C. F. (2012). Project-based learning course design: a service design
approach. International Journal of Services and Operations Management, 11(3), 292-
313.
https://www.inderscienceonline.com/doi/abs/10.1504/IJSOM.2012.045660

Monteiro, S. B. S., Reis, A. C. B., Silva, J. M. D., & Souza, J. C. F. (2017). A Project-
based Learning curricular approach in a Production Engineering
Program. Production, 27(SPE).
https://www.researchgate.net/profile/Ari_Mariano/publication/334726644_Best_prac
tices_for_Active_Learning_a_literature_study_using_bibliometrics/links/5d3cdaf3a6fd
cc370a6609ed/Best-practices-for-Active-Learning-a-literature-study-using-
bibliometrics.pdf

Partridge, H., Ponting, D., &McCay, M. (2011). Good practice report: Blended learning.
http://eprints.qut.edu.au/47566/1/47566.pdf

University of Central Florida (UCF) and the American Association of State Colleges and
Universities (AASCU). Blended Learning Toolkit
https://blended.online.ucf.edu/blendkit-course-diy-project-tasks/

University of NSW. (2020). Planning and Designing a Blended or Online Course

https://teaching.unsw.edu.au/planning-and-designing-blended-or-online-course

20
 Appendix A
Scenarios in BL

The curricula across the country are now credit-based. Total credits per Programme
change as per UGC Guidelines and approvals to programmes by Academic Councils of the
Universities. e.g. In a particular University, M.Com. programme may be offered of 80
credits whereas M.Sc. programme may be of 96 credits.

Considering a theoretical programme, where 15 hours classroom time is allotted per 1-

credit (1-credit hour * 15 weeks), total classroom hours are 4 * 15 = 60 per course. If a
teacher decides to offer a course in Blended Mode, instead of attending 60 hours of
classroom sessions, his/her students will spend upto 40% of the allotted hours in Online
interactions and will be present in the class (face-to-face) for the remaining hours as per
directions of the teacher. Every teacher has a choice of deciding number of hours for Face-
to-face (Offline) interactions and number of hours for Online interactions, but minimum
60% of the total hours should be used for the classroom interactions. Additional
student work (self-study, revision, assignments, projects, preparations towards
evaluation, etc.) are 60 hours which remain unchanged. Let us study a few hypothetical
scenarios in BL in Indian Higher Education as illustrations.

Scenario I: BL Mode for 80-credit Master programme

A hypothetical structure of one semester of a Masters programme offered by a State

University is provided in Table A.1. Course no. 205 is under CBCS, so students are allowed
to skip the course and opt for SWAYAM or any other course offered by other departments
under CBCS.

Table A.1
Sample Course Structure
Semester II: 5 courses Total Hours Offline Online hours
hours
Courses: (each course is 4-credit)

201 Instructional Systems Design 60 39 (65%) 21 (35%)

202 Research Methodology 60 42 (70%) 18 (30%)

203 Educational Psychology 60 (Non-BL) 60 (100%)

204 Web Applications* 120 (60)* 72 (60%) 48 (40%)

* Practical course, so double no of hours

BL opportunity is being experimented in the following manners by each of the course

teachers:

21
1. Teacher A is teaching course 201 ‘Instructional Systems Design’ (ISD). There are 4
modules of 1 credit each demanding 15 classroom hours per module in non-BL mode.
Course Offline Session hours Online resources and activities
201 (Approx access hours)
ISD
Module 1 3 12
Module 2 15 0
Module 3 11 4
Module 4 10 5
(65% of 60) 39 (35% of 60) 21

Teacher A has identified several resources and eBooks on ‘ISD and planned
collaborative activities. Resources and activities were made available on LMS from
time to time. The students spent about 12 hours reading and viewing material on
Module 1 and met their teacher for 3 sessions of 1 hour each. Teacher answered
their queries, checked their understanding through small quizzes in every session.
She then conducted classroom sessions of 15 hours for Module 2 and made them
design ISD under her supervision and guidance. The remaining 2 modules were
about the Stages of ISD. Four to 5 hours per module were spent in reading material
and viewing videos of 8-10 min duration and interviewing an instructional designer.
Stages of ISD are then discussed in the class briefly followed by group-work for all
stages. It built confidence in the students for developing stages of ISD individually as
assignments.

2. Teacher B teaching course 202 (Research Methodology) is teaching all 4modules in

Blended Mode allowing students to access digital resources, books, complete
activities in online mode for about 18 (30%) hours and be in the classroom for total
40 hours. These 42 (70%) classroom hours are being utilised for several activities,
trouble-shooting, solving queries on the read or viewed contents, problem-solving,
etc. Teacher prefers to allot less classroom time for theoretical aspect, but allots
more classroom time for data analysis.

3. Teacher C teaching course 203 (Educational Psychology) is not comfortable in using

BL Mode and hence all sessions are conducted inside the classroom.

4. Teacher D teaching course 204 (Web Applications) conducted 72 (60%) hours in the
lab allowing students to explore and see demonstration by the teacher teaching web-
application tools and platforms. The students also spent 48 (40%) hours at home or
else in the Student Cyber Cafe of the campus. They explored tools, developed
websites and sought guidance of the teacher on the tasks while in the lab. This
allowed students to work at the own pace.

However, teachers A, B and D are allowed to use BL by their institute.

22
Scenario II: BL Mode for training used by a National Level Institute

A national level institute is involved in teacher-training at a massive scale. The

approaches used by them are applicable even in case of thousands of students learning
in higher education institutions (HEIs) or for common courses taught across disciplines
and/or in all affiliated colleges.

The national level institute offers training in ICT using the following 3 approaches:
a. The Induction course of ‘ICT in Education’ Curriculum for teachers followed the
flipped curriculum approach where the 18 sessions were conducted in face to face
mode for 10 days followed up by reading materials online and doing activities like
assignment submission, forum discussion and quiz online.

b. Refresher course on ‘ICT Pedagogy Integration in Teaching Learning’ followed the

blended block model where a few modules were online and a few modules were
completed in face-to face mode. There are 15 modules.
• 8 modules were conducted in face-to-face mode.
• 3 modules as completely through online only involving asynchronous
communication
• 4 modules were online having live online sessions through video conferencing
followed by online submissions.

c. Refresher course in ‘Research in ICT’ uses maximum online modalities. The total
number of hours planned are 120. LMS is being used alongwith synchronous sessions
through virtual class. All resources are accessed through LMS. Synchronous classes
are used for solving queries, conducting expert talks, online group activities.
Participants attended face-to-face workshop only towards the end of the course and
spent 30 hours in the institute (5-day workshop) and finalised research proposals.
They also had a hands-on experience of SPSS in the institute’s lab.

The scenarios discussed in this section provide a few ideas or implementing BL mode.

23
 Appendix B
Pedagogies for BL

a. Generating ideas
Higher education learners are adult learners who come with their own world of experience,
previous knowledge gained at schooling level and previous years of education, exposure
to other sources of knowledge, etc. Even pre-session resources suggested by teachers
help them some knowledge, information. Lecturing of teacher assuming the learners are
empty boxes is no more a preferred pedagogy. Learners, instead, can contribute by
sharing their knowledge, ideas, views, either in the classroom or else on online platforms.

BL mode may provide this opportunity to learners to a great extent. Resources can be
uploaded and external links can be posted on Learning Management systems prior to
classroom sessions. These Online resources prove useful at least for acquiring information.
Once the students study through the resources, classroom time can be utilized fruitfully in
discussions.

Online platforms such as discussion forums, shared documents, blogs, etc. may be used
to help them share their ideas and knowledge on a common platform.

b. Brainstorming
Brainstorming exercise always helps learners to think spontaneously; derive solutions,
ideas; appreciate others’ ideas and enjoy generation of several ideas by the whole group
instead of listening to only teachers’ ideas and views. It develops a sense of responsibility
to think and learn ourselves. Brainstorming

c. Concept-mapping/Mind-mapping
Creating cognitive structure/schema of any topic in the mind is the best cognitive exercise
for learners. These help learners understand the topic from all perspectives and also help
learners establish relationships of concepts on their own. Features such as inserting
images, sticky-notes, sketches in such tools makes the exercise interesting and learners
get engrossed in the process of meaningful learning.

d. Creative Presentations
Education, at any level, and of any subject, should develop creative thinking abilities of
the learners. Microbiology or Sociology learners can present their concepts through
creating cartoon-strips. Story-creation tools are helping learners of higher education for
presenting their knowledge of a subject instead of merely making presentations in the
class. Infographics, short videos, podcasts provide them opportunity to give a creative
form to their knowledge of any topic. This will develop their expression skill and help them
present their ideas creatively even after in the field of work after education.

24
e. Exposure to the real world
Higher education students are just a few steps behind the field of work, i.e. the real world.
Exposure to this real world while studying in colleges/universities will help them get ready
for this real world. Field visits to understand the processes, interviews of stakeholders,
case studies, small surveys, etc. will help them interact with the real world closely. Instead
of explaining every process, let learners visit the organisation to understand the processes
or else acquire information from websites, portals. e.g. Elaborating rules and regulations
of any organisation in the classroom by yourselves, let the learners visit the organisation
physically or else study the rules and regulations from the website of the organisation.

f. Case Study
Though learners cannot be exposed to every real world scenario, teachers can use case
studies to bring such real world examples to the classroom. Case studies with though
provoking questions, exercises can be shared with them in classroom or else in online
mode. Giving exercise of preparing case studies is one of the best exercises for learners
to apply their understanding of the topic. e.g. Assignment of writing case studies of one
type of Experimental Design or Sampling Techniques help teachers understand how well
the learners have understood these Research Methodology topics.

Teachers are expected to generate many such ideas to engage learners in the classrooms
as well as in online mode. Since several eResources are available and even teachers can
develop Open Educational Resources for their teaching-learning, lecturing can be
minimised and BLmode can be made truly meaningful and effective by using such learner-
centred pedagogies.

g. Cooperative Learning Strategies (CLS)

Cooperative Learning Strategies such as Jigsaw, Team-Pair-Share, Team-Pair-Solo,
Fishbowl, Corners, One-stray, PQP, etc. (there are many more, which can be explored by
teachers) have proven effective in face-to-face modes. These strategies help in developing
sense of responsibility of learning, interdependence, team-work, logical and analytical
thinking and teacher can ensure participation of all learners in the meaningful learning
process. Synchronous and asynchronous online learning environments and some of the
ICT tools for collaboration providing facility to discuss, chat, work together can be exploited
to use CLS in online mode.

25
 Appendix C
Platforms for Project Based earning

Platforms for delivering online lectures

MOOC Management Platforms can be useful in providing the essential knowledge to the
students in the form of Online Lectures, Lectures Notes, and Live Tutoring sessions for
clarifications. Platforms such as SWAYAM, NPTEL and MOOKIT can be helpful in the
process.

Platforms for managing collaborative projects

Another part of such a learning process is creation, mentoring and evaluation of projects
in a collaborative setting. Students can either meet periodically with a guide, or project-
based learning platforms such as Project Pals, Headrush and Student Corner can be used
for a fine-tuned project-based learning experience.

Platforms for student evaluation and feedback

Traditional solutions that are often categorised as Learning Management System can be
useful in continuous evaluation of students. Google Classroom and Canvas are two
common examples of such systems. They can be helpful for a teacher in designing an
evaluation-oriented learning experience. Some solutions, such as Microsoft Flipgrid,
provide a feedback mechanism to students to share their experiences with the teacher as
well as their peers.

26
 Appendix D
Open Learning Resources and Open Access Repositories

1. National Digital Library of India https://www.ndl.gov.in/

(NDL)*
2. SWAYAM https://www.swayam.gov.in
3. Directory of Open Access Journals https://doaj.org/
(DOAJ)*
4. Directory of Open Access Books* https://www.doabooks.org/
5. National Programme on Technology https://nptel.ac.in/
Enhanced Learning (NPTEL)*
6. Shodhganga-a reservoir of Indian https://shodhganga.inflibnet.ac.in/
Theses*
7. e-PG Pathshala https://epgp.inflibnet.ac.in/
8. Open Access Thesis & Dissertations* https://oatd.org/

9. Open Knowledge Repository-World https://openknowledge.worldbank.org/

Bank*
10. The OAPEN Foundation* http://www.oapen.org/content/
11. PubMed Central (PMC)* https://www.ncbi.nlm.nih.gov/pmc/?cmd=sear
ch&term
12. Project Gutenberg* https://dev.gutenberg.org/
13. HighWire https://www.highwirepress.com/
14. Southern Connecticut State https://libguides.southernct.edu/openaccess
University
15. AGRIS http://agris.fao.org/agris-search/index.do
16. ScienceDirect Open Access Content https://www.sciencedirect.com/#open-access
17. AidData https://www.aiddata.org/
18. ILOSTAT https://ilostat.ilo.org/
19. Oxford Open https://academic.oup.com/journals/pages/ope
n_access
20. Project Euclid https://www.projecteuclid.org/librarians/lib_oa

21. SpringerOpen Journals https://www.springeropen.com/journals

22. Taylor & Francis Open Access https://www.tandfonline.com/openaccess/ope
njournals
23. Cambridge University Press https://www.cambridge.org/core/what-we-
publish/open-access
24. Free Open Access Books https://www.freetechbooks.com/
25. SWAYAM Online Courses http://storage.googleapis.com/uniquecourses/
online.html
26. UG/PG UGC-MOOCs http://ugcmoocs.inflibnet.ac.in/ugcmoocs/moo
cs_courses.php

27
 Appendix E
Learning Management Systems (LMS)

Title Licensed/OpenSource Link

Moodle (Australia) OpenSource www.moodle.org

Google Class Rooms Licensed/Free (For http://classroom.google.com
(USA) Limited Users)

ILIAS (Clogne) OpenSource https://www.ilias.de/en/

NEO (India) OpenSource https://www.neolms.com/india
ProProfs LMS (USA) OpenSource https://www.proprofs.com/c/categor
y/lms/
Eduwave OpenSource https://www.capterra.com/p/133877
/EduWave/

Eliademy OpenSource https:// www.eliademy.com

Zoom Learn OpenSource https://zoomlearn.com
Canvas(Australia) Licensed/Free (For Single https://www.instructure.com
Users)
D2L (Australia, Brazil, Licensed https://www.d2l.com
Europe)
TVS (India) Licensed www.tvslms.com
BlackBoard (USA) Licensed https://www.blackboard.com
Totara Learn (New Licensed https://www.totaralearning.com/
Zealand)
CLANED (Finland) Licensed https://claned.com/
Matrix (Europe) Licensed https://www.matrixlms.com/india
CALF (USA) Licensed https://nuvedalearning.com/calf/
SYNAP Licensed https://synap.ac/
Adobe Captivate Prime Licensed https://www.adobe.com
(USA)
SPOT(France) Licensed https://www.spotlms.us

28
 Appendix F
Innovative Technology-enabled Initiatives

A few effective technologies are suggested in the following paragraphs.

SimLab+
www.simlab-soft.com: Licensed Tool
SimLab is a process-oriented multidisciplinary simulation environment to accurately
analyze the performance of complex assemblies. SimLab is designed as a powerful 3D
visualization and communication platform with a rich set of built-in workbenches. As
general multi-purpose 3D software Solution it helps users to simplify complex work-flow
through simple GUI and easy-to-figure tools.
Sim lab provides AR/VR headset and its supports android/win/ios. SimLab's VR Viewer is
a stand-alone application that can view, edit and share interactive VR experiences.

Virtual Lab
www.vlab.co.in : Open Source / Support
Virtual labs provide remote-access to Labs in all major disciplines of Science and
Engineering. These Virtual Labs can cater to students at the UG & PG levels as well as to
research scholars. Use of these labs can cut down the effective cost by 24x7uses and
providing better reliability, repeatability and access.

Allows us to share costly equipment and resources, which are otherwise would be available
to limited number of users due to constraints of cost (including the initial cost,
maintainability and the ROI)

It helps student to conduct experiments by arousing their curiosity and learning basic and
advanced concepts through remote experimentation but with more safety, security.
Can be considered as a part of Learning Management System where the students can avail
the various tools for learning, including additional web-resources, video-lectures, animated
demonstrations and self-evaluation.

Robotics
https://www.e-yantra.org/ : NMEICT Project
https://www.sc.iitb.ac.in/robotics/index.html

Robotics is a branch of engineering and science that includes electronics engineering,

mechanical engineering and computer science and so on. This branch deals with the
design, construction, and use to control robots, sensory feedback and information
processing.

The use of robots is rapidly growing and becoming more common across workplaces,
homes, and educational institutions. Institutions have also started using teaching robots,

29
to impart knowledge to their students. These robots can help in delivering lessons in
Science, Technology, Engineering, and Mathematics concepts that are essential in the
educational curriculum.

The use of robotics in learning is ideal for interaction in classrooms as it can improve and
encourages collaboration among students. Playing (and learning) with robots also offer
additional benefits for students with disabilities. Students can undertake challenging tasks
by designing, creating and programming their own robots.

FOSSEE
www.fossee.in : Open Source
FOSSEE (Free/Libre and Open Source Software for Education) project promotes the use of
educational tools in academia and research. The FOSSEE project is part of the National
Mission on Education through Information and Communication Technology (NMEICT),
Ministry of Education, Government of India. Below is the list of some of the projects which
are promoted by FOSSEE.

E-sim: eSim is an open source EDA tool for circuit design, simulation, analysis and PCB
design.
Osadag: Osdag is a cross-platform open-source software for the design of steel structures,
using the Indian Standard.
DWSIM: DWSIM allows chemical engineering students and practicing engineers to model
process plants by using rigorous thermodynamic and unit operations models.
PLC: Provides training and skilling for PLCs.
SBHS: The single board heater system (SBHS) is a lab-in-a-box setup useful for teaching
and learning control systems.
R: R is a language and environment for statistical computing and graphics.
QGIS: QGIS (Quantum GIS) is a desktop Geographic Information System (GIS)
application.
PYTHON: Easy to read and learn, useful for scientific computing.

30
 Appendix G
ICT Tools for Collaboration and Knowledge Generation

Blogging
A blog can be created by the teacher, and then students can be added as contributors to
the blog. A problem, theme, issue may be provided with a few resources and learners’
views, ideas, opinions, examples, scenarios, etc. can be invited as contribution to the blog.
Blogging can be given as an asynchronous activity and the teacher can be facilitator to
guide them throughout the posting process.

Stickynotes
Stickynote tools such as IdeaFlip, Lino.it, Jamboard, etc. can be used for online
brainstorming. Brainstorming activity can be done as a synchronous activity in live online
class or else an assignment of such idea generation can be given as asynchronous activity.

Shared documents
Students can be told to come out with a product after working in small groups of 2 to 5
students. Tools such as Google Doc, Google slides, etherpad, ScatterSpoke, ideaboardz,
etc. can be introduced to them. Most of these tools are free and students get chance of
being online at their own convenience and internet availability.

Concept-mapping, Mindmapping, infographic tools

Collaborative Concept-mapping and Mindmapping ICT tools such as Miro, Google Drawing,
Conceptboard, Coggle, Bubble.us, etc. help learners come together online, discuss and
establish relationships of concepts related to a topic/theme. Online tools avail features of
adding videos, images, sketches, links to other files, hyperlinks, etc.

Comprehensive activity tools

Comprehensive activity platforms such as Padlet, Miro, Whimsical, etc. may prove effective
virtual workspaces. Features such as wireframe will enable learners to develop project
management, team-work abilities needed in 21st Century learners.

Many more ICT tools and platforms can be explored, experimented by teachers and
students. Use of Free and Open Source tools may be encouraged. Mobile Apps of many
tools will be useful for easy access and availability to students. Computer labs on the
campus may be made available for needy students to perform online activities. The next
chapter describes different ways of using these tools.

31
 Appendix H
Proctored Examination solutions

MERCER METTL www.mercer.com

MERRI TRAC (INDIA) www.merittrac.com
JUPSOFT (INDIA) www.jupsoft.com
DIGI PROCTOR www.digiproctor.com
CAMPUS.TECHNOLOGY www.campus.technology
MICROSOFT PARTNER www.wheebox.com
SOLUTIONS(WHEE BOX)

CAMPUSLAB(USA) www.campuslabs.com
CHALK AND WIRE www.chalkandwire.com
QUESTION MARK www.questionmark.com
TEST MOZ www.testmoz.com
CLASS MARKER www.classmarker.com
M UNI PARIKSHA www.municampus.com

32
 Appendix I
Virtual Labs

Title Licensed/OpenSource Link

MERLOT(USA) Licensed https://virtuallabs.merlot.org/
NASA Licensed /Free(For https://www.nasa.gov/offices/education/c
Biolab(USA) Limited Users) enters/kennedy/technology/Virtual_Lab.ht
ml
PhetLabs(USA) Licensed https://phet.colorado.edu/en/accessibilit
Shakshat(India) https://www.vlab.co.in/
MacMillian Licensed https://www.macmillanlearning.com/colleg
Learning Lab e/us/solutions/lab-solutions/lab-
Solution(UK) simulations

Siemens(USA) Licensed https://new.siemens.com/global/en/produ

cts/automation/industry-
software/automation-software/tia-
portal/highlights/virtual-
commissioning.html

33
 Appendix J
Suggestive IT infrastructure requirements

A. User Computing Devices – following are the user devices primarily required

a. Personal Devices - Mobile Phones / TABs / Laptops / Desktops – are required for
supporting end user computing needs
b. Lab Devices – Desktops – are required for Laboratory
c. Audio / Visual Devices – Projector, Smartboard, Conference Solution, Voice Recorder
required to support the classroom
d. Graphics Board Tablet with Stylus – are required for do digital illustration work or photo
retouching
e. TAB Based remote learning / remote examination
f. Satellite Based TV Channel – Mass Learning
g. Low Cost IOT devices – Raspberry PI – convert TV to a smart TV
h. Remote VPN – faculty / student can access school computers & work from home

B. Core Network to be placed at Data-centre

a. Router – one router for each Inter link, suggested to take redundant link to optimize
load & reduce downtime
b. Link Load Balancer – To optimize / balance between dual ILL connection
c. Firewall – is required to keep the internal organization safe from external threats
d. Wireless Controller – is required to control campus wide all access points
e. Campus Core Switch - the primary witches to connect all campus connections.
f. IP CCTV – is required to connect each observation location
g. Storage (SAN for hosting application & NAS for Backup) – Storage is required for
storing servers /data & NAS required to keep the daily backups.

C. Distribution Network for each building

a. Distribution Switches / Access Switches – to be placed in each building to support local

LAN Connectivity to all required locations
b. Access Points – for Wi-Fi deployment
c. IP CCTV - for physical security

D. Servers – Servers can be taken on campus or on cloud

a. On Campus
• Microsoft Active Directory Server for Authentication
• Library Management Server
• Video Management System (VMS) for CCTV – recording hosting
• LMS – Learning Management Server
• Simulation based Virtual Labs on Cloud (i.e. AWS / Microsoft / Google)

34
b. On Cloud
• Opex Model / Pay As you Go / Anytime Scalability
• Backup Server – for disaster recovery
• Cloud server Parameters
1. Compute Power – Amount of CPU core required to do the work
2. Memory – Amount of RAM needed to run the Applications
3. Savings – Power, Maintenance, ROI

c. Internet Link
a. Internet Leased Link (ILL) – approx. 1GBPS for 1000 students
b. ISDN – Internet on copper connection
c. RF link – Internet on Radio Link
d. MPLS – Link for multiple campus connect
e. Connectivity through different ISPs for redundancy

d. Studio Setup for Lecture Recording

a. HD Camera
b. Lighting
c. Backdrop
d. Microphone
e. Video Editing Software (Adobe Photoshop / 3D studio max / Movie Maker / Coral
Draw

e. Other Software
a. Antivirus
b. Microsoft Windows Server
c. Network Monitoring Software
d. Office tools (e.g. MS Office/Libre Office)
e. Remote Support tools

f. Other Support Infrastructure

a. UPS
b. Biometric
c. Generators

35
 Appendix K
Template for Detailed Course Planning in Blended Learning Mode

Faculty/Instructor:
Institute (Dept/College/Institute):
Programme:
Course: Sem:
Credits: Marks: Class size:

Prerequisites:

Objectives of the course:

1. ….
2. …
Course Structure
(Please add columns and rows as per the course structure)

Module 1 (Credit: 1) Module 2 (Credit: )

1.1 2.1
1.2 2.2
Module 3 (Credit: ) Module 4 (Credit: )
3.1 4.1
3.2

36
 Appendix L
Guidelines for digital infrastructure

Aspects Minimum Standards Desirable Standards*

(Long term plan)

1. LMS LMS at least on a shared server Cloud-based LMS with

for maximum 500 students and institutional domain name is
on dedicated server for maximum recommended
1000 students

2. ERP Automation of student life cycle Fully Integrated (Admission to

should be initiated Placement) ERP should be in
place. LMS should also be
integrated in the ERP.

3. Bandwidth 1 Gbps 5 – 10 Gbps

4. WiFi& Campus Wifi should be available for The entire campus should be
Intranet classes involved in BL. Necessary fully Connected. All teachers
firewalls should be in place not and students alongwith the
restricting student access to ICT admin staff should be able to
tools and Social media being used use Wifi. Necessary firewalls
by teachers. should be in place not
restricting student access to
ICT tools and Social media
being used by teachers.
5. Electronic Devices (desktops/laptops) in the Fully Functional, Networked &
Devices ratio of 1:2 for Internet enabled Computer
(Computer) technology/professional Labs with 1:1 ratio
programmes and 1:4 for non-
technology programmes under BL Integration of personalised
devices should be provided.
Low-cost access devices and
N-computing solutions may be Classrooms/ labs equipped with
used for institutes with financial desktops/laptops/tablets are
challenges recommended for BL
environments where
integration of ICT can be
possible during classroom
sessions

37
 6. Data Centre Shared / Dedicated Secured Dedicate, SecuredCloud based
Services Server withadequate Storage Data Centre to support BL and
Space storage of ePortfolios

7. Smart Class One shared infrastructure per Every Class room under BL
Room 1000 students to start with is Connected with the Smart class
recommended.

All BL classes should have at least

a projection facilitywith internet
connectivity.

Virtual classroom software with

recording facility for teachers
involved in BL is recommended

8. Studio Facility One Studio with Pre & Post Each HEI may strive to have
Production facilities for Cluster of own studio with Pre & Post
minimum 10 neighbourhood HEIs Production facilities for
on time & resource sharing basis Development & launching of
professional courses
Video and screencast content
development software such as
Camtasia, OBS and training to
use the same for teachers
involved in BL

9. Software At least one set Institutes should be equipped

Support Anti-Plagiarism Check Software with all necessary FOSS or a
i) Plagiarism [e.g. Urkund, Turn-it-in] few Licensed versions (if FOSS
Check domain-specific software for is not adequate) related to the
Software specific subjects (ARC, SPSS, CAD subjects being taught in that
ii) Domain etc.) are suggested for launching institute.
Specific BL in that subject. FOSS are
Software for recommended in all possible
CAD, CAL etc. cases.

Infrastructural requirements will vary as per the size and nature of the institutes as well
as the nature of subjects and learning outcomes.

* Desirable standards are ideal infrastructure to be achieved in a long run for effective and
well-equipped state-of-the art HEIs. HEIs interested in initiating BL may strive to achieve
minimum standard of infrastructure for successive BL practices.

38
 Appendix M
Pedagogy for BL

Aspects Minimum Standards Desirable Standards

(Long Term plan)
1. Ratio of Offline At least 60% Offline sessions Maximum 70% Online mode
and Online class are mandatory. for a programme per
activity semester
Maximum 40% Online
activities are suggested. (Less than 30% Offline
sessions be disallowed for a
Teacher implementing BL may BL programme)
aim at minimum 20% Out-of-
class activities for a successful
initiative

2. Approval to offer Approval of Academic Council or All programmes of a

BL equivalent committee particular institutes can be
Approval to one single course or granted the approval if
a single teacher should also be minimum infrastructure
encouraged. Number of courses conditions are fulfilled and
or teachers is not important for teachers are competent to
the initiative. offer BL approach. Minimum
access devices need to be
available to students, at least
on campus for Online
activities.

3. Nature of Combination of synchronous- Teachers should create

digitalised/ asynchronous modes will help interactive collaborative
Online Mode learners study, collaborate and environments in online mode.
seek guidance from the Both synchronous and
instructor asynchronous activities
should be planned and be
Though non-digital offered on LMS.
environments can also be One-way lectures over online
blended with the classroom mode should be avoided if
sessions, digital resources and not a necessity. Such
both synchronous as well instructions can be provided
asynchronous activities should by teacher’s own videos of 8-
be encouraged in online 10 min duration. Use of
learning. One-way teacher-talk animations, interactive
should be minimized for

39
 successful learner-centred multimedia and other
active learning. learning resources.

Passive listening or viewing

of resources should not
consume more than 50% of
the total Online learning
time.

4. Offline (Face-to- At least 30% of the total face- Instructor’s lecture ‘talk’
face) to-face (classroom) time should through should not exceed
environment be utilized for learner-centred beyond 30% of the total
activities rather than lecture Face-to-face time.
method.
Lecturing may be replaced by
Offline sessions should be pre-recorded videos of the
utilized for trouble-shooting, teachers and other resources.
guidance, query-solving,
demonstrations, learner Since resources are to be
presentations, etc. uploaded on LMS, classroom
time to be used for learner-
Cooperative and collaborative centred activities.
activities need to be planned.

The percentage of such learner-

centred activities could be
increased gradually with proper
planning.

5. Use of LMS Maximum possible resources for All learning resources and
the topics should be uploaded activities would be reflected
on LMS. through LMS (direct uploads
or else links to the processes
Instructions for Online as well and/or outputs.
as even some Offline activities
can be posted on LMS. LMS would not only facilitate
all teaching-learning activities
Free LMS can be explored an but also prove as a face-
used by teachers using BL. sheet of the BL mode.

Institutes are encouraged to

install free LMS such as Moodle.

40
 Appendix N
Guidelines for Evaluation

Aspects Minimum Standards Desirable Standards

1. Product and Analysis, Application and Create Rubrics should be developed
process level learning outcomes should for all courses.
evaluation be defined for all subjects under
BL. These higher level outcomes All possible cognitive learning
should be evaluated through processes and creative
internal evaluation. Process and products to be evaluated.
product evaluation should be
encouraged.

At least 2 rubrics should be

designed for subjects under BL

Process evaluation through

grading of synchronous group-
chats, discussion forum posts,
collaborative infographics, etc.
can be achieved.

Grading of concept-maps, mind-

maps, stories, infographics, etc.
created by students can be used
for product evaluation.

2. Continuous Modes of CCE should be Necessary evaluation

Comprehensive innovative, learner-centred and systems should be in place
Evaluation (CCE) competency-based. and all evidences of internal
evaluations to be maintained.
Paper-pencil tests, unit-end
exams to be completely
discouraged for CCE. Instead,
other modes of evaluation
should be used.

3. Open Both models to be followed Both models to be followed

Book/Closed selectively for courses under BL. selectively for all courses
Book under BL.

41
4. Group At least one group-work activity Group-work evaluation and
Examinations should be evaluated per course Group Examinations should
and Evaluation under BL. be encouraged for all
subjects

5. Viva Voce Viva-voce for at least 70% Viva-voce for all experiments,
experiments, group-projects research projects, group-
should be used. projects should be mandatory

6. Project Presentations to be planned Presentations to be planned

Presentations against evaluation of projects for evaluation of projects and
and dissertations at least 2 dissertations at least 3-4
times per course. times per course.

Evaluation Rubrics to be
developed for such
presentations.

7. ePortfolio ePortfolio in any easiest form ePortfolio should be

should be encouraged for at encouraged for all students.
least one subject, preferably for
the professional subject.

8. Online Online evaluation strategies Online evaluation strategies

evaluation should be introduced at least to should be used at least
some extent. partially for all subjects.

42
 Appendix O
Guidelines for Feedback

Aspects Minimum Standards Desirable Standards

1. Self-Feedback Course related feedback on Course related feedback on
monthly basis or unit-wise, weekly basis
primarily for teaching-learning
plans and efficacy of classroom
activities

2. Peer Group At least once in a Semester 360 Degree Feedback at

Feedback (preferably within the given least once in a semester
department/ institute in the
middle of the semester)
Feedback from different levels of
operations need to be planned at
least once in a year

3. Teaching- Student Feedback regarding T-L Student Feedback

Learning Process, processes, Learning Resources regarding T-L processes,
Learning and the Instructor at least once a Learning Resources and
Resources and semester for every course under the Instructor at least 2-3
Instructor BL. times a semester for every
course under BL.
4. Learner corrective feedback on at least Feedback on at least 75%
activities/ 50% of the learner activities and learner work
outcomes assignments

43