Its School Time! : May 2007 Issue

The monthly publication on ICT and Education

digitalLEARNING Volume III Issue 5

May 2007 ISSN 0973-4139

Rs 75

www.digitalLEARNING.in

Subscriber’s copy not for sale

Its School Time!

Social Space in Online Forum PAGE 14

Serious Games and e-Learning PAGE 39

‘Give us an IIT’ Samir Dey Minister of Higher Education Orissa, India PAGE 33

Towards Universalisation of Elementary Education Where does India stand? Can the States follow Kerala? Answers M A Baby, Minister of Education, Kerala

Leaders’ Speak Sanjaya Sharma Founder - CEO Tata Interactive Systems PAGE 27 forthcoming event

31 July - 03 August 2007 Hotel Taj Palace, New Delhi

NASSCOM Foundation Report on CSR Practices of IT Companies PAGE 20

Contents

Verbatim

Volume III Issue V, May 2007

“Real education consists in drawing the best out of yourself. What better book can there be than the book of humanity? Mahatma Gandhi “If you have knowledge, let others light their candles in it.” Margaret Fuller “We are what we repeatedly do, Excellence, then, is not an act, but a habit.” Aristotle “Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.” James Madison

Cover Story

6 8

India Progressing Towards Universal Elementary Education

Special Report

Policy Matters

‘Give us an IIT’ Samir Dey, Minister of Higher Education, Orissa, India

NASSCOM Foundation Report on CSR Practices of IT Companies

Interview M A Baby, Minister of Education, Kerala, India

Catalysing Change 2006-07

Higher Education

Corporate Diary Speak 25 Leaders’ Sanjaya Sharma Founder-CEO, Tata Interactive Systems

Initiatives for 11 Prioritising the Eleventh Plan

School Track

Nurturing the New World Trends in Education The Indian School Swati Kohli

Trend

Serious Games and e-Learning David Wortley

The Foyer

CAP Foundation Launches Workforce Development Initiative

Regulars

Mark Your Calendar

News Research

Social Space in Online Forum Chong Yaut lee, Lily

17 27 30 32

India Corporate Asia World

All the articles are available online at www.digitalLearning.in

digital LEARNING President M P Narayanan

Editorial

Editor-in-Chief Ravi Gupta

A stitch in time...

Volume III, issue 5 | May 2007

Programme Co-ordinator Jayalakshmi Chittoor Sr. Assistant Editor Rumi Mallick Sub Editor Manjushree Reddy Marketing Siddharth Verma +91-9811561645 (India) email: siddharth@csdms.in Debabrata Ray +91-9899650692 email: debabrata@elets.in Circulation Lipika Dutta (+91-9871481708) Manoj Kumar (+91-9210816901) Designed by Bishwajeet Kumar Singh Web Zia Salahuddin Editorial and Marketing Correspondence digital Learning G-4 Sector 39 NOIDA 201301, India Phone +91 120 2502181-85 Fax +91 120 2500060 Email info@digitalLearning.in Group Directors Maneesh Prasad, Sanjay Kumar Printed by Yashi Media Works Pvt Ltd New Delhi, India digital Learning does not neccesarily subscribe to the views expressed in this publication. All views expressed in the magazine are those of the contributors. digital Learning is not responsible or accountable for any loss incurred, directly or indirectly as a result of the information provided. digital Learning is published in technical collaboration with Elets Technomedia Pvt. Ltd. (www.elets.in)

The time now coincides with the Global Action week on Education; the campaign trying to raise awareness of the importance of Education for All. In the 2001-2002 school year, some 115 million children of primary-school age were not in school. According to current estimates, 77 million eligible children are not enrolled in school and many of those enrolled do not attend. UNICEF, through this campaign, urges governments and other stakeholders to keep their commitment towards the goal of universal primary education by 2015. Back home, in India, a joint effort by UNICEF, Ministry of Human Resources Development and National University of Educational Planning and Administration, throws up several interesting facts about the school enrolments and retentions of 1.12 million Primary and Upper Primary schools in the project report of District Information System of Education (DISE). The enrolment of students in classes 1 to 8 in 2005-06 was 168.29 million, a figure showing an increase of 12.28 million from the previous year, but 180 of the 581 districts still show a decline in primary enrolment. DISE has also presented an education development index placing Kerala as the top ranking state and Bihar at the end. True, there are wide state-wise variations with some regions of the country performing badly on almost all fronts, while others seem to be hitting the target with greater ease. It has often been thought that reinforcing preschool education could address this issue to some extent, not much have been done on this too. The DISE 2005-06 too underlines the need to sit up and plan for pre-school education. While the government tries to reorganise its efforts, the NASSCOM report on Corporate Social Responsibility indicates that corporates invest the most in education and are engaged in diverse programmes that supplement the efforts of the government be it in education for out of school students to capacity building through ICT or supplementing the Midday Meal programme. In our cover feature this month, we focus on the learning levels of the children under six, as the country is approaching the timeline of the Universal Elementary Education and the universal retention target of Sarva Shiksha Abhiyan by 2010. In this issue, we also cover how the Government of India is trying to reconsider the policy issues of keeping ‘all’ in the education sphere, thinking beyond the primary level, bringing in more empowering tools like information and communication technologies (ICTs) and taking all sectors to a new high, all as part of its preparations for the Eleventh Plan period(2007-2012). These steps does indicate that fundamental right to primary education is a right of the have-nots, and a concern and attempt that is never-too-late.

Ravi Gupta Editor-in-Chief Ravi.Gupta@csdms.in

Studies 2007 (www.csdms.in) Media

May 2007 | www.digitalLearning.in

Cover Story

India Progressing Towards Universal Elementary Education Where goes missing 40% efficiency?

May 2007 | www.digitalLearning.in

Kerala, the southern Indian state, once again has emerged as the top performing state while Bihar finds itself in the last spot in a recent official survey on the status of elementary education in India in 2005-06. The coefficient of efficiency reveals that the primary education system is efficient to the tune of only 62 per cent

he National University of Educational Planning and Administration (NUEPA) has recently developed School Report Cards of more than one million Primary and Upper Primary schools. Covering 11,24,033 schools, the publication updates more than 400 variables for 604 districts across 35 states and union territories on all aspects of universalisation of education, and shows that Kerala, Delhi, Tamil Nadu, Karnataka and Himachal Pradesh are the top five while Bihar, Jharkhand, West Bengal, Uttar Pradesh and Assam are the five bottom-ranked states. Whatever may be the reflection through the ranks in education development index, the number of children joining education system and subsequently the number of out-of-school children show a declining trend in the report. The student retention rate is still remained low. With such low retention and high dropout rates, it seems India is affected by the ‘give another decade’ syndrome to realise the goal of universal primary education.

years of education by 2010. In 1950, government claimed to provide free and compulsory education till age of 14 in next 10 years. In 1992, they claimed they would implement the same by 2000. In 2004, the claim is that they will achieve Universal Elementary Education by 2015. The whole syndrome never leaves us in a correct situation of where we are. Are we really getting closer to the target of UEE? What takes the country towards a more time taking syndrome? Less motivation towards enrolment? Schools receiving lesser amount of development grant? Average teachers available per school or high pupil-teacher ratio? Schools having less computer in schools? Or the low retention rate? The Supreme Court of India in its judgement in 1993 has held that all citizens have a fundamental right to

Government of India’s plans and projections at various points of time says, ‘all children complete 5years of education by 2007. All children complete 8 Digital Learning | Vol 3 Issue 5 May 2007

Can Kerala show a way to others? M.A. Baby,The Minister of Education, Kerala, India

in conversation with digital Learning of this, student enrolment also shows a decreasing trend.

Kerala ranked no.1 in the Education Development Index recently by DISE report. What brings this success to that State’s elementary education status? Kerala is far ahead of other states with regard to literacy, life expectancy and lowest infant mortality rate. Education was given prime importance in the State in pre and post independence periods. The interventions by renaissance movements, working class movements and other social groups, the benevolent royalty, missionaries, etc. have helped in the spread of education in the State. The land reforms and minimum wage legislation have contributed to the increase in income among the peasants and agricultural labourers, which in turn has led to the growth in school enrolment. The interventions by progressive movements have helped in sustaining the growth of school enrollment and maintaining egalitarian nature of access in education. Although retention rate is high, the number of students enrolment at primary level is not encouraging and shows downfall every year. Reason? What motivation is created for children in the State? The rate of growth of population shows a decreasing trend in Kerala. In 1951, the growth rate was 22.28%, whereas in 2001 it was only 9.42%. As a result

Kerala ranked 37 at primary level when Education Development Index takes into account the access parameter. Is access to primary education a challenge in the state? How to overcome that? In the case of access in primary level, almost all the regions in Kerala have enough schools within their ambit. The spatial distribution of schools in 200203 shows: In the corporation area there are 215 Lower Primary Schools, 114 Upper Primary Schools and 174 High Schools, totalling 503 schools. In the Municipal area, there are 554 Lower Primary Schools, 248 Upper Primary Schools, 313 High Schools totalling 1114 schools. In the Panchayath area, there are 5954 Lower Primary Schools, 2589 Upper Primary Schools, 2121 High Schools totalling 10633 schools. The data shows that there is no rural-urban disparity. The state is well ahead in percentage of schools having computer and shows a good leap from last year from 37% to 51%. Is there any reason that helped in this development? Any new computer aided learning activity/project or scheme being considered at elementary level? At present, the State does not have any specific plan with regard to computer usage at elementary level. However, there are a number of primary schools with computer facility and Internet connectivity. Is teachers’ training a contributing factor to UEE? But the total number

of teacher in the state decreases every year? Yes, teacher training is an important contributing factor to Universality of Elementary Education as teacher has an important role in the teaching-learning process. The training should focus on the social objectives to be fulfilled by the teacher. The total number of teachers in the schools decreases proportionately with the decrease in student enrolment. Had you been in charge of education in states like Bihar, Jharkand, UP or West Bengal that make the last spots in Education Development Index, what would have been your primary focus to lead the state to achieve a top rank, like Kerala? For improving the educational system in any State, we should focus on, • Ensuring social inclusiveness and equity in education • Introduce schemes for increasing accessibility for the poor and marginalised sections of society, thereby ensuring equity • Increasing student enrolment (for this, educating the parents is a necessity) • Take necessary steps for decreasing dropout rate gradually • Establish sufficient schools with better infrastructure facilities and remove rural – urban disparity • Provide more effective midday meal scheme and school health care system • Introduce systematic and continuous improvement of curriculum and syllabus to make the learning process more studentsfriendly and enjoyable • Co-curricular activities and sports. May 2007 | www.digitalLearning.in

education upto the age of 14 years. The 86th Constitutional Amendment Act was passed by the parliament to make the Right to Elementary Education a fundamental right and a fundamental duty. Education is the primary vehicle for children to drive towards economic and social upliftment. NUEPA, the professional wing of Government of India, with specialisation in policy, planning and management in education, has created a comprehensive database on elementary education in India under one of its flagship project, District Information System of Education (DISE), supported by the Ministry of Human Resources Development and UNICEF. The project covers both primary and upper primary schools of all districts of the country. The survey not only presents the million plus school report cards but also makes a strong case for the state to care about education and to shift our focus from inputs like the money spent upon education, to outputs, that are the real educational outcomes. There is no doubt that the average drop-out rate in primary classes suggests a consistent decline; but the same is still too high to attain the status of universal retention at the primary level

If resources are available, child-tracking is the only way through which drop-out, retention, survival and completion rates should be analysed. A few states have designed their own formats and even developed monitoring software for the purpose of education. Universalisation comprises four components- universal access, universal enrolment, universal retention and universal quality of education. The flagship Sarva Shiksha Abhiyan (SSA) programme of the Government of India launched in 2001 in this direction has also this objective of universal retention by 2010. The drop-out rate indicates an average rate of 9.96 percent in primary grades. In many states, drop-out rate in Grade I is noticed to be alarmingly high. The very few exceptions, however, are visible in states like Tamil Nadu, where retention rate is 100 %; it is more than 95 per cent in Kerala as well. 69,353 schools in the country have enrolment less than 25, out of which 94% are located in rural areas. One in three primary schools have enrolment less than 50. The enrolment of students

Teacher information • • • •

4.69 million teachers: 78% rural areas, 22% urban areas Of 4.69 Mn, 2.06 million (44%) in primary schools 86% primary teachers in rural and urban areas As many as 1.70 million teachers imparted in-service training

Digital Learning | Vol 3 Issue 5 May 2007

in classes I to VIII in 2005-06 was 168.29 million, an increase of 12.28 million from the previous year, according to the DISE data. However, about 180 of the 581 districts reported decline in primary enrolment. The average of all the districts has shown a consistent improvement in both the gender parity index (GPI) and girls’ share in enrolment, but the share, both in primary and upper primary, is found to be slightly lower at rural areas. The report shows the GPI in primary enrolment is a little low in states like Bihar and Rajasthan and goal of universalisation of primary education in such states may not be realised unless all girls are brought under the education system. The coefficient of efficiency presented reveals that the primary education system is efficient to the tune of only 62.40 percent. The DISE report suggests that if resources are available, child-tracking is the only way through which dropout, retention, survival and completion rates should be analysed. A few states

percentage of schools having computer in rural areas and urban areas.

have designed their own formats and even developed monitoring software for the purpose. Information and Communication Technology (ICT), like in the above instance, plays always a role of a driving tool to gear up the drive towards achieving Universal Elementary Education. The DISE figures also show the percentage of all schools having computer, an exponential growth over the years- from 7.02 per cent in 20022003 to 10.73 per cent in 2005-2006. The tool can be harnessed further not to miss out the rest 40% of efficiency that can actually help speeding up of our march towards UEE, although many states show a not so encouraging figure Though the percentage of Primary schools having computer facility is much lower than percentage of other types of schools, more than 1,20,591 schools imparting elementary education in the country in 2005 had computers in place in school. The number of schools having provided computers during the previous year 2005 was ninety three thousand (8.99 per cent) and seventy two thousand (7.68 per cent) in 2004. A significant difference is noticed in

Of the total (1,20,591) schools that have computers, 74 per cent are located in rural areas. In the previous year, of the total 93,249 schools, 63 per cent (58,746 schools) are located in rural areas and only 34,502 schools (37 per cent) in urban areas. Compared to 5.14 per cent Government schools having computers, the percentage in case of schools under private managements is much higher at 30.52 per cent. Considering some of the constraints in the usage of ICTs in elementary education, about 99 percent schools that impart elementary education in Delhi and about 93 percent in Kerala had the electricity connection in school. Where as, the percentage of Primary schools having electricity connection remained as low as 0.91 percent in Bihar. Scenarios like this delimit the scope of making education truly universal. A large number of states have not been able to make much headway in the area of computer-aided learning and the necessary investments and therefore end up reaching far behind the target of achievements. In states like Bihar (51.50 percent), Uttar Pradesh (44.78 percent) and Rajasthan (53.18 percent), the coefficient of efficiency obtained is much lower than the average of all states. However, in others like Kerala and a few smaller states, primary education system seems to be an efficient one, indicating that there is still much scope for improvement. The reasons as well strategies vary from location to location. Adopting reasons and area-specific strategies can

Globally, some progress has been achieved over the past 15 years, with net enrolment for primary education in developing countries increasing from 79 per cent in 1990 to 86 per cent in 2004. Yet the number of children out of school remains high. In the 2001-2002 school year, some 115 million children of primary-school age were not in school - two thirds of them girls, and according to current estimates, 77 million eligible children are not enrolled in school and many of those enrolled do not attend. In subSaharan Africa, only 63 per cent of boys and 59 per cent of girls go to school â&#x20AC;&#x201C; the lowest rates worldwide. 10

Percentage of School having Computers States/UT A & N Islands Andhra Pradesh Arunachal Pradesh Assam Bihar Chandigarh Chhattisgarh Dadra & Nagar Haveli Daman & Diu Delhi Goa Gujarat Haryana Himachal Pradesh Jammu & Kashmir Jharkhand Karnataka Kerala Lakshadweep Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Pondicherry Punjab Rajasthan Sikkim Tamil Nadu Tripura Uttar Pradesh Uttaranchal West Bengal

All Schools 14.45 9.52 5.33 3.60 2.29 48.39 4.70 4.35 21.43 73.51 27.95 13.14 8.95 6.63 5.82 4.29 5.00 50.13 36.67 8.80 17.76 8.07 1.39 5.12 9.97 10.89 15.67 11.63 7.06 17.03 13.97 5.07 2.86 13.17 3.47

possibly be the best guiding factors, without which no improvement can be expected. We still have three years to optimally and rigorously utilise provisions made under Sarva Shiksha Abhiyan to work towards achieving universal elementary education in general and primary education in particular, and to grab the efficiency tune of 100 per cent. All the statistics and graphs are sourced from DISE District Report Cards: 2005-06. The DISE publications are available online at www.schoolreportcards.in May 2007 | www.digitalLearning.in

policy matters

Action Points

Prioritising Initiatives for the Eleventh Plan The government of India feels the country was still a long way from realising the goal of every child completing eight years of good quality education. Human Resource Development Minister Arjun Singh made this admission while convening the two-day conference of state education ministers, to discuss the human resource targets for the Eleventh Five Year Plan. The Minister also admitted that the surveys of the attainment levels of schoolchildren do not give much cause for satisfaction. The Conference of State Education Ministers was organised at New Delhi on 10 and 11 April, 2007, by the Ministry of Human Resources Development that was attended by Education Ministers of 19 of the 28 States. Senior officers of the Education Departments represented the other States and Union Territories. The two Ministers of State in the HRD Ministry, M A A Fatmi and D. Purandeswari, and Bhalchandra Mungekar, Member (Education), Planning Commission, also participated in the Conference. The conference deliberated on issues concerning the entire gamut of education such as elementary, secondary, higher and technical education, to jointly take stock and to plan ahead, so that maximum possible progress can be achieved during the Eleventh Plan in the education sector, in terms of access, equity, quality and efficiency. The meeting aimed at exploring ways to optimise resources and improve implementation of the Sarva Shiksha Abhiyan, Government of Indiaâ&#x20AC;&#x2122;s flagship campaign for universal education, and the mid-day meal scheme during the plan period. The Minister pointed out that states like West Bengal, Uttar Pradesh, Jharkhand, Madhya Pradesh, Rajasthan, Arunachal Pradesh, Assam, Meghalaya, Orissa and Bihar still need to open large number of upper primary schools so as to provide adequate access. The government has set a target of achieving 85 per cent literacy rate by the end of the plan period and in the process reducing the gender gap in literacy. The minister also hoped that during the Eleventh Plan, the gross enrollment ratio for higher and technical education would go up from the existing figure of 10 percent of the total population of schoolgoing children to at least 15 percent by the end of the plan period. The discussions revolved round all the vital aspects of education in India. What should we now do to accomplish the goal of Universal Elementary Education (UEE) by the end of the Eleventh Plan? How do we improve achievement levels of children in Digital Learning | Vol 3 Issue 5 May 2007

Arjun Singh, the Human Resources Development Minister, India while convening the state Education Ministersâ&#x20AC;&#x2122; conference in New Delhi

elementary and secondary schools, especially state funded ones? What action is being taken by states to meet their enhanced share under SSA in the Eleventh Plan? What steps should be taken to increase the Gross Enrollment Ratio for higher and technical education from the present about 10% to at least 15% by the end of the Eleventh Plan? Despite increased outlays, we are still quite far from the goal of spending 6% of GDP on education, which has been reiterated in the

Approach paper to the Eleventh Plan. How best can this responsibility be equitably shared between the Centre and the states? How to improve quality of higher education, especially in state-funded colleges and universities? How to maximise use of ICT, including EDUSAT to widen access and improve quality of education at various stages? The discussion also included many other aspects like minority education and vocational education in the country. 11

Points of consensus emerged Constructive discussion on the major issues raised by the Central and various State Governments, resulted in some broad consensus based action points. • The HRD Ministry and State Education Departments will work intensively with other concerned authorities and departments at the Central and State levels, so as to increase public expenditure on education to the level of 6% of GDP, by the end of the XI Plan.

•

States noted the need to quickly enter into tripartite MoU with ISRO and MHRD for proper utilisation of EDUSAT. All states which are yet to execute these MoUs, agreed to do so in the next two months. •

•

A consensus emerged to continue the implementation of the SSA programme with vigour and commitment, and with the fullest attention to equity issues; improvement of learning outcomes of students; implementing focused programmes for improving language and mathematics basic levels in early primary grades and tracking student as well as teacher attendance at elementary levels. The conference endorsed the view that the issue of the CentreState funding pattern in the SSA to be continued on a 90:10 ratio for the NE States and on a 75:25 ratio for other States be examined

•

appropriately by the Government of India. The Government of India will reformulate the parameters of the Mid Day Meal Programme such that the entire upper primary stage is covered by the end of the XI Plan. With the Universalisation of Elementary Education nearing completion, the imperative of a Scheme for Universalisation of Secondary Education to be implemented in a mission mode was appreciated by all. It was, however, recognised that the contours of the Scheme would only be finalised once the 11th Plan exercise was completed. Pending this, all State Governments and Union Territories were requested to set up a Task Force so as to identify gaps in the secondary education sector, particularly in terms of access and infrastructure. At least one State University in each State which does not at present have any Central University may be funded to the level of a Central University, through the UGC. State Governments will also encourage all their universities and colleges to go in for accreditation by NAAC, and in regard to technical education courses by NBA. It was agreed that technical education institutions applying for accreditation to the NBA should not be expected to bear any costs in this regard, except for the prescribed accreditation fees, and that all expenses connected with the inspection visit of the NBA team should be borne by the NBA / AICTE. Efforts will be made to network all institutions of higher and technical education so that collaborative research and shared experiences strengthen our tertiary education. State Governments will also advise their universities to adopt / adapt UGC-approved curricula and to switch over to semester and credit systems, within two years. States agreed to encourage

•

their universities / colleges and technical education institutions to become members of INFLIBNET (Information for Library Network) and INDEST (Indian National Digital Library for Engg. Sciences and Technology) consortia, respectively, so that they gain access to e-Journals and other online academic resources through the centralised subscription process of these consortia. States may also urgently consider setting up State Councils of Higher Education. According to available information, only Andhra Pradesh, Uttar Pradesh, West Bengal and Tamil Nadu have done this so far. States whose intake capacity in technical education courses per lakh population is significantly less than the national average, agreed to initiate necessary programmes in the XI Plan so as to come up to the level of the national average. States agreed to make efforts to set up, by the end of the XI Plan, a polytechnic in each of those Districts which do not have a polytechnic at present, but are large enough to sustain one. The Ministry will work towards providing financial assistance of non-recurring nature for this purpose. States noted the need to quickly enter into tripartite MoU with ISRO and MHRD for proper utilization of EDUSAT. All states which are yet to execute these MoUs, agreed to do so in the next two months. States which have already executed the MoUs agreed to intensify efforts for providing infrastructural and administrative facilities for installation and maintenance of Satellite Interactive Terminals (SITs) and Receive Only Terminals. States welcomed the establishment of the “SAKSHAT” Education Portal by the Ministry, and agreed to host it on State-level servers as well, and also to develop and post on this portal, learning modules in their respective languages. May 2007 | www.digitalLearning.in

research

Social Space in Online Forum Chong Yaut Lee, Lily Online learning is drastically altering education and learning patterns worldwide. Online forum is the use of the Internet to access learning materials and to interact with the content, instructor and other learners. A social space is located in three dimensions of online social relationship: group atmosphere, cohesiveness and participation. Using the Kreijns, Kirschner, and Jochems’s (2004) concept of social space, the study presented in this article utilised survey questionnaire and interviews to explore the social relationships amongst fifty undergraduates, who engaged in a four day online forum. The participants, who were of different ages, levels, faculties and nationalities participated in the online discussion as part of their course requirement for the module on employee management in Singapore at the National University of Singapore. The findings showed that students who perceived a comfortable and warm group atmosphere and experienced a sense of community participated actively in the online discussion.They learned 14

[ chongyoutlee_bizcyl@nus.edu] , National

University of Singapore

collaboratively as a group, drawing insights and different perspectives to the issues discussed. It was also discovered that the online exchange of students’ practical experiences reinforced their learning, enabling them to have a deeper understanding of the concepts and theories covered in the classroom. However, those who experienced an impersonal and competitive online environment found a lack of cohesiveness, and reduced their level of participation, thereby limiting learning.The findings suggest the necessity to provide support to the students during the online forum.To this end, the moderator should take on the pivotal role of developing a high social space throughout the learning process, thereby ensuring effective online social interactions and group learning.

There is much research evidence to attest that technological innovations, such as e-Learning have the potential to radically change education and learning patterns globally. In fact, the introduction of e-Learning in higher education represents a major transformation in teaching and learning practice, which needs to be carefully managed using appropriate pedagogical strategies (McPherson, 2003). Online forum is the use of the Internet to access learning materials and to interact with the content, instructor and other learners. It is used to obtain support, acquire knowledge, construct personal meaning, and to grow from the learning experience (Bruggen, 2005). Online forum provides the platform to develop independent learners in the ongoing improvement of students’ skills, which will underpin innovation and enterprise in the economy and society (Department for Education and Skills, 2003). In order to be effective online users, students have to project their personal characteristics and present themselves as “real people” in the text-based interface. There is a general concern that Internet educators and researchers focus primarily on the cognitive learning processes and tasks (Kreijns et al., 2003). Cutler (1996) observed that research findings surrounding computer-mediated communication and learning are almost entirely taskbased and concentrates on cost and efficiency. Little consideration is given either to the changes affecting the users or to the social relationship created from the online technologies. May 2007 | www.digitalLearning.in

Social space: A concept

Social relationship is not only central for cognitive learning such as critical thinking (Rourke, 2000), but equally important for socio-emotional processes. Kreijns, Kirschner, & Jochems (2004) proposed the concept of a social space, which they define as a network of social relationships amongst the online group members. The web of relationship is embedded in the group structure, norms and values. They argue that a sound social space promotes three dimensions of social relationship. Firstly, a sound social space contributes to a warm online atmosphere within the group (Brandon & Hol-lingshead, 1999; Rourke & Anderson, 2002). Secondly, a social space is characterised by strong group cohesiveness, together with a sense of community. These feelings of community can intensify the flow of information among the participants while encouraging support, as well as commitment to group goals and cooperation. Learners benefit by experiencing a positive affect, a greater sense of well-being and greater group support in the presence of a sound social space (Rovai, 2001). Lastly, group participation is enhanced when the social space is high. The high participation level establishes, reinforces and maintains the social group interaction, and encourages open critical dialogues in warm social environments that neither hurt nor offend group participants because they know and trust each other (Rourke, 2000). Here, the goal is task-driven or socio-emotional. Learning performance includes factors such as effectiveness and efficiency as it relates to the learning outcomes, and degree of shared understanding.

Findings

The online forum provided an avenue for students to engage in thoughtful discussions and resolve differing views. Slightly more than half of the students submitted a minimum of twenty postings during the duration of the online forum, suggesting a fairly high level of commitment and participation. They commented, they were comfortable conversing through the text-based environment, and could Digital Learning | Vol 3 Issue 5 May 2007

Students who perceived a relaxed, warm and sociable group atmosphere and experienced a sense of cohesiveness, participated enthusiastically in the online discussion.They learned collaboratively as a group, drawing relevant and diverse insights and perspectives to issues pertaining to employment management in Singapore. On the other hand, those who experienced an impersonal and competitive online environment experienced a lack of group cohesiveness, and found group participation difficult and frustrating, hindering their learning.

sense they were part of an online community. The experienced group atmosphere was warm, and the members were enthusiastic as online learning was engaging and refreshing, for example, “The students are enthusiastic, as everyone tries to contribute”. Another commented, “It’s engaging. Some ideas were refreshing and creative.” Also, the cohort of students perceived that the online group was generally cooperative and supportive. They accepted each other ideas when they were interesting and relevant, and learned from one another, drawing invaluable insights to the issues discussed. The experience was satisfying, for example, “It’s satisfying and very different from other learning methods”. Others added that they learned a lot of practical examples when students talked about their related experiences in part-time work and industrial attachments. An estimate of 20% of the participants perceived the group atmosphere as impersonal. They said that members participated in the online discussion as a task to be completed, and as a competitive activity to score better for the module. This group of students found online participation difficulty and frustrating, even overwhelming, and hindered their learning. 15

To what extent does online forum provide an effective platform for students to deliberate on relevant issues, smooth out conflicting views and learn? The findings concurred with the findings by Garrison, et al., (2000). Students who perceived a relaxed, warm and sociable group atmosphere and experienced a sense of cohesiveness, participated enthusiastically in the online discussion. They learned collaboratively as a group, drawing relevant and diverse insights and perspectives to issues pertaining to employment management in Singapore. Their commitment and participation in the online forum were amply rewarded with a sense of enjoyment and satisfaction. On the other hand, those who experienced an impersonal and competitive online environment experienced a lack of group cohesiveness, and found group participation difficult and frustrating, hindering their learning. In other words, they felt that online learning was neither effective nor efficient for them as their learning was stifled in the perceived lack of a sound social space, which was usually characterised by warm work relationships, high group cohesiveness, respect, a sense of belonging, satisfaction and a feeling of community. Longer group interaction builds intimacy and interpersonal relationships. Understandably, positive outcomes were hard to achieve in a short online 16

forum that lasted four days. Therefore, it is recommended that the online discussion should be conducted nearer to the end, rather than at the beginning of the course, where students are almost like strangers to each other. The postponement of the online forum to a later date enables students to have more time for social and class interactions. Research studies propose that interpersonal communication and effectiveness is improved when the interaction time is not restricted (Markus, 1994). In e-learning, social interactions evolve over time, beginning with more formal communication and then developing to closer social relationships by forming impressions of others through text-based interface (Gunawardena, & Zittle, 1997). These socio-emotional processes underlying group dynamics lead to the establishment of a sound social space (Kreijns et al., 2003). Such sound social space is vital as it facilitates, reinforces social interaction and influences the effectiveness of collaborative learning. About 20% of the students commented that they learned from the practical experiences of other students in parttime work and industrial attachments. This implies that the students are able to reflect and connect their practical experiences with the concepts and theories taught in the classroom. Online forum provides an opportunity for them to reflect on their experiences and theoretical concepts, thereby enabling students to have a deeper understanding the models and theories covered in the module. Additionally, students gained invaluable insights into improving online learning, such as, it requires an open mind and there is to be flexible and adaptable to the different learning environments. Whilst a sound social space hinges on group cohesiveness and warm group atmosphere, critics noted that online participation is not the only way to engage in group learning. There are users who prefer to keep a distance,

and not interact, but log on to read posted messages (Mayes, et al., 2002). To this end, appropriate training and support for moderators and students and the devising of appropriate learning models and approaches for e-Learning initiative are pivotal (McPherson, et al., 2006). Whilst several existing instruments purport to measure the social climate, social intimacy and social presence in online interactions (Rourke and Anderson, 2002; Kreijns, et al., 2003), the search for an accurate and comprehensive measure of social space in online group interaction continues to be an uphill task for researchers. The present study examined the group atmosphere, cohesiveness and participation level of the online participants, based on the concept of social space (Kreijns, et al., 2004). It was found that students who felt comfortable and experienced a warm group atmosphere and a sense of online community displayed a high level of online participation and in doing so benefited from the online learning. The cohesiveness of the online group granted them opportunity to draw a variety of insights and perspectives to the discussion topics. Their commitment in online forum participation was rewarded with a sense of enjoyment and satisfaction. The findings suggested that the moderatorsâ&#x20AC;&#x2122; intervention is central. They can lend support to studentsâ&#x20AC;&#x2122; interactions, thereby facilitating the development of a sound social space throughout the learning process. Secondly, moderators or lecturers should be provided with proper training and support on e-Learning and its processes. Thirdly, moderators and administrators must collaborate and devise appropriate learning models and approaches for e-Learning. The identification of an accurate and comprehensive instrument to measure the social space of online group interaction is a prerequisite in the development of a sound social space. All references are available online at www. digitalLearning.in

Lily Chong is a senior lecturer (teaching), attached to the Human Resource Management Unit, School of Business at the National University of Singapore (NUS). She has taught in NUS for 15 years. Her research interests include online forum, emotions in the workplace as well as learning and teaching pedagogies. May 2007 | www.digitalLearning.in

News

that promotes educational television for Indian varsities by running an educational TV channel, Countrywide Classroom. The Dalit women-farmers of Pastapur village in Medak district were provided microphones and cameras and they produced their own images and voices.

INDIA BSNL to connect 1.1 lakh schools

In one of the biggest broadband projects in the country, the state-owned telecom major Bharat Sanchar Nigam Ltd is planning to provide broadband connections to 110,000 schools in the country. The public sector unit is also looking at roping in the Ministry of Human Research and Development for the project. The company will be offering both wireless and wired broadband connectivity. In the first phase to be completed by December 2007, the company will provide connectivity to 15,000 schools in 1,500 towns. Under the second phase, the company would cover 20,000 schools in rural areas. In the last phase, the remaining 65,000 schools across 5,000 blocks will be covered.

New funding patterns for SSA

In the 11th Plan, the states will have to spend more on Sarva Shiksha Abhiyan (SSA). The funding pattern has now become 50:50 between the states and Centre. For the last five years, ever since its inception, the funding pattern was 75:25 where the Centre paid 75 percent and the states 25 percent of the entire year’s budget on elementary education. The situation is particularly bad for the northeastern states, which used to get preferential treatment and had 90:10 funding pattern. But the state governments want to continue with the ratio of 75:25. The states had already expressed their inability to spending more on SSA.

AP farmer-women win award for educational video A group of women farmer- filmmakers from a remote village of Andhra Pradesh has won the prestigious 17

Second phase of e-Literacy scheme in Kerala

University Grants CommissionConsortium of Educational Communication (UGC-CEC) National Award for “Best Educational Video Film”. The winning film was one of 246 entries to the competition held recently by UGC-CEC, an inter-university body

The e-Literacy programme has entered its second phase in Kerala. With a view to initiate new learners into the second phase, packages such as `Vijayabheri,’ `Inter- learn programmeme’ have been chalked out under the Akshaya programme. For those aspiring for more advanced programmes, the organisers have

NODLINET:Towards an open network

Treading on the lines of the recommendations made by different state open universities and distance education institutions, the Indira Gandhi National Open University’s (IGNOU) board of management has approved the National Open and Distance Learners Library and Information Network (NODLINET) initiative. Furthermore, the expert committee set up by the ministry for human resource development (MHRD) has endorsed the initiative, which will now be implemented in a phased manner within a period of five years. A national task force, of which IGNOU vice-chancellor, V N Rajasekharan Pillai will be chairman, is now in the making to concretise the plans. The task force would comprise vice-chancellors of different open universities across the country, representatives from MHRD, experts on library and information science, and heads of DEIs. Access to quality support material is difficult in most cases as it is not physically possible to set up libraries in all the 5,000 study centres across the country. NODLINET is an initiative, which will integrate the concept of virtual or digital library to be supported by several portals. NODLINET will include e-Books, journals and other digital and e-Resources for all ODL students. It would also provide help and give guidelines to all DEIs to strengthen not only their physical libraries, but also for their automation. May 2007 | www.digitalLearninG.in

designed the `e-Vidya,’ package. The Internet programmes designed are Internet to the masses, computer animation, besides other programmes such as Learn English. A number of service programmes too would be channelled through the Akshaya Centres such as payment of electricity bills, university fees, BSNL land and mobile phone bills among others.

in the school, install the workstations

India launches first education and servers with all the software and satellite also maintain the infrastructure for five India has launched its first satellite for education, which will connect classrooms in remote areas of the country.

The Indian Space Research Organisation (ISRO) has launched the first satellite, EDUSAT for education. Initially, three universities from three states, Karnataka, Maharashtra and central Madhya Pradesh would be linked through the satellite. In the second phase, the satellite will connect two more states and connect more than 1000 classrooms. The main mission of the satellite is to help train teachers and provide primary and university education in remote regions. The satellite will be sent into space by the locally-built geosynchronous satellite launch vehicle, which can carry communication satellites weighing up to 2,000 kilograms.

Pubjab schools to benefit from ICT project

Gemini Communication Ltd. has bagged an order worth INR 57.60 crore from the Punjab Government. Gemini will now be the service provider for supply, installation and maintenance of IT Infrastructure for phase III of information and communication technology (ICT) Education project. This project would cover about 2085 Government Schools in rural and urban areas across the state of Punjab. The project would be on a lease, maintain and transfer (LMT) model for 5 years under the ICT Education project in schools. Gemini’s responsibility will be to set up the entire networking 18

programmes will include regular interaction with scientists for which an annual agenda will be drawn. The centralised agenda will be coordinated along with other science centres with EDUSAT facility, including the two centres in Tiruchi and Chennai. The centre has also come up with a new planetarium show titled `Astounding Universe’ on astronomy and constellations.

years. Teachers/Instructors employed by the Government will utilise the infrastructure to provide computer education to students. With the Punjab Schools project being a BOOT model, Gemini will execute orders worth about INR 175 cr in the first two quarters while recognising revenues for about INR 125 cr.

Anna Science CentrePlanetarium to get EDUSAT link and IBM kiosk The Anna Science Centre Planetarium situated in Tamil Nadu, will soon be getting an EDUSAT uplink with the support of the Department of Science and Technology. An interactive scientific kiosk, established by the IBM, will also be operational at the centre soon. The educational broadcast through EDUSAT will be available at the Anna Science Centre Planetarium by June, 2007. The planetarium would also get video conferencing facility in order to facilitate interaction with other science centres across the country. The

B-Schools plan to use podcasting

Now, India based B-schools will record lectures and make them available to its students over iTunes. Mumbai based B-School has planned to provide lectures over iTunes. The 750 full-time and 13,000 distancelearning students would be able to download lectures onto their computers. The advantage of podcasting is that the user can time-shift the episode to a convenient time. Te institute will start this service with the new batch of the students this year. Since it works on Internet’s RSS feed standard, podcasting automatically downloads iTunes onto the computer, which can be synchronised with an MP3 player.

“In the Middle of Difficulty, Debate and Discussion lies OPPORTUNITY” Here is the opportunity for you. Join and Grab! www.eINDIA.net.in May 2007 | www.digitalLearninG.in

The world is talking. Are you listening?

Submit your abstract online at www.eINDIA.net.in/CommunityRadio/abstractonline. asp

Important Dates: Abstract Submission : 15 June 2007 Abstract Acceptance : 25 June 2007 Full Paper Submission : 10 July 2007

31 July - 03 August, 2007 Hotel Taj Palace, New Delhi, India www.eINDIA.net.in/CommunityRadio

Contact Details Jayalakshmi Chittoor (mob: 9811309160) email: jchittoor@csdms.in eIndia 2007 Secretariat Centre for Science, Development and Media Studies (CSDMS) G-4, Sector 39, Noida, India - 201301 Tel. : +91-120-2502181- 85, Fax: +91-120-2500060

report

Catalysing Change 2006-07

NASSCOM Foundation (NF), starting in the year 2005, brings out an annual publication on the state-of-play of CSR within the IT industry.Today, not only is the IT and ITE industry fuelling India’s growth, it is also acknowledged to be one of the front runners in Corporate Social Responsibility (CSR) initiatives, investing between 0.1-1% of their annual turnovers for CSR programmes spanning various sectors/themes such as education, health, poverty reduction, etc. This year, NF engaged PricewaterhouseCoopers Private Limited (PwC) to carry out a survey of its member companies to understand the key CSR drivers, identify the sectors and themes of CSR engagement, analyse the types of interventions and institutional mechanisms adopted by the companies to implement CSR activities and suggest a possible role that NASSCOM Foundation could play in furthering the Indian IT industry’s CSR agenda. The report titled ‘Catalysing Change 2006-07’ focuses on CSR practices and interventions of the IT and ITES companies among NASSCOM’s members, with a special emphasis on education related projects. Digital Learning presents key extracts of this report. 20

NASSCOM Foundation Report on CSR Practices of IT Companies The report ‘Catalysing Change 2006-07’ was a result of a survey conducted amongst the NASSCOM members . A questionnaire was developed based on the key objectives of the study and circulated to a wide cross section of NASSCOM members for their response. Along with the questionnaire, the companies were also requested to share additional information through case studies and best practice documents to assist the researchers in getting a deeper understanding of their CSR interventions. 44 companies participated in the survey by filling in and returning the questionnaires to NASSCOM Foundation. The respondents included both Indian IT companies as well as multinational IT companies. Companies who participated in the survey include Microsoft Corporation (India) Pvt. Ltd., CISCO, Oracle, Hewlett Packard, Intel Technologies, TCS, Wipro, Infosys, Satyam, Xansa, Firstsource, Covansys, TALLY Solutions, Kale Consultants, ITC, Infotech and others. The report ‘Catalysing Change 2006-07’ is spread across nine chapters covering Corporate Social Responsibility and its Evolution, Background of the Current Exercise, Sector and Geographical Focus of CSR Interventions, Types of CSR Interventions and Links with Millennium Development Goals Institutional Mechanisms for Undertaking CSR, CSR - Public Policy & Practices, The Way Ahead and a long an Annexure listing select CSR initiatives by NASSCOM member companies. “As the concept of Corporate Social Responsibility (CSR) develops, it is essential for companies to keep abreast of new trends and innovative projects. It is with this aim that NASSCOM Foundation (NF), starting in the year 2005, brings out this annual publication on the stateof-play of CSR within the IT industry. Kiran Karnik May 2007 | www.digitalLearning.in

CSR investment is dominant in education and investment is at multiple levels! The Study CSR environment in the Indian IT industry is characterised by a wide variety of CSR programmes across development sectors and themes although CSR investment in education is dominant. Key CSR Activities of Indian Firms

Based on feedback provided by 17 respondents, it was seen that the majority of firms invest more than 50% of their total CSR budget in education focused initiatives. The findings also indicate that in terms of the level at which CSR interventions are targeted, 21 out of 39 (or 54%) of respondents are actively involved in primary education. It is to be noted that intervention in primary and higher education is not mutually exclusive and that firms have reported CSR activity at multiple levels.

slums. Similarly, Xansa employees coach secondary school students in Chennai on life skills. At the primary level, KPIT Cummins Infosystems Ltd. provides one month training modules in MS Office applications to needy school children in Kalyan, Maharashtra. CSR interventions may also be targeted specifically at one education level. For example, the Azim Premji Foundation (APF) provides technical and financial assistance to state governments in areas such as primary education system management, child friendly % Share of CSR Investment in Education

% of respondents investing less than 10% of the total CSR budgets in education % of respondents investing between 10-30% of the total CSR budgets in education % of respondents investing between 31-50% of the total CSR budgets in education % of respondents investing more than 50% of the total CSR budgets in education

teaching and learning and ICT-aided learning in primary schools. And assist the government with framing

CSR investment flow is mainly centred on the southern and western states of India. While some firms do have CSR programmes that have a pan-Indian reach, most firms are in the process of developing their capacities to roll out CSR programmes beyond the immediate vicinity of their business location. Again, CSR interventions of the respondent companies do not appear to be determined on the basis of development indices of the states where such investments are made This is explained by the fact that most firms choose to undertake CSR investments in the area of their operations and that most IT Indian firms have their corporate headquarters in southern and western India. Tamil Nadu and Karnataka emerged as the most popular destinations for CSR activity in education followed closely by Maharashtra, Andhra Pradesh and the National Capital Region. Interestingly, an associated result of the survey is that within the states that register high CSR activity, most of the CSR initiatives are targeted towards schools in urban and peri-urban areas. Companies like CISCO (Networking Academy Programme) and Intel however have CSR programmes that are implemented across the country and are exceptions to this general trend. Apan-Indian CSR presence appears to be more likely in the case of multinational firms who already have global CSR programmes on the ground.

Infosys intervenes Investment flow is mainly centred on the in primary education, by southern and western states of India! providing books for school libraries, as well as in higher primary education policy, programme education, by hosting a fellowship implementation, capacity building, programme for PhD students across 12 community mobilisation and monitoring The survey findings show that the Indian premier technical institutions in India. It & evaluation. IT Industry takes its CSR very seriously. also has a Campus Connect Programme 77% of the respondents perceive CSR to through which the IT industry and CSR programmes of the companies be a critical business activity and more technical institutes share best practices tend to be dedicated CSR programmes than 85% of the respondents have active and strategies on curriculum content and that specifically target differently-abled CSR programmes in different areas. The training module design. and socially disadvantaged sections survey also revealed that a combination Employees volunteering their skills of society such as senior citizens and of factors, rather than one single factor, as mentors are again a type of CSR orphaned girl children. HPâ&#x20AC;&#x2122;s CSR motivates the companies to undertake intervention that can be seen both at programmes are run entirely by its CSR initiatives. primary and secondary education levels. employees who Indian IT Industry takes its CSR very For instance, at the secondary level, volunteer their seriously! The desire to make socially Firstsource employees in Mumbai managerial and responsible investments drives a majority of volunteer as trainers at an NGO in technical skills for the Bandra suburb where they impart these activities. the Indian IT companies to invest in CSR... vocational skills to youth living in Digital Learning | Vol 3 Issue 5 May 2007

The industry believes CSR investment in education contributed to a wider national goal... In the survey as many as 86% felt that CSR investment in education contributed to a wider national goal. 51% of respondents feel that investment in education today is necessary to create a “talent pool” in the future from which they could fulfil their demand CSR Drivers in Education

increases, the number of firms with CSR initiatives in education tends to decrease. For the majority of firms, philanthropic and capacity building initiatives n education are the most popular category of CSR interventions whereas a relatively smaller number of firms are involved in leveraging ICT for promoting learning (which represents a deeper intervention). Select examples of respondents’ CSR interventions in the education sector through these modes (of increasing depth) include:

At the deepest level of CSR intervention possible - programme implementation support and policy formulation - fewer firms have active CSR projects. At the programme support level, Xansa chooses to play a supporting role to existing government programmes by providing nutrition supplements to school children under the Government run Mid-Day Meal Scheme. On the other hand, going further beyond programmatic support to assistance with strategy and policy formulation is Satyam. Satyam has partnered with Pratham, a leading Indian NGO, and

Philanthropic Interventions Hewlett Packard’s Varying Depths of CSR Inteventions in Education global e- Business operations partners with the Akshara Foundation in for human resources. The survey also Karnataka to provide found that CSR activity in education is mentoring and activityprimarily driven by the same altruistic based learning kits – socially responsible investment ethos to 300 pre-school that drives CSR activity in general in and primary school the Indian IT industry. A relatively children. smaller proportion of firms undertake • Cognizant Foundation, CSR activity in education for more Zensar Technologies “hardnosed” considerations - to enhance and Covansys India Pvt Ltd donate the Government of Andhra Pradesh to brand value (34%) and to increase computers and other hardware initiate an accelerated learning model competitive advantage (20%). 29% of equipment to selected schools for children studying in classes II - V in the respondents also felt that their CSR government run schools. The level of investments in the education sector Capacity Building Interventions education may influence the depth of a • Employees of Sapient particular CSR intervention. Philanthropic interventions, through Corporation volunteer to donations of financial and other impart basic education CSR interventions at the higher and IT skills to street education level does not appear to go resources, dominate the Indian IT and working children, beyond the depth of capacity building industry’s CSR agenda... in partnership with an initiatives. On the other hand, a wide was essential for enhancing their civic NGO called Butterflies in Delhi range of intervention depths can be reputation in the society in which the • Intel Technologies India Pvt Ltd observed at the primary education level. firms operate. provides training to 630,000 Firms have donated books (Infosys), teachers in 31,000 schools mentored needy students (KPIT Catalysing Change 2006-07 results across 14 states on effective Cummins), supported government show that philanthropic interventions, use technology programmes (Xansa) and finally assisted through donations of financial and governments to design better education other resources, dominate the Indian IT Information & Communication policy (Azim Premji Foundation). industry’s CSR agenda indicating that a Technology (ICT) Interventions A possible explanation for this is the deeper engagement in policy Cisco Systems provides IT wider attention that primary making and programme evaluation networks between educators, education receives from governments is yet to emerge. businesses, governments and and donor agencies alike, as community-based organisations evidenced by the prominence given The depth of CSR engagement in through its Networking Academy to it by the Millennium education varies and as the depth Programme. Development Goals. •

May 2007 | www.digitalLearning.in

Cognizant Technologies, who consider CSR as an integral part of their business philosophy have set up dedicated foundations to pursue their CSR agendas. Most of these foundations have been set up to provide a platform for recruiting experienced resources in areas like community development, health, education etc. Inevitably, the focus of such foundations is on “external” CSR activities involving local communities. There are also some instances when

Companies are not aware of international physical ability. CSR standards...no monitoring The survey and evaluation of CSR initiatives... In the survey, 56% of respondents demonstrated a lack of awareness of international CSR standards, let alone a specific standard like the Millenium Development Goals (MDGs). Firms with an international presence such as Accenture, Satyam, Cisco, Covansys, Xansa and Cognizant are a select few to have aligned their CSR initiatives with global CSR standards. The Survey revealed that firms usually have no stated CSR objectives and hence no explicit link was observed between a firm’s CSR agenda and the MDGs. This problem was compounded by the lack of monitoring and evaluation of CSR initiatives by firms. In the absence of knowledge about which CSR programmes were delivering what kinds of outcomes, it therefore becomes difficult to link firm-level CSR interventions to the fulfillment of country-level MDGs.

indicates that there are primarily 3 types of institutional arrangements adopted by companies to implement their CSR agendas especially with respect to community-oriented initiatives,namely CSR activities implemented directly by the company, CSR activities implemented through a dedicated foundation; and CSR activities implemented through partnerships Companies with NGOs.

who do not have their Foundations Partners with NGOs for implementing CSR...

From the survey it was found that most direct CSR interventions by IT companies are philanthropic in nature, comprising both financial and other contributions in the form of assets & facilities. The survey showed that 43% of the firms that implemented their CSR activities directly had dedicated CSR divisions which were responsible for the planning and implementation of such activities. For 30% of the respondent companies, CSR initiatives were entrusted to % of Women Employees in the Workforce of other departments such as Respondents firms Corporate Planning, Corporate Communications, Human Resources, etc.

such foundations have been able to forge partnerships with the Government in areas like training & capacity building as well as service delivery improvements in sectors like health, education etc for example, Satyam Foundation is working with the Government of Andhra Pradesh.

Many companies which do not have their own foundations but are involved in “external” CSR interventions involving local communities leverage the existing relationships and experience of non- Governmental organizations (NGOs). In such an arrangement, the Many of the respondent company usually provides employee companies also leverage volunteer-hours, finance, infrastructure their domain expertise in the (mostly ICT related) and in some IT sector for activities like cases technical & capacity building training & capacity building, support related to ICT, whereas setting up facilities with state-of-art the NGO provides grassroots level Survey on the on the integration IT systems. Representative example implementation support. An example of socially responsible employee include CISCO Systems that provides of this sort of an arrangement is that of management practices that the Indian IT computer hardware, networking systems Zensar which as tied up with Akansha, firms have adopted indicated that 94% and training to schools, businesses, a NGO working in Maharashtra, to of responding firms hire differentlyestablish Zensar Akansha Indian multinationals carry out abled people as and in a majority of Centres in municipal schools CSR activities through a dedicated in Pune. These centres impart firms (18), female employees constitute Foundation... approximately 20-30% of the total basic IT skills to children in workforce. These results suggest that government schools who would the Indian IT industry has begun to government departments and community otherwise be unable to afford the costs incorporate CSR-friendly principles based organizations to enhance online of acquiring such training. into its workforce by encouraging learning and performance testing through its Net Academy Companies prefer to directly Programme (NAP); and Intel implement their CSR activities! Technologies that has established faculty training programmes on greater diversity in the workforce IT usage in 14 states across India. through recruitment policies that do not Many companies primarily Indian discriminate on the basis of gender or multinationals like Infosys, Satyam and Digital Learning | Vol 3 Issue 5 May 2007

CSR Policy and Regulatory Guidelines in India... Adherence to the principles to the Social Code of Business is not mandatory... The initiative to draw up CSR agendas for Indian industry has so far been spearheaded by industry associations such as the Confederation of India Industry (CII) which has established the Social Development Council (SDC) to assist industry in implementing their respective CSR agendas. The SDC, through its team of experts, offers specialized services to help companies plan and implement social development initiatives. To sensitise the Indian corporate sector on social development issues, the SDC has been organizing the Social Summit annually since 1998. The SDC works in partnership with the Government of India, multilateral and bilateral donor agencies and other civil society organizations to further the cause of social development through CSR initiatives undertaken by firms. In collaboration with the United Nations Development Programme, CII has also established the India Partnership Forum to promote greater stakeholder participation in CSR. The Forum has released a Social Code of Business to act as a guide to Indian firms. The Code outlines key principles of responsible business behaviour by a company. Adherence to these principles is however not mandatory. There are also no mechanisms to assess whether companies follow these principles whilst planning and implementing their respective CSR initiatives. As far as Government policy interventions in CSR are concerned, the

through partnerships with NGOs. Given The National the absence of any policy directives Policy on or implementation guidelines from Education 1986, the Government, it is not surprising which was that CSR initiatives of the respondent modified in 1992 by the Ministry of companies have largely remained firm Human Resource specific and limited to particular cities Development, briefly mentions that or states. vocational education is the responsibility of the state ‘as well as employers in Consequently, there appears to be a the public and private sectors’. Other need for the Government to come up than that, the policy is silent on the with specific measures that would nature and the extent NASSCOM Foundation can lead in of the role that private facilitating dialogue between the sector organizations are Government and the IT industry on expected to play in the policy issues and CSR initiatives... field of education. encourage and guide the private sector to dovetail their respective CSR investments with the investments made by the government in the social sector to create a wider and deeper impact. As a key wing of an important industry association, NASSCOM Foundation should necessarily take the lead in facilitating dialogue between the Government and the IT industry on policy issues and on matters related to CSR initiatives that the industry could undertake. NASSCOM believes that the challenge lies in creating synergies between the CSR interventions of firms and the interventions made by the Government in promoting the socio-economic development agenda in the country. Once such synergies are achieved, meeting the MDGs will perhaps become a little easier than it now appears to be.

Also, while the 10th Five Year Plan document encouraged greater NGO participation in the field of primary education, it did not contain any specific references Concrete policy measures for CSR exists on how private sector for health sector...policies for CSR in firms could engage with this sector, either education is still in early stages... on their own, or Health Sector has been one of the few sectors in which concrete policy measures for encouraging private sector The full report ‘Catalyising Change 2006-07’ can be involvement have been downloaded from the NASSCOM Foundation site at formulated. Unfortunately, policy http://www.nasscomfoundation.org/images/banners/a_catalysing.pdf initiatives for encouraging CSR initiatives in other key sectors such as Images Courtesy: Catalysing Change 2006-2007 education appear to be at a relatively early stage of development. 24

May 2007 | www.digitalLearning.in

CORPORATE DIARY | LEADERS’ SPEAK

An e-Learning Innovation Can Spark Demand Sanjaya Sharma is the Founder-CEO of Tata Interactive Systems, an organisation that is a pioneer in the design and development of e-Learning solutions. Tata Interactive Systems has invested significantly in implementing business excellence systems. Sanjaya leads the excellence initiatives from the front and is a certified Six Sigma Black Belt as well as an external assessor for the Tata Business Excellence Model, patterned on the Baldrige Award. He also shares his expertise on the Balanced Scorecard, the CMM and People-CMM at various industry forums. Tata Interactive Systems has been certified at Level 5 in SEI CMM and P-CMM (by KPMG) and ISO 9001 and TickIT (by DNV). An MBA from the Indian Institute of Management (Ahmedabad), Sanjaya travels extensively around the world to meet clients and has addressed leading e-Learning events. Digital Learning explores more through his e-Learning expertise.

What are the innovations taking place in the e-Learning space today? What are some of the critical points involved with creating e-Learning, especially those experienced by TIS? The growth curve of the e-Learning industry has lately seen an upward trend, although the industry/market as a whole is still at a nascent stage. While extensive time-consuming courses are generally assumed to deliver most value, in recent times, organisations have begun appreciating the shorter, just-in time training programmes. Not only is the shift towards quick transfer of learning, but companies are looking at learning materials being developed as quickly. This trend in turn is creating an opportunity for development of new and rapid authoring tools for efﬁcient e-Learning. Apart from development technologies, market components such as shorter Digital Learning | Vol 3 Issue 5 May 2007

product lifecycles, cost pressures, and uncertain economic cycles are resulting in organisations partnering with training vendors. Knowing that these partnerships are intended to accelerate the achievement of business objectives, these short-term partnerships can evolve into strategic long-term partnerships. Also important is the increased usage of new instructional formats in eLearning. The new formats, such as story-based learning techniques, are highly successful in involving the learner and therefore ensuing better understanding and retention of the learned material. From the learner’s point of view, learning moves from imposed curriculum, to learner-selfdirected approaches. This is because in recent times, the learner is willing to adapt a blend of online learning, instructor-directed activities, group activities etc. in their approach to learning. Another point is the trend of publishers off-shoring major portions

of their workflows. This is aimed at benefiting from the operational efficiency, process-oriented practices and the cost competitiveness of IT markets like India. However, although many large companies are expected to outsource their training function, any significant growth may happen only in the long term. How would you respond to the argument, that while e-Learning may be more efficient as terms of time and scalability, it’s not more effective in terms of learner performance? e-Learning is the way of the future. Apart from the “anytime-anywhere” access and the ability to address large groups of learners effortlessly, there are other driving factors that lead up to this. The growing shortage of skilled instructors and teachers – a classroom programme is only effective within the bounds of the instructors’ capabilities and the learners’ motivation level. 25

CORPORATE DIARY | LEADERS’ SPEAK Learner performance is one focus area that is being addressed more and more by the new and innovative forms of learning. For instance, simulations offer learners a chance to experience real-life situations and lead to lasting learning impact. In addition, serious games are increasingly being looked at as a viable option, even in the corporate space. The excitement and motivation that these innovations generate all add up to concrete performance gains. And that is only going to increase in the days to come. How do you think TIS’ programmes/ products cater to different learning styles of the students? The learner is central to all our programmes. All our conceptualisation and development stems from a deep understanding of the learner, their objectives, motivations, goals – and their learning style. So, not only do our courses address textual, auditory and visual styles, they also look into issues including age, cultural sensitivities, background, education, skill levels and so on. All this translate into a highly customised learner experience that is more conducive to effective learning. What is your comment on the current trend of e-Learning model which starts from content-centric, and progresses through portal-centric, then module-centric, performancecentric and end as learner-centric? Do companies have to stick to this process or to start with the lerner-centric formula right at the beginning? Theoretically speaking, there is no reason why a company should not adopt a learner-centric formula right at the beginning, as it is the most effective in producing learning impact. Practically, however, a ﬂedgling company venturing into the ﬁeld may simply lack the competencies to tackle these issues and may fall short on the experience, which brings a deeper understanding of the market and learner dynamics. It’s a bit of a tightrope. Finding the right balance and getting into a rhythm where a company can churn out quality courses 26

effortlessly takes considerable time – and effort. What is the growth scenario of TIS education business at present? Can we get a little bit comparative figure of it taking into consideration other lead market players? TIS ranks among the global leaders in the e-Learning arena. Having pioneered the development of custom e-Learning programmes as far back as 1989, TIS has seen steady year-on-year growth exceeding the market average. We are among the top five developers in the regions where we operate – US, Europe, Asia Pacific and Middle East.

As mentioned earlier, e-Learning is the future. More and more corporations, educational organisations and government bodies are turning to e-Solutions everyday for the obvious gains in time, resources, ﬂexibility, scalability and quality. What in your opinion would be the gravest concern for e-Learning in future? In order to meet the needs of the changing world, future learning must take on more of the following qualities: Time ﬂexible; Geography independent; Competitive cost / value; Learnercentred; Technology embracing; Ethnically diverse.

TIS has a presence across the US, Canada, UK, Australia, New Zealand, the Middle East, Japan, India, and mainland Europe.TIS offers corporations, universities, schools, publishers and government institutions a diversified and innovative bouquet of learning and training solutions including Simulation-based Learning Objects (SimBLs™), Story-based Learning Objects (StoBLs™), courseware and curriculum design, special-needs education, assessments, electronic performance support systems (EPSS), mobile learning, along with other corporate training and consultancy services. With e-Learning content developed across 1500 projects,TIS offers effective, customised e-Learning solutions to diverse sectors corporate, academia and government. Is there any seasonal effect on the education business? People, investors have always shown confidence in education companies. Should they remain confident about these companies in times to come? If yes, what is the obvious fact behind it? Apart from the obvious financial yearend allocation of training budgets, the demand for e-Learning is quite meshed with the domain itself and far from predictable. For instance, a new government regulation may lead to a sharp demand for compliance training. A change in curriculum may lead to a slew of educational products that map to the new standards. An e-Learning innovation could also spark additional demand…

What do you see as the future of e-Learning industry and where in your view is it moving in another ﬁve years? Organisations that deliver learning will need to consider these issues: Realise what market they serve; Be responsive to learner needs; Prove their value to learners; Listen closely to the needs of business; Remove some of the massive burdens on instructors; Look for partnerships with other complementary organisations; Find creative ways to certify learning credentials; Be prepared to compete globally with a variety of learning providers. For further information visit: www.tatainteractive.com May 2007 | www.digitalLEARNING.in

CORPORATE DIARY | NEWS PARTNERSHIP

PROJECT

TutorVista partners with Vocabulary.com

Smart to expand ICT programme in more schools in Philippines

Online tutoring company TutorVista. com and online education site Vocabulary. com have signed a deal under which TutorVista will serve as the exclusive tutoring service provider for Vocabulary. com. The afﬁliation between TutorVista and Vocabulary.com is expected to enable more than 19,000 schools to gain awareness of TutorVista’s innovative tutoring resources. TutorVista will offer, for a limited period, Vocabulary.com’s students USD25 off on its test preparation services and USD25 off on the ﬁrst month of tutoring subscription. Vocabulary.com students will also be able to receive two free weeks of tutoring and two free hours of test preparation when they register on TutorVista. Vocabulary.com is claimed to generate 250,000 unique visitors a month.

IOL Broadband empowers e-Learning market in India IOL Broadband is planning to launch interactive broadband services to boost the e-Learning market in India. The company has signed an agreement with Chennai based, ABAN Informatics Pvt Ltd. to provide this service. ABAN Informatics is the ﬁrm offering curriculum speciﬁc web enabled content for CBSE and ICSE board exams. This joint venture will allow millions of students to get instant online access to high end 2D and 3D multimedia content of CBSE and ICSE curriculum. The company promises to deploy cutting edge technology including, fast connectivity and has partnered with some of the leading e-Learning content providers including, IL&FS ETS, Educational Initiatives and W3Varsity. Digital Learning | Vol 3 Issue 5 May 2007

Leading wireless services provider Smart Communications, Inc. (Smart) will expand the Smart Schools Programme to include 50 more public high schools and 30 public elementary schools through out Philippines this year. To date, 100 public high schools nationwide are Smart Schools Programme partners. Under the Smart Schools Programme, Smart constructs or upgrades computer laboratories into Smart Teachers Learning Resource Centers and provides free Internet connection for one year. Partner schools are trained in Basic Computer Literacy, ICT Integration, Basic Troubleshooting and Maintenance, Leadership and Basic Web Page Design. In cooperation with content partners, Smart hopes to make local online content available to educators. Last month, Smart also launched Smart Mentors, a specialised training and development programme for faculty members of Smart Schools Programme partners.

Intel brings ICT for Education initiative to Malaysia Intel Malaysia and the Ministry of Education have proposed an initiative to nudge the country towards becoming more competitive in the knowledgebased global economy by helping students develop digital skills. Part of Intel’s billion-dollar, ﬁveyear World Ahead initiative, ICT for Education will commence in Malaysia with Intel’s donation of Intel-powered Classmate PCs to 10 classrooms at selected public schools during the

second quarter of this year. Inclusive of the pilot, a total of 2,000 units of Classmate PCs will be donated over the span of three years. This 1:1 e-Learning initiative, where each teacher and student has a dedicated laptop computer, offers both teachers and students continuous access to a wide range of software, Internet and all other digital resources for teaching and learning. In fact, it exceeds the government’s aim to reduce the ratio of students sharing computers from 1:40 to 1:20 in increasing the child’s exposure to ICT learning.

Aladdin eToken to secure e-Learning network of Indian IT students Aladdin Knowledge Systems, the leader in Software DRM, identity management, and content security solutions, announced that The Consortium for Indian Information Technology Education (CIITE), a nodal agency at the national level focusing on IT education throughout the country, selected the Aladdin eToken authentication solution to secure its vast network of e-Learning resources throughout India. Over the next three years, Aladdin eToken will be provided to CIITE’s students wishing to access the CIITE Educational Portal. eToken will secure access to online academic services, including online libraries, video-based learning, and IT-related texts. In addition to eToken, Aladdin has provided CIITE with an Aladdin Authentication Course - a comprehensive, academic-level DVD training course detailing authentication and security. This course will be used by students in CIITE-supported institutes and high-level educational organisations. Aladdin also announced that it won a deal to supply its award-winning eSafe content security solution to educational institutes run by CIITE. 27

CORPORATE DIARY | NEWS PRODUCT SumTotal and HP Education Services deploy learning system for Singapore Prison Service

paper-based training materials into an electronic format for delivery and access by the SPS learner population.

Manipal offers distance education in Banking The Bangalore-based Manipal Education Group signed a memorandum of understanding with the Indian Institute of Banking and Finance (IIBF) to start a diploma course in banking and ﬁnance. The course, targeted at graduates from any academic stream, will be a distance learning course and students will be provided with the course material, e-Learning support and contact classes.

SumTotal Systems, a global provider of talent and learning management solutions, and HP Education Services have deployed SumTotal TotalLMS - 7.2 for Singapore Prison Service (SPS). Total LMS is an enterprise software system for delivering and analysing learning over the Internet. With SumTotal’s software, prison staff spread across 14 correctional institutions has online access to not only prison procedures and doctrines but also best practices designed to boost employee performance. With an LMS now in place, administrators can quickly create or adapt learning to meet the ever-changing situations that officers and staff face inside the prison. Unlike classroom instruction, SPS staff can tap into e-learning when the need arises. And the reports and data that administrators can pull from the LMS such as an officer’s knowledge about, say, resolving conflicts give SPS leadership another way to manage the service’s talent. In the coming months, SPS will convert many

Likely to be priced at INR 5,000 for the whole course, this is a self-paced course, for which exams will be held twice and year, and students can decide when they want to take the exam. The course will also be targeted at IT professionals as statistics show that nearly 20 per cent of the employees in IT companies are banking professionals. The exams for the course will be held ofﬂine and online.

Techweb launches SMS Reach Out Techweb Technologies, a one stop e-shop offering cutting edge solutions to address the communication needs of all, announced the launch of its new innovative customer acquisition cum brand-building tool - SMSReach Out. Techweb is on the verge of obtaining a process patent for its service SMSReach Out. SMSReach Out the ﬂagship product of Techweb Technologies integrates SMS (mobile), email and Internet technologies into the sales cycle. By incorporating the dedicated SMS number in the advertisement, corporates/ institutions can open a new avenue for lead generation. The SMS Reach Out service would acknowledge each and every enquiry and send the appropriate

e-brochure of the product/service to the potential customer. Headquartered in Bangalore, Techweb Technologies has a liaison ofﬁce in the US catering to the North American market. Techweb has offered business solutions to different verticals including manufacturing, retail and education institutions.

Adobe to focus on training for deeper penetration To provide designers and developers

with a broad spectrum of creative options, Adobe introduced Creative Suite 3 product line in India and will also be conducting road shows to foray into the B and C class cities with the new product. Adobe is also going to host a number of marketing activities to promote their products. As far as the verticals are concerned, the company will focus on education, e-Learning and content providers, advertising, printing and publishing, BPO, and animation. To make the Suite 3 widely acceptable among the educational institutions Adobe wants specialised courses be made available to the students so as to make them well versed with the product. The education segment is having a tremendous potential and for that it is going to conduct design and other relevant institutional workshops in the colleges.

India Inc. is increasingly realising the ‘stakeholder’ value, don’t just limit it to ‘shareholder’ value. So let’s meet at eINDIA2007 (www.eINDIA.net.in) where these minds envision a new India 28

May 2007 | www.digitalLEARNING.in

INDIA

2007 31 July - 03 August, Hotel Taj Palace, New Delhi

Call for paper/proposal India is trying to achieve the 'Education for All' goal in one hand and investing in building infrastructure and initiating programmes to build a world class human resource capacity on the other. The National Knowledge Commission has emphasised the need for extensive use of ICTs for research, collaboration and university networking for building ICT skills, sharing education resources and reaching the un-reached in higher education though distance learning. Digital Learning India 2007 will take on the existing debates and provide a platform for all stakeholders to deliberate on the issues of enabling and strengthening capacities to achieve the national goals of education.

Digital Learning India 2007 The government has increased the allocation for education in this year's budget by 34.2 per cent to INR 32,352 crore, providing a much needed sense of stability to the education industry and boosted confidence to all stakeholders, investors. It has also increased the teacher training allocation from INR 160 crore to INR 430 crore. By 2012, India will require around 5 lakh professionals in the IT exports market, 1.11 million in the domestic IT industry and around 2 million in the ITES sector. Taking a cue from the global trends in education and capacity building, India's progress as the driver of the knowledge revolution through its human capacity is possible only through sustained efforts by the government, global assistance and collaboration and partnerships with private sector and civil society. Conference papers are solicited from all individuals and organisations interested in information and communication technology and its educational application in the developing countries like India and others. Decision makers, practitioners and all stakeholders of education, industry, and government - the key areas driving technology adoption and innovation in education. • Officers from Government Departments and International Development Cooperation Agencies • Programme Managers and Education Administrators • School Principals and Administrators, Teachers and Trainers • Directors, Researchers and other representatives from Universities and the Higher Education institutions • Corporate Training and Development personnel • IT Managers and Human Resources Executives • Technology and Service Providers • Publishers and Content Providers • Training Consultants and Company Representatives, etc. Discussion of conference themes with conference organisers may be made by email.

Key sessions • ICT in Education Policy • School management with ICT • Teachers' capacity building in ICT: The role of pre-service and in-service professional training • Pedagogical & curriculum reform in ICT enabled education • E-Readiness of higher education: Challenges and way forward • Web education and e-pedagogy- The future • Content development and instructional designs • Open educational resources: Possibilities • E-Learning in workplaces • Research and innovation for learning • Showcasing new tools and technologies in education We encourage you to make your presentation interactive through the methods: Tutorials and workshops/Informal and interactive sessions - posters, round table discussion, exhibits/Formal presentations of papers

Important Dates: Abstract Submission : 15 June 2007 Abstract Acceptance : 25 June 2007 Full Paper Submission : 10 July 2007

Centre for Science, Development and Media Studies (CSDMS), G-4, Sector - 39 Noida, Uttar Pradesh - 201301, India Phones: +91-120-2502180-85 Fax: 91-120-2500060 Send your papers/proposals to: manjushree@csdms.in Submit abstract online at www.eINDIA.net.in/digitalLEARNING/abstractonline.asp

www.eINDIA.net.in/digitalLEARNING

News

ICT Ministry gives out old PCs to schools in remote areas

asia British support sought for education, ICT sectors in Bangladesh

Adviser for Ministry of Foreign Affairs Iftekhar Ahmed Chowdhury has sought British assistance for the education sector, particularly for developing the proficiency of Bangladeshi students in English language, and information and communication technology (ICT). The foreign adviser made the request when he met British Chief Treasury (Finance) Secretary Stephen Timms, MP at the Treasury Office in London.

Review non-ICT promoting curriculum

Deputy Prime Minister of Malaysia Datuk Seri Najib Tun Razak has called for a review of the school curriculum if it does not serve the purpose of promoting Information Communication Technology (ICT) usage in schools. He said the curriculum should reflect the desire to produce thinkers and incorporate the use of ICT as a means to harness the wealth of information available on the information highway.

Malaysia University goes wireless

The Universiti Teknologi Petronas (UTP) of Malaysia has partnered with Telekom Malaysia Berhad (TM) to set up wireless campus with broadband access in the university. Under this partnership, students would be able to use the Internet at any time anywhere on the campus. UTP students will be able to log on to the wireless broadband network with their student ID number, using any Wi-Fi compatible mobile device or computer. TM will provide this service in existing library also. The coverage of this service is facilitated by 37 access nodes located throughout the campus. The service will give benefit around 5800 students and would be provided at a cost of RM400,000 per annum. 30

The Ministry of Information and Communication Technology (ICT) in Thailand is reducing the gap between education in urban and rural areas by distributing secondhand personal computers to education institutes in remote areas. The Deputy Permanent Secretary for ICT, Maneerat Plipat, says students in many provinces have less opportunity to use computers. She says the ICT Ministry would like all sectors to donate old PCs, and the ministry will check and fine-tune them before giving them to underdeveloped schools. Old computers in metropolitan areas may seem to be useless, but for people in remote areas, they are like a virtual library. The ICT Ministry earlier gave out 50 secondhand PCs to schools and government offices in the provinces of Ayutthaya, Sing Buri, and Ang Thong.

Pre-School Classes Get RM72.1 Million Allocation For ICT

The Education Ministry in Malaysia has allocated RM72.1 million for the purchase of desktop computers for pupils in pre-school classes in an effort to transform all schools into “smart schools”. Another RM113 million was allocated for software courses to assist teachers and pupils. The additional allocation of RM72 million was to ensure that pupils in rural areas were adequately exposed to ICT. Three percent of schools in isolated areas could not hook up to the “Schoolnet” broadband due to the lack of electricity supply, so the ministry would supply high-powered

Computer labs in containers

Containers will be used in Malaysia for

generators or utilise the hybrid solar technology instead.

Iranian Govt in ICT tie-up with Malaysian university

The government of Iran and Universiti Sains Malaysia (USM) entered into a co-operative arrangement in the fields of research, teaching and human resource exchange programmes on information and communication technology (ICT). Both parties would focus on joint research activities and develop publications through the research linkages of individual professors. MICT and USM would also conduct an exchange of faculty staff members and graduate and undergraduate students for the research and study purposes. computer facilities in under-enrolled schools and those in rural areas instead of building computer laboratories. According to the Education Minister Datuk Seri Hishammuddin Tun Hussein, this was cheaper and more practical. The use of containers would also be considered for schools that lacked space for building computer laboratories. May 2007 | www.digitalLearninG.in

News world South Africa launches first e-School

The first of South Africa’s six new Nepad e-Schools has been launched. The first school to be equipped with an HP computer lab, complete with servers, personal computers, printers, faxes, scanners, copiers and wireless connectivity, was the Maripe Secondary School at Bushbuckridge in Limpopo. The launch was part of the New Partnership for Africa’s Development (Nepad) e-Schools project, which aims to increase the use of technology in education and to increase information technology (IT) skills. Less than 20 percent of the global population has access to IT, while in Africa, only one in every 130 people has a computer. The first African e-School was opened in Uganda in June 2005. Egypt’s first e-School was launched earlier this year.

Technology education lags student interest: survey

Canadian students are facing a gap between what they desire and need for technology education and what they are being taught in schools, according to a new survey released by Microsoft Canada. Although 92 per cent of students surveyed said it is important to have technology experience for career success, 91 per cent thought working in the sector would be rewarding and 72 per cent viewed technology as a positive factor in their lives, relatively few felt their education adequately serves their interests. Fewer than half of those who participated in the survey thought they were getting the education they need to prepare them for an information technology-related career, and just 28 per cent thought their school kept them abreast of technological advances. 32

FEC endorses training of 20,000 Nigerian graduates by Cisco on ICT

The Federal Executive Council (FEC) has approved an agreement between the Federal Ministry of Education in Nigeria and a worldwide software company, CISCO to train 20,000 Nigerian graduates with a view to making them employable in modern Information and Communication Technology- based economy. This arrangement would entail CISCO spending N3.7 billion (or 84 per cent of the total cost of N4.3 billion) while the Federal Government will take the remaining N684 million (or 16 per cent). The participants for the training were selected through an online survey of Nigerian graduates from tertiary institutions over a 10-year period. 29,000 graduates responded in the exercise. The ministry hopes that a good number of the graduates would be transformed at the end of the exercise which will span 6 months, 12 months and 15 months certification.

ETS renames its ICT Literacy Assessment

authoritative and unbiased web sites, or composing an e-mail summary of research findings.

Irish Department of Education purchases 25,000 licenses of education software

ETS, the nonprofit institution that customises solutions to meet the need for teacher professional development products and services, classroom and end-of-course assessments, and research-based teaching and learning tools has changed the name of its ICT Literacy Assessment to the iSkills(TM) assessment and is also introducing new, customisable score reports for institutions. The iSkills(TM) assessment is a simulation-based test designed to measure information and communication technology (ICT) literacy, that is, a student’s ability to navigate, critically evaluate and communicate information using digital technology, communication tools and networks. During the 75-minute assessment, college and high school students are asked to perform 15 information problemsolving tasks - such as researching a topic from a database, identifying

The Irish Department of Education and Science has purchased 25,000 licenses of SolidWorks Education Edition software, made by SolidWorks Corporation that develops and markets software for design, analysis, and product data management, to expand technology education in second level schools and grow the pool of skilled local engineers. Students between 12 and 18 years old in 550 schools will learn SolidWorks in four technology subjects. SolidWorks Education Edition is the standard for teaching students CAD fundamentals in Norway, Northern Ireland, and France, and has been deployed in major school districts in Germany and Spain. t4 - Technology Subjects Support Service, Ireland’s teacher support and training division for technology education in the Irish Department of Education, chose SolidWorks because its intuitive interface will allow students to quickly grasp design and engineering principles so they spend more time creating 3D models than learning software. May 2007 | www.digitalLearninG.in

Higher Education

‘Give us an IIT’ Orissa, usually considered as one of the backward and tribal dominated states, has the lowest human development index in the country. But the state like many others, participated in the race for liberal education and witnessed a massive quantitative expansion in its education system to get a separate position in the education movement of India. Taxila, Nalanda and Ratnagiri are some of the oldest universities in the world which belong to this state, and Orissa is still reckoned by these names for its standard in higher education. Today, some 13 universities and 40 technical and engineering institutions make Orissa, a marked destination for higher education and a hub of talent throwing up quality manpower in emerging subjects.

Samir Dey, the Minister of Higher Education, Orissa,

speaks more about the higher education scenario of the state to Digital Learning.

igher education in Orissa also includes higher secondary education, which serves as a link between school education and university education. Apart from providing vocational education at higher secondary level to prepare students for self employment, the department also promotes professional education in government as well as private institutions besides dealing with a number of research and specialised institutions.

courses mostly in self-financing mode, which include MBA, MCA, BioTechnology, etc. National Institute for Scientific Education and Research (NISER) has been set up recently by the Department of Atomic Energy, with an aim to upgrade this into an Indian Institute of Science at par with IISc., Bangalore.’ The state, the Minister says, is equally serious for the quality and venturing into new subject areas, new application areas and new teaching and learning methodologies.

‘The state has entered into agreements with organisations like Vedant Foundation, ICFAI, Sri Sri Ravi Shankar Vidya Mandir Trust for establishment of world class universities. Vedanta plans for a large multi-disciplinary research organisation to begin enrolling students in 2008 and to model itself after campuses like Stanford University. Reliance industries has expressed its intention of establishing a new Dhirubhai Ambani Institute of Information and Communication Technology (DA-IICT). To attract more students to higher education sector, and for better employment opportunities, Government have been considering the proposal for opening professional

To ensure quality education, the state has made NAAC accredition mandatory for all the government, non-government colleges and universities. So far 116 colleges in Orissa have been accredited by NAAC. The state has provided INR35 crores to the universities for their infrastructure development from 12th Finance Commission Award, in spite of the state’s resource crunch.

Digital Learning | Vol 3 Issue 5 May 2007

The state has taken a big stride in the computer and engineering studies in last few years. ‘Computer education is encouraged with public-private partnership. For better administration, steps have been taken to connect colleges through e-Connectivity

by providing computer software.’ The minister also seeks UGC’s contribution in terms of financing the eConnectivity programme and to provide infrastructural support to ensure NAAC visit the rest of the colleges. But the requirement with high priority today is establishing an Indian Institution of Technology (IIT) in the state. The state is planning to introduce some new subjects like Oceanography, Marine Engineering, etc, considering the long coastline in the state. ‘The vibrant growth in the industrial and technical sector provides enormous potential for industry and institutional linkages, which includes research development activities. Establishment of an IIT in Orissa will facilitate in intensifying this process that can facilitate in making the industry globally competitive’, the Minister says. There is also an effort made for upgrading the extension centre of IIT, Kharagpur into a full fledged IIT campus. Government is willing to provide 300 acres of land for the purpose. The Indian Ministry of Human Resources Development had also announced its intention of creating two 33

manpower both inside and outside the state. The nine institutes will be set up during the Eleventh Plan starting from 2007-08. Each institute will get a central assistance of INR 14 crore up-front for infrastructure development and recurring expenditure for five years.

‘The vibrant growth in the industrial and technical sector provides enormous potential for industry and institutional linkages, which includes research development activities. Establishment of an IIT in Orissa will facilitate in intensifying this process that can facilitate in making the industry globally competitive’ IITs in Orissa, one of which possibly was planned to have been accomplished by upgrading the prestigious University College of Engineering, Burla, under the 11th five year plan. Unfortunately, the ministry shifted the IIT to some other state. More than 20 iron and steel projects have already commenced production in the state during the year 2006. Orissa is in the steps of adding in excess of 70 million tones per annum (mtpa) capacity in steel making, 4 mtpa in alumina refining, 1 mtpa in aluminium, 15 mtpa capacity in petrochemical refining, 13000 MWs in power generation and 5 mtpa in cement manufacture. POSCO, Vedanta, Jindal, Tatas, Arcelon-Mittal, L &T, Infosys, Satyam, TCS, Wipro, and many such big industry players have already landed in the state. This long list creating a fresh demand-supply gap, probably necessitates the urgent 34

establishment of an IIT. Dey pleas, ‘the new IIT in Orissa will help to supply quality engineers to these industries in the state.’

As the state stands poised for the big leap on both industrial and educational front, especially in the sector of higher education, a concerted effort in meeting the challenges would help carrying the legacy that the state has inherited, to a new future. In order to meet the demand-supply gap and to meet the quality needs, nurturing the idea of new quality institutions like IIT can ensure a developed Orissa.

Universities • • • •

•

As of now, Orissa receives the lowest per capita investment of all 28 states from the central government towards human resource development. This has led to a sense of dissatisfaction all across the state.

•

However, government at the centre has submitted proposals to the Planning Commission for starting 20 new (Indian Institute of Information and technology (IIITs) so as to cover each major State. Planning Commission too has suggested that these could be considered under the Public-Private Participation mode. The Centre has sanctioned nine more full-fledged polytechnic institutes to meet the increasing need of technical

•

• •

• • • •

Berhampur University (www.bamu. nic.in), Bhanja Vihar, Berhampur Biju Patnaik University of Technology (BPUT www.bput.org), Rourkela Fakir Mohan University (wwwfmuniversity.org), Byasa Vihar, Balasore Kalinga Institute of Industrial Technology (www.kiit.org)- Deemed University, Bhubaneswar North Orissa University, Sriram Chandra Vihar, Baripada Orissa University of Agriculture & Technology (OUAT), Bhubaneswar Sambalpur University (www. sambalpuruniversitypgc.in), Jyoti Vihar, Sambalpur Sri Aurobindo University (www. matrubhaban.com), Cuttack Sri Jagannath Sanskrit Vishvavidhyalaya, Puri Sri Sri Ravi Shankar University, Naraj, Cuttack Utkal University (www.utkaluniversity.org), Vani Vihar, Bhubaneswar Utkal University of Culture(www. utkaluniversityculture.com), Bhubaneswar Vedanta University (www.vedanta. edu.in), Marine Drive, Puri . May 2007 | www.digitalLearning.in

Higher Education

Virtual Library at BITS Pilani As a part of its e-Learning initiatives with large academic institutions, 24x7 Learning, the e-Learning implementation company in India, implemented an Online Virtual Library at the Birla Institute of Technology and Science (BITS Pilani). This implementation puts BITS in the company of such leading institutions worldwide like MIT, Stanford University, Cornell, Malaysia Open University, University of Florida, etc., which also provide online facilities to their students and faculty. Books24x7 from 24x7 Learning is the largest online books resource offering unrestricted access to the complete unabridged contents of thousands of latest and best business and technology books from top-notch publishers like Apress, IBM Redbooks, McGraw-Hill, Microsoft Press, MIT Press, Osborne, Sybex, Syngress, Wiley, Amacom, ASTD, Berrett-Koehler, Harvard Business School Press, JosseyBass, Oxford University, Wiley and more. Books24x7 is a virtual library with access to the complete text books and

reference material for courses covered in the syllabus as well as outside it. All off-campus students, faculty members and select on-campus students of BITS Pilani will be given access to the Virtual Library. Books24x7 from 24x7 Learning provides an Online Virtual Library with access to the complete IT, Business, Engineering and Finance text books in a searchable format, which complements the courses covered in the syllabus as well as other industry relevant courses. The virtual Library will eventually benefit 10000+ students and faculty of BITS, Pilani - both on campus and off campus. In strategic partnership with 24x7Learning, BITS Pilani is now offering Books24x7 as ‘Full Text Online Book Access Facility’ to their offcampus students. The solution works as an Online Virtual Library for these students providing a wide and deep variety of study material for their programmes. With new books added almost every day, this offers the most up-to-date information and resources. The services are offered to their students of ‘Off-campus Work-Integrated Learning Programmes’.

“Digital libraries in all their manifestations are bound to influence the current and future generations of on-campus as well as off-campus learners of BITS Pilani.” says Dr. Prof. B.R. Natarajan, Dean – Work-Integrated Learning Programmes, BITS, Pilani. 24x7 Learning, with a deep understanding of and expertise in technology-based training initiatives, is among the leading e-Learning implementation companies helping higher educational institutes harness the potential of e-Learning for their existing or planned distance learning programmes. Commenting on the initiative, Dr. Rahul Banerjee, Chief, Software Development and Educational Technology Unit, BITS Pilani says, “In addition to the syllabus and courses offered in our campuses across India, we felt the need to provide access to additional referenceware as a value addition to our students and faculty off and on campus.” BITS Pilani is a leading technological university currently offering Master’s degree and Doctoral programmes in various areas of Science, Humanities, Management and various branches of Engineering and Technology. These programs were initially offered to only on-campus students. However, in the past decade it has had significant experience in work intergraded pedagogy and instructional design. BITS felt the need for an online virtual library for its off-campus students and faculty accessing the courses through their Virtual University.

Digital Learning | Vol 3 Issue 5 May 2007

Nurturing the New World Trends in Education

The Indian School, South Delhi, India Its not about the magnificent building with its lush green fields, well-lit ventilated class-rooms, the library, and the mathematical labs. Its about the well designed effort to fulfill the needs of a twenty first century learning environment that equips all to keep pace with multiple learning methods of the future. The Indian School in South Delhi, India since 1996 came into being equipped with modern infrastructure that would keep pace with the rapid advances in Science and Technology while providing India’s roots in so many other forms. The Indian School has been among the first to implement the order of the High Count in opening its doors to the “weaker sections” by offering an active school after school to the not so fortunate. Computer club, NIIT computer-aided learning sullabus, IBM certification,... all come integrated to the school programmes with the innovative usages of information and communication technologies at different levels. Swati Kohli, the computer teacher at The Indian School gives more glimpses of these innovations.

Power School Computer Club - A club is functional for classes VI upwards after school hours, for learning courses other than in regular computer classes like Linux. The course is taught by learned faculty from IBM. A kit with books, stationary and bag is provided free of cost to the students. Computer Aided Learning – CAL for English, Science, Social Science and Maths subjects is conducted by interactive one-to one multimedia programs with quiz and exercises and sound in most of the lessons by NIIT.

and after school hours to enhance their learning. Teacher training programmes were conducted to enhance their knowledge in Word and PowerPoint. Computer Newsletter – The Computer Department takes out a newsletter at the end of 3 months to update teachers on the latest trends in IT. This time the newsletter has editorial contributions from all the students at all levels for the newsletter.

School Track Junior / Senior Lab – The senior and junior lab have in all 55 Pentium 4 machines with TFT screens (flat screens), optical mouse with headphones. They are networked together with Internet connection, DVD writer and CD writer. Thin-Film-Transistor (TFT) – The traditional TV like box monitors are done away with in the computer labs. The 55 machines now have TFT – flat screen monitors for better eye health and space. Networking – All the computer in the labs are connected for sharing resources like printer, scanner , DVD and CDwriter and Internet. IBM Certificates – The school offers IBM curriculum to students from classes I to VIII. The faculties are certified by

Teachers also make their own power point presentations with lots of pictures from Internet for computer aided learning in all subjects at all levels. A host of multimedia CDs/cartoon movies/educative programmes are used by teachers to show to the students in AV room through LCD projector. Teacher’s Training/Resource Room - Five computers with Internet connection and printer, scanner, USP ports are available to all the teachers during 36

May 2007 | www.digitalLearning.in

IBM to conduct these courses. At the end of each class, each student gets a certificate from IBM. Website- The school has an interactive, multi-dimensional Website – www. theindianschool.in with e-mail at various departments the most commonly available, one being contactus@ theindianschool.in. The website hosts all current and future activities in school along with its vision, departments etc. The website is maintained by the computer teachers along with a group of students. C++ and Web Tech courses are offered at XI and XII levels and are popular with the students as they see it as the latest and most essential course today for futher / higher studies. CBSE couses are run at classes IX and X level with more than 95% results at class X level.

Software learnt – at our school include Windows OS, Paint and Wordpad at junior levels, MSOffice – for Word documents, Power Point presentations and MS Excel for calculations and charts, Frontpage – for web page designing. MS-Access for managing database, CorelDraw for enhanced drawing and art work., Photoshop for editing and managing photographs, Flash for animation are also taught along with HTML.

of doing computer courses at XI-XII levels. Students constantly compete at various competitions at different schools in presentations skills, programming skills, painting etc. Last year, students stood second at Powerpoint presentation and stood first as the best participating school at Tagore Intl. School. We hold Cyber Olympiad conducted by National Science Foundation every year at all levels. We participated at CBSE Informatics Olympiad. We participated in Microsoft aptitude test/ IT awareness at all levels this year held in our school. Projects - The exercises given for learning the above software are in accordance with what the students learn in other subjects in their classes at that time, eg in PowerPoint the students make parts of plants if they are learning about plants in science. The projects also run parallel to our school Spiral Learning Project.

Exchange programme through email - Roxeth School, London – Students of classes IV and V exchange their views, information, curriculum through e-mail.

Hindi typing- with keyboards compatible in Hindi our Hindi teachers make extensive use of the computers as well for their report, papers, lesson plans etc.

Visits / competitions and achievements – Recently the students of classes XI and XII visited IIT-Delhi for leaning through projects at their open-house. Students were taken back by the scope

Computerised Administration - usage in labs, lib, examination, accounts, office, computers are used extensively in all these departments for efficient and timely work (fee collection, time tables,

Digital Learning | Vol 3 Issue 5 May 2007

bus rosters, class lists etc) Audio-Visual usage - Teacher’s show Presentations to the children in the AV room. We use LCD for the various wokshops conducted by the school, for outside guests. Constant maintenance and upgradation – The labs are constantly maintained by engineers on weekly visits. The labs are upgraded with latest software like photoshop, corel draw, flash as well as hardware like headphones, optical mouse, TFT screen etc. School newsletter is worked and compiled at the computer lab. Incorporating image transfer through digital camera. Teachers usage- Teachers extensively use the lab for – curriculum planning, marks sheet, presentations, Internet (downloads – chapters of books not available through NCERT, etc.), question papers, circulars, boardwork, etc. Swati Kohli, an M.C.A has been working as Computer Teacher at The Indian School for the past 5 years and has taken both C++ and Multimedia and Web Technology courses for classes XI and XII with excellent results. The Computer Dept. with Ekta Chitkara, Parul Mathur and Swati Kohli, works as a team with The Indian School family to impart best computer education to the students and take the school forward into the next mellinium.

Learning Curves Newsmaker for school students

Computers for London’s most disadvantaged pupils London’s most disadvantaged secondary pupils will have home computer and Internet access provided by the London Grid for Learning & RM. The London Grid for Learning (LGfL) has awarded RM a contract to provide home access to ICT (Information and Communication Technology) for some of the most disadvantaged secondary school pupils across the capital. The Computers for Pupils programme will also enable those pupils to benefit from safe Internet connectivity to the National Education Network (NEN), a dedicated space created and maintained by experts in the education community.

Mysore (India) based Excelsoft Technologies, a leading e-Learning solutions provider, has developed an unique software application called “Newsmaker” for The Guardian, a leading UK based daily. Newsmaker is a computer application for all school subjects and ages that helps students design their own newspapers. Newsmaker, literally transforms a classroom of students into a news room of editors, journalists and A picture researchers exploring world Summer topics while developing important Vacation curriculum skills. Its ease of use and a choice of templates and fonts Just how do make the task of page making and computers editing a fun exercise. spend their There are two elements to summer holiNewsmaker. The first is the computer application, which lets days? students produce a professionalDoes the looking newspaper using a step-by-step process. The second screensavelement is the suite of Topic packs ers’ disease linked to a range of curriculum subjects. The packs are ideal for continue activities where the principal right through learning objective is using relevant information to present a story or the summer argument rather than finding or months? creating information resources. Excelsoft will be launching Newsmaker in India very soon. 38

This Department for Education and Skills (DfES) initiative has been set up to put ICT into the homes of the country’s most disadvantaged 11 to 16 year olds. The initiative places the emphasis on personal access to ICT at home to help to raise educational standards and support personalised learning for all. It is expected that up to 100,000 learners will benefit.

Source: www.fno.org

May 2007 | www.digitalLearning.in

Trend

Serious Games and e-Learning David Wortley

[ d.wortley@cad.coventry.ac.uk] , Serious

Games Institute, Coventry University, UK

What are different approaches to the development of e-learning solutions in the emerging ‘serious games’ sector? What are their potential effectiveness and commercial sustainability? The article explains learning based on serious games that considers and contrasts the current practices of customised project based e-learning package development against emerging web 2.0 solutions based on end user empowerment and customisation. It also examines the implications for learning management systems (LMS) and some of the issues which will need to be addressed by emerging serious games. Serious Games has only recently emerged as a result of a combination of the popularity and engaging qualities of computer games and the development of affordable broadband communications, wireless connectivity and 3D imaging and rendering technologies. Serious Games or Games Based Learning (GBL) leverage the power of computer games technologies and methodologies to captivate and engage end-users for a specific purpose such as to develop new knowledge and skills. Electronic games of all types have, from the beginning, helped to develop motor skills, hand-eye co-ordination, spatial awareness, memory and lateral thinking, but their use and evaluation for specific learning tasks is relatively new and are stimulating further research on their role in education. Serious Games can also enable learners to undertake tasks and experience situations which would otherwise be impossible and undesirable for cost, time, logistical and safety reasons. Flight simulators, business games, health and safety simulations and military exercises make good examples in this direction.

‘Games can engage, entertain and educate’

Serious Games offer learning experiences which engage the user and, through the use of compelling storylines, drama, characterisation and humour encourage learners to persist at learning tasks, experiment with new Digital Learning | Vol 3 Issue 5 May 2007

approaches and develop higher levels of cognitive thinking. Serious Games can also incorporate data tracking to support trainer assessment to high levels of detail and provide tools for self-assessment and analysis. Early “edutainment” applications of the quiz game, “Who want to be a millionaire?” genre were designed to teach facts but, except for primary education, have largely failed. Such applications were relatively easy to incorporate into LMS and be made SCORM compliant but the present and future generation serious games have much more complex learning objectives and present greater

challenges to standards compliance and learning management systems.

Serious Games and Learning Management Systems

Serious Games applications can be categorised for the purpose of Learning Management Systems as follows :• Edutainment quiz games (e.g. “Who want to be a millionaire”) • Single player task-based simulations with decision trees • Single player role playing simulations in persistent virtual scenarios 39

• •

Multi player task based simulations (non-persistent) Multi player role playing simulations in persistent virtual worlds

Good serious games development will incorporate data capture and behaviour tracking and those games which test the user’s ability to remember facts, perform tasks within a requisite timescale or make “correct” decisions can generally use that captured data to feed into Learning Management Systems. However, there are real issues with serious games and standards compliance such as SCORM and integration into LMS mainly because, most modern serious games do not follow the linear based learning patterns around which these standards are based. Serious games offer a wider spectrum of learning outcomes both at an individual and group level than previous e-Learning approaches and the evaluation of these outcomes is more difficult to integrate into LMS. The concept of content development and SCORM compliance is difficult to reconcile with serious games which engage multiple users in creative and freeform interaction. Serious Games development issues Amongst the challenges of developing commercial serious games e-learning applications are :• Prohibitive development costs • Cost and difficulty of customisation • Working with subject matter experts with limited knowledge of gaming pedagogy • User expectations • SCORM compliance and links to LMS All of these issues significantly affect 40

the cost effectiveness of e-learning and developer sustainability. This article looks at 3 different approaches to serious games development and examines the implications for content development and integration with LMS.

Serious games development aproach Flash application development

Pixelearning are a small UK elearning developer based at Coventry University’s Serious Games Institute. As a small but highly proficient developer with subject matter expertise in business management training and entrepreneurship competing in a global market, Pixelearning have to produce engaging, visually attractive, effective and robust corporate elearning solutions to often very limited timescales and budgets. After evaluating a range of avenues, Pixelearning’s approach to development has become based around the use of Adobe Flash as a platform to provide visual appeal, interactivity, productivity and a robust interface. They are also currently exploring building a learning platform known as “learning beans” to enable subject matter experts to create their own customised solutions. The strategy of using Flash as a development environment has been strongly influenced by the fact that in the corporate environment, there are often very strong IT policies in place which restrict the use of downloads and pug-ins for browser based learning applications. Since Flash is probably the most universal browser tool on the market, Pixel decided it offered the greatest potential for the corporate market.

Pixel’s business games are simulations based on user role playing and the main issue with integration into LMS is not a technical one, but a cost issue for some of the reasons previously outlined. e-Learning professionals used to linear systems with standards based compliance and integration into LMS find the additional cost and complexity of designing a games-based approach to user engagement and effective learning outcomes a major barrier, which will only be overcome by :• Education and awareness of games based pedagogical outcomes • More reliable data on the cost effectiveness of games-based learning • Developer productivity tools to reduce costs and improve communication with the client Since serious games is still an emerging market yet to be fully embraced by learning professionals, its’ full potential make take some time to realise.

Compliance Issues • • •

Non-linear design and interactivity Wide spectrum of learning outcomes - more difficult to integrate into LMS SCORM compliance difficult to reconcile with multiple users in creative and free form interaction

3D immersive customised environments Web 2.0 has had a major impact on creativity and self-publishing accessibility. Through blogs, mash-ups, widgets and a plethora of tools, subject matter experts are able to transfer, exchange and develop new knowledge in a variety of ways. Caspian Learning’s global leaders in the use of simulations and games to May 2007 | www.digitalLearning.in

solve learning issues) “Thinking Minds” (Caspian’s educational games player and authoring suite, that allows people of all ages to play, edit and create their own 3D learning games) and Immersive Education’s (UK based educational

varied outcomes. “Edunation” and “Wheelies” are very different Second Life locations that have fostered learning and enterprise in potentially commercial sustainable ways.

Serious games offer a wider spectrum of learning outcomes both at an individual and group level than previous e-learning approaches and the evaluation of these outcomes is more difficult to integrate into LMS. The concept of content development and SCORM compliance is difficult to reconcile with serious games which engage multiple users in creative and freeform interaction. software publisher) “Mediastage”, the virtual 3D performance tool are attempts at creating a development platform that can be used by teachers in primary and secondary education to set up their own customised learning experiences for and with their students in 3D immersive environments. The benefit of this approach is the creation of a set of elearning tools and methodologies that can be used by subject matter experts to create their own serious games learning applications. This reduces development costs, increases flexibility and opens up partnership opportunities. This approach undoubtedly reduces development costs and opens up opportunities for more “teacher-led” personalised training. It can also support SCORM compliance through the use of built-in learning objects which are compliant. The 3D games environment developed by Caspian and Immersive Education do provide a great deal of flexibility, stimulate creativity and are very cost effective for the K-12 market place, but are difficult to integrate easily into LMS.

Second Life and entrepreneurial learning environments

Second Life is a 3D immersive development platform that has spawned a variety of entrepreneurial activities with learning amongst many and Digital Learning | Vol 3 Issue 5 May 2007

Although Second Life and many other virtual world environments were not designed for e-Learning per se, their potential to support elearning has been recognised and exploited to good effect. SCORM compliance and integration into LMS become almost irrelevant in Second Life and user managed virtual worlds because the learning tends to be self-directed, spontaneous, peer-to-peer, random and based on discovery. As such, the learning outcomes are unpredictable and difficult to manage although they do have great potential for discovering new knowledge through the great networking opportunities afforded by the environments. Forterra is an example of a virtual world which is different in that it seeks to replicate real-world physics and behaviours. As such, applications can be developed in Forterra, which are more structured, with planned outcomes and more potential for compliance, and here the challenge is the cost effective

creation of game “assets” with high fidelity to real-world behaviours.

Looking to future

Developers will continue to address the issues of demanding customers, low budgets, short timescales and high aspirations. The three approaches outlined illustrate how the emerging serious games industry is seeking to harness the potential of gaming technology to provide a richer experience and greater learner engagement whilst managing the issues of standards compliance, content management and integration with Learning Management Systems. Since, in this emerging market, there is currently little reliable evidence to evaluate the cost-effectiveness of serious games for e-learning, developers will continue to strive to reduce development costs, educate clients and provide good customisation tools in order to develop the full market potential. However, as far as content management and standards compliance are concerned, there may be insurmountable barriers to the evaluation of the “soft” and intangible benefits of serious games and new approaches to such evaluation may be necessary.

David Wortley is Director of the Serious Games Institute at Coventry University. His commercial career has been spent in the converging technologies of telecommunications (British Telecom), computing (IBM), and digital media (Mass Mitec) with a focus on technology for competitive advantage, education and community informatics. After setting up and running the New Technology Initiative Creative Industries Centre for Knowledge Exchange at De Montfort University for a year, David moved to the Serious Games Institute in November 2006.

the foyer

Linking Learning with Livelihood

CAP Foundation Launches Workforce Development Initiative

Workforce Development Initiative (WDI) making NonGovernmental Organisations, corporates and like minded individuals come together and form enriching partnerships, have been launched on 18 April 2007 in New Delhi, India, to work towards linking learning and livelihoods for disadvantaged youth. The launch, made by CAP Foundation was to announce the formation of an alliance, the first of its kind, that will actively work towards developing the workforce of 21st century India. The CAP Foundation is an independent registered organisation demonstrating public partnership initiatives between civil societies, corporate and government agencies in linking learning and livelihoods for communities of children, youth and women `at riskâ&#x20AC;&#x2122;. The Foundation reaches out to the adolescent at risk by providing a holistic education and livelihood promotion module, which combines formal education with vocational training skill development training, life skill modules, job placement and career exploration opportunities, through an experiential mode, aimed at developing confident individuals capable of self directed growth.

employment training programmes â&#x20AC;&#x201C; an emerging strategy for corporate- NGO partnerships and on employability skill training and targeted interventions for youth at risk. The panels brought out some very valid points on how it was important, that corporate and NGO India link hands together for developing the workforce, and how important work force development was to the future of the nation. They discussed on how they should work together to keep this alliance alive and working. Some of the speakers discussed how this partnership was reaching across regional and religious barriers and uniting everyone towards one cause.

The initiative was launched after a presentation of the programme review by Nalini Gangadharan of the CAP Foundation, among the participation of representatives from corporate, development agencies, and government sector, some luminaries being Anjli Paul, daughter of industrialist Swaraj Paul, Diana Hayden, Former Miss World, Dr C R Naidu, IG Police, Andhra Pradesh, Prof P V Indiresan, Former Director, IIT Chennai, Dana Fischer, Director-Office of Social Development, USAID India, Shakti Sharma, Secretary, Tata Steel Rural Development Society, Surina Rajan, Project Director, International Labour

The Key outcomes of this launch were the signing of the CAP UK partnership document and showcasing the various partnerships of the alliance. A number of panels discussed issues related to the context of livelihoods in growing urbanisation, pre42

May 2007 | www.digitalLearning.in

training, and later in refreshing their modules as and when needed. CAP is also working on setting up studios and transmission systems, whereby, the students will be able to either see prerecorded sessions and maybe even live sessions over a period of time. CAP Foundation realises the importance of technology and equips all its trainees with basic computer operations skills. The Objective of the recent launch of the workforce development initiative is to enable self directed growth of disadvantaged youth by providing easy access to market oriented employability skills and through setting up of institutionalised mechanisms for Public Private Partnerships. The road ahead consists of a four sequenced strategic objectives for the purpose1.

Organisation (ILO), representatives from SARD and American Indian Foundation, representatives from prestigious BSchools Amity and XIM- Bhubaneswar, Jamia Milia Islamia, and IIT Delhi, corporate representatives of Pepsico, Genpact, Moserbaer, etc. CAP has been providing a consistent effort in learning and workforce development through some of its flagship projects like Child centered community based development programme, the Teen Channel, the Ek Mouka employability training programme, etc. The successful implementation by the Foundation has shown that more sustainable and holistic development of children is possible through integrated multi modular interventions related to learning habits and livelihoods through Child Centred Community Development modules. The Teen Channel is a community learning centre initiative, that attempts to connect learning and livelihoods in a model that addresses critical issues affecting the quality of life and future of adolescents who opt out of school as well as potential drop-outs among Digital Learning | Vol 3 Issue 5 May 2007

school going adolescents between the ages 13- 17 years in an enabling environment of educational, social, life skills, recreational and workplace readiness. The primary goal of ‘Ek Mouka’ is to provide access to market oriented livelihood opportunities to the disadvantaged youth and women through locally sustainable livelihood hubs. The Employability Exchanges that are established through this project are dynamic sustainable livelihood hubs that provide for exchange of resources, opportunities and competencies between business and communities that contribute to long-term sustainable local economic development. ICT is an integral component of the ‘EK Mouka’ employability skill training programme. The Employability Centers use computers, projectors and other audio visual equipments to impart training. Not only that, CAP is extensively working on digitising its content, quite a few modules have been digitised and are being tested in the classrooms. These will enable the facilitators to deliver the modules better, and also help the students in self

Enabling the disadvantaged youth, especially young women to access increased and equitable participation in the expanding work force. Customised, contemporary and quality training for market oriented work force development by setting up an institutional mechanism to build competency levels of trainers and capacity building of partners to sustain the training programmes and the employability centres. Institutionalised programme interface with industry, relevant government and other institutions for placement, accreditations, certification and resource mobilisation. Mainstreaming of the programme model and its best practices (processes, procedures, partnerships and pedagogy) to positively influence policy and regulatory barriers and promotion through research, advocacy and networking.

With the launch of the initiative, the Foundation foresees an accomplishment of its vision, to be an end-to-end community based solutions provider in linking quality learning and sustainable livelihoods for vulnerable communities of children and young people. 43

workshop

Shaping the Future of EU-India Grid Infrastructure EU-India Grid Interactive Workshop, 16-18 April 2007, C-DAC Bangalore, India

ttended by more than 40 representatives from research and industry and led by a team of Grid experts from Europe and India, the EU-IndiaGrid Interactive Workshop offered project partners and participants an outstanding opportunity to discuss EU-IndiaGrid middleware and infrastructure and explore the possibility of interacting with the project. The EUIndiaGrid Project is co-ordinated by the National Institute of Nuclear Physics (INFN-Cagliari), Italy. The Consortium comprises Abdus Salam International Centre for Theoretical Physics (ICTP), Italy; Bhabha Atomic Research Centre, India; Cambridge University, UK; Centre for Development of Advanced Computing (C-DAC), India; Indian Education and Research Network (ERNET), India; Italian Academic & Research Network (GARR), Italy; Metaware SpA, Italy; Pune University, India; Saha Institute of Nuclear Physics Kolkata, India; Tata Institute of Fundamental Research (includes TIFR – Mumbai and National Centre for Biological Sciences – Bangalore), India; Variable Energy Cyclotron Centre (VECC Kolkata), India.

The Workshop kicked off with an introduction to the EU-IndiaGrid Project, which aims to foster scientific collaboration between the two regions and develop a strategy for interoperability essential for connecting the EGEE Infrastructure in Europe with the regional LCG Tier 2 centres and Garuda Grid Infrastructure in India. Garuda (www.garudaindia.in) is a collaboration of science researchers and experimenters on India’s nationwide Grid of computational nodes, mass storage and scientific instruments aiming to provide the technological advances needed to enable data and compute intensive science. Garuda’s mission is to accelerate India’s drive to turn substantial research investment into tangible economic benefits. The opening presentations set the scene for twoand-a-half days of dedicated sessions featuring a number of interactive discussions. High on the agenda are the status of the EU-India intercontinental link and the Indian network; EUIndia Grid Activities at BARC; and interoperability between different middleware. Contributions

from industry include the IBM Gird Vision (IBM, India); Sun (India) and the Motorola Nanotechnology Programme. Additionally, the workshop provided two short interactive tutorials on the EGEE gLite middleware and Garuda middleware. The dedicated sessions on applications explained how applications are ported onto the Enabling Grids for EsciencE (EGEE www.eu-egee.org/) and Garuda infrastructures. EGEE , funded by the European Commission operates the largest multi-science Grid infrastructure in the world with some 200 sites connected around the globe, providing researchers in both industry and academia with access to major computational resources. Additionally, these sessions offered insight into mapping seismic parameters, neural network performance enhancement through parallelisation, electronic properties for tailoring materials, and applications developed within the EC-funded BeinGrid Project. For further details on EU-IndiaGrid visit: http://www.euindiagrid.eu/

digital LEARNING Think of possible ad size you want to place Contact digital LEARNING for assistance through email, phone or fax Digital Learning magazine CSDMS, G-4 Sector 39, Noida 201 301, U.P. India 44 Tel +91 120 250 2180 to 85 Fax +91 120 2500060 Email info@digitalLEARNING.in Web www.digitalLEARNING.in

Now on the STANDS May 2007 | www.digitalLearning.in

Mark Your Calendar may StudyWorld 2007 11 - 12 May, 2007 Berlin, Germany http://www.studyworld2007.com

SOLSTICE 2007 - Researching eLearning for Innovation and Development 11 May, 2007 Lancashire, England, United Kingdom http://www.edgehill.ac.uk/SOLSTICE/conference2007

National Consultation & Workshop on ‘Content in School: Enabling Education through Content Creation & Outreach 15 May, 2007 New Delh, India http://www.defindia.net/section_full_story.asp?id=358

12th International Conference on Education - ICE2007 21 - 24 May, 2007 Bandar Seri Begawan, Brunei Darussalam

Higher Education in the 21st Century - Diversity of Missions 25 - 27 June, 2007 Dublin, Ireland http://heconference.dit.ie

International Management Education Conference 2007 (iMEC2007) 22 - 24 June, 2007 Penang, Malaysia http://fpe.upsi.edu.my/imec/index.htm

july Blending High Tech and High Touch: Improving Customer Service and Student Retention 12 - 13 July, 2007 Boston, United States http://innovativeeducators.org

International Conference on Imagination and Education 18 - 21 July, 2007 Vancouver, BC, Canada http://ierg.net/confs

http://www.ubd.edu.bn/news/conferences/12ice07/index.htm

eLearning Africa 28 - 30 May, 2007 Nairobi, Kenya http://www.informedia-india.com/client/index. aspx?id=conference&sub=program&confID=72

International Online Conference sponsored by the REAP project - Assessment design for learner responsibility 29 - 31 May, 07 Online http://www.reap.ac.uk/

june

INDIA

2007

31 July- 3 August, 2007 Hotel Taj Palace, New Delhi, India www.eINDIA.net.in/digitalLEARNING

august International Conference on Management of Technological Changes - MTC 25 - 26 August, 2007 Alexandroupolis, Greece http://www.cetex.tuiasi.ro/mtc2007

Instructional Strategies for Blended & Online Learning 13 - 15 June, 2007 Boston, MA, United States http://www.academicimpressions.com/conferences/0607-instructional-strategies.php?q=confalerts&c

Digital Learning | Vol 3 Issue 5 May 2007

Teaching and Learning in the Changing World of Higher Education 30 - 31 August, 2007 National University of Ireland, Ireland http://www.aishe.org/events/2006-2007/conf2007/call. html

infoDev, UNESCO Launch ICT in Education Toolkit In collaboration with UNESCO and other partners, infoDev announced the release of version 2.0 of the ICT in Education Toolkit for Policymakers, Planners and Practitioners. It includes particular attention to the following key areas: • Mapping the present situation in terms of national goals, educational context, ICTs in education, and the dynamics of change • Identification of educational areas for ICT intervention and formulation of corresponding ICT-in-education policies • Planning for implementation of infrastructure, hardware, contentware, and personnel training

Features

Beta versions of the Toolkit have been used as part of country planning exercises in Asian and the Pacific Island nations. Version 2.0 sports a number of new features, including the ability to plan for multiple projects within a single country simultaneously, conduct surveys, an expanded messaging system, the ability to assign specific tasks to individual users or teams, a fully functional off-line version on CD, downloadable versions for installation on Ministry of Education servers, additional user support documentation, as well as a streamlined user interface and a variety of security enhancements.

Use in capacity-building workshops infoDev, UNESCO and its partners will be rolling out use of the Toolkit in country and regional workshops through 2008. The Toolkit can be accessed directly on-line at www.ICTinEdtoolkit.org.

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digital Learning invites authors We invite editorial contributions from our readers in the field of Digital Learning. While no guarantee is made or implied, we will make every effort to incorporate all views and experiences in the relevant issues so as to better serve the ICT and Education community at large. Note that contributions may be edited for space and/or clarity. Unconsolidated manuscripts and artwork will not be returned. Please be sure to read and follow the Editorial Guidelines available at http://www.digitallearning.in/editorial.asp All correspondence should be addressed to: The Editor, Digital Learning G-4, Sector-39, Noida, India Tel +91-120-2502180 to 85 46 Fax +91-120-2500060

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