Greetings and welcome to Module 2 of Tale. Many of you or most of you would have a participated

in the Module 1 of tale. This is Module 2 which is in continuation of that . And as

you know TALE is is a course that facilitates the teachers in the context of the NBA Accreditation

and the what we call as a the good characteristics of engineer, it facilitates the teachers to

plan their courses and conduct their courses. So, TALEthe Module 2, the unit 1 is we are

going to look at Engineering Programs - what are they, NBA Accreditation and Engineering

Courses. As a engineering teachers all of you are familiar with this, but we will try

to spend some time in looking at this in one particular sequence becausemuch some of the

terminology if you not all the terminology is a is somewhat recent and to that extent

different faculty members may use these terms to main different things . So, the firstunit

tries to look at Engineering Programs, NBA Accreditation and and look at what are Engineering

Courses. So, what does TALE do? The this course entire

TALE with all the four modules aims at enabling the teachers in engineering programs to facilitate

their students to become good engineers at the time of graduation . So, it is a second

order input kind of thing. The course enables the teachers who in turn can facilitate their

students to become good engineers . The courses offered as four models which have

we have mentioned earlier . One is looking at learning outcomes; the second one is course

design; third one is instruction and fourth moduleis accreditation . And now as per the

NPTEL format each module constitutes one credit. Each module is also offered as 20 units of

about half hour video lectures. Each unit will have a set of exercises, and each week

will have an assignment or a quiz . Of course, in the end you may all of you will be writing

a examination who should lead to the award of a grade and certificate .

Now, let us look atthe structure of a TALE which we have presented in Module 1 the samestructure

we are repeating here . TALE has four modules as we mention. Module 1 is related to learning

outcomes and that is where we we also otherwise called itoutcome based education . And the

we will say what exactly we reviewed in that we will presently see . Module 2 is related

to course design that is what every teacher will have to do with their course; and if

I design my course well maybe my students will learn better . And this course design

is presented in the framework of ADDIE which we will elaborate in later units of thisModule

2 Module 3 will look at mainly instruction,

how should you plan your instruction are, in planning instruction means planning and

sequencing learning experiences of the students. We will talk about the related theory and

how it can be presented . Module 3 is strictly accreditation. These dayseach program engineering

program willnotrequired to, but most to the engineering programs go for NBA accreditation,

and also every engineering college are every institute offering engineering programs goes

for NAAC accreditation . So, we will, in the fourth module, we will look at the accreditation

processes ok . And now in TALE Module 1, if you recall and

we are also assuming all the terminology all the exercises ofwhat we have done in TALE

Module 1 are prerequisites to TALE Module 2 . So, we are not going to repeat much of

what has been addressed in TALE Module 1 ok. In Module 1, we understood the nature of outcome

based education objectives and outcomes of an undergraduate program in engineering as

required by National Board of Accreditation because our framework is always the NBA accreditation

framework are the guidelines provided by or a framework provided by AICTE and so on.

And we also understood the Anderson-Bloom-Vincenti taxonomy, and the three domainsthree domains

of learning namely cognitive, affective and psychomotor domains of learning . We understood

the features of the three domains. And particularly in the cognitive domain the Anderson-Bloom-Vincenti

taxonomy . And we also wrote outcomes of a course in

an engineering program that address is subset of a subset of program outcomes and program

specific outcomes . So, at the end ofModule 1, we not only wrote outcomes of a program

outcomes of a a course, and how to write that as well as how to measure the attainment of

these outcomes. We have we have looked at both of them in the Module 1 .

Now, the remainingoutcomes ofthis TALE that is at the end of Module 2, 3 and 4 of tale,

the students who are mostly practicing and aspiring teachers should be able to design

a course in an engineering program in the instructional design framework of ADDIE . So,

we will be elaborating in the Module 2 about the framework of ADDIE . And also design assessment

that is in good alignment with course outcomes .

So, in the Module 2, we will be looking at their a what we are calling as a ADDIE. It

has five phases ADDIE refers to Analysis, Design, Development, Implement and Evaluate.

We will be looking at how to how to perform activities in all the five phases of ADDIE

and particularly we also the we expect the the participants who are in the TALE Module

2 should be able to design assessment that is in good alignment with course outcomes

that is the a Module 2 outcomes . Module 3 design instruction following Merrill's

principles for attaining the course outcomes and competencies ensuring good alignment between

course outcomes, assessment and instruction that is Module 3 . Module 3 prepare for NBA

accreditation at the department level andalso prepare for NAAC accreditation at the institution

level that is module 4. Andthis course as we mentioned earlier will

be useful to working teachers in engineering colleges, aspiring teachers, graduate students

who wish to make career's in education technology, and also companies offering education technologies

and training programs to corporates, educational institutes, teachers and students . Now, these

days there are in number of companies that are coming up in India who are trying to design

and conduct programs for the corporates as well as for the educational institutes.

Now, we need to be clear about a few terms . People use other words for this. So, we

will try to pin downspecifically a certain words. Let us see what engineering programs

are. Engineering program is a four-year teaching and learning activity that can qualify 12th

standard graduates to the award of engineering degrees . So, when you say a program it always

leads to a kind of a formal degree that is what we call a program in the present day

context. And engineering programs are required to impart

this we have mentioned already in Module 1, impart knowledge skills and attitudes, and

to facilitate the graduates of 12th standard to acquire the characteristics of a good engineer.

Who defines the characteristics of a good engineer?

They are identified by National Board of Accreditation, the use the word program outcomes, that means,

the program outcomes represent the characteristics of a good engineer as understood today. This

may keep changing slightly from time to time . So, it is not as if you write the program

outcomes once and their permanent, as the technology changes their role of engineers

change. So, the program, the nature of program outcomes also will have to change with time

. Now, engineering programs in India this is

what every teacher needs to be very clear, they need to be design and conducted as per

guidelines given by AICTE, AICTE is All India Council for Technical Education.

And what to, the what are the guidelines they give here they are related to the program

title that means what title you can use to your program B.Tech in Computer Science or

B. Tech in Computer Science and Engineering so whichever degree that we offer the title

will have to be generally accepted by AICTE . Of course, AICTE also from time to time

will keepkeep modifying the list ofprogram titles.

Then the guidelines are given with respect to outcome based education duration of the

program, the semester system, the number of creditsthatfor which the program has to be

designed what we call curriculum components a grading and physical infrastructure . So,

these are the guidelines that AICTE provides . Unless you follow that AICTE will not permit

you to permit you toconduct and award are qualify your students for the award of engineering

degrees . In addition to this guidelines of State Governments,

they are with regard to reservations, fee structure and admissions . There may be many

more, but these are the main guidelines that the State Government gives . And the most

of the colleges in India are affiliated to some university. And it is a university that

awards the degrees not the college, except in a few cases where they are private universities

or which are established by Central Government as well either State or Central Universities.

And guidelines of the affiliating university with respect to again admissions, curriculum

examinations evaluations and declaration of results with respect to all of them, the affiliating

university will will have guidelines and some constraints. So, what happens engineering

programs will have to be conducted, designed and conducted under the guidelines given by

AICTE andState Government and the affiliating university . This is whatevery teacher obviously,

will know, but has to be understand in the corresponding framework .

And once again though it is not compulsory to getnational board of accreditation body

call NBA accreditation for the program, but majority you can say ninety five percent of

the programs would want to go for NBA accreditation . So, if you take that as one of the requirement.

And NBA talks about vision and mission of the institute that means, the institute has

to write a vision and mission it does not say what that vision and mission should be,

but they have to write vision and mission of the institute, vision and mission of the

department, program educational objectives, program outcomes, program specific outcomes,

course outcomes and how do you attain the Cos, POs and PSOs, and generally closing the

quality loop and ensuring that you are trying to improve continuously.

So, these are all the aspects of NBA accreditation as for as designing and conducting a course

. This is whatone should be familiar with . And all this other than vision mission the

rest of the things we have addressed at least in the terminology what they are, how they

are related, all those issues we have already addressed in Module 1.

And engineering programs if you want to understand prior to the introduction of OBE that is prior

to 2015 in practically while informally there were some some understanding, but no formal

framework was identified by any agency are an institute for designing in engineering

program . For example, if you look at a document given by any institution of an engineering

programs, there is no framework document saying that what are the objectives of the program,

what are the program outcomes are at least in equivalent word for that, nothing like

that was written. So, more or less the as a the so called framework is a was either

informal are unstated at least . So, now it is we are required to state everything

on a piece of paper . So, there is clarity about um the framework in which a program

and a course is a design and offered. There were no criteria identified at the program

or course level that were required to be met, there is nothing . This led to a position

that faculty member in an autonomous institution has total freedom with regard to design and

conduct of a course. He is not one is not answerable to anything. I just pick a course

design my syllabus and offered it the way I consider the best either from the subject

perspective or whatever goals that I have in mind, even the goals are not particularly

stated . So, this right to total autonomy and no need

for a framework still continue with majority of the faculty members that is the reason

why having got used to operating with no framework, the many faculty members may feel a little

constraint with regard to providing any framework . We will presently see that aspect .

Now, let us look at how courses are. First courses are classified into these categories.

The curricular components include basic sciences . How many courses what courses that depends

on a given program that is not stated by NBA or AICTE, but there is a basic science component.

Basic sciences normally constitutephysics, chemistry, mathematics, biology such such

things . Humanities and social sciences, these will include language and including management

and any other social science subject. Then you have engineering sciences, professional

core, professional electives, open electives and a project these are what we call broadly

curricular components . So, whenever somebody designs a curriculum,

first thing that one does is the whatever credits of the entire program are distributed

under this curricular components, how many credits of the total program are allocated

to basic sciences. And of course, some courses one may find it difficult to there will be

some courses in the curriculum, one may find it difficult to put under one of this categories,

but any classification we cannot create too many categories.

So, we have to tolerate sometimes you may sayone particular course should it come under

engineering science or basic science or should it be shifted to core and so on these issues

will always be there. But it does not matter these are the officially the categories that

are identified this seven categories and all courses will have to be put under one of these

seven categories. Now, the program structure at least now we

can say as for as a AICTE is concern, a BE program will have a credit load of about 160

credits that means, it could be 160 plus or minus if you. So, many people stillthough

till now there are large number of programs which are operating even are up to 260 credits

on paper though their credit definition will keep changing, but the majority of the programs

in India are operating anywhere up to 200 credits. And in the recent past there coming

back to around 160; many of the programs have come back to 160 plus or minus 5, or sometime160

minus 5are to 160 plus 10 kind of thing . They are trying to come within that . um

And these credits whatever number that we choose are distributed over the curricular

components,keeping the POs identified by NBA, PSOs identified by the Board of Studies, and

the requirements of the University, AICTE and UGC . These are that many constraints

that you have. For example, UGC says you have to have a course on ecology or environment

whatever name that you want . Some time say university may say every student will have

to go through one course in local language. And sometimes a university may also constrain

there should be a course specifically identified an professional ethics so on. Through that

extent there are requirements that come from any of these agencies and the we have talked

about POs and PSOs, POs are identified by NBA, and PSOs are identified by the Board

of Studies associated with the program ok .

So, and the courses identified by all generally finalthe final selection of the courses will

be done by Board of Studies, they have to put the courses under these seven categories

that may talked about . And courses can be offered as 3 is to 0 is to 0, or 3 is to 1

is to 0, 3 is to 0 is to 1 and so on. There can be for example, a project can carry we

can name it as 0 is to 0 is to 12 or 8 whatever number you have for the project .

So, you have courses the courses earlier were characterized by the marks like 100 marks,

150 marks and so on. Here there characterized by the number of credits and the grade that

a student gets ok, because now under the CBCs scheme the student should have access to a

wide range of courses from which we can choose, and we call them as electives . And another

aspect that you need to keep in mind the number of teaching weeks mind you we are calling

teaching weeks not working weeks, normally 90 working days is the norm of most of the

semesters. But we would not be able we would not be teaching

all the 8 all the 90 days we are conducting internal test, there are some preparatory

holidays, then you are final examination and so on. So, keep taking all that into account

the number of teaching weeks in a semester comes around to 14 to 15 . Why is this important

the content of the course that can be addressed satisfactory by all students should be selected

keeping this number in mind . If I increase the content in definitely, because

we as a teacher I consider all that should be learned, but I will not be able to do a

proper justice during the 14 to 15 weeks, so that should be kept in mindthe number of

weeks available for classroom interactions to 14 or 15, and the content will have to

be accordingly adjust . Credit and syllabus, one credit is this we

have explain in it Module 1 . Once again one credit is one classroom session per week over

a semester, one hour of tutorial per week over a semester or two hours of laboratory

work per week over a semester . And this will have to be strictly adhered to . This is right

from UGC level at AICTE level, these are all applicable. We no institution are no college

should deviate from this definition of the credit . The syllabus of the course as I we

mention needs to be identified keeping the number of credits of a some course are 2 is

to 0 is to 0, or some courses are three is to 1 is to 0 .

So, depending on the number of credits and context, context here will refer to quality

of students, infrastructure, POs addressed etcetera, and nature of the subject in consideration

. If the subject is highly mathematical andalso very difficult concepts are involved are very

complex procedures are involved in the course, then obviously, the content will have to be

accordingly adjusted not because the subject requires that . So, the content should be

decided by are the syllabus of the course needs to be decided by these considerations

. The broadly we need to divide the courses

into two categories in another way based on the knowledge categories. For example, courses

in Humanities, Social Sciences, Basic Sciences, courses in Humanities, Social Sciences, Basic

Sciences and Engineering Sciences deal with the four general categories of knowledge namely

factual, conceptual, procedural and metacognitive. Whereas, course is belonging to Professional

course Core, Professional Electives deal with the four general categories of knowledge and

the four Vincenti categories of engineering knowledge including Fundamental Design Principles,

Criteria and Specifications, Practical Constraints and Design Instrumentalities . When you come

to open electives the way open elective design can belong to the first category or to theengineering

category that is the choice of a the course designer.

And this is a this setup principles that we have been saying of an inModule 1 as well

students learn well when they are clear about what they should be able to do at the end

of a course . And these are written as course outcomes. And assessment is an alignment with

what they are expected to do . And instructional activities are design and conducted to facilitate

them to acquire what they are expected to achieve . These are the principles of a in

a good course . In unit two of this module we present the

role of course, design in facilitating good learning that that will be the purpose ofthe

course design. Thank you very much for your attention.