Describe the processes of developing and delivering academic programmes followed by IGNOU.
Online education is the most instigative member in the
Indian IT space. A host ofe-education spots continue to enter the request with
concentrated immolations, linking up scholars and preceptors, nearly on a
diurnal base. This is passing because the new medium seeks to condense – not
replace – traditional tutoring- learning methodologies. Describe the processes of developing and delivering academic programmes followed by IGNOU. Keeping in view the
global and in country/ domestic request changes, India has to play a vital part
in terms of software exports, professed force support, and online education.
With India presently in the midst of a"dotcom" surge, Indira Ghandi
National Open University (IGNOU) has taken the action in launching online in
January 2000 two of its educational computer programmes. In July 2000 it
launched twenty capsule courses (each comprising three courses) in different
specialization areas of operation (http//www.ignou.com/index.htm). Each of
these capsules addresses one specific functional or specialization area, one
introductory course pertaining to that specialization and a design course. The
Bachelorette of Information Technology and Advanced Diploma in Information
Technology programmes are offered through a Virtual Lot Initiative (VCI).
Management Programme capsule courses are offered through Project MEIDS
(Management Education through Interactive Delivery Systems).
This paper describes
colorful issues and enterprises endured in the launching of online delivery at
Indira Ghandi National Open University (IGNOU). First, distinguishing features
of IGNOU are explained, in terms of significance, establishment, educational
system, academic programmes and modes of programme delivery. Describe the processes of developing and delivering academic programmes followed by IGNOU. Colorful
parameters that led to the inauguration of online delivery of programmes in
addition to the traditional print- grounded (offline) distance education
programmes are given coming, followed by the sequence of events in the
emergence of the current format of delivery. This online programme delivery
action has special consequences for IGNOU, learners and the delivery medium;
these are explained next. This case study concludes with a discussion of the
counteraccusations of similar enterprise for IGNOU, and for the distance
education system in the country as a whole (as IGNOU is the resource centre and
apex body of distance education in India for nine other State Open Universities).
IGNOU is the first institution in India to offer programmes
designed to meet the linked requirements and interests of a wide variety of
learners throughout India. No formal qualifications are needed to study utmost
courses. Nearly anyone can be admitted into a programme, irrespective of former
education. In the event they're demanded, introductory courses are offered.
Since scholars are drawn from the widest diapason of Describe the processes of developing and delivering academic Describe the processes of developing and delivering academic programmes followed by IGNOU. programmes followed by IGNOU. backgrounds, age groups,
geographical distribution and other socio-profitable traits, learners can start
and take as long as they wish to complete courses. Utmost programmes are
structured on a modular pattern with provision for multiple entry and exit
points as well as mobility across and within programmes. To insure low costs,
the Government of India subsidizes utmost of IGNOU’s study programmes.
To drop learner
insulation and to give academic, executive and instructional support to
learners, Student Support Services operates two types of support centres –
indigenous centres and study centres. Describe the processes of developing and delivering academic programmes followed by IGNOU. The ultimate play an important part,
delivering tone- literacy course material and supplementary literacy aids
(audio, videotape, teleconference, interactive radio comforting,etc.) and
furnishing openings for learners to enhance their literacy through contact
programmes.
To give support services to learners in areas not having
institution- grounded support installations, individualities who
havepost-graduate degrees and who are endless residers in given areas may serve
as distance literacy facilitators. They include retired preceptors/ officers,
professionals, housewives, or indeed motivated jobless individualities. Describe the processes of developing and delivering academic programmes followed by IGNOU. Also,
with the ideal of extending the outreach of education on a single window base (
making all installations available at one place), IGNOU in collaboration with
the Indian Army, Indian Air Force and Indian Navy, has launched an educational
design to feed to defense help in different corridor of the country. For this
purpose, Recognised Regional Centres have been established at the five Army
Commands, seven Air Force Commands, and four Navy Commands.