MASTER OF ARTS

IN
DISTANCE EDUCATION
(MADE)

Programme Guide

Staff Training and Research Institute of Distance Education (STRIDE)

Indira Gandhi National Open University, Maidan Garhi, New Delhi-110
Delhi 068, India
http://www.ignou.ac.in/ignou/aboutignou/icc/stride/introduction

1
 IGNOU is a Central University established by an Act of Parliament in 1985 (Act No. 50 of 1985).
IGNOU Degrees/Diplomas/Certificates are recognized by all the members of the Association of
Indian Universities (AIU) and at par with Degrees/Diplomas/Certificates of all Indian
Universities/Deemed Universities/Institutions vide UGC Circular No. F. 1-52/2000 (CPP-II dated
May 5, 2004 & AIU Circular No. EV/B (449)/94/176915-177115 dated January 14, 1994.

The University reserves the right to change the rules and procedures described in this Programme
Guide. However, learners will be informed about any change through the IGNOU Website.

Design, Development and Coordination

STRIDE Faculty

Revised Edition 2020

Anita Priyadarshini

CRC preparation and Print Production: Mrs. Promila Soni, AR(P)

@ Indira Gandhi National Open University, 2020

All rights reserved. No part of this book may be reproduced in any form, by mimeograph or any other means,
without written permission from the Indira Gandhi National Open University.

Further information on the Indira Gandhi National Open University courses may be obtained from the
University’s office at Maidan Garhi, New Delhi-110068, and website www.ignou.ac.in

Printed and published on behalf of the Indira Gandhi National Open University, New Delhi by Prof. Rampelli
Satyanarayana, Director, Staff Training and Research Institute of Distance Education (STRIDE), IGNOU.

Cover Design by: Mr. Ashutosh Sharma, IT Consultant, COE, IGNOU.

2
 UNIVERSITY GRANTS COMMISSION
BAHADUR SHAH ZAFAR MARG
NEW DELH- 110 002

No.F.1-52/2000 (CPP-II)
5th May, 2004

The Registrar
Indira Gandhi National Open University
Maidan Garhi
New Delhi-110 068

Sub.: RECOGNITION OF DEGREES AWARDED BY OPEN UNIVERSITIES

Sir/Madam,

There are a number of Open Universities in the country offering various degrees/diplomas through the
mode of non-formal education. The Open Universities have been established in the country by an Act
of Parliament or State Legislature in accordance with the provisions contained in Section 2(f) of
University Grants Commission Act, 1956. These universities are, therefore, empowered to award
degrees in terms of Section 22(1) of the UGC Act, 1956.

A circular was earlier issued vide UGC letter No. F.1-8/92(CPP) dated February, 1992 mentioning
that the Certificates, Diplomas and Degrees awarded by Indira Gandhi National Open University are
to be treated equivalent to the corresponding awards of the Universities in the country.

Attention is further invited to UGC circular No. F.1-25-93(CPP) dated 28th July, 1993 (copy enclosed)
for recognition of degrees and diplomas as well as transfer of credit for courses successfully
completed by students between the two types of Universities so that the mobility of students from
Open University stream to traditional Universities is ensured without any difficulty.

The UGC has specified the nomenclature of degrees under Section 22(3) of the UGC Act, 1956 to
ensure mandatory requirements viz. minimum essential academic inputs required for awarding such
degrees. A copy of Gazette Notification regarding specification of degrees issued vide No.1-
52/97(CPP-II) dated 31st January, 2004 is enclosed. The details are also given in UGC Website:
www.ugc.ac.in

May I, therefore request you to treat the Degrees/Diplomas/Certificates awarded by the Open
Universities in conformity with the UGC notification on Specification of Degrees as equivalent to the
corresponding wards of the traditional Universities in the country.

Yours faithfully,

Sd/-

[Dr. (Mrs.) Pankaj Mittal]

Joint Secretary

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Dear Learner,

We welcome you to the Indira Gandhi National Open University (IGNOU).

Let us first compliment you for joining the Master of Arts in Distance Education (MADE) programme
a unique professional training programme. You are now a proud student of IGNOU which has
established itself as a pioneer in the field of open and distance learning. This programme has been
developed and maintained by the Staff Training and Research Institute of Distance Education
(STRIDE), a Centre of Excellence in Training in Distance Education, and is engaged in staff
development, programme evaluation and research in Open and Distance Education. It is also a
capacity building/capacity sharing institution in the spheres of open and distance education.

We are sure you will make all sincere efforts to successfully complete this programme. The first step
towards this direction is to carefully read this ‘Programme Guide’. You might have many questions
about the programme in your mind. We have tried to present this programme guide in a manner that
would answer your questions. After having read this, if you still have any questions unresolved, please
do not hesitate to contact STRIDE faculty or the appropriate university officials as detailed inside.

We advise you to keep this Programme Guide with you till you complete the programme successfully.
This will act as a reference tool for many of your queries. We hope you will enjoy the learning
experience provided by IGNOU in the MADE programme. It is usually assumed that Open and
Distance Learning is difficult for adult learners due to various pre-occupations but it is not an
impossible task. Our experience shows that the Distance Learners are not only highly committed and
have conviction but also possess competencies to learn and complete their programme of study.

This programme guide will give you some general information about the MADE Programme, its
objectives, language of instruction, duration of the programme, course structure, and all issues related
to assignments, project work and examinations. We strongly recommend that you please go through
this programme guide before you begin reading the course materials. It is essential to have regular
communication between you and us. However, reading the Programme Guide will help reduce
correspondence on issues that have already been answered, and we may discuss issues that are not
covered in this programme guide. In case you have any doubt, please contact us. There is much scope
for you to generalise your experiences related to the concepts discussed in the self-learning materials
of this programme.

We wish you all the best in your endeavour for successful completion of this programme.

Faculty Members of STRIDE

IGNOU, Maidan Garhi,
New Delhi-110 068,
INDIA
E-mail: [email protected]

4
 CONTENTS
Page No.
A Letter from Faculty of STRIDE iv
STRIDE: A Pioneer Institution of Training and Research in Distance Education in 7
India
Introduction 8
Objectives 8
Academic Programmes 8
Training 9
Research 9
Collaboration and Networking 9
Indian Journal of Open Learning (IJOL) 9
Master of Arts in Distance Education (MADE) Programme 10
Introduction 11
Aims and Objectives 11
Flexibility of a Modular Programme 11
Course Structure of MADE Programme 11
Credits 11
Admission Procedure 11
Entry Requirement 12
Language of Instruction 12
Duration 12
Fee Structure 12
Contacts 12
Brief About the First Year Courses (PGDDE) 13
MDE-411 13
MDE-412 13
MDE-413 14
MDE-414 14
MDE-418 15
Brief About the Second Year Courses (MADE) 16
MDE-415 16
MDE-416 16
MDE-417 17
MDE-419 17
MDEP-420 18
Student Support Services 19
Academic Counselling 19
Student Service Centre 20
Interactive Radio Counselling 20
Teleconferencing 20
Gyan Darshan 20
Gyan Vani 20

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 Page No.
Gyandhara 21
Swayam 21
Swayam Prabha 21
eGyanKosh 21
SMS 21
Mobile App 22
Handbooks 22
Audio-video Programme 22
Sample Question Papers 22
Assignment Related Information 22
Examination Related Information 24
Term-End Examination 24
Re-evaluation of Answer Scripts 25
Successful Completion of the Programme 25
Certificate 25
Contacts for Academic Support 25
Points to Remember 26
Useful References for Further Study 27
Sample Question Papers 35
Appendices 48

6
 STRIDE
A Pioneer Institution of Training and
Research in Distance Education in India

7
Introduction
The Indira Gandhi National Open University (IGNOU), established in 1985 by an Act of Parliament,
is a premier centre for educational innovation and excellence. It has contributed significantly towards
national development by providing quality higher education at the doorstep of the learner. IGNOU
provides a variety of courses and programmes to fulfil satisfy the needs of national workforce.

Soon after the establishment of IGNOU, the Division of Distance Education was established in 1986
to cater to the training needs of various functionaries of the Indira Gandhi National Open University
(IGNOU). Later, based on the proposal by Commonwealth of Learning (COL), the Asian
Development Bank (ADB) and the Ministry of Human Resource Development (MHRD), Government
of India, the Division of Distance Education of IGNOU was upgraded into the Staff Training and
Research Institute of Distance Education (STRIDE) in 1993 to set up a training and research
institute for distance education in the South Asian Region.

STRIDE has been conducting training and research activities for IGNOU, State Open Universities
(SOUs) and Distance Education Institutes in India as well as serving the distance education training,
research and capacity building needs of the Asian, African and the Caribbean.

Objectives
The objectives of STRIDE are to:

• identify training needs of different target groups already involved and those expected to get
involved in open distance education;
• build up a resource base of up-to-date information, training materials, courses and expertise, and
make such resources available whenever needed;
• develop training strategies and training materials to meet the various needs of different types of
individuals and distance teaching/training institutions;
• organize and conduct training and staff development activities for the identified target groups and
institutions through various strategies leading to completion of certificates, diplomas and degrees;
• promote research in Open and Distance Education at the fundamental, experimental and
application levels in order to constantly enrich the training programmes and management
processes and meet the challenges of the expanding educational environment;
• offer research degree programmes to eligible target group leading to M.Phil. and Ph.D. degrees;
and
• respond to the needs of dynamic systems of education and development using information and
communication technologies.

Academic Programmes
The following academic programmes have been developed by STRIDE:

1. Diploma in Distance Education (DDE)

2. Post Graduate Diploma in Distance Education (PGDDE)
3. Master of Arts in Distance Education (MADE)
4. Post Graduate Diploma in E-learning (PGDEL)
5. M.Phil. in Distance Education
6. Ph.D. in Distance Education

8
Training
Besides offering the above mentioned professional development programmes in Distance Education,
STRIDE conducts short-term training programmes for different groups of academic,
technical/professional, and non-academic staff of IGNOU, State Open Universities, Dual-mode
Universities, Distance Education Institutes, and other agencies/organisations in India and overseas
with the aim of making IGNOU programmes relevant to the learners and their needs. These include
Refresher programmes, Faculty Development programmes, inductive programmes, which are
developed in accordance with the guidelines of University Grants Commission (UGC). ACT-Online
(A professional development programme of three credits) is designed specifically for those who are
engaged in or wish to be engaged in the task of providing counselling and other technology mediated
support to the distance learners.

Research
STRIDE conducts research with the objective of providing new insights and new understanding in the
area of distance education. STRIDE also conducts programme evaluation studies.

Collaboration and Networking

STRIDE faculty members are working continuously in collaboration with other institutions and
individuals at national and international levels. Some of the significant collaborative and networking
activities undertaken by STRIDE faculty include:

• Commonwealth of Learning-Rajiv Gandhi Fellowship Scheme (RGFS) (1995 Onwards)

• International Institute for Capacity Building in Africa (IICBA)-United Nations Educational,
Scientific and Cultural Organization (UNESCO) and STRIDE, IGNOU Collaboration (1999
onwards)
• Distance Education Modernisation Project (DEMP), Sri Lanka and STRIDE, IGNOU
Collaboration
• Commonwealth of Learning-Rajiv Gandhi Fellowship Scheme (RGFS) in collaboration with
South Africa Development Community (SADC)

Indian Journal of Open Learning (IJOL)

The Indian Journal of Open Learning (IJOL) was started in 1992 by Indira Gandhi National Open
University to disseminate information about theory, practice and research in the field of open and
distance education including correspondence and multi-media education, educational technology and
communication, independent and experiential learning and other innovative forms of education, and to
provide a forum for debate across the world on these areas of concern with particular reference to
India and other developing nations.

This refereed journal is internationally contributed, subscribed and abstracted. From 1992 to 1996,
IJOL was published twice a year and from 1997 onwards, it is published three times a year − in
January, May and September. The details are provided on IJOL website http://journal.ignouonline.
ac.in/iojp/index.php/IJOL/login.

9
 Master of Arts
in
Distance Education
(MADE)

10
Introduction
The Master of Arts in Distance Education (MADE) is an integrated programme of two years duration.
This programme has been designed to develop human resources in various specialised areas of
Distance Education.

Aims and Objectives

It aims to promote awareness about the concept and utility of ODL in India and other developing
countries and to develop the much-needed human resources for the existing Open Universities and
Directorates of Distance Education. The MADE programme consists of 10 courses.

Flexibility of a Modular Programme

A student after successfully completing five courses in the first year can obtain a Post Graduate
Diploma in Distance Education (PGDDE) degree and after completing another five courses in second
year can be awarded Master of Arts in Distance Education (MADE) degree.

Course Structure of MADE Programme

The first year and second year consists of five courses each. The course structure is given below.

Sl. No. Course Title Credits

First Year (PGDDE)
1. MDE-411: Growth and Philosophy of Distance Education 6
2. MDE-412: Instructional Design 6
3. MDE-413: Learner Support Systems and Services 6
4. MDE-414: Management of Distance Education 6
5. MDE-418: Educational Communication Technologies 6
Second Year (MADE)
6. MDE-415: Research For Distance Education 6
7. MDE-416: Curriculum Development for Distance Education 6
8. MDE-417: Distance Education: Economic Perspective 6
9. MDE-419: Staff Training and Development in Distance Education 6
10. MDEP-420: Project Work 6
Total Credits 60

Credits
The MADE programme consists of 10 courses and 60 credits worth. Each course is of six credits. The
student will be awarded Post Graduate Diploma in Distance Education (PGDDE) on successful
completion of five courses of first year worth 30 credits and Master of Arts in Distance Education
(MADE) after completion of five courses of second year worth 30 credits (Total 60 credits).

Admission Procedure
IGNOU announces walk-in registration throughout the year for admission to January and July
academic sessions. Student Handbook and Prospectus is available at the IGNOU Headquarters and
Regional Centres and one can also download Student Handbook and Prospectus from the IGNOU
website: http://ignou.ac.in/userfiles/English%20Prospectus%20July%202019%20(%209_0_6)%2007
_06_19.pdf

Student registration is done at all the Regional Centres for Indian students and through sponsoring
institutions in case of students from abroad.

11
Entry Requirement

Basically this programme has been designed for people who have an interest in open and distance
education (either by virtue of being an employee in the open distance learning system or willing to
work in the system). In-service teachers of Distance Education Centres and Open Universities would
be highly benefitted from the Programme.

However, a graduate in any discipline is eligible to enrol in MADE. Lateral entry to second year
shall be given to those who have earlier completed DDE/PGDDE. Students who are seeking lateral
entry have to follow the procedure and payment for credit transfer as laid down by the Student
Registration Division.

Language of Instruction

All courses of MADE are presently offered in English medium.

Duration

MADE programme is of minimum two years and maximum six years duration. MADE has been on
offer since January 2012 cycle. Those who will be admitted to MADE two years programme may
decide to complete five courses in the first year, and may get an exit with PGDDE, if so desire. Those
who have earlier completed DDE/PGDDE can have lateral entry for second year (from January 2013
onwards) and after completion of the programme may claim a MADE degree.

Fee Structure

Total fees for the full programme is Rs. 10,800/- to be paid year wise @Rs. 5,400/- per year.

Contacts

For further information about MADE programme and its courses please contact:

MADE Programme Coordinator: Dr. Anita Priyadarshini ([email protected];

[email protected])

First Year
MDE-411 Coordinator: Prof. Rampelli Satyanarayana ([email protected])
Co-Coordinator: Dr. Ali Asgar ([email protected])
MDE-412 Coordinator: Prof. Basanti Pradhan ([email protected])
MDE-413 Coordinator: Sh. Tata Ramakrishna ([email protected])
Co-Coordinator: Dr. P. Lakshmi ([email protected])
MDE-414 Coordinator: Prof. C.R.K. Murthy ([email protected])
Co-Coordinator: Dr. P. Lakshmi ([email protected])
MDE-418 Coordinator: Dr. G. Mythili ([email protected])
Second Year
MDE-415 Coordinator: Prof. Santosh Panda ([email protected])
MDE-416 Coordinator: Prof. Rampelli Satyanarayana ([email protected])
Co-Coordinator: Dr. Amiteshwar Ratra ([email protected])
MDE-417 Coordinator: Prof. Santosh Panda ([email protected])
MDE-419 Coordinator: Dr. Anita Priyadarshini ([email protected])
MDEP-420 Coordinator: Dr. Anita Priyadarshini ([email protected])

12
Brief About the First Year Courses (PGDDE)
A brief about all the first year courses of MADE is given below.
MDE-411: Growth and Philosophy of Distance Education
This course lays the foundation for open and distance education. The aim of the course is to analyse
the growth of distance education at local, national and global spheres, its socio-economic relevance at
local levels, its theories and its implications. Those are broadly, philosophical foundations, the
question of socio-political credibility, nature, scope and characteristic of distance education as a
system as well as a discipline of study, some of the reflections of stalwarts of open and distance
education, finally, to understand that distance education is fast growing profession which enables new
career avenues for both the teachers and (new) learners in the global era.
The objectives of the course are as follows:

Introducing basic issues of open and distance education;

Explaining its philosophical foundation;

Describing growth and present status in terms of international scenario;

Special emphasis on distance education in South Africa; and

Collating the growth and innovation in various facets of open and distance education.
This course has five blocks:
Block 1: Basic Issues of Open and Distance Education
Block 2: Philosophical Foundations
Block 3: Growth and Present Status
Block 4: Distance Learning in Africa
Block 5: Growth and Innovations
The whole course makes an attempt to explain that open and distance education is a fertile land for
experimentation, innovation and creativity based on one’s own country’s context, purpose, needs and
relevance.
MDE-412: Instructional Design
The systematic approach in the design of instruction is a problem-solving process known as
instructional development, which requires the identification of instructional needs, strategies,
problems and corresponding solutions by means of effective and efficient teaching-learning activities
based on relevant objectives. A practitioner of distance education must be informed about the
processes and use of the appropriate models and theories and skills required to apply the systemic
approach (an input-output-feedback-revision cycle).
The objectives of the course are as follows:

Discuss the concept of learning and instruction and implications of three theories of learning i.e.,
Behaviouristic School of Thought, Cognitivist School of Thought and Constructivist School of
Thought;

Enumerate different theories and models of instructional design;

Describe different processes involved in designing instruction for distance learners;

Explain the instructional design practices in classrooms, open and distance learning, training and
e-learning; and

Develop skills in designing portfolio.
This course has five blocks:
Block 1: Foundation of Instructional Design
Block 2: Instructional Design: Models and Theories
Block 3: Instructional Design Processes
Block 4: Instructional Design in Practice
Block 5: Developing Portfolio
13
The purpose of this course is to describe the foundations, processes, models and theories and
instructional design in practice that have evolved from the basic systemic approach. Keeping in view
the need of the students, teachers and practitioners of Distance Education, this course is planned,
designed and developed to acquaint them with the foundations, models and theories, processes and
practices of Instructional Design.

MDE-413: Learner Support Systems and Services

Learner support services are the most important components of the ODL system. It is important not
because of its relation to the Distance Education theories, but it is a key for learners’ success and their
relation and persistence in ODL system. It is a fact that in distance education, there are the
geographical separations of teacher and learner. In addition to it, socio-psychological factors affect
the learners for their learning and completing the courses. The socio-psychological factors include
language, culture, motivation, inadequate skills or preparation, anxiety, time and work or family
constraints. Distance learners, therefore need various support services that would help them to be a
successful learner. Learner support services not only bridge socio-psychological distances, but also
fosters learners for their personal development and the accomplishment of learning goals. In the light
of the separation of the learner from the teacher, the techniques and mechanisms to provide support
assume a significant dimension in the teaching-learning transactions through the distance mode.
The objectives of the course are as follows:

Describe the basic principles and methods of learner support;

Explain the importance of support services in the ODL system;

Discuss learner support services as a sub-system of any ODL institution;

Develop some basic skills like study skills, cognitive skills, problem solving skills, reading and
writing skills. For promoting self directed learning;

Organize academic counselling and other support services; and

Assess and report the performance and progress of distance learners.
This course has five blocks:
Block 1: Learner Support: An Introduction
Block 2: Learner Support: Development of Skills
Block 3: Counselling and Tutoring Services
Block 4: Assessment of Learner Performance
Block 5: Management of Learner Support
This course discusses the concept of support services as a major component of ODL, various
institutional models and arrangements in providing learner support system. The course also discusses
about various learning skills such as study skills, cognitive skills, problem solving skills, reading and
writing skills etc., which are important to develop a self directed learner. It also discusses the issues
related to Counselling and Tutoring services and how to organize counselling using various methods
or strategies.
Continuous assessment is an important component of ODL system. Writing effective teaching
comments need special skills. The course helps you to write effective and fruitful teaching comments.
It also describes the institutional mechanisms for providing learning support.

MDE-414: Management of Distance Education

Education management is a relatively new discipline, and the function and process associated with
education are quite different from those normally associated with any other enterprise. Therefore, a
broad familiarity of the organization of the education system, its structures and functions as well as its
processes, is very essential to have a better understanding of the tasks associated with the organization
and management of distance education. With these objectives in view, we have designed the course
on Management of Distance Education. This course gives an overview of Management functions and
processes. The introduction to the principles and practices of management is designed to provide you
with a broad familiarity with the art and science of management, which as a discipline relies heavily
14
on business studies. It describes in detail the Management of Higher Education. The course deals with
the Planning and Management in Distance Education at two different levels: theories and practices in
Planning and Management on the basis of the literature on distance education, and from the Indian
context.
The objectives of the course are as follows:

Describe an overview of management functions and processes with view to understand the
organisation and structure of the education systems;

Discuss status and issues related to higher education with focus on India and other third world
countries;

Explain the origin, history and evolution of distance education with focus on India;

Examine the planning and management issues related to ODL system;

Review the distance education practices with the help of a few institutional cases; and

Describe the theoretical issues involved in management of change in general and distance
education in particular.
This course has five blocks:
Block 1: Educational Systems Management
Block 2: Management of Higher Education
Block 3: Planning and Management of Distance Education
Block 4: Planning and Management of ODL Institutions  Case Studies
Block 5: Management of Change
This course also discusses the issues involved in the management of change somewhat on a more
abstract theoretical framework to enable you to reflect on the issues rather than to look at quick-fix
solutions. It concludes the discussion on management of change with a close look at the ways in
which a distance teaching institution can also learn, so that it can stay up front in managing changes.

MDE-418: Educational Communication Technologies

The design and use of non-print media constitutes a significant part of the instructional design in the
context of distance education. The course examines the process of educational communication
technologies in context. This course explores the specific nature and utility of various media in the
educational context such as, the audio and video components, the computer and the satellite
technologies. It also touches upon the operational aspects of media production and contains
theoretical issues pertaining to media selection and integration. It describes the use of educational
communication technologies to create digital content and deliver these through new information
technologies. It also discusses and explains the general trends in the development and use of
educational communication technologies at national and international level. Lastly, it has described
how to develop a short but interesting portfolio that will give you instruction on how to practice the
skill component, and record the outcomes.
The objectives of the course are as follows:

Critically examine the process of educational communication to plan, design and use appropriate
communication technologies in context;

Identify the range of educational communication technologies, and their relative strengths and
weaknesses;

Use educational communication technologies confidently to create digital content and deliver
these through new information technologies;

Discuss and explain the general trends in the developments and use of educational
communication technologies at national and international level; and

Create engaging, collaborative, reflective and authentic learning environments for delivery of
education and training.

15
This course has five blocks:

Block 1: Communication Technology: Basics

Block 2: Technology Primer
Block 3: Content Creation Tools
Block 4: Interactive Delivery Methods
Block 5: Learning Portfolio

Brief About the Second Year Courses (MADE)

A brief about all the second year courses of MADE is given below.

MDE-415: Research for Distance Education

The course presents the basics of research in education and distance education in particular. It deals
with the purpose, nature and scope of educational research, presents a review of research in distance
education conducted in India and abroad. The course deals with research methods for Social Sciences
in general and distance education in particular. It covers various methods like philosophical research,
historical research, naturalistic inquiry, case study, descriptive research, experimental research, action
research, and so on. It deals with the concept of population, sample and various sampling methods
used in research. It describes the characteristics of a good research tool and examines various types of
tools for collecting data. It examines various issues related to data analysis and preparation of reports,
and discusses the steps involved in preparing a research report.

After completing this course the learner should be able:

To explain the purpose and nature of educational research with special reference to research and
distance education;

To explain the difference research methods;

To describe the different tools of research;

To analyse and interpret different types of data; and

To explain the different methods and statistical packages used for data processing.

This course has five blocks:

Block 1: Introduction to Research in Distance Education

Block 2: Research Methods for Distance Education
Block 3: Tools for Research
Block 4: Data Analysis
Block 5: Computer Applications in Research in Distance Education

In view of the recent development in the trends of research in distance education and development in
computer hardware and software, the course deals with the basics like, computer programming
languages, software packages, methods of data processing, guides to word processing, electronic
spreadsheet for data processing and creating computer graphics of data. It also covers some important
data management packages.

MDE-416: Curriculum Development for Distance Education

This course aims at study of curriculum theory as a base for its practice in education in general and
distance education in particular.
The objectives of the course are as follows:

Introducing curriculum as a concept, its foundation, its issues and trends in distance education;

Familiarize the curriculum with its design and development by using an appropriate media and
methods;

Evolving appropriate transaction strategy to provide for better learner support services;
16

Evolve and appropriate course evaluation strategy and learner evaluation and its tools and
techniques; and

Expose global curriculum trends in territory, school, technical, vocational, non formal continue
education with material production models.

This course has five blocks:

Block 1: The Field of Curriculum

Block 2: Curriculum Development
Block 3: Curriculum Transaction
Block 4: Curriculum Evaluation
Block 5: Curriculum Development Experiences

The entire gamut of curriculum course revolves around curriculum planning, designing, development,
evolving an appropriate transactional/delivery strategies (in teaching learning process), evolving an
appropriate evaluation techniques and finally provoke the learners to undertake case studies on course
and programme evaluation.

Adequate care has also been taken to focus on curriculum development experiences in various sectors
of education viz. tertiary education, school education, technical education and non-formal and
continuing education and also on methods of material production.

MDE-417: Distance Education: Economic Perspective

This course examines some important concepts pertaining to the economic aspects of education and
their applicability in distance education in general, and in Distance Education institutions in particular.
This course also covers a microscopic examination of the general economy and the economic aspects
of both face-to-face and higher distance education in India. The focus of the course has largely been
on the costing and funding of distance education in both the developed and the developing nations,
and the examination of its economic viability. Besides, at the end, the problems and possibilities of the
success and otherwise of distance education in some selected parts of the world, with reference to
their economic aspects, have been highlighted.

The objectives of the course are as follows:

Define economics of education, distinguish between consumption and investment in education,

and analyse budgeting and costing in education;

Describe how distance education contributes to human resource development, and analyse
funding, pricing and quality in distance education and online learning;

Analyse various cost types and functions in distance education and online learning;

Analyse and present comparative study of costs of distance education across important and mega
open universities globally; and

Describe various cost studies in distance education and online learning, and develop ability to
formulate research studies on distance education and online learning.

This course has five blocks:

Block 1: Economics of Education
Block 2: Economics of Distance Education
Block 3: Costing in Distance Education
Block 4: International Perspective
Block 5: Readings in Economics of Distance Education

MDE-419: Staff Training and Development in Distance Education

Staff development has come to be accepted as an essential part of organizational growth in any field.
Distance education institutions and open universities are no exception, as most of the staff who works
in the field of distance education have come initially from other fields like conventional system of
education, industry, army, administrative and allied services, business houses, private organizations
17
and so on. Some join without any prior training in their functional areas. In near future many more
persons with different professional background will join the field of education as the new situation
demands it. This very aspect spells out the need for staff training and development in distance
education itself. Human resources need to be generated through training and retraining over a long
period of time for effectively handling and promoting the system.

After completing this course the learner should be able:

To explain the philosophy and purpose of staff development for distance education;

To explain the training techniques for teachers, support staff and non-teaching staff of distance
education;

To demonstrate the different methodologies used for staff development;

Identify different instructional designs for online learning/training; and

To reflect upon various professional developments, practices in a national and international
context.
This course has five blocks:
Block 1: Growth and Development
Block 2: Staff Development Perspectives
Block 3: Implementational Aspects
Block 4: Online Training
Block 5: Staff Development Experiences
This course covers all the major aspects of learning at a distance. It traces the genesis of distance
education. It covers an elaborate discussion on training to develop self-learning materials, training in
student support services, training of trainers and training of non-academic staff. It discusses various
issues like approach, application and evaluation of training, and issues pertaining to language in
distance education. It also discusses approaches to online training, professional development issues
for online training and assessment and evaluation of online training.

MDEP-420: Project Work

A project at this stage should be a pleasant activity. Most of you are in-service teachers or personnel
working within the system of distance education. Further you have had a fairly firm grounding in
research methodology from course MDE-415. The purpose of the project work is to sensitize you to
the realities and practices of distance education systems, their unique problems, the demands made on
them and the possibilities inherent in them.
After completing this course the learner should be able:

To develop research skills, training skills and learning material development.

Identify solutions for local problems through ‘scientific method’ of investigation; and

Create new knowledge in the area of Distance Education.

For details about Project Work please go through the Handbook on Project Work (MDEP-420), which
you must have received along with other course materials. After reading the handbook carefully you
have to develop a project proposal and submit it to STRIDE for approval. Please mention your e-mail
address and contact phone numbers. Few other important points related to project work are given
below:
The project proposal has to be addressed to:
The Director,
STRIDE, Block-16, IGNOU,
Maidan Garhi, New Delhi-110 068, India
(By post)

18
The final project report has to be sent to:

Assistant Registrar (Projects),

Project Cell, Room No. 19, Block 3,
Student Evaluation Division (SED), IGNOU,
Maidan Garhi, New Delhi-110 068, India
(By post)

It is necessary for you to run your project through ‘anti-plagiarism’ software. Facility for this is also
available at IGNOU library, else you may do it at your own level.
The second page of your Project Report should contain a statement of declaration/Certificate of
Originality. A sample is given below:

DECLARATION/CERTIFICATE OF ORIGINALITY

This is to certify that the Project Report submitted by me (name of the student) to the Staff Training
and Research Institute of Distance Education, Indira Gandhi National Open University, in partial
fulfillment of the requirement for the award of Master of Arts in Distance Education is an original
work and it has not been submitted earlier to any other institution in any other form.

Signature of the student

Name of the student
Enrolment number
Address

Student Support Services

Academic Counselling

We arrange the academic counselling for learners for clarification of doubts and answering of
academic queries. Academic Counselling can be held at STRIDE office or may be internet based.

Students who have enrolled from abroad (outside India) can contact their sponsoring agencies or
partner institutions for information on counselling.

The counselling sessions are not compulsory. However, we advise you to attend them as far as
possible, because they would be very useful in certain respects to share your views on the subject with
your Academic Counsellors and fellow learners; comprehend some of the complex ideas/concepts or
difficult issues discussed in your materials, and get clarifications for many of your doubts which you
would not have solved yourself.

Counselling is not lecturing, though a counselling session may include a short lecture to trigger a
discussion. In fact, the counselling session is a group activity session, where you participate in
discussions, listen to audio and view video programmes, get your doubts clarified and do such other
activities to comprehend the text. Therefore, it is important that you participate in the counselling
sessions.

Student Service Centre

The Student Service Centre (SSC) acts as a Single Window Nodal Agency for attending to students
queries with a view to resolve their difficulties pertaining to Admission, Registration, Evaluation,
Examination, non-receipt of Study Material and Regional Centre related issues. Campus Placement
Cell The prime objective of a learner is to get a suitable placement after successful completion of
19
his/her study at IGNOU. To facilitate the learners towards this end, a Campus Placement Cell (CPC)
has been established at the IGNOU HQ to maintain liaison with prospective employers and arrange
their interactions with the prospective job-seekers among the IGNOU learners across the country.

Interactive Radio Counselling

Interactive Radio Counselling (IRC) sessions for the benefit of IGNOU students are scheduled
everyday with the participation of 21 schools, STRIDE, RSD and other Divisions of IGNOU. Two
live sessions are broadcast every day on FM Gyanvani Delhi and online at Gyandhara from 11:00am
to 1:00 pm with repeats broadcast from 5:30pm to 7:30pm. In addition, every Thursday, 4-5 pm a
special IRC session is conducted for Students Support Services. Other special IRCs on different
themes and issues are also conducted from time to time. Students can listen to these live discussions
by the teachers and experts on the topic of the day and interact with them through telephone, email or
through chat mode on Gyan Dhara.

Radio counselling will be held through FM and students can ask questions free of cost with phone in
facilities right from their homes. A toll free telephone number 110012345 has been provided for this
purpose.

Teleconferencing

Teleconferencing is a one-way video and two-way audio facility. Teleconferencing will be held every
month. During teleconferencing session, you will get an opportunity to interact by phone in facility or
fax with the resource persons/experts who participate in teleconferencing session and clear your
doubts immediately.

The teleconferencing facility will be available at the Regional Centres. The teleconferencing schedule
will be sent to the Programme In-charge and Regional Director who would inform the students.
Teleconferencing is done through Gyan Darshan Channel. Students must regularly attend these
sessions. These will help them clarify doubts and interact with other learners all over the country.
Gyan Darshan

Gyan Darshan (GD) channel is a major milestone in the field of Educational Television in India. It is a
joint venture of the Ministry of Human Resource Development (MHRD), Ministry of Information &
Broadcasting (I & B Ministry), Prasar Bharati and IGNOU serving as the nodal agency. Launched in
the year 2000, GD is a 24-hour educational channel which offers the best of educational programmes
covering a variety of subjects and catering to a wide range of viewers. These include pre-school,
primary, secondary and higher secondary students, college/university students, youth seeking career
opportunities, homemakers and working professionals. Induction Programmes for new students and
convocations for graduating students are also conducted live through Teleconferencing every year.

Gyan Drashan is also available on webcast, thus extending the reach of IGNOU programmes to
audiences world over. The Gyan Darshan telecast is also beneficial for students of the formal
education system and the viewers can access Gyan Darshan on IGNOU’s website https://www.ignou
online.ac.in/gyandarshan/. As Gyan Darshan Channel is must carry channel as per the Government of
India Gazette notification, a number of private DTH/Cable Operators carry Gyan Darshan in their
Bouquets. Gyan Darshan is now part of Swayam Prabha and can be watched on MHRD Channel
no.25.
Gyan Vani
Gyan Vani (GV) FM Radio was conceived in 2001 as a network of educational FM Radio Channels
operating from various cities in the country. With an aim to enhance and supplement the teaching-
learning process, each GV Station has a range of about 60 kms and covers an entire city/town
including the adjoining rural areas. Gyan Vani serves as an ideal medium for niche audience
addressing the local educational, developmental and socio-cultural requirements of the people. The
flavor of the channel is by and large local and the medium is English, Hindi or language of the region.
20
The overall content pertains to Primary and Secondary Education, Adult Education, Technical and
Vocational Education, Higher Education, Distance Education and Extension Education etc. Interactive
Radio Counseling (IRC) facility is being provided by GV Stations to enable students to interact with
the faculty, academic counselors and student support staff. The live phone-in programmes are popular
components of the network. The programmes broadcast through each stations include both pre-
recorded and live content.

Gyandhara
Gyandhara is an internet audio counseling service offered by IGNOU. Students can listen to the live
discussions by the teachers and experts on the topic of the day and interact with them through
telephone, email and also chat mode. When live sessions are not on, Gyanvani Delhi is made available
on this platform. The Gyandhara streaming is available for internet users anywhere in the world.
Important events broadcast by GV Delhi are also relayed by all GV stations using the Gyandhara feed.
You can access Gyandhara using the link https://www.ignouonline.ac.in/gyandhara/
Swayam
SWAYAM, an initiative by Government of India, is an instrument for self-actualization providing
opportunities for a life-long learning through Massive Open Online Courses (MOOCs). Learners can
choose from hundreds of courses on SWAYAM from high school to PG level including vocational
and skill based training.

Swayam Prabha
SWAYAM Prabha, a MHRD Project under the NME-ICT (National Mission on Education through
ICT), is group of 32 Direct-to-Home (DTH) channels devoted to 24×7 basis telecast of high-quality
educational programmes with the use of GSAT-15 satellite. These channels will telecast programmes
for Higher Education, School Education; Curriculum based courses to meet need of lifelong learners
and programmes to assist students of Standards 11 and 12, to prepare for competitive examinations.
The content for SWAYAM Prabha is provided by various national institutions and bodies such as
UGC, IITs, CEC, NPTEL, IGNOU, NCERT and NIOS. The SWAYAM Prabha channels are available
free for use by anyone. Students can access the educational content transmitted through SWAYAM
Piranha by installing and configuring DTH service by setting up of a Set top box.

eGyanKosh
IGNOU initiated the development of a knowledge repository named e-GyanKosh (www.
egyankosh.ac.in) in October, 2005, to store, index, preserve, distribute and share the digital learning
resources developed by the ODL institutions in the country. Self-instructional print material of around
2565 courses (comprising more than forty thousand course modules) and 2389 video programmes of
IGNOU have been digitised and uploaded on the repository.
Students can view/download IGNOU study material free of cost from the University website
www.ignou.ac.in. To view/download IGNOU study material the student has to register at http://
www.egyankosh.ac.in/register
SMS
SMS or short message service has emerged as a very common way of instant and short
communication through the mobile phones. IGNOU has been actively using SMS as a means to reach
to its distant learners. Some of the areas for which SMS is actively used by the University are:

• Admission Confirmation of online applications;

• Intimation regarding Induction Meetings;
• Receiving of Study Materials;
• Assignment related vital communication;
• Term End Examination  hall tickets & other communication; and
• Convocation related communication.
21
Mobile App

‘IGNOU StudentApp’ Mobile App is an Official Mobile App of Indira Gandhi National Open
University (IGNOU), New Delhi. This app is an ICT initiative of IGNOU to provide student related
information to IGNOU learners and extending Technology Enhanced Learner Support Services to
them. Existing Student may login to application by entering Enrollment No., Program & Date of
Birth. After Log-in student may access various IGNOU student related services such as Registration
Details, Material Dispatch Status, Identity Card, Grade Card, TEE Result, Hall Ticket and various
other important links in one window.

Handbooks

STRIDE has developed Handbooks on various topics such as open and distance learning, effective
learning, development of self-learning material, media and technology in distance education, e-
learning, opportunities for the North-east learners, and serving students with disabilities etc. All
STRIDE Handbooks are available on IGNOU website: http://www.ignou.ac.in/ignou/aboutignou/
icc/stride/traning-materials

Audio-video Programme

Audio and video programmes for each course have been prepared to support learning for the students.
These Audio and video cassettes will be provided for viewing and listening. They can also hire the
cassettes for viewing and listening.

Sample question papers

Sample question papers of MADE programme are given on page 43. You can download old question
papers from IGNOU website: https://webservices.ignou.ac.in/Pre-Question/

Assignment Related Information

Assignment is an important component of your study. Each course of MADE has one compulsory
assignment. The assignments carry 25% weight in the final result. Kindly note that it is compulsory
for you to submit one assignment per course, else you will not be allowed to appear in the term-end
examination. You can download your assignments from the IGNOU website: https://webservices.
ignou.ac.in/assignments/

You should submit the assignment-responses to Director, STRIDE, Block 16, IGNOU, Maidan
Garhi, New Delhi-110068 as per the instructions given in the assignments and the dates
mentioned in the assignments. Your assignments will be evaluated at STRIDE and the grades
along with the tutor comments will be sent to you by post. The grades of the assignments
submitted earlier will be carried forward. This is applicable, if you extend your study year.

Guidelines for Writing Assignments

Here are some guidelines for writing the MADE assignments.

1. Preparing the First/Front Page

• Write your enrolment number, name and full address at the top right side corner of the first page
of your assignment response(s).
• Write the course title, assignment number and the date of submission in capital letters in the
centre at the top of the first page of your response(s).
(Leave the top and left side corner blank for office use.)

22
The top of the first page of your response(s) should look something like this:

Course ............................................................ Title .......................................................

Assignment Name ......................................... Enrol.No. ..................................................

Date of Submission/posting ..........................

Address ...........................................................

............................................................

............................................................

............................................................

Pin Code .........................................................

E-mail address (if any): ............................................................................................................

(Please follow the format strictly. If you do not follow this format we may return your responses to
you for re-submission. If you do not write your enrolment number and address, your assignment-
responses are likely to be lost.)

2. Writing Your Answer

• Your answer should be to the point and well documented. Follow the suggestions given in the
assignment itself. Your answer should be based on study materials, reference books/articles and
your experience. Keep the word limit in your mind. Slight variation does not matter much.
Illustrations, examples etc. should be relevant.
• Do not copy from the study materials or any book. Do not paste or attach any picture or printed
articles as your answer. We have experienced these earlier. These will bring a lower grade for
you. The evaluator may reject your assignment also.
• Your answer should be hand-written. If you think the evaluator will have difficulties in reading
your assignments, you may send typed answer, where in every page you should mention that
“written by me” and sign on every page. Do not send any Xerox copy, it will not be accepted.
• Leave at least 1½ inches margin on the left and at least 4 lines in between each answer. We have
seen many learners do not keep margin as suggested. The evaluator can’t give any marginal
comments in these cases. So, do not forget to keep margin.
• Please give your enrolment number, complete postal address and mobile number on the
first page of the assignment. This will help us to despatch your evaluated assignment to you.

3. Using the right paper

Use only foolscap size paper for writing assignments. Use a standard quality paper, not a very thin and
rough paper.

4. Copy of the assignments

You must keep a copy of your assignments. If these are lost in postal transit you may re-submit the
copy only after taking permission from the authority.

23
5. Grading
The assignments are graded in the following scale:

Letter Qualitative Value Equivalent Grade Point Grade Percentage Equivalence

Grade
A Excellent 5 4.50 & Above 80% & above
B Very Good 4 3.50 to 4.49 60% to 79.9%
C Good 3 2.50 to 3.49 50 to 59.9%
D Satisfactory 2 1.50 to 2.49 40 to 49.9%
E Unsatisfactory 1 0 to 1.49 Below 40%

Note: The term-end exam answer scripts are also graded as per the above mentioned scale.

Examination Related Information

Term-end Examination
The term-end examination carries 75% weightage in the final result. The university conducts term-end
examination twice a year in June and December. You are eligible to appear in the term-end
examination after completion of one year. If you are a student of January session you may appear in
the term-end examination in December the same year. If you are a student of July session you may
appear in the term-end examination in June next year.
The Registrar, Student Evaluation Division will conduct the examination at activated examination
centres for MADE.
You have to submit examination form online as per the guidelines through IGNOU website at
www.ignou.ac.in

June, TEE December, TEE Late Fee Submission of Exam Form

1 March to 31 March 1 Sept. To 30 Sept. NIL
1 April to 30 April 1 Oct. To 31 Oct. Rs. 500/- Examination forms are to be
filled online.
1 May to 15 May 1 Nov. To 15 Nov. Rs. 1000/-

To avoid discrepancies in filling up examination form/hardship in appearing in the term-end

examination you are advised to:

1. remain in touch with STRIDE/Regional Centre/SED for change in schedule of submission of

examination form fee if any;
2. fill up the examination form for next term-end examination without waiting for the result of the
previous term-end examination and also filling up the courses, for which result is awaited;
3. fill up all the particulars carefully and properly in the examination form to avoid rejection/delay
in processing of the form.

University issues Examination Hall Ticket to the students at least two weeks before the
commencement of Term-end Examination. The same can also be downloaded from the University’s
website www.ignou.ac.in. In case you fail to receive the Examination Hall Ticket within one week
before the commencement of the examination, you can download the hall ticket from the website and
approach the examination centre for appearing in the examination.

24
Re-evaluation of Answer Scripts

There is a provision for re-evaluation of answer scripts. The request for re-evaluation must be made
within one month of declaration of results. The date of declaration of results will be calculated from
the date on which the results are placed on the IGNOU website. Re-evaluation is not permissible for
the project.

Successful Completion of the Programme

The minimum standards for completion of a course and also the MADE programme are the following:
a) Minimum ‘D’ grade in Continuous Evaluation i.e. each assignment in each course.
b) Minimum ‘C’ grade in the Term-End Examination in each course.
c) Final grade in a course (Assignment + Term-End Examination) should be at least ‘C’.
Certificate
The final completion certificate will be issued after the convocation ceremony for the year in which
you complete the programme. However, immediately on completion of the programme, you will be
issued a provisional certificate.

Contacts for Academic Support

We have tried to visualise your problems while you are pursuing this Programme and presented our
answers and suggestions in order to overcome the programme related problems without facing any
difficulties. To serve this purpose we have used this Programme Guide. It is possible that you may
like to know something more from us from time to time. You are welcome to contact us either in
person or through correspondence. But please note that you should contact the right persons,
depending on the nature of your queries.

You are requested to contact the course coordinator(s) for any academic matter related to that
particular course.
First Year
MDE-411 Coordinator: Prof. Rampelli Satyanarayana ([email protected])
Co-Coordinator: Dr. Ali Asgar ([email protected])
MDE-412 Coordinator: Prof. Basanti Pradhan ([email protected])
MDE-413 Coordinator: Sh. Tata Ramakrishna ([email protected])
Co-Coordinator: Dr. P. Lakshmi ([email protected])
MDE-414 Coordinator: Prof. C.R.K. Murthy ([email protected])
Co-Coordinator: Dr. P. Lakshmi ([email protected])
MDE-418 Coordinator: Dr. G. Mythili ([email protected])
Second Year
MDE-415 Coordinator: Prof. Santosh Panda ([email protected])
MDE-416 Coordinator: Prof. Rampelli Satyanarayana ([email protected])
Co-Coordinator: Dr. Amiteshwar Ratra ([email protected])
MDE-417 Coordinator: Prof. Santosh Panda ([email protected])
MDE-419 Coordinator: Dr. Anita Priyadarshini ([email protected])
MDEP-420 Coordinator: Dr. Anita Priyadarshini ([email protected])

For any other academic matter contact:

The Director, STRIDE, Block-16, IGNOU, Maidan Garhi, New Delhi-110 068
E-mail: [email protected], Telephone: (0) 91-11-29535399, Fax: 91-11-29533073

25
All queries related to change of address should be addressed to:

The Regional Director, IGNOU Regional Centre

(From where you sought your registration/enrolment)

The MPDD has developed a single window for all queries about the receipt/dispatch of course
materials  missing page(s)/unit(s)/assignment(s), etc. which caters to the need of students visiting
the IGNOU Headquarters as also providing replies to their queries via e-mail, fax and phone as given
below:

Telephone No: 011-29572008 or 29572015, Fax No: 011-29535083, E-mail: [email protected]

Points to Remember

We would like to mention the followings for your benefit:

Assignments for January session will remain valid from March to September of the same year.
Assignments for July session will remain valid from October to February (next year).

The successful grade in continuous evaluation for each assignment is ‘D’. If you fail to make this
score you can re-submit your assignment in the current year and also in the next year if you like. But
you will have to collect a fresh assignment which is valid for that year. Assignments are available at
‘Student Support’ zone at IGNOU website. Remember, you can’t sit for term-end examination in a
course until you clear the assignment for that particular course.

Please regularly visit the ‘Student Zone’ section of IGNOU website www.ignou.ac.in. You will be
able to find various student related information and you can download forms for your use from the
website.
Please fill up/participate in the feedback form/student satisfaction survey conducted by STRIDE from
time to time.

Please file all letters that the University sends you, and keep the programme guide carefully. A record
of your progress is maintained at our SED, however, you must maintain your own record for
comparisons if needed.

Do write to us if you have any difficulties or problems while working through the programme.
Remember to intimate the relevant authority sufficiently in advance.

All types of communication (letters, applications, etc.) are attended to as soon as we can. It is
therefore, desirable that you make your letters brief and precise. Also mention your enrolment number
and present address in all your correspondence. It is mandatory.

The institute reserves the right to change the rules detailed in this Programme Guide. However, you
will be informed about those changes through supplementary circulars well in advance. Browse
IGNOU web site also.

In your own time-table you must make provision for unforeseen difficulties, such as illness, official
duties, various social obligations, etc. By doing so, you will save yourself from unexpected delays.
The golden principle is to do it today what you have planned to do tomorrow.

Term-end Examination sample question paper

For your benefit we have included a set of sample question papers in this Programme Guide.
Usually each question paper has three sections and each section carries equal weightage.

There will be essay type, short answer and practical questions. But variations in the format of the
question paper may not be ruled out.

26
Useful References for further study
Print Materials
Course MDE-411: Growth and Philosophy of Distance Education
1. Cleveland-Innes M.F. & Garrison D.R. (2010) “An Introduction to Distance Education”.
Routledge Newyork & London
2. Lockwood, F. (2007) “Quality Assurance in Open, Distance and Online Social Credibility and
Justice Learning: From cottage industry into the mainstream”, Learning and Teaching in Action,
vol. 3, no. 2.
3. Robinson, B. (2007) “Inside and outside the UK quality assurance box: some issues for open and
distributed learning”, Learning and Teaching in Action, vol. 3, no. 2.
4. Annual Report, Ministry of Human Resource Development, Government of India, 2006-2007.
5. Draft Report of Working Group on Higher Education for the XI Plan, Planning Commission,
Government of India (2007).
6. John Leary and Zane Berge. Successful Distance Education Programmes in Sub-Saharan Africa.
Turkish Online Journal of Distance Education – TOJDE. April. 2007.
7. Peter Materu. Higher Education Quality Assurance in Sub-Saharan Africa Status, Challenges,
Opportunities and Promising Practices. World Bank Working Paper No.124. 2007.
8. Rodrigo, Covadonga. African virtual Campus. ICDE 2009 Papers.
www.ou.ni/docs/campagnes/icde 2009 papers.
9. World Bank Institute. Annual Review. 2008.
10. World Development Indicators. World Bank. 2009.
Course MDE-412: Instructional Design
1. Anderson, L.W, and Krathwohl, D.R. (Eds.) (2000). A taxonomy for learning, teaching and
assessing: a revision of Bloom’s taxonomy of educational objectives, New York; Longman.
2. Barrell, J. (2010). Problem-based learning: the foundation for 21st centaury skills. In J. Bellanca
and R. Brandt (Eds.), 21st Centaury Skills: rethinking how students learn, Bloomington: Solution
Tree Press.
3. Brown, Abbie, and Green, Timothy, D (2016). The Essentials of Instructional Design (Third ed.)
Routledge, New York, NY 10017.
4. Dick, W; Carrey, L., and Carry, J.O. (2011) The Systematic design of instruction (7th ed.).
Columbus, OH: Allyn and Bacon.
5. Gagne, R. M., Wager, W. W., Golas, K.C., & Keller, J. M. (2004). Principles of Instructional
design (5th ed.), Belmont, CA : Wadsworth/Thomson Learning.
6. Kirkpatrick, D. (1994). Evaluating training programmes, San Francisco: Berrett Koehler
Publishers.
7. Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective,
efficient, and engaging instruction. San Francisco: Peffer.
8. Morrison, G. R., Ross, S. M., and Kemp, J. E. (2013). Designing effective instruction (7th ed.)
New York: John Wiley and Sons.
9. Smith, P. L; & Ragan, T. J. (2005). Instructional design (3rd ed.) New York: John Wiley & Sons.
10. van Merrien boer, J. G., & Kirschner, P. A. (2012). Ten steps to complex learning: A systematic
approach to four - components instructional design, London: Routledge.
Course MDE-413: Learner Support Systems and Services
1. Harichandan, D. (2009) Distance Education and Student Support Services. New Delhi: Deep and
Deep.
2. Srivastava, M. (2012) Open Universities: India’s Answer to Challenges in Higher Education,
New Delhi, Vikas Publishing House Pvt. Ltd.
3. Biswas, P. (2008). Study Skills and Psychological Skills for Better Performance: A Handbook for
the Learner Workshop, IGNOU, New Delhi.
4. Kizlik, B. (2009). Effective Study Skills, http://www.adprima.com/studyout.htm (accessed on
10.08.09)

27
5. Christopher, E.M. and Smith, L.E. (2009). Leadership Training, New Delhi: Viva.
6. STRIDE Handbook 8. (2009) E-Learning. New Delhi: IGNOU.
7. Murahari, Bucherla & Kumar, V. Vijaya. (2008) Student Support Services in Distance Education:
Quality Control-revisited. Paper presented at the 14th annual conference of the Indian Distance
Education Association, Guwahati.
8. Reddy, V. & Santosh, P. (2008) Academic Counselling: Some Institutional Models & Models of
Counselling. Paper presented at the 14th annual conference of the Indian Distance Education
Association, Guwahati.
9. Yorke, M. (2008). Grading Student Achievement in Higher Education, London: Routledge.
10. Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge
building with wikis. International Journal of Computer-Supported Collaborative Learning, 3,
105-122.

Course MDE-414: Management of Distance Education

1. Tucker, B. (2009). Beyond the Bubble: Technology and the Future of Student Assessment.
Education Sector Reports. Retrieved April 07, 2009, from Web site: www.educationsector.org.
2. Ahonen, T.T. (2009). Bigger than TV, bigger than the internet: Understand mobile of 4 billion
users, http://communities-dominate.blogs.com/brands/2009/02/biggerthan-tv-bigger-than-the-
internet-understand-mobile-of-4-billion-users.html (accessed 27 May 2009)
3. Cavus, N., and Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning
new English language words. British Journal of Educational Technology, 40(1), 78–91.
4. Ismail, I., and Idrus, R.M. (2009). Development of SMS mobile technology for mlearning for
distance learners. International Journal of Interactive Mobile Technologies, 3(2), 55-57.
http://online-journals.org/i-jim/article/view/724/879 (accessed 19 June 2009).
5. International Telecommunication Union (ITU) (2009). Measuring the Information Society: The
ICT Development Index, ITU: Geneva.
6. Jones , G.M., and Edwards, G. (2009). Time to Engage? Texting to Support and Enhance First
Year Undergraduate Learning. International Journal of Interactive Mobile Technologies, 3(2), 6–
11. http://online-journals.org/i-jim/article/view/744/872 (accessed 19 June 2009).
7. Koole, M.L. (2009). A model for framing mobile learning. In Mobile Learning: Transforming the
Delivery of Education and Training, edited by M. Ally. Edmonton: Athabasca University Press.
http://www.aupress.ca/books/120155/ebook/99Z_Mohamed_Ally_2009-Mobile Learning.pdf
(accessed 19 June 2009).
8. Mishra, Sanjaya (2009). Mobile Technologies in Open Schools, Vancouver: Commonwealth of
Learning, Available at http://www.col.org/SiteCollectionDocuments/ Mobile_Technologies_
in_Open_Schools_web.pdf
Course MDE-415: Research for Distance Education
1. Al-Fahad, F. N. (2009) Students’ Attitudes and Perceptions towards the Effectiveness of Mobile
Learning in King Saud University Saudi Arabia. Online Submission
2. Al-Harthi and Aisha S. (2010) ‘Learner Self-Regulation in Distance Education: A Cross-Cultural
Study’, American Journal of Distance Education, 24:3, 135 – 150.
3. Balasubramanian, K., Thamizoli, P., Umar, Abdurrahman and Kanwar, Asha. (2010) ‘Using
mobile phones to promote lifelong learning among rural women in Southern India’, Distance
Education, 31:2, 193 – 209.
4. Gaba, Ashok, Panda Santosh and Murthy CRK. ( 2011) Costing of Distance Learning: A Study
of the Indian Mega Open University, International Journal of Instructional Technology and
Distance Learning, Volume 8 Number 6, 59-75.
5. Gunawardena, Charlotte N. , Linder-VanBerschot, Jennifer A. , LaPointe, Deborah K. and Rao,
Lalita (2010) ‘Predictors of Learner Satisfaction and Transfer of Learning in a Corporate Online
Education Program’, American Journal of Distance Education, 24:4, 207 – 226.
6. Klenowski, V. (2010) Curriculum evaluation: Approaches and methodologies. In, Peterson, P;
Baker, E. and McGaw, B. (Eds.), International Encyclopedia of Education, Third Edition,
Elsevier Pub., Volume 1. pp. 585-591.

28
7. Mishra, A.; Vijayashri; and Garg, S. (2009) Evaluation of the undergraduate physics programme
at Indira Gandhi National Open University: A case study, International Review of Research in
Open and Distance Learning, Vol. 10, No.- 6, December, pp. 106-123.
8. Orr, G. (2010) Review of literature in mobile learning: Affordances and constraints. The 6th IEEE
International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education,
Taiwan, 107-111.
9. Peter Cowie, Mark Nichols. (2010) The Clash of Cultures: Hybrid Learning Course Development
as Management of Tension, Journal of Distance Education,, Vol. 24 No. 2.
10. Singh Shashi, Singh Ajay and Singh Kiran. (2012) Motivation levels among traditional and open
learning undergraduate students in India, The International Review of Research in Open and
Distance Learning, 13 (3).

Course MDE-416: Curriculum Development for Distance Education

1. Ravi Ayyagari and Rampelli Satyanarayana (2014). Eeffectiveness of video teleconferencing in
teaching learning in open distance learning institution in India, IUJ Journal of Management of
Vol. 2, No.1, May 2014, ICFAI University of Jharkhand.
2. Schulte, M. (2010). Faculty Perceptions of Technology Distance Education Transactions:
Qualitative Outcomes to Inform Teaching Practices. The Journal of Educators Online, 7(2).
Retrieved from:http://www.thejeo.com/Archives/Volume7Number2/Schultepaper. pdf
3. Gaible, Edmond. (2008). Survey of ICT and Education in the Caribbean: A summary report,
Based on 16 Country Surveys. Washington, DC: infoDev /World Bank. Available at:
http://www.infodev. org/en/Publication.441.html
4. Harishankar, V. B., Balaji,V. and Ganapuram, S. (2013). An Assessment of Individual and
Institutional Readiness to Embrace Open Educational Resources in India. In Dhanrajan, Gajaraj
& Porter, David (Eds.), Open Educational Resources: An Asian Perspective. Vancover: CEMCA.
5. Indira Gandhi National Open University. (2012). Annual report, 2011–12. New Delhi: Indira
Gandhi National Open University.
6. Kanjilal, Uma (2013). Digital Repository to Open Educational Resource Repository: IGNOU’s
eGyankosh. In Dhanrajan, Gajaraj & Porter, David (Eds.), Open Educational Resources: An
Asian Perspective. Vancover: CEMCA.
7. Kelly, T. (2010). Survey of ICT for Education in India and South Asia. Washington, DC: infoDev
World Bank & PricewaterHouseCoopers.
8. National Knowledge Commission, Government of India. (2012). Recommendations. Available
at: http://www.knowledgecommission. gov.in/recommendations/oer.asp
9. Snehi, Neeru. (2009). ICT in Indian Universities and Colleges: Opportunities and challenges.
Management and Change, vol. 13, issue 2, ISSN-0972-2149.
10. UGC (2011) Higher Education in India: Strategies and Schemes during Eleventh Plan Period
(2007-2012) for Univerities and Colleges. New Delhi: UGC. Retrieved from
http://www.ugc.ac.in/oldpdf/ pub/he/HEIstategies.pdf
Course MDE-417: Distance Education: Economic Perspective
1. Attwood, R. (2010). Times Higher Education. No 1,958, 29 July 2010 pp 10-11.
2. Bramble, W. and Panda S., (2008). Economics of Distance and Online Learning. Theory Practice
and Research. Routledge New York.
3. Gordon, S., et al. (2009). Online Journal of Distance Learning Administration, Volume XII,
Number III, University of West Georgia, Distance Education Center.
4. Joint Costing and Pricing Steering Group (2010) Transparent Approach to Costing (TRAC)
Guidance. Higher Education Funding Council for England (HEFCE) http://www.hefce.ac.uk/
finance/fundinghe/trac/tdg/#report
5. Snowball (2010). Newsletter for Associate Lecturers in the Open University 38 July.
6. Akpan, W. & Akinyoade, A. (2009). Nigeria: Higher Education and the Challenges of Access, in
T.A. Volkman, J. Dassin and M. Zurbuchen (Eds). Origins, Journeys and Returns: Social Justice
in International Higher Education. New York: Social Science Research Council.
7. National Universities Commission (2011). List of Approved Universities in Nigeria. Monday
Bulletin, Vol. 6 (47) available from http://www.nuc.edu.ng/nucsite/File/Monday%20Bulletin/
MB% 202011/MB%2021%20November%202011%20vetted.pdf
29
8. Jung, Insung (2008). Costing virtual university. In W.J. Bramble and S. Panda (Eds), Economics
of Distance and Online Learning. New York: Routledge.
9. Panda, S. & Gaba, A. (2008). Funding distance education: a regional perspective. In W.J.
Bramble & Santosh Panda (Eds.) Economics of Distance and Online Learning: Theory, Practice
and Research. New York: Routledge.
10. Smith, J.M. and Bramble, W. (2008). Funding of distance and online learning in the United
States. In Bramble, W. and Panda, S. (Eds.) Economics of Distance and Online Learning. New
York: Routledge
MDE-418: Educational Communication Technologies
1. Mishra, Sanjaya (2009). E-Learning in India, International Journal on E-Learning, 8 (4), 549-
560.
2. Cavus, N., and Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning
new English language words. British Journal of Educational Technology, 40(1), 78–91.
3. Mishra, Sanjaya (2009). Mobile Technologies in Open Schools, Vancouver: Commonwealth of
Learning, Available at http://www.col.org/SiteCollectionDocuments/Mobile_Technologies_in_
Open_Schools_web.pdf
4. Huber, D.M., & Runstein, R.E. (2010). Modern Recording Techniques, Oxford: Focal Press
5. Aguilar, E. (2009). Blogs gives students an audience, Available at http://www.edutopia.org/
student-blogging-classroom-tips
6. Anderson, T. (2009). Social Networking, in Mishra, Sanjaya (2009). E-Learning (STRIDE
Handbook 8), New Delhi: IGNOU
7. Cole, M. (2009). Using Wiki Technology to Support Student Engagement: Lessons from the
Trenches. Computers & Education. 52(1), 141-146.
8. Mishra, Sanjaya (2009). E-Learning (STRIDE Handbook 8), New Delhi: IGNOU
9. Douch, R., Attewell, J., & Dwason, D. (2010). Games technologies for learning: More than just
toys, London: LSN.
10. Whitton, N. (2010). Learning with Digital Games, New York: Routledge

MDE-419: Staff Training and Development in Distance Education

1. Hurteau, M., Moule, S. & Mongiat, S. (2009). How legitimate and justified are judgements in
program evaluation? Evaluation. 15(3), 307-319.
2. Hurteau, M., Moule, S. & Mongiat, S. (2009). How legitimate and justified are judgements in
program evaluation? Evaluation. 15(3), 307-319.
3. Sener, J. (2010). Effectively Evaluating Online Learning Programs. eLearn: in Depth Tutorials.
Retrieved on 31st July, 2010 from http://www.elearnmag.org/subpage.cfm?section=tutorials&
article=23-1
4. Cress, U. & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge
building with wikis. International Journal of Computer-Supported Collaborative Learning, 3,
105-122.
5. Daley, L.K., Spalla, T.L., Arndt, M.J., & Warnes, A. (2008). Videoconferencing and web-based
conferencing to enhance learning communities, Journal of Nursing Education, 47 (2), 78-81.
6. Koehler, M.J. & Mishra, P. (2008). What is technological pedagogical content knowledge
(TPCK)? In AACTE-CIT (ed), Handbook of technological pedagogical content knowledge
(TPCK) for educators. New York: Routledge.
7. Panda, S. & Juwah, C. (2006). Professional development of online facilitators in enhancing
interactions and engagement: a framework. In C. Juwah (ed), Interactions in Online Education.
London: Routledge.
8. Stafford, T.F. & Lindsey, K.L. (2007). IP teleconferencing in the wired classroom: Gratifications
for distance education, Journal of Information Systems Education, 18 (2), 227-232.
9. Tsai, J.P., Lee, R.S., & Wang, Y.Z. (2006). University/college cooperation in course
development: synchronous collaborative teaching/learning in advanced engineering in Taiwan,
International Journal of Mechanical Engineering Education, 34 (4), 273-290.

30
STRIDE Handbooks

1. Handbook-1 : Open and Distance Education

2. Handbook-2 : Effective Learning
3. Handbook-3 : Academic Counselling in Open and Distance Learning
4. Handbook-4 : Assessment and Evaluation in Distance Learning
5. Handbook-5 : Development and Revision of Self-Learning Materials
6. Handbook-6 : Editing in Distance Education
7. Handbook-7 : Media and Technology in Distance Education
8. Handbook-8 : e-Learning
9. Handbook-9 : Learner Support Services in Distance Education
10. Handbook-10 : Planning and Management of Distance Education
11. Handbook-11 : Cost Analysis in Open and Distance Learning
12. Handbook-12 : Programme Evaluation in Open and Distance Education
13. Handbook-14 : Psychological Skills for Open and Distance Learning
14. Handbook-15 : Staff Training and Development in Open and Distance Education
15. Handbook-16 : Distance Education: Opportunities for the Northeast Learners
16. Handbook-17 : Serving Students with Disabilities in Distance Education

AUDIO
1. ES311-1-07ZE (95) Study Skills − Basic Process 17.35 Mins.
2. ES311&2-1&3-06ZE Distance Education − A Discipline 19.45 Mins.
(95)
3. ES311-1-15ZE (95) Open Learning 21.45 Mins.
4. ES311-2-01ZE (88) Multi-Media and Self Study in Distance Education 18.30 Mins.
5. ES311-1-2-03ZE (95) The Concept of Distance Education 18.40 Mins.
6. ES-08ZE (88) Project Report − A Few Issues 15.00 Mins.
7. ES-09ZE (88) Project Work − DE Expectations and Possibilities 14.36 Mins.
8. ES-10ZE (88) Project Work − Cost of DE 10.00 Mins.
9. ES-11ZE (88) Project Work − De in Regional Perspective 12.30 Mins.
10. ES-12ZE (88) Project Work − Learner’s Concern 15.00 Mins.
11. ES-13ZE (88) Project Work − Functioning of Distance Education 14.30 Mins.
System
12. ES-14ZE (88) Project Work − Developing Instructional Material 16.00 Mins.
13. ES-319-01ZE (03) Staff Development in Distance Education 14.19 Mins.
14. ES-319-02ZE (03) Research Priorities in Distance Education 12.51 Mins.
15. MADE & MAAE Principles of Paulo Friere's Pedagogy 16.04 Mins.
16. ES-318-18ZE (04) Internet for Distance Education Pt. I 15.11 Mins.
17. ES-318-19ZE (04) Internet For Distance Education Pt. II 17.54 Mins.
18. ES-318-20ZE (04) Audio Script Writing and Presentation 17.46 Mins.
19. ES-24ZE (05) Course Design for Distance Learning 13.29 Mins.
20. ES-312-25ZE (05) Operational Problems in Course Production 11.52 Mins.
21. ES-312-23ZE (05) Quality Assurance in Open And Distance Learning 13.48 Mins.
22. ES-313-21ZE (05) Learner Support in Distance Education Part II 12.46 Mins.
23. ES-313-22ZE (05) Learning Support in Distance Education Part I 14.33 Mins.

31
24. ES-313-16ZE (04) Rogerian Counselling 15.51 Mins.
25. ES-313-17ZE (04) Web Based Learner Support 22.33 Mins.
26. ES311-02ZE (88) Need for Distance Education 20.00 Mins.
27. MADE How to Learn Effectively 16.09 Mins.
28. MADE Changing Role of Distance Education 12.47 Mins.

VIDEO
1. ES 315 (10) Transition from DL to ODL 32.48 Mins.
2. ES-317 -06VE (09) Cost Structures in Distance Education 32.11 Mins.
3. ES-317 -05VE (09) Economics of Distance Education 45.00 Mins.
4. ES-319 -02VE (09) Distance Teaching and Distance Teacher 38.24 Mins.
5. ES-319 -04VE (09) Online Professional Development 43.07 Mins.
6. ES-319 -03VE (09) Copyright and OER in Distance Education 34.13 Mins.
7. ES-01VE (07) Differently Abled 39:40 Mins.
8. ES (10) Research in Distance Education – Status and Trends 37.48 Mins.
9. ES1-1-01VE (95) Socio-Economic Relevance 27.00 Mins.
10. ES2-3-04VE (95) Communication Across the Distance 22.15 Mins.
11. ES4-3-08VE (95) Unit Design 32.23 Mins.
12. ES311-15VE(95) The Autonomous Learner: Reflections 30.00 Mins.
13. ES314-16VE (95) Educational Management Changing Dimensions 28.00 Mins.
14. ES-312-22VE (2000) Revision of Course Material for Distance Learning 27.08 Mins.
15. ES-314-23VE (2000) Management of DEI’s 29.09 Mins.
16. ES-311-18VE (2000) Reaching the Unreached: Distance Education in South 29.00 Mins.
Africa
17. ES-318-19VE (2000) Use of Technology for Staff Development 28.40 Mins.
18. ES-314-21VE (2000) IGNOU’s Unique Mandate (Panel Discussion Format) 33.15 Mins.
19. ES-28VE (01) Open and Distance Learning and its Lessons of Success 23.31 Mins.
Pt. I
20. ES-29VE (01) Distance and Open Learning with its Global and 25.36 Mins.
Regional Impact Pt. II
21. ES 314-26VE (01) Strategic Planning and Management − An Interview 29.35 Mins.
with Prof. S.W. Tom (Hong Kong)
22. ES313-27VE (01) Learner Concerns and Support Services 28.53 Mins.
23. ES-311&318-30VE Digital Divide in Cultural Distance Open Learning in 28.00 Mins.
(03) the Post September 11 World
24 ES-318-31VE(03) Recent Trends in Multimedia Applications 17.30 Mins.
25. ES-318-32VE(03) Reflections on Media in Distance Education 27.50 Mins.
26. ES-33VE (06) History of Satellites 28.15 Mins.
27. ES-313-39VE (07) Counselling in Open & Distance Education: Theories & 42.58 Mins.
Practices
28. ES-313-45VE (07) Role of Support Services for Educationally & 41.48 Mins.
Physically Disadvantaged Learners in Distance
Education
29. ES-313-40VE (07) Role of Academic Counsellors in Distance Education 24.20 Mins.
Part-1 Importance of Learner Support
30. ES-313-41VE (07) Role of Academic Counsellor in Distance Education 22.50 Mins.
Part-II: PCP and Academic Counselling
32
31. ES-313-42VE (07) Role of Academic Counsellor in Distance Education 19.02 Mins.
Part-III: Technology and Training for Academic
Counsellors
32. ES-313-43VE (07) Role of Academic Counsellor In Distance Education 22.11 Mins.
Part-IV: Mediated Learner Support
33. ES-313-44VE (07) Role of Academic Counsellor in Distance Education 20.11 Mins.
Part-V: Quality of Academic Counselling and
Convergence
34. ES-312-50VE (07) Access Devices in Print Material for Open & Distance 39.37 Mins.
Learning
35. ES-314-34VE (06) Changing Organisational Structure of IGNOU 41.08 Mins.
36. ES-37VE (06) Problems and Issues in PGDDE 37.17 Mins.
37. ES-312-49VE (00) Teaching Through Assignments 43.13 Mins.
38. ES-313-46VE (07) Student Support for Learning Skills Development 45.19 Mins.
39. ES-314-48VE (08) Quality in Distance Education 41.03 Mins.
40. ES-318 - 35VE (06) The Language of Television 20.22 Mins.
41. ES - 36VE (06) Programme Evaluation in ODE 37.54 Mins.
42. ES-47VE (07) Programme Evaluation of Distance Education: Its 43.14 Mins.
Strategy and Outcome
43. ES-315-24VE (2000) Research in Open Learning Institution 29.25 Mins.
44. ES-315-25VE (2000) Research Priorities for Open Distance Learning 22.10 Mins.
45. ES-316-20VE (2000) Programme Evaluation: Need and Procedure 27.20 Mins.
46. ES-319- (04) "Globlisation and Education" 24.47 Mins.
47. ES-319-35VE(04) "Open and Distance Learning in Focus" 11.54 Mins.
48. ES-319-VTM (04) "Globlisation, Education and Commercialization" 26.42 Mins.
(Tamil)
49. ES-319-VE (04) "Globlisation and Global Tension" 19.45 Mins.
50. ES-312-38VE (06) Research Studies on Assignment in Open Distance 41.50 Mins.
Education
51. MADE Inaugural Session of International Seminar on "Skill 24.26 Mins.
Development Through ODeL: Innovations,
Entrepreneurship for Inclusive and Sustainable
Livelihoods" A Report
52. MADE Technology, Open Distance Learning and Skill 25.44 Mins.
Development: Challenges and Possibilities
53. MADE Empowering Women Through Policy and Training
54. MADE Changing Roles and Characteristics of Open 29.05 Mins.
Universities Under the Influence of Technology
55. MADE Skill Development Programmes Through Open 16.06 Mins.
Schooling
56. MADE Skill Development Programmes in India 20.00 Mins.
57. MADE Status of OER Development in Bangladesh: Advocacy, 23.09 Mins.
Policy and Practice
58. MADE Engineering Effective Learning Skill for the Distance 23.09 Mins.
Education Learner: Theory, Practice and a Programme
59. MADE Future and Changing Roles of Staff in Distance 20.38 Mins.
Education: A Study to Identify Training and Continuous
Professional Development (CPD) Needs
60. ES 313 & MDE 413 Academic Counselling in ODL 27.16 Mins.
61. MDE 415 Pogramme Evaluation in ODL 27.49 Mins.
33
 62. MDE 414 Planning and Management in DE 31.03 Mins.
63. MDE 412 Development and Revision of SLM 28.09 Mins.
64. MDE 412 Learner Support Services in DE 26.51 Mins.
65. MDE 412 Editing in DE 27.41 Mins.
66. MDE 411 Open and Distance Education Today 30.03 Mins.
67. MDE 412 Quality Assurance and Other Issues in ODL 25.49 Mins.

Video Programmes (available at YouTube-egyankosh IGNOU’s channel)

1. Changing Organisational Structure of IGNOU Part 1a (13 min 14 sec)
2. Changing Organisational Structure of IGNOU Part 1b (13 min 14 sec)
3. Changing Organisational Structure of IGNOU Part 1c (13 min 13 sec)
4. Pedagogy of Teleconference Part 1b (14 min 23 sec)
5. Pretesting or Developmental Testing of Self instruction Material Part 1a (12 min 20 sec)
6. Pretesting or Developmental Testing of Self instruction Material Part 1b (14 min 23 sec)
7. Pedagogy of Teleconference Part 1b (14 min 23 sec)
8. History of Satellites Part 1a (13 min 15 sec)
9. History of Satellites Part 1b (13 min 15 sec)
10. Basic of Teleconference Part 1b (14 min 11 sec)
11. Basic of Teleconference Part 1a (14 min 12 sec)
12. Role of Academic Counsellor in Distance Education Part 1a (12 min 25 sec)
13. Role of Academic Counsellor in Distance Education Part 1b (12 min 33 sec)
14. Role of Academic Counsellor in Distance Education Part 2a (11 min 34 sec)
15. Role of Academic Counsellor in Distance Education Part 2b (11 min 38 sec)
16. Role of Academic Counsellor in Distance Education Part 3a (9 min 34 sec)
17. Role of Academic Counsellor in Distance Education Part 3b (9 min 43 sec)
18. Role of Academic Counsellor in Distance Education Part 4a (11 min 9 sec)
19. Role of Academic Counsellor in Distance Education Part 4b (11 min 15 sec)
20. Role of Academic Counsellor in Distance Education Part 5a (10 min 24 sec)
21. Role of Academic Counsellor in Distance Education Part 5b (10 min 28 sec)

34
 Sample Question Papers
MASTER OF ARTS IN DISTANCE EDUCATION
Term-End Examination
MDE-411: GROWTH AND PHILOSOPHY OFDISTANCE EDUCATION
Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weightage.

1) Discuss any one of the following in about 1200 words:

a) What is the present status of Open Distance Learning (ODL) in India? Suggest the ways
and means of improving it in terms of quantity and quality with examples and illustrations.

b) Discuss the possibilities of convergence of face to face and open distance learning systems
to achieve better educational outcomes with the help of the latest communicational
technologies, including social media.

2) Answer any four of the following questions in about 300 words each:

a) Write a note on the limitations faced by dual mode institutions in India.

b) Explain the meaning of ‘Distance’ in the context of open distance learning.
c) What are the practical difficulties in handling Assignments as teaching tools in ODL in
countries like India?
d) Comment on Didactic, Two-Way Communication propounded by Holmberg.
e) Discuss any three differences between ODL in the developed World and ODL in the
developing World.
f) Why is staff development important for Distance Teachers?

3) Answer one of the following questions in about 1200 words:

a) Discuss any three theories of Distance Education and their applications in the present
context.
OR
b) Discuss the challenges faced by Distance Education in achieving parity of esteem with face
to face system.

35
 MASTER OF ARTS IN DISTANCE EDUCATION
Term-End Examination
MDE-412: INSTRUCTIONAL DESIGN
Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weightage.

1) Answer any one of the following questions in about 1200 words:

a) Do you think the multimedia approach to learning will help in catering to the differing
learning styles of the learners? Substantiate your answer with illustrations.
b) Discuss the various types of assessment and suggest the ways to improve the validity and
reliability of assessment.

2) Write any four of the following questions in about 300 words each:

a) Describe the typical characteristics of a learner, who adopts the ‘deep approach’ to
learning.
b) Discuss Piaget’s contribution towards the theory of learning.
c) Explain the instructional design model of Smith and Ragan.
d) What is meant by story bonding in the context of instructional design?
e) What is elaboration theory of instruction? List its components.
f) Explain the implications of multiple intelligencies theory for instructional design in the
ODL context.

3) Answer any one of the following questions within 1200 words:

a) How do you describe e-learning? Discuss the different types of e-learning and the steps
involved in designing e-learning materials.
b) Suppose that you have been given an opportunity to design a Bachelor's Degree
Programme in your discipline for distance learners. Which of the ID models would you
select and why?

36
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-413: LEARNER SUPPORT SYSTEMS AND SERVICES

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weightage.

1) Answer any one of the following questions in about 1200 words:

a) Critically analyse the problems associated with the learners in Open and Distance Learning
(ODL) institutions. What kind of support services do you suggest to meet these problems?
b) Explain the importance of academic counselling in distance education. How will you
organise a counselling session for distance learners on a topic of your choice?

2) Answer any four of the following questions in about 300 words each:

a) What is ‘Flexi study’? Discuss briefly its purpose in distance education.

b) Explain the role and importance of study skills in distance learning.
c) Do all learners seek counselling? What are the factors that dissuade some learners from seeking
counselling?
d) What is a study centre? Describe its major functions.
e) Discuss different measures to reduce student's attrition in distance education system.
f) Write a short note on global tutor comments with appropriate examples.

3) Answer any one of the following:

a) What is assessment? Discuss different types of assessment in the context of open and distance
learning system in about 1200 words.
b) The following is an excerpt from an actual assignment response (see Appendix-I). Write your
marginal comments in the margin provided and global comments on the assessment sheet
enclosed. Award a grade on the assignment response on five-point scale, using letter grade A,
B, C, D and E. The national correlates of these letter grades respectively are Excellent, Very
Good, Good, Satisfactory and Unsatisfactory. After evaluation attach the evaluated script and
the 'Assessment sheet' with your examination answer sheet. Award a grade in the box provided
and also write the global comments on the assessment sheet.

37
 (Note: PLEASE TEAR OFF THIS APPENDIX (ASSIGNMENT RESPONSE)
AND ATTACH IT TO YOUR ANSWER SHEET WITH ASSESSMENT SHEET)

Enrolment No: Grade:

APPENDIX-I

MDE-413: LEARNER SUPPORT SERVICES AND SYSTEMS

Space for comments Assignment-Response
Question:
Discuss the major steps involved in script writing process
for a video programme.
Answer:
The script is the most important part of the audio and
video production process. It is the blue print for carrying
out the production. It is also the medium for transmitting
the message. Script writing is a highly skilful activity. It
is in fact the creative process of putting thoughts into
visuals. Script writing is largely a co-operative activity.
We can see as a sort of dialogue between the script writer,
producer and other members of the production team. This
begins with the final programme idea which is
collaborative in nature. Hence, video scripts are evolved
step by step. Creativity, imagination and co-operative
efforts are some of the key features in script writing.
Script writing for television has gone through certain
steps which may or may not be sequential from one
another. These steps or stages sometimes overlapped. By
knowingly or unknowingly the script writers follow some
steps. To be specific it can be said that the basic structure
of script writing remains always same.
The different stages and steps in script writing are as
follows:
Programme Idea
One need to have an idea which suits the media selection
criteria, whatever idea is reflected should be compatible
with the appropriate media format available. If it is so
then it can be finalized and accepted.
Programme Brief/Outline
Programme brief is the first written statement which
forms the basis of a script. The programme idea should be
developed into a programme brief or programme outline
through a synopsis. A programme brief contains the
objectives, time duration, title, target audience and
content outline. Hear research is on target audience and
topic. One needs to gather the maximum information
available on the topic. Various appropriate visuals and
other support materials. Important journals, books,
government reports and other literature can be studied for
more clarity.

38
Space for comments Assignment-Response
Draft Script
It is a full length script with complete description, visuals,
music, dialogue and other components. The script should
be discussed with other team members to get their
reaction and criticisms. So that, the draft script can be
improved further by incorporating the new ideas evolved.
Selection of Materials
In the development of a script, programme objectives are
most important. The materials of relevant resources
should be located or collected. Which can fulfil the
objectives to the optimum? The extra content which is
less important or which can be eliminated should be
removed. Keeping the length of the programme in mind,
sufficient content should be prepared to make the final
programme.
Programme Design Strategy/Message Planning
Message planning is the most decisive and creative steps
of programme development. Programme design and
presentation strategies are quite essential. The interests of
the audience should be given priority and the programme
should be designed accordingly. To fulfil the programme
objectives the visual possibility or the audio sound
should be placed in such a way which the available
medium can offer. Certain features like presentation
format, program style, pace and approach, information
size and emphasis, media possibilities, visual analogies,
attention getting devices, humour, repetition of key ideas,
use of graphics, animation and other production
resources should be considered while developing a script.
Programme Structure and Visual Treatment
This stage basically deals with shaping of the
programme. There should be a sequence in the
presentation. The beginning should be made interesting,
which can create anxiety or eagerness in the viewers
mind. Keeping the objectives and time frame in the mind,
the content should be presented in a logistic manner with
the help of appropriate visual and audio aids. There
should be an interlinkage in the themes and continuity
should be maintained. At the same time, the ending of a
script is equally important. It should come up with a
summary or clear message which can reflect the
programme objectives.
Story Board Making
Story board means a detailed, shot by shot description of
the programme on a sheet of a paper divided into two
vertical columns. The rectangular boxes (3:4) in the left
hand columns are used for drawing pictures/sketches
with shot size described on each and the right hand
column is used for writing supporting words, sound
effects and music. Some important advantages of story
board making are that, it is easily possible to study the

39
Space for comments Assignment-Response
overall development and progression of the script with
use of the story boards. It is possible and advisable to
make script changes, if any by adding, deleting, shifting
or reshaping of thoughts and sequences.
Along with the above-mentioned steps, there are three
stages of script development.
Final Script
After the incorporation of new ideas and suggestions, the
final script is prepared. In this stage it goes to the
producers. A producer has to work out the camera script
and he should begin the production. During the process
there will be a close co-operation and exchange of views
will be there between the producers and the script
writers.
Camera Script
This is the crucial and critical phase of script
development. The final script is developed into a camera
script for the use of producer and his team members.
Camera script represents the interrelationship of all
programme elements and resources including music,
effect and dialogue.
Testing of the Script
The last stage of script development is the testing of its
effectiveness. After taking the feedback from the target
audience, necessary changes can be made to make the
programme more effective. Finally it can be said that the
script testing is a formative evaluation which helps to
develop a qualitative and useful script.

40
 ASSESSMENT SHEET
(To be filled in Duplicate)*
Assessment Grade:
Enrolment No. _______________________ Programme ______________________
Student’s Name ______________________ Course __________________________
Assignment No. ___________________

Evaluator’s Comments

If the space is not sufficient, please use back paper.

Please tick ✓in the relevant box below

CONTENT STRUCTURE AND PRESENTATION
Accurate Inaccurate Well Inadequately
Information Information Planned Planned

Adequate Inadequate Concise Too long or

Coverage Coverage Too short

Good Poor Clearly Not Clearly

Conceptual Conceptual Expressed Expressed
Analysis Analysis

41
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-414: MANAGEMENT OF DISTANCE EDUCATION

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.
ii) All the three questions carry equal weightage.

1) Answer any one of the following questions in about 1200 words:

a) “The university in the 21st century is no more the ‘ivory tower’ that it was. The modern
university is an open system”. Elaborate and justify your answer.
OR
b) Describe the key elements in the organisation of Open and Distance Education System.

2) Answer any four of the following questions in about 300 words each:

a) What makes planning a dynamic process in an educational institution?

b) Write a short note on decentralisation.
c) What are the regional imbalances in Gross Enrolment Ratio?
d) Comment on the changing nature of universities in a globalized world.
e) What are the major components of expenditure of an educational institution?
f) Write a short note on dual mode universities.

3) Answer any one of the following in about 1200 words:

a) Describe the statement - graduates produced by Higher Education Institutions fail the test of
“fitness for purpose” - Explain giving examples.
OR
b) Identify the achievements and failures in respect to access, equity and quality in higher
education.

42
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-415: RESEARCH FOR DISTANCE EDUCATION

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weightage.

1) Answer any one of the following questions in about 1200 words:

a) Discuss how research in open and distance learning can be categorised into different areas.
Describe any four broad areas of research with one example of each.
b) Describe the purposes of hypothesis in research for distance education. Enumerate the
three types of hypothesis with suitable examples.
2) Answer any four of the following questions in about 300 words each:
a) Differentiate between purposive and quota sampling techniques.
b) Describe the needs for literature review in research.
c) Discuss the use of ratio and interval scales in research with examples.
d) Explain the basic steps involved in data analysis using SPSS (Statistical Package for Social
Sciences). Support your answer with examples while discussing its applications in
research.
e) Discuss critically the levels of theorising in research for distance education.
f) Enumerate the advantages and limitations of questionnaire as a tool of research.
3) Answer any one of the following questions in about 1200 words:

a) Select a research problem from the field of open and distance learning and state the
purpose for selecting this specific research problem within 200 words. Prepare a research
proposal consisting of all the components within 1200 words.

b) What are the main features of empirical research? Discuss the steps involved in carrying
out empirical research in open and distance education.

43
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-416: CURRICULUM DEVELOPMENT FORDISTANCE EDUCATION

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all three questions.

ii) All the three questions carry equal weightage.

1) Answer any one of the following questions in about 1200 words.

a) Explain the meaning of Curriculum Design. Differentiate between the subject centered
design with learner centered design.
b) Describe the future trends in the development of curriculum.

2) Answer any four of the following in about 300 words each:

a) Write a short note on essentialism.

b) Explain any four criteria which influence the selection of content.
c) Describe curriculum planning at national level.
d) Explain the ORC curriculum implementation model.
e) Write a short note on personalized system of instruction.
f) State the characteristics of distance learning materials.

3) Answer any one of the following in about 1200 words:

a) List the various types of evaluation. Explain programme evaluation in open and distance
education institution.
b) Describe the principles of construction of evaluation tools.

44
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-417: DISTANCE EDUCATION: ECONOMIC PERSPECTIVES

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weightage.

1. Answer any one of the following questions in about 1200 words:

a) Distinguish between economic growth and economic development. Critically examine in

what ways distance education contributes to economic growth/development of a country.
b) What do you mean by economy of scale and break-even point in cost analysis? Discuss,
with the help of suitable examples, how can a distance teaching/open university achieve
economy of scale.

2. Answer any four of the following in about 300 words each:

a) Distinguish between fixed and variable costs in distance education.

b) How does distance education contribute to human resource development?
c) What is the place of distance education in the educational planning of a country? Give a
suitable example from your own country.
d) In what ways distance education can achieve cost-efficiency?
e) What different aspects are caused in the area of 'economics of distance education?

3. Answer any one of the following in about 1200 words:

a) How are open universities funded? Compare at least OUs of two countries, and establish
similarities and differences.
b) How are learning and earning possible to be pursued together? Critically examine how
distance education contributes to lifelong learning in any given profession.

45
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-418: EDUCATIONAL COMMUNICATION TECHNOLOGIES

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weight.

1) Answer any two of the following in about 600 words each:

a) Describe the barriers towards effective communication in distance education.

b) Examine the use of webcasting in the open and distance learning system.
c) List out communication tools used for e-learning and explain each tool with examples.

2) Answer any four of the following in about 300 words each:

a) Explain learning by designing in the context of distance education.

b) Discuss advantages and limitations of teleconferencing.
c) Describe the typical characteristics of e-learning solutions.
d) Differentiate between Video Chatting and Web Conferencing.
e) What are the reusable learning objects in distance education?
f) Explain different types of audio formats which are used for audio packages.

3) Answer any two of the following in about 600 words each:

a) Explain the principles of designing educational multimedia and describe the advantages of
multimedia.
b) Analyse the factors affecting management of technological changes in Open and Distance
Learning (ODL).
c) Describe the principles of graphic design and explain different types of graphic formats.

46
 MASTER OF ARTS IN DISTANCE EDUCATION

Term-End Examination

MDE-419: STAFF TRAINING AND DEVELOPMENT IN DISTANCE EDUCATION

Time: 3 hours Maximum Weightage: 75%

Note: i) Attempt all the three questions.

ii) All the three questions carry equal weightage.

1) Answer one of the following in about 1200 words:

a) Describe the three levels of need analysis. Discuss the contribution of each for training.
b) Discuss critically any two training methods you may use in the context of distance
education.

2) Answer any four of the following in about 300 words each:

a) What are the purposes of evaluation of a training programme?

b) List the tools for e-learning environment.
c) Discuss interview as a method of evaluation of a training programme.
d) Who are called pro-active trainers? Give examples in the context of distance education.
e) Write in brief about 'interaction' and 'collaboration' tools used in online environment.
f) Briefly discuss portfolio approach.

3) Answer one of the following in about 1200 words:

a) Discuss with examples Learning Management System (LSM).

b) If you are asked to plan and organize a 3-day training programme for the course writers in
distance education, how do you plan and organize the programme? Prepare a schedule of the
training programme.

47
Appendices

48
Appendix-I
WHOM TO CONTACT FOR WHAT
1. Identity Card, Fee Receipt, Bonafide Concerned Regional Centre
Certificate, Migration, Certificate, Change
of name, Scholarship Forms, correction of
name/address
2. Non-receipt of study material and Registrar (MPDD), IGNOU, Maidan Garhi,
assignments New Delhi-110068
3. Change of Elective/Medium/opting of left Concerned Regional Centre
over electives/Deletion of excess credits
4. Re-admission and Credit Transfer Student Registration Division, Block No. 1 & 3,
IGNOU, Maidan Garhi, New Delhi-110068
5. Purchase of Audio/Video CDs Marketing Unit, EMPC, IGNOU, Maidan Garhi,
New Delhi-110068
6. Academic Content Director of the School concerned
7. Approval of a Project Synopsis Project Co-ordinator in the Concerned School
8. Student Support Services and Student Director, Student Service Centre, IGNOU, Maidan
Grievances, pre-admission Inquiry of Garhi, New Delhi-110068, E-mail: [email protected],
various Programmes in IGNOU Tel.Nos.: 29572514
9. International Students residing in India Director, International Division, IGNOU, Block-15,
should contact Section K, Maidan Garhi, New Delhi,
Tel. Nos.: 29533987; 29571684
E-mail: [email protected]

Sl. No. Issues related Contact No. Controlling Officer E-mail ID

& Phone No.
1. Issue of Degree/Diploma 011-29572213 Asstt. Registrar [email protected]
Certificate/Despatch of returned 011-29535438 011-29572224
Degrees/Verification
of Degrees/Convocation
2. Issue of Hall Ticket/Correction in 011-29572209 Asstt. Registrar [email protected],
the hall ticket for handicapped 011-29572202 011-29535064 [email protected]
students/Non- receipt of hall
tickets for term-end-examination
& Entrance Test/Entrance, Test
Results/Queries related to
dispatch of attendance, list of
examinees etc./writer
3. Declaration of results of Masters 011-29572212 Section Officer [email protected],
& Bachelors degree level 011-29536103 [email protected]
programme/ Issue of grade card
and provisional certificate of
Masters and Bachelor degree
level programmes/Practical marks
of all programmes
4. Declaration of results of Masters, 011-29572211 Section Officer [email protected],
Bachelor and Diploma 011-29536743 [email protected]
programme/ Issue of grade card
and provisional certificate of
Masters, Bachelor and Diploma
level programme
5. Declaration of results of DPE and 011-29572208 Section Officer [email protected]
Certificate programme/Issue of 011-29536405
grade card and provisional
certificate of DPE & Certificate
level programme

49
Sl. No. Issues related Contact No. Controlling Officer E-mail ID
& Phone No.
6. Verification of genuineness of 011-29572210 Section Officer [email protected]
provisional certificate and grade 011-29536405
card/Issue of Transcript
7. Queries related to UFM cases 011-29572208 Section Officer [email protected]
011-29576405
8. Status of Project Report of all 011-29571324 Asstt. Registrar [email protected]
Programmes/Dissertation and 011-29571321 011-29532294
Viva marks
9. Queries related to Assignment 011-29571325 Asstt. Registrar [email protected]
Marks 011-29571319 011-29571313
10. Students general enquiries and 011-29572218 Asstt. Registrar [email protected],
grievances/Issue of duplicate mark 011-29571313 Dy. Director/ [email protected]
sheet/Discrepancy in grade card, 011-29572215 Asstt. Director
non-updation of grade/ marks 011-29572219
programmes wise in the grade card
etc.

50
 Appendix-II

IGNOU Policy Regarding Sexual Harassment at the Workplace

In compliance with the guidelines of the Supreme Court, IGNOU has adopted a policy that aims to
prevent/prohibit/punish sexual harassment of women at the workplace. Academic/non-academic staff
and students of this University come under its purview.
Information on this policy, rules and procedures can be accessed on the IGNOU website
(www.ignou.ac.in). Incidents of sexual harassment may be reported to the Regional Director of the
Regional Centre you are attached to or to any of the persons below:

I. REGIONAL SERVICES DIVISION COMMITTEE AGAINST SEXUAL HARASSMENT

(RSDCASH)
Dr. Hema Pant, Deputy Director, RSD, Chairperson 011-29572409 [email protected]
Dr. Moni Sahay, Assistant Director, RSD 011-29572403 [email protected]
Dr. Bijayalaxmi Mishra, Deputy Director, RU 011-29571998 [email protected]
Ms. Azra Arshad, Maintenance Engineer, EMPC 011-29573261 [email protected]
(Continuing Member)
Ms. Jancy Srinivas, PS (Admn.) 011-29571402 [email protected]
Dr. Radhika Menon, Assistant Professor,
Mata Sundari College, Delhi University

II. IGNOU Committee against Sexual Harassment (ICASH)

Prof. Neeti Agrawal, SOMS, Chairperson ICASH 011-29573020 [email protected]
Dr. Shubhangi Vaidya, Associate Professor, SOITS 011-29573377 [email protected]
Dr. Gurmeet Kaur, Associate Professor, SOL 011-29572984 [email protected]
(continuing member)
Dr. Paramita Saklavaidya, Associate Professor, 011-29571755 [email protected]
SOTHSM
Dr. Neha Garg, Assistant Professor, SOS 011-29572806 [email protected]
Mr. P.T. Raveendran, AR, F&A (continuing 011-29571211 [email protected]
member)
Ms. Anita Dhall, Asst. Director, SRD 011-29571309 [email protected]
Ms. Rajni Gupta, SO, Admin. 011-29571422 [email protected]
Ms. Vidya Anand, PS, SOHS 011-29572802 [email protected]
Ms. Bhavna Saroha, Ph.D Scholar in Hindi, SOH
Dr. Neerja Singh, Associate Professor, in History [email protected]
Satyawati College, University of Delhi
Dr. Bani Bora, Social and Development Research
and Action Group (SADRAG), NOIDA, UP

III. IGNOU APEX COMMITTEE AGAINST SEXUAL HARASSMENT (ACASH)

Prof. Anu Aneja, SOGDS 011-29572050 [email protected]
Dr. Pema Eden Sandup, Associate Prof. SOH 011-29572770 [email protected]
Ms. Lalita Sharma, AR, ACD 011-29571825 [email protected]
Prof. Jyantika Dutta, Lady Irwin College
Ms. Harshita Raghuvan, Advocate
High Court of Delhi/Supreme Court

51
 Staff Training and Research Institute of Distance Education Faculty

Sl. No. Name Email id

1. Prof. Rampelli Satyanarayana [email protected]

2. Prof. Santosh Panda [email protected]

3. Prof. Manjulika Srivastava [email protected]

4. Prof. Basanti Pradhan [email protected]

5. Prof. C.R.K. Murthy [email protected]

7. Prof. Madhu Parhar (on Deputation) [email protected]

8. Dr. Anita Priyadarshini, Associate Professor [email protected]

9. Dr. G. Mythili, Dy. Director [email protected]

10. Dr. Amiteshwar Ratra, Associate Professor [email protected]

11. Sh. Tata Ramakrishna, Assistant Professor [email protected]

12. Dr. Ali Asgar, Assistant Professor [email protected]

13. Dr. Pulla Lakshmi, Assistant Professor [email protected]

52