Wednesday, June 1, 2016

Govt asks B-Schools to shut five-year integrated MBA courses

Govt asks B-Schools to shut five-year integrated MBA courses

AICTE has, in a circular, directed institutions not to enrol students to such courses for the 2016-17 academic year

New Delhi: The central government has decided to close down five-year integrated or dual-degree master of business administration (MBA) programmes offered by many universities and independent management schools in India. The government had previously closed down four-year undergraduate degree courses in academic year 2014-15.

A circular issued by the country’s technical education regulator All India Council for Technical Education (AICTE) said such courses were “not in line with the UGC-approved programmes”. The University Grants Commission (UGC) is the country’s top higher education regulator.

“The AICTE has decided the following: the dual degree courses have been closed (sic) and no fresh admission should be permitted from AY (academic year) 2016-17,” said a circular issued to all institutions.

It has directed institutions not to enrol students to such courses for the 2016-17 academic year. Students currently enrolled in such courses will be allowed to exit the course after the end of three years, the circular said.

Ironically, such courses were approved by AICTE in 2012-13 to suit the different needs of the industry.

The five-year integrated course had an exit option at the end of three years with a degree called bachelor of management (BM), and after four years with bachelor of applied management. On completion of five years, students were given master’s degree in applied management.

Former AICTE chairman S.S. Mantha, who had signed off on the programme, defended his four-year-old decision. “I don’t think, the integrated course has flouted any norms. What they have now moved is to shut the five-year integrated programmes,” Mantha said, pointing out that the circular clearly mentions that existing students will not face any problem.

The integrated course was intended to provide an undergraduate degree at the end of three or four years, followed by a master’s degree in five years. The regulator had then cited three key objectives for starting such courses:

a) To educate and groom the students to get entry-level managerial positions in manufacturing/services organizations or to start and run own ventures with good business knowledge.

b) To facilitate the development of students to take up growing challenges and find and implement solutions that are environmentally viable, ethically correct and socially acceptable.

c) To provide for job opportunities at different levels of management within organizations starting at supervisory level in small and medium enterprises and middle level management in large PSUs and MNCs.

“What we had done four years back goes well with the present government’s push for start-ups. In my view, such courses can create employable workforce for Prime Minister Narendra Modi’s Start-up India mission,” Mantha added.

Over 10,300 institutions, including more than 3,400 B-schools, come under the purview of AICTE. But there is no exact data on how many institutions offer such courses and how many students are enrolled.

Industry insiders said that since the course is just four-year-old, less than 100 schools offer such courses. “The number of students pursuing such courses are estimated to be less than 10,000,” said Harivansh Chaturvedi, alternate president of education promotion society of India, a federation of private professional education providers in India.

Indian Institute of Management (IIM)-Indore also offers a five-year integrated management course but IIMs don’t come under the purview of AICTE.

In the latest circular, the AICTE said it will safeguard the interests of the students who have enrolled in such courses since 2012-13.

“There will be an exit option at the end of three years for the students, who have joined the dual degree courses in 2015-16 and prior to that, by awarding a BBA (bachelor of business administration) degree instead of a BM degree,” the circular said.

C. Raj Kumar, vice-chancellor of O.P. Jindal Global University, a private university in Haryana that offers a five-year integrated MBA course, said he is yet to receive a circular from AICTE.

“As a university, we are governed by the UGC, not by AICTE. I am not sure, whether our integrated course will have any impact because of the AICTE directive. Even if it does, it will not impact existing students,” Kumar said, adding that there is demand for such courses.

Source | Mint | 2 June 2016

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
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The next frontier: After driverless cars, teacherless tuitions! @ Chatbots

CHATBOTS

The next frontier: After driverless cars, teacherless tuitions!

What is cosine 30+ sine 30?”; “A boy has 2,500 apples more than Jon. Jon has 200 apples less than George. If George has 700 apples, how many apples are there in all?”


What is cosine 30+ sine 30?”; “A boy has 2,500 apples more than Jon. Jon has 200 apples less than George. If George has 700 apples, how many apples are there in all?” Despite studying mathematics at the school and college level and having an MA in Economics, the subject still gets the better of me at times. When it comes to solving geometry or word problems, I end up faltering. The advent of blogs addressed some of these concerns, with me posting questions online and getting replies. But, yesterday, I found new friends to solve math problems for me — chatbots.

While many around the world have been using bots for chatting, getting information on weather, places to eat and booking restaurants, I decided to search for a few to answer my maths queries. I first went to Skynet-AI, an online platform to get some questions answered, and then I encountered a chatbot from Wolfram Alpha on my Telegram messenger. Skynet-AI kept me engaged, with what could qualify as light banter, and asking me about my life while also answering a few word problems. But it had limited applicability as it could only answer the word problems it knew about. Wolfram Alpha bot, on the other hand, could not just solve a wider variety of math problems, but also showed me the steps as to how it hit the answer.

Maths is just one of the subject a typical school-level student has to deal with, and there was some help available from Skynet and Wolfram. But what about the other subjects? Could bots help me with history or english? I searched online and found some chatbots on Telegram that could help me with english, offering not just dictionary and thesaurus support, but also pointing out faulty grammar and poor construction in a sentence. Though accuracy could be a concern, it was easy to overlook this given that the bots are still in the early stages of development.

Now, on to testing how competent bots could be on human history. Adding Mitsuku, a bot that won its makers the 2013 Loebner prize (an annual award given to the chatbot which the judges deem most human-like), I asked two questions: “Who was the 26th President of United States?” and “What was battle of Plassey?”

Mitsuku answered the first correctly, but was confused when it came to answering a question on Indian history. On further examination, it proved quite competent on matters related to American and British history, even providing some additional information. Skynet, on the other hand, directed me to the Wikipedia page on questions to which it didn’t know the answer. For instance, I asked it who George Washington was and then asked who Gandhi was, to which Skynet said that he was the George Washington for India while taking me to his wikipedia page.

While bots were pretty smart in answering questions, at best they could do was solve problems for elementary classes and were still a bit far from being advanced learning assistants. Researchers at MIT have been working on education bots since 2011. These can teach students about basic colours and show them how to learn or read a story book. But with more advanced bots being worked on like GeoS which can solve SAT geometry questions and Sophia, a bot developed by MIT in 2004 which can take on advanced problems, bots can certainly be trained to be helping hands for teachers across the world, especially when students and organisations are turning towards online courses and learning programmes.

Recently, a professor at the University of Georgia created a teaching assistant with the help of an artificial intelligence software without informing the students. The bot was fed with all the entries in the blog and frequently asked questions and was setup such that it answers only when it has a 97% surety. The students could not suspect whether they were interacting with a bot or a human.

Which tells me that bots may be something that could transform education in the future. For a developing country like India, bots can solve not only the demand-supply problem but also resolve the quality issues. While some firms like Vidya Next have been using bots, there are still some concerns as the technology is still at its nascent stage.

“We do not currently use chatbots and would only consider them if the technology significantly improves. We see that human supported assistance and customised responses are the most effective way to help our learners resolve issues and get back to studying faster. In fact, we’re actually experimenting with adding more human touch elements in our support of millions of online learners around the world,” said Kabir Chadha, India country manager, Coursera.

With technology evolving faster than expected and the AIs ability to learn new things. I could teach Mitsuku to say Namastey instead of Hello, bots can certainly transform the education sector in the coming years. As for the questions that I have posted , I have left them unanswered intentionally for you to go ahead ans try them.

Source | Financial Express | 2 June 2016

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
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Urban Design Research Institute will launch an online open data platform @ Soon information about city will be at your fingertips

Soon information about city will be at your fingertips

From June 7, you will be able to locate hospitals, educational institutions, government offices, and even taxi stands, in a jiffy. The Urban Design Research Institute (UDRI) will launch an online open data platform, which will offer all the information, for free, about the city.

The platform has around 130 data layers, covering demography, land use and development plans, housing, transportation, physical infrastructure, social amenities, environment, livelihood and governance. “WebGIS is part of the UDRI’s goal to make spatial data on Mumbai available online,” said Keya Kunte, director of UDRI’s Bombay Studio and Projects.

The data layers are superimposed on the map of Mumbai. For example, if someone wants to know about hospitals, he has to select the sub-layer named after them and locations of all hospitals in the city – which are currently on record with the UDRI – will be shown on the digital map.

“This is relevant at a time when data about the city lies with multiple government departments, and is not easily accessible. It is also important when highly-restrictive mapping policies such as the Geospatial Regulation Bill sit side by side with the Digital India campaign. The platform aims to bridge the data access gap for NGOs, researchers, civil society, and communities,” said Pankaj Joshi, executive director, UDRI.

The developers said they do not claim, at this moment, that all the available data is error-free. “We can make it perfect only through peoples’ participation. Once we go online, we would like NGOs, citizen groups and individuals come forward to feed us with data,” said Ms. Kunte.

It took over three years for the UDRI to pull information from various secondary sources to produce the datasets, bringing them under one platform, which is first of its kind in Mumbai. The project was supported by Ford Foundation and the Bombay City Policy Research Foundation.

The Urban Design Research Institute will launch an online open data platform

Source | The Hindu | 2 June 2016

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
Note | If anybody use these post for forwarding in any social media coverage or covering in the Newsletter please give due credit to those who are taking efforts for the same.

Vitrivr is an open source engine that lets you search for videos with a sketch

Vitrivr is an open source engine that lets you search for videos with a sketch

The technology is currently in development, and freely available on GitHub.

In a time where we carry GB’s worth of photos and videos on our smartphones, it’s no wonder a number of us will have ponderously massive collections of videos stored at home. Which is all well and good, you have everything you want to save tucked away somewhere, but how do you find any of it?

Even major companies Google and Apple have recognised the issue at hand, implementing new sorting and search functions in their local and cloud storage tools. But researchers at the University of Basel in Switzerland are looking to develop and even better system, called ‘vitrivr’.

Vitrivr, is the team’s in-development video retrieval system that has a unique method to find content. The user searches for a video from a database but, instead of typing out a name, the user can draw a basic sketch of the picture or video on a linked tablet to query it. Colouring in the basic shades of the background for example might throw up a few results, which can in turn be used to modify the search for better accuracy. If you’re still confused, just check out the demo video below.

Right now, vitrivr is being tested with a custom search engine and database, but it is scalable, meaning that in the future it can even be used with very large collections. Consider the possibility of the tool embedded into say Netflix. If you’re watching on your phone, you don’t even need to scroll out type out the show’s name, just draw the show’s logo and you find what you need.

The vitrivr system is open source and freely available on GitHub. And if you’re good at coding, and looking to try it out, there’s even a handy startup guide here.

Source | Daily News Analysis | 2 June 2016

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
Note | If anybody use these post for forwarding in any social media coverage or covering in the Newsletter please give due credit to those who are taking efforts for the same.

UGC to organize stakeholder consultation to discuss academic performance indicator (API) scheme and workload of teachers

Press Information Bureau
Government of India
Ministry of Human Resource Development

01-June-2016 17:04 IST

UGC to organize stakeholder consultation to discuss academic performance indicator (API) scheme and workload of teachers
The stakeholder consultations will be organized by the UGC on Monday, 6th June, 2016.
The University Grants Commission (UGC) has initiated action on the review by the Ministry of Human Resource Development (MHRD) of the recent amendment to the UGC (Minimum Qualifications for appointment of teachers and other academic staff in universities and colleges and measures for the maintenance of standards in higher education) Regulations, 2010.
Consequent on its review, the Ministry had issued a direction to the UGC, under Section 20(1) of the UGC Act, 1956, to undertake amendments in the Regulation, indicating that after amendments are carried out, i) the overall workload of Assistant Professors and Associate Professors/Professors in full employment would remain unchanged and ii) the direct teaching-learning hours per week to be devoted by Assistant Professors (16 hours) and Associate Professors/Professors (14 hours) too would remain unchanged.
As a part of the process of the review mandated by the Ministry of Human Resource Development, the University Grants Commission will invite representatives of teachers from across the country for stakeholder consultations on these issues. The Commission will also seek perspectives and suggestions from teachers, for its consideration.
*****
Source | www.pib.nic.in

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
Note | If anybody use these post for forwarding in any social media coverage or covering in the Newsletter please give due credit to those who are taking efforts for the same.

After US, China, most MOOC learners in India

After US, China, most MOOC learners in India

CLICK AND LEARN Online courses in computer and data sciences, app and web design among most popular

Online learning is gaining popularity worldwide. According to a study by online course provider Coursera, India has the third highest registrations at 1.3 million, after the US and China, for Massive Open Online Courses (MOOCs). In India, Coursera registrations grew by 70% from 2014 to 2015.

Among the top 10 countries, Indians are most interested in data science and computer science with 25% learners studying courses related to computer science, 19% taking up business related courses and 18% pursuing programmes in data science. As many as 74% of Indian learners are male and 26% are female.

A course titled R Programming (a programming language and software environment for statistical computing and graphics) by Johns Hopkins University, US, is the most popular — it teaches programming in R, how to use R for effective data analysis and practical issues in statistical computing. The R language is widely used among statisticians and data miners to develop statistical software and data analysis.

Another popular course on the Coursera platform is the Machine Learning by Stanford University. It provides a broad introduction to machine learning, data mining, and statistical pattern recognition.

If you want to learn about mobile apps, opt for Build Your First Android App by CentraleSupélec University, France. You’ll be provided a set of customisable building blocks that can be assembled to create apps, and that familiarise you with different specificities of Android development.

Mastering Data Analysis in Excel by Duke University teaches the concepts and mathematical methods behind the most powerful and universal metrics used by data scientists.
The Grammar and Punctuation by University of California, Irvine is for those who want a crash course in grammar. A similar course is also on offer on the edX platform. Titled English Grammar and Essay Writing, this five-week course is offered by experts from University of California Berkeley. It introduces students to academic writing for English language learners, focusing on essay development, grammatical correctness, and self-editing.

A nine-week course titled Programming Basics from IIT Bombay will help you learn basic computer programming skills and master the art of writing C/C++ programmes.

Source | Hindustan Times | 1 June 2016

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
Note | If anybody use these post for forwarding in any social media coverage or covering in the Newsletter please give due credit to those who are taking efforts for the same.

Seeing the world online

Seeing the world online

Use of the Internet for the first time—and that too in villages and remote areas—has been throwing absolutely unimaginable outcomes

A few months ago, children in Mungaska village in Alwar district of Rajasthan started using Google Images to travel around the country. Aman, one of the children there, who studies in Class V, had been reading about Qutub Minar in his school textbooks.

He had seen pictures but he didn’t know much about the structure other than who built it and when—the usual things that you read in school history books. So one day after he returned from school, he went to a local Community Information Resource Centre (CIRC) near his house and Googled ‘Qutub Minar’. He was amazed to find pictures which were not limited to the minaret and the garden around it. He could see the arches in the monument complex and the ruins too. CIRCs are community-oriented digital centres established to create information-empowered, equitable communities across the country.

Each CIRC, manned by a centre coordinator and a trainer, is equipped with computers, laptops, digital camera, scanner, printer and any other necessary digital tool that locals can learn to use and access. At these centres, a community member can enrol for digital literacy classes for a one-time registration fee of Rs.150, and avail digital services such as photocopying and scanning for Rs.1 per page.

At Roza Ka Baas, another village in Alwar district, a 13-year-old boy named Sahil has memorised the entire map of the Taj Mahal by simply looking at 3D images of the monument. When he was asked what made him ‘Google’ the Taj specifically, he said that people from all over the world come to India just to see that one monument and he wanted to know why. “But I can’t travel to Agra; it’s very far. So I am looking it up on Google,” he said.

With their knowledge of operating computers and access to the Internet, children all across the country are exploring places they may not have a chance to see physically.
When we had a little sit-down session with Sahil, he showed us at least 10 different pictures of the Taj Mahal that he had saved on the computer. Each picture was from a different angle, and focused on a different part of the complex.

After he had finished giving us an almost virtual tour of the Taj Mahal, many other children too chimed in wanting to show us their favourite places using Google. While somebody had virtually travelled to Jaipur and another to Hyderabad, one child had opted to explore Kolkata because her father had worked there as a young boy. Yet another child was happy to look around the streets of Alwar through Google Images.

There was one boy, who even “travelled” to the US through Google on the recommendation of an American citizen who was travelling with us to Alwar, but he did not enjoy it much. Instead he found Red Fort in Delhi much more engaging.

Use of the Internet for the first time—and that too in villages and remote areas—has been throwing absolutely unimaginable outcomes.

We are learning about some unique social and behavioural experiences, especially among children who are accessing computers and the Internet for the first time in their lives. In fact, school-going children always form the biggest group of people coming to receive digital literacy. But these children are not always excited about it from the perspective of receiving “education”.

A lot of them are actually only enrolled because their parents see a bright future for them. Many others come because they are allowed to play video games or watch YouTube videos after an hour of working on Microsoft Office.

Of late, Google Search has become extremely popular among children because of its interactive features and as it allows users unrestricted access to unlimited information in different media formats.

From games, entertainment and education video clips to notes for classroom examinations, everything is available at the click of a button for the children.

Over the last few months, I’ve travelled to a lot of places from Saidanpur in Barabanki district of Uttar Pradesh, Sohagpur in Hoshangabad district of Madhya Pradesh, Bhim in Rajsamand district of Rajasthan, Musiri in Trichy district of Tamil Nadu and the village of Vaidikuppam in Puducherry—everywhere I see an interest among children to look up places on Google Search or watch ‘edutaining’ (educational + entertainment) videos on YouTube.

It’s interesting and heartening to see these children discover different places, people, geographies, food, culture and tradition on their own. People who had never stepped out of their villages are now travelling virtually throughout India.

Children are curious, and the schools in India are not always the best places to encourage such curiosity in children. Because of the skewed teacher-student ratio in almost every Indian classroom, the most innocent but important questions are often ignored; or worse, they are not even given a chance to ask.

Access to the Internet is bridging this divide. Online access to content is not trying to replace traditional mainstream classroom education. It is, in fact, complementing mainstream education and giving children more than one platform to find answers to their questions.

The idea of using Google Images to travel the world gives us a new perspective on how our digital centres are contributing to the society and making an impact. Digital literacy has never been only about knowing how to work on Excel sheets or writing your name on Word, but exploring so much more.

In fact, there is no end to what one can do with computers and the Internet. I think it’s an achievement for us as well that our digital centres have helped children and adults to look at education in a non-traditional manner.

Source | Mint | 1 June 2016

Regards

Pralhad Jadhav
Senior Manager @ Library
Khaitan & Co


Best Paper Award | Received the Best Paper Award at TIFR-BOSLA National Conference on Future Librarianship: Innovation for Excellence (NCFL 2016) on April 23, 2016.  The title of the paper is “Removing Barriers to Literacy: Marrakesh VIP Treaty”
Note | If anybody use these post for forwarding in any social media coverage or covering in the Newsletter please give due credit to those who are taking efforts for the same.