The Indian Space Research Organisation (ISRO) has introduced a free, one-day course on machine learning, offering a unique chance for professionals, students, and researchers to develop skills in artificial intelligence and geospatial technology. Conducted by the Indian Institute of Remote Sensing (IIRS), a premier institute under ISRO, the program is part of an initiative to promote innovation and capacity building in advanced technology domains.  

The course, designed to last one day, is tailored for individuals with backgrounds in civil engineering, computer science, and geoinformatics. It aims to provide foundational and practical knowledge in machine learning and its applications in geospatial sciences.  

Participants will gain insights into the following topics:  

• Fundamentals of Artificial Intelligence (AI), Machine Learning (ML), and Deep Learning (DL)  
• ML methods and deep learning concepts  
• Applications of spaceborne Lidar systems  
• Hands-on training with Google Earth Engine for ML tasks  
• Python programming for ML/DL model development  

Registration for the course can be completed through the official IIRS website. The steps include:  

1. Visiting the IIRS portal.  
2. Navigating to the Distance Learning Programmes section.  
3. Selecting the EDUSAT program.  
4. Completing the registration form and awaiting login credentials for the Learning Management System (LMS).  

Participants who successfully complete the course can download a certification of completion directly from ISRO's LMS platform.  
This course provides a rare opportunity to learn from ISRO's experts and gain practical experience in machine learning using real-world tools like Google Earth Engine and Python. The initiative is particularly valuable for those aiming to work in cutting-edge fields like geospatial technology, AI, and remote sensing.  

Through the IIRS outreach program, ISRO continues to advance its mission of democratizing access to high-quality education in advanced scientific fields. By offering free programs like this, it seeks to empower individuals with the knowledge and skills needed to contribute to innovation and development in India and beyond.  

This initiative represents ISRO's commitment to fostering talent and equipping the next generation of professionals and researchers to address complex challenges using modern technology.

Maharashtra's Palghar district has become a hotspot of controversy following allegations of a cash-for-votes scheme involving Bharatiya Janata Party (BJP) leader Vinod Tawde. A police raid at a hotel in Nalasopara, where Tawde was present, resulted in the seizure of ₹9.93 lakh in cash along with several incriminating documents. The incident has raised serious concerns about electoral malpractices on the eve of Assembly elections.  

The raid was triggered by complaints from activists of the Bahujan Vikas Aghadi (BVA), who accused Tawde of distributing money to influence voters. Hitendra Thakur, the BVA chief, claimed the cash was being used to sway election outcomes. Tawde, however, has refuted these allegations, stating that he was in Nalasopara to provide guidance on election procedures to party workers and not to engage in illicit activities.  

Deputy Chief Minister Devendra Fadnavis has come to Tawde’s defense, asserting that he is innocent and was merely interacting with BJP workers. Fadnavis also alleged that BVA workers attacked BJP candidate Rajan Naik and party supporters, accusing the opposition of resorting to violence to disrupt the BJP’s campaign.  

Key Findings from the Raid

• A sum of ₹9.93 lakh in cash was confiscated.  
• Documents potentially linked to electoral malpractices were recovered.  
• Complaints filed by BVA activists led to the operation.  

Legal Implications and Investigations

The election department has taken cognizance of the incident, registering cases under charges of unauthorized cash possession, breaching the model code of conduct, and holding unapproved press conferences. Authorities are now investigating the source of the cash and its intended purpose.  

Political Fallout  

The incident has heightened tensions in the region, with accusations and counter-accusations flying between political parties. While the BVA insists the BJP is engaging in unethical practices, the BJP has countered with claims of violence and harassment by the opposition.  

This scandal underscores the challenges of ensuring a free and fair electoral process. With investigations ongoing, the controversy casts a shadow over the integrity of the Assembly elections, further polarizing the political landscape in Maharashtra.

Pursuing a career in law requires clearing prestigious entrance exams, with the Common Law Admission Test (CLAT) being the most sought-after LLB entrance exam in India. Aspiring law professionals eagerly await CLAT 2025, considered the best law entrance exam, offering a gateway to India's top national law universities. The CLAT 2025 notification is expected soon, and law enthusiasts are gearing up to tackle the challenging law entrance examination. With thousands of students competing for limited seats, cracking CLAT requires strategic preparation and dedication.

To pursue a career in law, aspiring students must clear entrance exams that test their aptitude, knowledge, and skills. Some of the prominent law entrance exams in India include:

Government Entrance Exams:

1. CLAT (Common Law Admission Test) - for National Law Universities (NLUs)
2. AILET (All India Law Entrance Test) - for National Law University, Delhi
3. DU LLB/LLM Entrance Exam - for University of Delhi
4. MH CET Law (Maharashtra Common Entrance Test) - for law colleges in Maharashtra
5. TS LAWCET (Telangana State Law Common Entrance Test) - for law colleges in Telangana
6. AP LAWCET (Andhra Pradesh State Law Common Entrance Test) - for law colleges in Andhra Pradesh
7. UL-SAT (Uttar Pradesh State Law Entrance Test) - for law colleges in Uttar Pradesh
8. Bihar Combined Entrance Competitive Examination (BCECE) - for law colleges in Bihar
9. JMI Law Entrance Exam - for Jamia Millia Islamia University
10. PU LLB Entrance Exam - for Panjab University

Private Entrance Exams:

1. LSAT India (Law School Admission Test) - for private law colleges
2. AICLET (All India Common Law Entrance Test) - for private law colleges
3. SLAT (Symbiosis Law Admission Test) - for Symbiosis International University
4. CHRIST Law Entrance Exam - for Christ University
5. KIITEE Law (Kalinga Institute of Industrial Technology Entrance Examination) - for KIIT University
6. GLAET (Geeta Law Admission Test) - for Geeta University
7. IPU CET Law (Indraprastha University Common Entrance Test) - for Guru Gobind Singh Indraprastha University
8. AMU Law Entrance Exam - for Aligarh Muslim University
9. BHU UET Law (Banaras Hindu University Undergraduate Entrance Test) - for Banaras Hindu University
10. CUSAT LLB Entrance Exam - for Cochin University of Science and Technology

Other Exams:

1. CLAT PG (Common Law Admission Test for Postgraduate programs)
2. AILET PG (All India Law Entrance Test for Postgraduate programs)
3. DU LLM Entrance Exam (University of Delhi)

A significant transformation is being witnessed in the landscape of medical education, as emerging global trends drive change. The COVID-19 pandemic has been credited with accelerating the adoption of technology, emphasising the need for healthcare professionals who are adaptable, compassionate, and technologically proficient.  

According to the World Health Organization (WHO), the integration of artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) into medical education is being prioritised. Education pathways are being tailored to meet the individual needs and learning styles of students. Collaborative learning across different disciplines is being promoted to enhance teamwork and communication. A shift towards skills and competencies is being focused on, moving away from traditional classroom instruction.  

Patient care is being enhanced through the use of technology-driven diagnosis and treatment, which has led to improved collaboration and communication among healthcare teams. The emphasis on preventive care and public health is also growing, while the development of empathetic and culturally sensitive healthcare providers is being actively encouraged. In India, the National Medical Commission’s (NMC) revised curriculum is focusing on competency-based education, and AI-powered simulation-based training is being introduced to better prepare students for the evolving healthcare landscape. Collaborations between Indian medical institutions and international universities are also being fostered to promote global learning and innovation. 

To address the shortage of healthcare professionals in rural areas, efforts are being made to leverage technology and increase access to quality medical education. Research and innovation in healthcare are being strongly supported to meet the increasing demand for skilled professionals. Globally, 80% of medical institutions have incorporated digital technologies into their curricula, and 70% of Indian medical students prefer online learning platforms. By 2030, a 50% increase in global demand for healthcare professionals is expected, further highlighting the importance of adapting medical education to these trends.

As per National Medical Commission (NMC), as the healthcare landscape continues to evolve, India’s medical education system must embrace these global trends to produce compassionate, skilled, and technologically adept healthcare professionals.

NITI Aayog CEO Parameswaran Iyer emphasised that India requires a staggering 2,500 universities to accommodate 50% of eligible students, highlighting a severe shortfall in the country's higher education infrastructure.

Currently, India's gross enrollment ratio (GER) stands at 26.3%, with only 31.3 million students enrolled in higher education institutions out of 120 million eligible students in the 18-23 age group.

According to NITI Aayog, Ministry of Education, India presently has 1,043 universities and 42,343 colleges, which are woefully inadequate to meet the growing demand for higher education. The government has acknowledged this challenge and initiated several reforms, including the National Education Policy (NEP) 2020 and the Higher Education Commission of India (HECI) Bill.

The NEP 2020 aims to transform India's education system by 2030, with a focus on accessibility, affordability, and quality. The HECI Bill seeks to create a single regulator for higher education, promoting transparency and accountability.

The government has also launched the Scheme for Transformation and Holistic Advancement of Resources for Education (STHARE) to strengthen infrastructure, faculty, and research capabilities. As India strives to become a knowledge-based economy, the shortage of universities poses a significant hurdle. The government's efforts to bridge this gap will be critical in shaping the country's future.

Key Statistics:

• Current GER: 26.3%
• Eligible students: 120 million
• Enrolled students: 31.3 million
• Total universities: 1,043
• Total colleges: 42,343
• Target GER: 50% by 2035

According to NITI Aayog, Ministry of Education, next steps:

• Implementation of NEP 2020 and HECI Bill
• Expansion of universities and colleges
• Improvement in quality and accessibility
• Enhanced focus on research and innovation

The pursuit of justice, the thrill of argument, and the satisfaction of upholding the law - a career in law offers it all. As an aspiring law student, you're about to embark on a challenging yet rewarding journey that will test your intellect, sharpen your skills, and ignite your passion for justice. With the legal landscape evolving rapidly, the demand for skilled and dedicated law professionals has never been greater. Whether you envision yourself as a courtroom advocate, a corporate lawyer, or a human rights champion, clearing the coveted #Entrance Tests are the first step towards realising your dreams. Are you ready to take the leap?

Law is a revered profession that offers a wide range of career opportunities in India and abroad. With the increasing demand for skilled legal professionals, law has become a sought-after career choice among students. In India, law graduates can find employment in various sectors, including law firms, corporate houses, government agencies, and non-governmental organisations (NGOs). Additionally, Indian law graduates can also explore opportunities in international organisations, such as the United Nations, and law firms in foreign countries.

The Indian legal landscape is undergoing a significant transformation, driven by the increasing demand for globally trained lawyers. As the country's economy continues to grow, law firms and organisations are looking for talent with a global perspective, leading to a surge in international opportunities for law students and professionals.

India's National Law Universities (NLUs) have long been renowned for providing top-notch legal education. However, with the rise of globalisation, students are now eyeing international opportunities, driving growth and diversity in the industry. According to a recent survey, 70% of Indian law students are considering overseas education, with the United States, United Kingdom, and Australia being top destinations.

Foreign universities like Harvard, Oxford, and Cambridge offer LL.M. programs that enhance career prospects and provide a global network. India's law education sector is poised for growth, driven by the increasing demand for globally trained lawyers. As the country continues to integrate with the global economy, international opportunities will continue to surge, providing law students and professionals with a world of possibilities.

A groundbreaking analysis has revealed significant disparities in child health across the globe, with Norway ranked as the healthiest country for children and Somalia placed at the bottom. The study, drawing on data from the World Health Organization (WHO), UNICEF, the World Bank, and the Global Burden of Disease Study, has provided a comprehensive ranking of 195 countries based on key health indicators, including infant mortality, malnutrition, and access to healthcare.

Norway, Switzerland, Iceland, the Netherlands, and Finland were identified as the top five nations, consistently performing well across child health metrics. In contrast, Somalia, Chad, the Central African Republic, Sierra Leone, and Liberia were found to face severe challenges, including high child mortality rates and widespread malnutrition. Sub-Saharan Africa, in particular, accounted for 80% of global deaths among children under five, underscoring the critical regional disparities highlighted in the study. While South Asia has made notable progress, it continues to fall short of global averages, whereas European nations maintained consistently high rankings in child health indicators.

The analysis has also drawn attention to alarming global statistics. It was reported that 5.2 million children under the age of 15 die annually, predominantly from preventable causes. Additionally, 149 million children are affected by stunting due to malnutrition, and only 20% of children worldwide receive all recommended vaccinations. These figures underscore the widespread inequities in access to essential healthcare services.

Urgent action has been called for by experts in response to these findings. Dr. Stefan Peterson, UNICEF's Chief of Health, emphasized that investing in children’s health is fundamental not only for their future but also for the future of their countries. Dr. Maria Van Kerkhove, Head of Emerging Diseases at WHO, urged the global community to address inequities in healthcare access and quality, ensuring that all children have the opportunity to thrive.

The report has emphasized the need for increased investment in healthcare infrastructure, improved access to nutrition and education, and targeted interventions aimed at reducing regional disparities. As efforts continue to achieve the United Nations’ Sustainable Development Goals, prioritizing child health has been underscored as essential for creating a brighter, healthier future for children worldwide.

Workers at Harvard University's Graduate School of Design (GSD) Fabrication Lab have successfully unionized, joining the International Brotherhood of Electrical Workers (IBEW) Local 103. This marks the first unionization effort at Harvard's GSD, with employees seeking improved working conditions, better compensation, and greater job security. The unionization process began with a card check, where a majority of employees signed union authorization cards, which was subsequently verified by the National Labor Relations Board (NLRB).

The Fabrication Lab provides critical technical support and resources for students and faculty, but staff have been facing issues with pay, benefits, and working conditions. Union representatives praised the workers' efforts, emphasizing the importance of improved working conditions and fair compensation. Harvard's administration acknowledged the unionization and pledged to engage in constructive negotiations. The union and the university will now enter collective bargaining to address employee concerns.

This unionization effort may set a precedent for other Harvard staff, potentially inspiring similar organizing efforts. The outcome of negotiations will shape labor relations between Harvard and its employees. 

The unionization is seen as a significant victory for workers' rights at Harvard. With the university's commitment to negotiations, hopes are high for meaningful changes.  The negotiations will likely focus on key issues such as wages, benefits, and job security.

The successful unionization of Harvard GSD Fabrication Lab workers underscores the growing trend of labor organizing in academia. As universities face increasing pressure to address worker concerns, this development may have far-reaching implications for labor relations in higher education. With negotiations underway, all eyes are on Harvard's response to its newly unionized workers.

The Madras High Court has issued a significant directive urging the state to ensure that forensic science laboratories submit chemical analysis reports within the prescribed time limits. This ruling aims to eliminate delays in criminal investigations and trials caused by the non-availability of crucial forensic reports. The move comes amid increasing concerns regarding the efficiency and capacity of forensic science facilities in the country.

Delays in the submission of forensic reports have been a longstanding issue in the criminal justice system, often leading to prolonged trials and, in some cases, acquittals due to lack of evidence. The court's recent decision highlights the urgent need for forensic science laboratories to streamline operations and prioritize the timely submission of reports. A key instance of such delays came in a recent case where the Calcutta High Court granted bail to an individual charged under the Narcotics Drugs and Psychotropic Substances Act, 1985, due to the absence of a chemical examination report.

In a parallel development, the Punjab and Haryana High Court expressed concerns over the shortage of forensic science laboratories and the outdated infrastructure of existing facilities. The court directed the states of Punjab, Haryana, and Chandigarh to establish modern, state-of-the-art forensic laboratories within a year, further underscoring the critical role that these labs play in ensuring justice is served. This directive also emphasized the need to increase manpower in these laboratories to cope with the growing workload.

Forensic science laboratories across the country face several challenges that hinder their efficiency, including inadequate infrastructure, a shortage of skilled personnel, limited budgets, and overwhelming workloads. These issues often contribute to significant delays in forensic report submissions, which can have serious implications for criminal investigations and justice delivery.

The Directorate of Forensic Science Services was established to address these concerns and assist law enforcement agencies in improving the effectiveness of forensic services. This initiative aims to provide proactive support to forensic laboratories, ensuring that they have the resources and capacity needed to meet the demands of modern criminal investigations.

As forensic science plays a pivotal role in solving crimes and securing convictions, it is imperative that the infrastructure and operational efficiency of these laboratories be enhanced to prevent delays and ensure timely justice.

The top eight protein-rich nuts have been revealed by researchers, shedding light on their potential to enhance health and nutrition. Pine nuts, containing 7.4 grams of protein per 1-ounce serving, have been ranked highest, with almonds closely following at 6.1 grams. Other nuts recognized for their high protein content include pistachios (5.9 grams), cashews (5.2 grams), hazelnuts (4.7 grams), walnuts (4.3 grams), pecans (4.2 grams), and Brazil nuts (4.1 grams). These findings emphasise the role of nuts as a significant plant-based protein source.  

The inclusion of nuts in diets has been associated with numerous health benefits. As nutrient-dense foods, nuts provide not only protein but also healthy fats, fibre, vitamins, and minerals. Their regular consumption has been linked to improved heart health, effective weight management, and a potential reduction in the risks of chronic conditions such as diabetes and cancer.  

A daily intake of 1-2 ounces (28-57 grams) of nuts, preferably unsalted and unsweetened, is recommended by health experts. Options such as snacking on raw nuts, adding them to yoghurt or oatmeal, or using them as toppings for smoothie bowls and avocado toast are suggested for easy incorporation into meals. For those seeking creative options, nuts can be included in baked goods or homemade energy balls.  

The research underscores the critical role of nuts in addressing India’s protein deficiency challenges, particularly among those adhering to plant-based diets. Nuts, being both accessible and versatile, are recognized as an excellent protein source for the Indian population.  

As India continues to prioritise healthy eating habits, the findings serve as a timely reminder of the value of nuts. By integrating these protein-packed options into diets, individuals are empowered to make strides toward improved nutrition and overall wellness.

Have you ever wondered where fashion's biggest names learned the art of their craft? A recent report has unveiled the prestigious institutions that shaped the world's top designers, highlighting the vital role education plays in nurturing creative talent. 

Iconic Designers and their roots in Education 

Some of the industry’s most celebrated designers owe their success to renowned fashion schools and universities. Here’s a look at where they started:  

• Michael Kors: Known for his timeless, chic designs, Kors graduated from New York's Fashion Institute of Technology (FIT), a powerhouse in fashion education.  
• Marc Jacobs and Anna Sui: Both are alumni of Parsons School of Design, a hub for innovation that has shaped the fashion landscape globally.  
• Tory Burch: The queen of versatile elegance attended Yale University before taking courses at FIT to refine her skills.  
• Ralph Lauren: The pioneer of classic American fashion briefly studied at Baruch College before enhancing his expertise at FIT.  

The London Connection: Breeding Grounds for Global Talent

The UK has also produced a stellar lineup of designers through its top-notch fashion institutions:  

• Jimmy Choo: The world-renowned shoe designer honed his craft at Cordwainers Technical College, now part of the London College of Fashion.  
• Central Saint Martins: This iconic institution boasts alumni such as Alexander McQueen, Stella McCartney, Phoebe Philo, and Giles Deacon, who have all left indelible marks on the global fashion scene.  

What Makes these institutions stand out?

Schools like FIT, Parsons, Central Saint Martins, and the London College of Fashion offer comprehensive programs in design, merchandising, and management. Their cutting-edge curriculums, industry connections, and emphasis on hands-on learning have been pivotal in shaping the careers of these creative moguls.  

For budding fashion designers, the journey of these icons serves as proof that the right education can be a game-changer. Institutions like these provide a strong foundation for those dreaming of making their mark in the fashion world.  With a mix of dedication, talent, and the right mentorship, the next big name in fashion might just come from one of these prestigious alma maters.  

Media Hyperlinks

1. Real-Time Response: The Imperative Of Monitoring In Crisis Management
2. Ethics And Challenges In Modern Journalism

Forensic science is gaining significant momentum in India, fueled by a growing interest among students, professionals, and enthusiasts. With an expanding portfolio of courses and career opportunities, the field has become a popular choice for those keen on understanding the science behind crime investigation and legal proceedings. 

The rising popularity of true-crime documentaries, TV shows, and digital content has sparked widespread interest in forensic science. Simultaneously, industries such as law enforcement, healthcare, and legal services are seeking skilled professionals to meet the demand for expertise in solving complex cases.

Forensic science courses offered by universities, colleges, and online platforms in India span a variety of topics, ensuring learners have access to comprehensive training. These programs cater to everyone, from beginners and students to seasoned professionals looking to enhance their knowledge and skills. Popular areas of study include:  

• Crime Scene Investigation
• DNA Analysis 
• Fingerprinting Techniques  
• Forensic Anthropology  
• Forensic Chemistry  
• Forensic Psychology  
• Expert Testimony in Court  

Forensic science courses in India stand out due to their accessible structure and quality content:  

• Duration: Flexible options ranging from short-term certifications to full-fledged degrees.  
• Levels: Beginner, intermediate, and advanced courses to match varying expertise.  
• Affordability: Programs available at competitive prices across institutions.  
• Expert Guidance: Training from experienced professionals in forensic and legal fields.  
• Recognition: High demand for forensic experts in various sectors, including government and private organisations.  

Some of the leading forensic science programs and institutions in India include:  

1. B.Sc. in Forensic Science – Popular at universities like Gujarat Forensic Sciences University (GFSU).  
2. M.Sc. in Forensic Science – Offered by institutions like LNJN National Institute of Criminology and Forensic Science.  
3. Certificate Courses in Crime Scene Investigation – Available through online platforms and private institutes.  

As India continues to advance in technology and innovation, forensic science remains a critical field that bridges science and justice. The increasing availability of courses and career opportunities ensures a bright future for those venturing into this domain.  

Explore more about forensic science education opportunities in India by visiting leading universities and online platforms.

As Generation Z (Gen Z) becomes a prominent part of the workforce, employers are being challenged to adapt to their distinct characteristics and expectations. Born between 1997 and 2012, this tech-savvy, pragmatic, and inclusive generation is reshaping workplace dynamics. Experts emphasise that organisations must focus on fostering essential skills, cultural competence, and sensitivity to effectively integrate Gen Z employees.  

Gen Z is characterised by their resilience and pragmatism, shaped by experiences of economic uncertainty and social change. They are notably diverse and inclusive, with a significant proportion identifying as LGBTQ+, people of colour, or individuals with disabilities. Their natural affinity for technology has made them proficient in digital tools and platforms, positioning them as critical drivers of digital transformation.  

To excel in today’s workforce, Gen Z employees must develop:  

• Digital Literacy: Proficiency in leveraging digital tools and platforms.  
• Communication Skills: Effective engagement with diverse colleagues and clients.  
• Problem-Solving Abilities: Critical and creative thinking to tackle complex challenges.  
• Collaboration: Building strong teamwork across cultural boundaries.   

Creating an inclusive and equitable environment is crucial to engaging Gen Z employees. Employers must:  

• Embrace diversity by valuing different perspectives and promoting equity.  
• Foster cultural awareness to understand and respect differences.  
• Encourage empathy through active listening and open communication.  

Adapting to Gen Z’s preferences involves proactive measures, such as:  

• Mentorship Programs: Pairing Gen Z employees with experienced mentors.  
• Focused Training: Enhancing digital literacy, communication, and problem-solving skills.  
• Flexible Work Options: Accommodating preferences for remote work and work-life balance.  

With Gen Z expected to comprise 30% of India’s workforce by 2025, their emphasis on diversity and flexibility will drive innovation and creativity. Employers who prioritise engagement strategies can enhance retention, attract top talent, and gain a competitive edge in a rapidly evolving market.  

Key Statistics  

• 75% of Gen Z employees prioritise diversity and inclusion in the workplace.  
• 60% prefer flexible work arrangements.  
• By 2025, Gen Z will constitute 30% of India’s workforce.  

Embracing the strengths of Gen Z is not just a necessity but a pathway to thriving in the digital age.

Interior design is an exciting field that combines creativity, technical knowledge, and an understanding of spatial dynamics. As homes and businesses evolve, so does the demand for skilled interior designers who can transform spaces into functional and aesthetically pleasing environments.

At its core, cyber forensics is about investigating and analyzing digital data to uncover evidence of cybercrimes. Whether it's tracking down hackers who infiltrate sensitive networks or investigating data breaches that could harm individuals and organizations, these professionals are essential in maintaining digital security.

In recent years, the healthcare landscape in India has undergone a significant transformation, making the field of allied health more vital than ever.

In a crucial update for aspiring forensic science students, today marks the final opportunity to register for the All India Forensic Science Entrance Test (AIFSET) 2024.

Pursuing a career in design is an exciting venture that merges creativity with technical acumen. A comprehensive preparation strategy is crucial for students eager to delve into this field. This preparation involves refining artistic skills and effectively disseminating ideas through various design skill sets to build a strong career foundation.

As a society, we often prioritise academic achievement over the emotional well-being of our children. The stress of shifting schools and cities can have a profound impact on young minds, leading to feelings of loneliness, anxiety, and isolation.

Reminiscing 2020’s global house-arrest and with campuses being closed and online learning being pursued, edtech push by COVID is now stronger than the fintech push by demonetization. The teacher-student model has ceased to exist for ever now, and we are moving to a qualitatively different mentor-learner model not just in the current digital learning phase, but also in the post pandemic times ahead. Beyond this complete campus lockdown phase, during which time mentoring-learning-assessing has gone online globally, we shall be moving towards blended phygital education ahead, which will be the new normal ahead, and will make the new model of mentor-learner firmly entrenched.

Learning or academics or education broadly has three functions: creation of learning content through research, writing, packaging with visuals; dissemination of learning through classes, lectures, notes, self-study, discussions; & assessment and evaluation of the education of the learner by various methods. All these three have been majorly impacted by the self-isolation imposed to ensure social distancing so that the learners and the mentors may first be protected from the spread of the infection of COVID19. The lockdown across the world is simultaneously a boon and a bane for the teaching-learning community today.

Teacher to Mentor:

The teacher was a sage on the stage, introducing every new topic, speaking the last word on it, sticking to a structured syllabus as prescribed, interpreting it as s/he deems right, finishing the syllabus and focusing on examination and evaluation to complete the cycle of delivery of education. He often demands respect, and relies on the power to punish to set things right (not always, though). Teacher teaches and often sermonizes.

Each premise noted above is changing now.

Mentor today is a co-learner, may be the first stimulus for a topic but never the last word, starts from a structured syllabus but is expected to move towards organic learning depending upon the variegated interest areas of groups of learners, aggregates learning resources from multiple sources and shares with the learners, is more a guide, second parent and agony shelter of sorts for the learners. Examination also is diverse and evaluation is just one more function and not the ultimate yardstick of learning and brilliance of the learner. Mentor may often be less informed about an issue, but with a better perspective to guide. Mentor engages and inspires.

Learning Resources Aggregation & Delivery:

To begin with being the new age mentor, a massive train the trainer and capacity building is needed today. For this, first the mentor has to be a digital personality with smartphone and net connection, and with laptop and wifi connection. Next, one has to learn how to create, deliver and engage in content across multiple online platforms, and how to take matter learnt online to matter practiced offline face to face. Third, one has to now learn assessment with open book through analysis and application, through quiz, through applied projects, through phygital presentation and actual work in labs and studios after using virtual labs and studios.

Creating the learning resources was quite easy earlier. There were the books, often called text and reference books, then the power-point presentation of the teacher, and then chalk and talk. And the topic was first introduced in a class, post which notes were given, books were mentioned, and later examination was conducted to check memory and a bit of understanding.

The game is changed now. And totally so.

The concept of proprietary content (the mentor’s own videos, audio or podcast content, power-points, cases, info-graphics etc), aggregated content (books, monographs, videos, podcasts, URLs, pdfs, cases, etc taken from the internet, YouTube and Vimeo, etc), and also massive open/closed online learning resources (free ones like Swayam or NAPTEL, paid ones like those of Coursera or LinkedIn, and the university’s own online courses): these three are the learning resources today.

The mentor is expected to make a mix of proprietary, aggregated and online learning resources, suitably arranging them from the easies one to the toughest one and offer to the learners digitally (using Google Class, emails, or better, Learning Management Systems like Canvas or TCSion, Blackboard or Collaborate, etc,) at least a week or more before they meet digitally or physically to discuss the content. This is called Flipped Classroom where the learners get learning content much in advance, read, watch or listen to the same asynchronously at their own time, place or pace, note down things they have not understood or have questions on, and come to the digital/physical classroom synchronously, to clarify doubts, discuss cases, debate on conclusions drawn and participate in quiz or analytical or applied assignments. Delivery of the online session can be on any platform: MS Teams, Zoom, Webex, Google Meet and can move from the synchronous digital classroom to asynchronous digital chatroom debates and discussions for further clarification.

This makes the task for Content Creation and Content Delivery for the mentors much more diverse, tech-savvy, and tougher than the traditional teacher’s job.

Learners’ Engagement & Evaluation:

Further, education will now move from a system imposed disciplined endeavour to voluntarily participated and internalized process. It will be truly a learner-centric education now in the new normal, and shall be far more participative than the past. The learner in the digital or blended mode is learning voluntarily and not on the basis of an imposed discipline on campus through a web of rules and power dynamics. While voluntary learning will throw many non-interested or apathetic learners out of the learning circle, it will also make many focused learners internalize education better and apply it in a more focused manner at his or her individual level.

Also, with Artificial Intelligence, robotics, automation, Machine Learning and internet of things being the other emerging realities, the skills for mass production or education to do the same work repeatedly will be totally irrelevant ahead when machines will take over almost all such work (more than three fourths of all human work today). Hence, new age skills, apart from technology use, have to be in areas like creativity, innovation, incubation, problem-solving, teamwork, leadership, critical thinking, design thinking, empathy, emotional intelligence and risk management. Each of these can be qualitatively and quantitatively mentored to any youth from an early age of say 15 years till 25 years of age, and will become his or her second nature.

To deliver such a learning, the learners’ engagement techniques have to be more tech-savvy (google forms, polls, surveys, quiz, virtual lab and studio, AI tools, etc) and also with higher emotional quotient (use of humour, videos, info-graphics, empathy in the class, allowing diversity of opinion, wellness conscious, etc).

Even the evaluation or assessment has to be diverse. Assessment refers to learner performance; it helps us decide if students are learning and where improvement in that learning is needed. Evaluation refers to a systematic process of determining the merit value or worth of the instruction or programme; it helps us determine if a course is effective (course goals) and informs our design efforts. Assessment and evaluation can be both formative (carried out during the course) and summative (carried out following the course). There can be many ways for the same. Mentors can make learners aware of expectations in advance (e.g. one week for feedback from deadline) and keep them posted (announcement: all projects have been marked). For example, one can create tests that are multiple choice, true/false, or short answer essays and one can set the assessments to automatically provide feedback.

When online, evaluation can be on the basis of proctored digital examination or open-book analytical and applied evaluation with non-google-able questions. And this is surely not an easy task for the mentors as teachers of the past were used to repeat past questions, had set patterns of questions, examinations were ‘suggestions’ and memory based, and not application based in general. Online quiz, open book examination with time-managed and proctored question paper delivered online, applied questions not based on memory but comprehension, telephonic interview etc have been the usual ways of digital assessment and evaluation of learning.

There will be offline evaluation also. Here, the assessment can be based on offline written examinations, field-survey based presentation or report writing, debates, lab/studio-based practical, or a peer-group work, or a submission of a long-term real life or live project.

Digital Learning Tools Today:

The pandemic requires universities to rapidly offer online learning to their students. Fortunately, technology and content are available to help universities transition online quickly and with high quality, especially on the digital plank, though at a cost and with the risk of several teachers and administrators being forced to go out of the system.

Digital learning on the go or from distance calls for tech-led holistic solutions. It requires several content pieces to be transmitted digitally. These content pieces can be in the form of pdfs, ppts, URLs, YouTube links, podcast links, case-studies, etc. There can also be e-books, audio-books, kindle based content, magzter sourced magazines, etc. Then this can involve learning without being face to face through boxes, as in Google Class, or learning face to face as in Zoom live audio-visual discussions. People may also use GoToMeetings or MicrosoftMeet sessions also. Attendance can be taken on Google Spreadsheet and through WhatsApp Group chat of a batch of students too.

Then there are MOOCs, collaborative distance learning, wikis, blogs etc. Individual resource-rich institutes develop their customized secured and IPR protected Learning Management Systems, through the use of BlackBoard or TCSion LMS. Other LMS options like Kaltura or Impartus allowing video recording of talks also ar in use in many places. There are CourseEra courses, Swayam online lessons from UGC and similar other avenues to learn online.

Learning digitally can be further assisted with Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) which can take the viewer to an enhanced experience even integrating scenarios which are yet to happen creatively bringing them within the learning experience. These are immersive and contextual experiences, and artificial intelligence driven chatbots can further enhance the digital interface of the learner and the mentor.

Digital Learning Value-adds:

Incorporating big data analytics and content management, educators can develop an individualized curriculum that enhances how each student learns (e.g. playlist of learning content in WiseWire changing for each student). Many in the West have started the use of the millennials' language and style: Khan Academy video lessons, YouTube use, distinct style and language for young learners. Twitter, Tumblr, Snapchat, Imessage, Instagram, Facebook & Whatsapp are being creatively integrated with school education. There is a case of a management school in India, where the professor sends a 3 minutes interesting video on the subject he is taking up next through group whatsapp to increase interest in the batch towards the topic being taught.

In the US, the smart-phone applications like Socrative and Plickers are helping teachers interact and assess students’ progress, collaborate via cloud-based applications to work and solve a common goal. Teachers can publish real-time quizzes and polls for students via mobile devices to keep them engaged.

Further, using anything from iMovie to WeVideo, learners can create video as a learning resource. YouTube (with privacy settings) and SeeSaw or Flipgrid are also alternatives learners can make use of. The benefits of SeeSaw and Flipgrid are that students can add voice recordings or text sharing feedback with peers. Students became the co-creators of content and as a result, more engaged, including their parents. Useful apps like Book Creator, Explain Everything and EduCreations can be utilised towards this end. 

There are various software used to create digital content, like Camtasia, Raptivity, Captivate, Articulate Online, etc.

Yes alongside, social media use extensively will support learning online. Facebook Page can broadcast updates and alerts. Facebook Group or Google Hangout with advanced features in G-suite can stream live lectures and host discussions. Twitter can act as a class message board. The 256 characters help to keep messages succinct. Instagram can be used for photo essays. One can create a class blog for discussions. There are many different platforms available, such as WordPress, SquareSpace, Wix, Blogger for that. And, one can create a class-specific Pinterest board as well.

Students to Learners:

With mentors replacing teachers, the students cannot be the pre COVID typical students any more going ahead.

Students study in classroom, are taught by teachers, limited to given syllabus, and study for marks, grades, degrees. Students give exams in written and on the basis of suggestions or set patters of evaluation.

Learners study within and beyond the classroom, from mentors, peers, personal experience, books, digitally aggregated content, through projects and through assignments. Learners learn for lifetime application, and hence learn to learn further as things learnt today are obsolete soon. Self-learning or learning to learn is hence a major cultivated skill for the present day learners, especially in higher education, as techniques and technologies are changing in the work-place in less than five years now. Learners also learn organically. While structured syllabus must be completed for foundation and examination, organic learning is about self-driven learning in few chosen areas out of interest, assisted by the mentors.

Yes, for this, doubling public education expenditure, digital access to the hinterland, considering digital connectivity as a human right, digital literacy as a fundamental pre-requisite in any work, providing cell phones and laptops or tabs en masse, announcing cheaper data packages for students, CSR in the field of domain of digital connectivity by corporate houses, etc and more would be needed soonest to bridge the yawning digital divide in the otherwise class divided society. It must be noted that even UNESCO has noted that only 48% of Indian learners’ community of 283 million is receiving some sort of online education today, the rest 52% going bereft of any form of formal learning whatsoever for more than a year now! And among these 48%, the girl-students are having a worse fate in the poorer families due to limited digital devices to which the sons have a higher access than the daughters.

Conclusion:

India has been speaking of digital education for long but it has stayed on as a possibility and not a reality for more than a decade now. Even IITs and IIMs have used digital platforms on the side for sharing of content and debating on issues sporadically. The larger mass of 1300 plus universities and some 44,000 colleges have actually not digitized their content, not made access to online learning mainstay of their teaching-learning process, except the distance learning universities. In fact, the old school educationists looked at online and distance education with some disdain all across South Asia. They are in for a major shock now. The digital divide needs fast bridging through the promise of 6% of the GDP for public education, through 2% of profits for CSR given here, and through civil society initiatives like getting smart-phones, laptops and tabs for the less privileged.

It is clear that going ahead digital access will be a human right, and those in governance must wake up to the reality that youngsters need in expensive tablets and easy data access. A nation that spends less than 3% of national budget for public education (lower than Tanzania, Angola and Ghana, et al), with the states putting in 2.5 (Bihar) to 26% (Delhi), with Delhi being the only state in double digits, cannot ensure digital education for the masses, unless allocation of funds and their transparent spending happen.

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Prof. Ujjwal Anu Chowdhury

The author is Vice President, Washington University of Science and Technology and Editorial Mentor, edInbox.com

The last two years have clearly shown that technology-aided remote schooling is neither fully possible nor completely desirable. 

Lest we forget that India is a nation of more than one-third of the population in the 15 to 25 years age-bracket, the most promising period of life when one decides career path, subjects for learning, types of work to do, and becomes self-dependent in the process.