DIMAPUR GOVERNMENT COLLEGE

Dimapur: Nagaland

NAAC Accredited Grade B+

Brief Report on

One Week State Level Faculty Development Programme (FDP)

Theme: “Envisioning Learning Spectrum”

Organized by NAAC Steering Committee, Research & Development Cell, Dimapur Govt. College (DGC), in collaboration with Directorate of Higher Education, Nagaland, in association with the Bank of Baroda, Dimapur and supported by IQAC, DGC.

Date: 7 – 13 Nov. 2024                                                       Venue: Seminar Hall, DGC

Day 1: Inaugural Session

Date: 7^th Nov. 2024  Time:

The Inaugural Session was chaired by Ms. Sedevino, Head, Department of Political Science. She welcomed all the teaching faculty and resource persons participating in the One Week State Level Faculty Development Programme from all over the state through online and those physically present. Dr. Vinyuhu Lhoungu, Coordinator, IQAC, DGC, in his welcome address gave a broad outline of the  importance  of  various topics chosen that are to be deliberated  over 10 sessions. He also expressed deep appreciation to the Directorate of Higher Education, Govt. of Nagaland, for collaboration and the Bank of Baroda, Dimapur Branch for sponsoring the programme.

Day 1: 7^th  Nov.  2024 Session 1

Objective: To Equip Teachers with Knowledge of AI tools

Resource Person: Er. Daniel Meren, Addl. Director, NIELIT, Dimapur

The session was conducted with the primary aim of educating teachers on the utilization of various AI tools to enhance teaching and learning. The speaker, focused on different aspects and tools that can be used in educational settings to improve efficiency and engagement.

Key Highlights:

1. AI Tools for Teaching and Learning:

The speaker provided an overview of various AI tools and their applications in classrooms. The focus was on generating AI tools like ChatGPT and their potential to transform educational approaches.

2. Generating AI Tools (Special Emphasis on ChatGPT)

A significant portion of the discussion centered around the role of generative AI, specifically ChatGPT, and how it can be integrated into teaching.

The speaker explained the concept of using prompts to generate responses, emphasizing how educators can tailor AI output by inputting specific prompts.

Applications Discussed:

Lesson Planning: Teachers can use AI to design comprehensive lesson plans, saving time and enhancing creativity.

Student Support: AI tools can help students generate answers in alignment with different question patterns, providing personalized learning support.

Research Utility: The importance of AI in the research domain was highlighted. Teachers and PhD scholars can select thesis topics, gather data, and conduct extensive research with the assistance of AI tools.

Challenges in Adopting AI Tools:

1. Time-Consuming Learning Curve:

Mastering AI tools requires significant time investment, especially for teachers unfamiliar with technology.

2. Expense of AI Tools:

Many AI tools, including those offering advanced features, are subscription-based, potentially limiting accessibility for educators and institutions.

3. AI Hallucinations:

The speaker explained the phenomenon of AI hallucinations, where AI may generate incorrect or misleading information. This issue necessitates critical evaluation of AI-generated content by educators.

4. Cultural Bias:

Concerns were raised regarding the potential cultural biases embedded in AI-generated responses, which could lead to incorrect and culturally biased answer.

The seminar concluded with a Q&A session where participants discussed their experiences, concerns, and aspirations regarding the integration of AI into education. It was a thought-provoking session that left the attendees more informed about the opportunities and limitations of AI in teaching and learning.

Recorded by:

1. Ms. Imkongmenla Longkumer, Asst. Professor, Department of Commerce
2. Ms. Taba Yasi, Asst. Professor, Department of Hindi

Day 1; Nov. 07 2024; Session 2

Time: 12:00-01:30 pm.

Objective: To highlight the importance of innovation in entrepreneurship and provide deeper understanding of startups and their complexities.

Chair: Dr. I. Moakala Jamir, Associate professor Dept. of Economics.

Speaker: Mr. Lezo putsure, Founder CEO, Educenter school of business, Dimapur.

The seminar was conducted with the primary aim of educating teachers on the importance of innovation of startups.

Topic: Entrepreneurship

Rapporteurs: Ms. Nukshisangla Lemtur and Ms. Keyilingbeu Zeliang

Key highlights:

1). The speaker stated that over 50% of youths are unemployed.  With extremely limited government jobs, around 15000 young people seats for competitive exams annually for 60-70 posts while there is limited opportunity growth in private sectors leading to increased frustration in youths. He also highlighted the severe unemployment issues in Nagaland, particularly among the youths, and presenting entrepreneurship as the only viable solution.

2). The Speaker viewed that:  every problem is a great opportunity to find solutions for the entrepreneurs. The speaker further went on to encourage the participants by citing various Naga entrepreneurs such as CACHE, Ilandlo, and Autocion etc., where those entrepreneurs are not only making a living out of it but also creating job avenues for unemployed youths.

3).The resource person emphasized that “one with a business mindset should not just start a business to earn money but to look at the gaps, find solutions and add values to it, as business is not just about replicating someone else’s business”

4) The speaker stressed that investing in oneself is the best investment as it paves way for one’s knowledge expansion, skills and also artificial intelligence knowledge etc.

5) The speaker also said that many entrepreneurs fail because of making huge investments without having the knowledge and practical problem-solving skills in business.

The seminar concluded with Q & A session, followed by concluding remarks delivered by Dr. Vinyuhu Lhoungu, Coordinator, IQAC, DGC.

Recorded by

1. Ms. Nukshisangla Lemtur, Asst. Professor, Department of Commerce
2. Ms. Keyilingbeu Zeliang, Asst. Professor, Department of Psychology

Day 2, Nov. 8, 2024 Session: 3

Time: 10:00-11:30

Chair: Dr. Meripeni Ngully, HoD, History

Rapporteurs: Ms. Mutunelu Soho & Ms.Razouneinuo Suokhrie

Resource Person: Dr. I. Wati Imchen, Principal, Fazl Ali College Mokokchung

Topic: Career Progression in Higher Education

Key Highlights of the Session-

1. The speaker highlighted on the strategies to navigate career progression which includes strategic planning, continuous learning and pro-active networking. He reminded everyone that there is an opportunity for upward mobility for the teachers in both Govt. and private sector. He presented on the minimum qualifications for Career Advancement/Progression in Higher Education from Stage 1 to 4 and from Associate Professor to Professor/Principal by pointing out the requirement in Category I, II,III and other qualifications. He also stressed that publication especially in UGC carelist journals are an important aspect for career advancement in every stage. So, young teachers and newly recruited teachers in the teaching profession were encouraged to start working on publications for smooth transitions in their career advancement/professional life.

• Challenges faced by teachers in the career progression-
• Changing educational landscape: Teacher may face challenges related to changes such as introduction of new courses, shift towards online learning, increasing use of technology in the classroom. Heavy workload due to professional obligations, administrative duties, research duties etc.
• Limited opportunities for advancement: There are limited opportunities for teachers to pursue higher degree such as PhD for career advancement and one of the biggest challenge associated with this is not getting study leave at the right time. Apart from this other challenges include not getting seat for Ph.D in Universities, institutions may also deny leaves to the teachers to attend workshops or training programs, limited funding to present paper in national/international conferences. The speaker also stressed on the challenges and rewards of writing research papers and provided some tips to navigate the process.
• Lack of support or mentorship: The speaker highlighted the need of strong mentors to navigate the complexities of career advancement and encouraged the teachers to find capable mentors and build relationships with colleagues and other professionals to gain valuable insights. He also stressed on the need of collaboration among teachers and other researchers to foster a culture of sharing ideas and knowledge. Lastly, the speaker talked about the challenges of securing funding support for research projects especially in this competitive field.
• Work-life balance: To balance the demands of teaching career with personal and family responsibilities can be significantly challenging. Long hours, high stress level can impact one’s ability to focus on career goals. He also pointed out some habits that can demotivate teachers from writing research papers such as lack of time management, being a perfectionist, lack of interest etc.

• Some suggestions to tackle these challenges-
• Adequate teaching and support staff are required to mitigate issues of heavy workload of teachers.
• Granting the teachers at least 6 months of study leave to complete their PhD coursework.
• Encouraging the teachers to get exposure for their career progression by providing support in the form of financial packages.
• Finding a mentor who can provide guidance, support and advice can be invaluable.
• Finding ways to manage work-life balance for long term career success.
• Setting realistic and achievable goals.

• Research and publications-

The speaker pointed out some tips to help navigate the process- To select a topic of interest and that you are passionate about in order to make the research journey engaging and enjoyable, to be patient to complete the assignment. He again reminded the teachers about the need to take up research/publication for career advancement and highlighted that the minimum qualifications for career progression will become tougher as regulations are revised every few years. Since the higher education service rule is behind one revision, there is no time to remain complacent but to actively engage in research work activities to keep ourselves ready to face rigorous regulations.

• The speaker concluded his presentation by citing the code of professional ethics for teachers and reminds the teachers to be accountable and efficient in their work by seeking professional growth actively. He encouraged the teachers to reflect on themselves to see if they are truly adhering to the code of work ethics. He reminded that teaching is a selfless job and that teachers should be proactive and engage in professional development, research/publications and leadership opportunities for a smooth career advancement.

The session concluded with Q&A followed by discussions where both the speaker and the participants shared their concerns, knowledge and experiences regarding the service rules for placement and the guidelines and norms that needs to be laid down properly by the government for the institutions to follow should any colleges introduces Master program or Ph.D program in the near future. Suggestions from the Q&A included:

• The need to set clear guidelines by the higher education department on placements/career advancement.
• There is no proper implementation of the UGC guidelines 2018.
• PhD programme be introduced in colleges in the near future especially in Kohima and Dimapur.
• In cases where teachers with PhD are transferred, then someone with a similar degree be placed in his/her vacancy.
• Each department must have requisite number of teachers with PhDs.
• Suggestions for the Directorate Screening Committee to screen the API of teachers in category 1 and 2 which is presently being screened by the IQAC of the concerned Colleges.
• Provisions for institutions to appoint guest faculty in place of teachers who go on study leave.

            Recorded by

1. Ms. Mutunelu Soho, Asst. Professor, Department of Education
2. Ms. Razouneinuo Suokhrie, Asst. Professor, Department of Psychology

Day 2, 8^th Nov. 2024 Session 4

Time : 12:00 PM to 1:30 PM

Topic: SWAYAM NPTEL Awareness

Objective: To Equip Teachers with knowledge on SWAYAM NPTEL

Resource Person: Prof. Shiv Shankar Das, Sr. Manager, NPTEL & BS Program office, IIT, Madras

The seminar was chaired by Ms. Lily Rino, Associate Professor, Department of History and the rapporteurs for the session were Dr. Temsusenla Jamir, Assistant Professor, Department of Psychology and Ms Yarila H. Khiphuru, Assistant Professor, Department of Psychology. The seminar was conducted to create awareness among the faculty members about SWAYAM NPTEL and its various initiatives. The speaker highlighted on the different aspects of SWAYAM NPTEL including the courses, purposes, uses and benefits.

Key highlights:

1. NPTEL IMPACT & INFRASTRUCTURE: NPTEL is one of the longest running successful multi- educational projects. It provides high- quality, affordable education at large scales.
2. NPTEL online certification (NOC) since 2014:
3. Follows MOOCs format.
4. Courses offered during January- April and July- October through SWAYAM.
5. More than 1400 courses are offered per year.
6. An individual can be enrolled in multiple courses.
7. Anyone, irrespective of their academic background, profession, gender or age group can join any courses for learning purposes.
8. Enrolled candidates can register for the certification exam separately through the NPTEL portal.
9. SWAYAM: online learning platform providing educational courses for university and college learners.
10. Benefits of NPTEL courses:
11. Curriculum based courses- strong fundamental concepts.
12. FDP courses for the career advancement of faculty members.
13. For better job opportunities, the certificates can benefit in their interviews.
14. Better preparation for students preparing for GATE exam.
15. Courses features:
16. Course duration 10hrs/ 20hrs/ 30hrs.
17. Completion time 6 weeks/ 8 weeks/ 12 weeks.
18. Courses types- New and rerun.
19. The lectures remain accessible in the portal once published.
20. Course related doubt clearing.
21. Problem solving live sessions every week.
22. Supplementary study materials.
23. Weekly assignments.
24. Certificate exam features.
25. Certificate criteria: 75% from exam and 25% from assignments.
26. Grading- grading 5 point (based on consolidated score)
27. Less than 40- unsuccessful
28. Score 40-50- successfully completed
29. Score 60-74- Elite
30. Score 75- 89- Elite Silver
31. Score 60- 100- Elite Gold
32.  NPTEL stars- category of learners who have excelled in various ways.
33. NPTEL Superstars
34. NPTEL believers
35. NPTEL motivated learners
36. NPTEL enthusiasts
37. NPTEL Discipline stars

The following points were also highlighted and discussed.

• Credit transfer policies.
• Faculty can get FDP certificate from NPTEL.
• Support for SPOCS attending conferences.
• Free preparatory assistance for GATE exams.
• NPTEL- paid E- learning portal of NPTEL.
• Internships for toppers.
• NPTEL industry associates.
• Soft skills training for NPTEL students.
• Partial fee waiver for economically weaker students.
• Translation.
• Lab workshops.
• NPTEL social media and feedback.

The seminar concluded with Q & A session. It was an insightful session and the participants learned more about NPTEL, its objectives and the different courses offered. The session heightened the awareness of the topic.

Recorded by;

1. Dr. Temsusenla Jamir, Asst. Professor, Department of Psychology.
2. Ms. Yarila H. Khiphuru, Asst. Professor, Department of Psychology.

Day 3, 11^th  Nov. 2024; Session 5

Time: 10:00 a.m. – 11:30 a.m.

Chair: Ms. Diethoseu Mepfhuo, HoD, Education

Topic: Professional Ethics and Accountability

Resource Person: Prof. Sanjay Sharma, Principal, DGC

Rapporteurs:

1. Ms. Kilangsungla Pongener, Asst. Professor, Department of Education

2. Ms. Toviholi Swu, Asst. Professor, Department of English

Session Outline

1. The session was chaired by Ms. Diethoseu Mepfhuo, HoD, Education who welcomed all the participants.

2. The Resource Person for the session was Prof. Sanjay Sharma, Principal, DGC who

presented on the topic ‘Professional Ethics and Accountability’.

3. The presentation was followed by discussion.

4. The session concluded with remarks from the Chair.

Highlights from the presentation on ‘Professional Ethics and Accountability’

Prof. Sanjay Sharma began his presentation with the statement that the topic is a general topic, and that he would speak on the topic in the context of the Higher Education as a whole. In his opening lines, he remarked that professional ethics and accountability is a key for integrity, transparency, and fairness in an academic institute. The following sub-topics were presented:

1. Concept of Ethics

• Prof. Sharma pointed out that Ethics is a collection of moral principles by which each person should be guided in his or her professional life. It tells us what is right or wrong, and that ethical responsibility at work denotes the obligation each person has, to do the right thing.

• He provided an in-depth explanation of the concept and classification of Ethics shedding light on the views of Ancient Greek philosophers, ancient eastern philosophers, modern philosophers, and contemporary philosophers.

• He also added that the view of ethics by modern philosophers is what we are trying to implement in our modern education system.

2. Concept of Accountability

• Speaking about accountability, Prof. Sharma stated that in the context of a teacher, accountability is measured in terms of the changes he or she is able to bring in educational ecosystem.

• He asserted that when a teacher is monotonous without change, the whole purpose of ethics and accountability is not fulfilled. Therefore, he questioned the participants of the programme if their efforts are able to bring change.

• He added that the key factors for professional ethics and accountability are positive

attitude, commitment and honest initiatives.

3. Ethical Practices in Teaching and Learning

• Prof. Sharma spoke on the ethical practices in teaching and learning as outlined by the UGC.

• He stated that whoever adopts teaching as a profession assumes the obligation to conduct himself/herself in accordance with the ideal of the profession, and that a teacher is constantly under the scrutiny of his students and the society at large.

• He strongly mentioned that a teacher should be a role model for students and the society.

• He stressed on the multi-dimensional role of teachers and elaborated on the different

responsibilities of a teacher– his/her role and responsibility towards the students, with

his/her own colleagues, authorities and the society.

• He also stated that the UGC says that teachers have to continuously evolve, that they

should not remain stagnant as a teacher is a student.

• He underscored the importance of teachers to participate in extension services/activities because at the back of the mind, teachers should have the consciousness that they are the role models of the society. He asserted that teachers have to play a bigger role even outside the college.

4. Ethical Practices in Research and Innovation

• The speaker stressed on the importance of teachers to foster a symbiotic relationship

between teaching, learning, and research. He stated that Research and Innovation is key to the development of Higher Education Institutions and an enlightened Knowledge Society, and that it is extremely important to address the key societal challenges and sustainable development through research and innovation.

• He spoke extensively on the importance of teachers to do quality researches stating that a good quality Research provides:

– National & international visibility to Higher Education Institutions.

– Opportunity for fund and resource mobilization.

– Attract good students.

– Public Perception.

– An opportunity to contribute for the holistic development of  society.

In this regard, he also mentioned that in present time, ‘Public Perception’ is an important criterion in assessment of a college for NIRF Ranking, NAAC Assessment, 

and especially in the global QS Rating of top universities and Times Higher Education World University Rankings.

• Research Ethics

– Important research ethics highlighted by the speaker were honesty, objectivity, transparency, carefulness, accountability, intellectual property, responsible publication, responsible mentoring and competence.

– The speaker especially emphasised on the point of Responsible Publication stating that one should publish in order to advance research and scholarship, and not to advance just one’s own career, and to avoid wasteful and duplicative publication. He encouraged the participants not to go for increasing the numbers, but to go for quality.

• Plagiarism

– With regard to plagiarism, Prof. Sharma pointed out that Tech research paper specifics:

1. Code plagiarism: Copying code without attribution.

2. Data plagiarism: Using someone else’s data without permission.

3. Figure and table plagiarism: Copying visual elements without citation.

– He added that the same data can be used by two researchers, and what is important is that objectives should be clearly pointed out and permission should be taken to use such data.

• Best practices

Some of the best practices in research suggested were:

1. Conduct thorough literature reviews

2. Use citation management tools (e.g., Zotero, Mendeley)

3. Document all sources and inspirations

4. Seek permission for copyrighted materials

5. Disclose potential conflicts of interest

5. Research Publication

• Prof. Sharma shared about the three categories in UGC-Care.

• He advised the participants to go publication cited under SCOPUS or Web of Science as they are under international platforms.

• The speaker shared about the notifications issued by UGC on ‘Public Notice on Academic Integrity’ on 14th June 2019, and the ‘Public Notice’ issued on 16th September, 2019 which cited that quality and not quantity matters for UGC for selecting in a competition.

• He also stressed on the importance of choosing the right journals for publication.

• He advised the participants not to be discouraged when their manuscripts are rejected by publishers. He added that his does not mean that their journal is bad, and that the publishers will give suggestions to publish within their own publishers.

• The speaker noted that rejection usually happens when the researcher does not do proper research review, and that the research work should add knowledge to the already existing knowledge.

• He reiterated that one should not go for quantity but for quality, and not to be in a hurry. He added that one good publication will change one’s life, and that two or three quality publications will give opportunity to go for post-doctoral abroad.

• Points were also highlighted with regard to Journal Quality Parameter, in which it was stated that the quality of a journal is judged by the Impact Factor (IF). For instance, if it is published in ‘Nature’ which carries about 35-40 impact, then one would even become a laureate and therefore, can be recognised for any academic activity. The speaker  mentioned that SCOPUS does not have impact factor, but has CiteScore.

• In conclusion, Prof. Sharma shared the essential Qualities of a Researcher which are Commitment, Pursuance, Patience, Analytical Ability and LASER Sharp Focus. He noted that the job of a researcher is to give his best while writing his paper.

Highlights from Discussion

The presentation was followed by a discussion where participants asked questions on research and publication. More insight was also sought on the ‘Public Perception’ criterion to which it was pointed out by the speaker that Public Perception does not entail only one factor, but other factors like:

1. Alumni: A very important component under Public Perception

2. Publication: To publish in very good journals (those which are seen all around the world). This includes even Peer-reviewed journals.

3. Students from other parts of the world studying in your college also forms a component in Public Perception criterion.

Conclusion: The session on ‘Professional Ethics and Accountability’ facilitated enhanced understanding and insights on professional ethics in teaching and learning, particularly in research. It inspired the participants to pursue research initiatives while maintaining accountability and integrity. The session also offered participants with comprehensive insights into pivotal facets of research. To conclude, it was a successful and valuable session.

Recorded by

1. Ms. Kilangsungla Pongener, Asst. Professor, Department of Education

2. Ms. Toviholi Swu, Asst. Professor, Department of English

Day 3, 11 Nov. 2024;  Session 6

Time: 12:00 to 01:30 pm.

Chairperson: Ms. Amongla N. Jamir, Asst. Professor, department of Political Science.

Resource person:  Prof. Gyanendra Nath Tiwari, Head, Department of teacher education, Nagaland University, Meriema Campus

Topic: Teaching Skills

Rapporteurs: Ms.Vipinuo Kehie and Ms. Neisenuo Apon.

Introduction:

The chairperson welcomed the resource person and participants and gave  a  brief bio of  Professor Tiwari , Tiwari is also Associate Professor of  Amity Institute.  That he has Patent granted by the Federal Republic of Germany under Patent No. 20 2024 104 250A Computer-Based Curriculum Assessment System based on “Tiwari-Dhatt Model of Intelligence”   that he Published 15 Books, 2 from International Publishers including recently published Tales of Nagaland. Worked 22 years in different parts of the country.

Key Highlights of the Session:

Prof. Tiwari opened his speech by saying  their is a general believe that teaching is a noble profession but he said it is truly a profession for sure don’t know about noble though. Profession cause it requires a lot of knowledge, competency skills which is a live long lessons.

People learns for everyone, but not everyone will be a teacher. So being a competent teacher you need to have skills.  You need to be broad minded in this teaching profession from fellow teachers, students and management as well. Prof. Tiwari further highlighted the Core concepts Teaching skills, the essential abilities educators use to effectively communicate, engage students, plan lessons, and adapt teaching strategies to promote learning and student success. Effective Communication Structured Lesson Planning, Active Engagement Techniques.

The speaker shared his experience of his MA days where in the past students were expected to  keep quiet. Stating the old way of teaching citing Dr. B.K. Passi, a Renowned Educationist, Identified the Following Teaching Skills, which are Essential for Effective Teaching:

Introduction Skill: Capturing students’ attention at the start of a lesson to set a clear learning context. 

Explaining Skill: Presenting information clearly, using simple language and relevant examples to ensure understanding. 

Questioning Skill: Crafting and asking questions that stimulate critical thinking and engage students in discussion.

Reinforcement Skill: Using positive reinforcement techniques to encourage participation and build student confidence.

Illustration with Examples Skill: Enhancing explanations with relatable and real-world examples for better comprehension. 

Stimulus Variation Skill: Maintaining students’ interest through changes in teaching style, tone, or activity to avoid monotony. 

Blackboard/Chalkboard Writing Skill: Using the board effectively for organizing and emphasizing key points during instruction.

Classroom Management Skill: Creating and maintaining a positive and disciplined learning environment. 

Closure Skill: Concluding lessons in a way that summarizes key points and reinforces learning. He cited examples of how he tries to learn everyday, hunger for learning should always be there. He himself takes classes from foreign universities.  Up till today.

21^st Century Teaching Skills Methodology:

He also introduced a new concept of the 21^st century teaching skills methodology. Saying degital literacy is a must, using ICT. Lifelong learning, collaboration and leadership is essential.  The resource person also asked the participants what is critical thinking ? DE.  Asangba of pjolo dept responded  “Thinking well” and Prof. Sharma answered Analytical thinking. Thw resource person replied, when you think beyond your reach (Deep thinking) the ability to see beyond what you see, hear.  Creativity and innovation is the key  citing his examples from Nagaland University  and his interaction   with NU students

He asked them to share folktales of their own tribe after their introduction which he later complied and published from  a US publishing house.

Active Learning Strategies: Prof. Tiwari suggested some Active Learning Strategies: Techniques such as group discussions, problem-solving sessions, and case studies make lessons interactive and more impactful. Bonwell and Eison’s (1991) research on active learning demonstrated that students involved in active learning show higher retention rates. NEP 2020 supports such interactive methods to shift focus from rote learning to a deeper understanding of concepts.

Use of Technology: Modern teaching requires the integration of technology to enhance learning experiences. This includes interactive presentations, educational software, and virtual labs. Recent advancements involve AI-based learning platforms and adaptive learning tools that personalize education and provide instant feedback. During the COVID19 pandemic, the use of Learning Management Systems (LMS) significantly increased student engagement when used effectively.

Storytelling and Relatable Examples: Incorporating storytelling can simplify complex theories. Professors who use examples and stories from the industry or academia often see increased student interest and comprehension. NEP 2020 highlights the importance of context-based teaching and learning to ensure students relate lessons to real-world scenarios.

Continuous Assessment: Frequent, low-stakes assessments, such as quizzes and in-class activities, provide immediate feedback and help teachers gauge student understanding. Research by Black and William (1998) on formative assessment demonstrated that consistent feedback enhances learning. 

Constructive Feedback: Feedback should be specific, actionable, and timely. Providing feedback in a way that highlights strengths while guiding improvements fosters growth and motivation. 

Peer Review: Including peer feedback in college settings allows students to learn from each other’s perspectives, fostering critical thinking and collaboration.

Blended Learning Approaches: The shift towards blended learning, which combines face-to-face teaching with digital tools, is gaining traction. NEP 2020 emphasizes leveraging technology to facilitate a hybrid model that allows for personalized learning experiences.

Skill Development and Critical Thinking: NEP 2020’s focus on holistic, multidisciplinary education stresses teaching methods that go beyond memorization. This includes teaching students how to think critically, solve problems, and apply knowledge creatively. 

Professional Development for Educators: NEP 2020 also highlights the need for continuous teacher training programs to ensure that educators stay updated with new pedagogical practices, digital tools, and inclusive education strategies.

Conclusion: Prof. Tiwari in the end challenged and gave a good suggestion of what it takes to be a good teacher in this 21^st century. That one has to be digital Guru, champion collaborators, influence-rs. He used an app to take feed back and questions  from the participants and all showed a lot of positive response and encouraged to further apply in their coming days.

Recorded by

1. Ms. Vipinuo Kehie, Asst. Professor, Department of Tenyidie
2. Ms.Neisenuo Apon, Asst. Professor, Department of Commerce

Day 4, Nov. 12, 2024 Session 7

Time: 10:00 to 11:30

Chairperson: Dr Maongkala Longchar, Assoc. Professor, Department of English

Resource person: Dr. (Mrs.) Quendarisa Kharbuli, Assoc. Professor, UGC Malviya Mission Training Centre, NEHU, Shillong

Topic: Teachers’ Contribution to MOOCs (Massive Online Open Courses)

Rapporteurs: Dr. Ngutoli Y Swu and  Ms Keyilingbeu Zeliang

The session started with a welcome note by the Chairperson. Before giving time to the resource person, the Chairperson gave brief introduction to the resource person.

Dr Quendarisa Kharbuli started her session on the topic ‘Teachers’ Contribution to MOOCs by stating that instead of MOOCs, she would be speaking about the SWAYAM. She elucidated that NEP 2020  has brought lots of flexibility to the students and that among the various stakeholders, the most important were the Teachers.

Under the component of ICT under FYUGP she raised the question as to how the teachers should contribute by keeping the students in mind and going forward. Teachers need to be able to identify the level of qualifications.

On SWAYAM she stated that it was a portal created by the Government of India and it was a realist portal that attracts students to come out of their college and learn from Faculty outside their Institution.

NEP 2020 is multidisciplinary therefore students can acquire credits in other disciplines which are not offered by their parent institution. She stated that MOOCs was under SWAYAM and there were also other two types of SWAYAM namely SWAYAM PRABHA and SWAYAM PLUS which is the latest addition made by the Ministry of Education.

In 2015 MOOCs was the topic of discussion and the Ministry of Education entrusted UGC and AICTE to bring out a uniform plan for this platform to benefit the students and also the Teachers through API CAS.

In 2016 the first online courses were started and in 2022 amendment was made where 40% of total courses can be acquired through online courses through credit transfers. If 20 credit, 40% i.e. 8 credit from online courses and 12 credit for offline courses (60%).

SWAYAM – How it works?

SWAYAM has a schedule which aligns with the uniform schedule of all Institutions. The courses are offered twice a year aligning with the 2 semesters of colleges/universities in a year. The courses are duly notified twice a year on 1^st November for January to June cycle and 1^st June for the July to December cycle.

In 2019 NEHU adopted the online framework and in 2023, after a series of meetings the 1^st batch started by 2 departments. In 2024, a need was felt to introduce to the Colleges. It was decided that SWAYAM online courses of UG level was to be offered only for the 2^nd and 3^rd semester students and SWAYAM online courses to be opted in lieu of Elective courses only. 700 students in Meghalaya have taken up online courses.

Major challenges of NEP 2020 for Teachers

1. Are the Teachers doing justice to the elective papers?
2. Only 2 years have passed therefore there will be challenges in implementing NEP 2020. When the 4 semesters are running simultaneously the pinch of infrastructural level will become a reality therefore the option for SWAYAM or online courses is significant.

Marking system of SWAYAM online courses

1. Internal assessment
2. End Proctor exam – to be held at centres which are limited to only few places. This poses great limitation

The ministry of Education and UGC notifies that if number of  students goes up then with the national coordinator the exams can be held at colleges.

2^nd semester

Core – Major, Minor

Electives – AEC, SEC, MDC, VAC

40% (8 credits) – online courses can be taken

All electives are 3 credits therefore students can opt for any 2 electives which will come to 6 credits.

AEC – English, Tenyidie, Hindi and other languages like Chinese, French, German, Japanese, Spanish, etc can also be added. Teachers can develop courses and open it up for students across India.

The SWAYAM course will be selected by colleges and the list will be sent to the University SWAWAM Coordinator (USC) through proper channel

University Swayam Coordinator will collate the courses received from all colleges and finalise.

It is important which courses are minor/major papers and how many are elective and also understand which is AEC, SEC, VAC.

Once this is done all colleges can apply for SWAYAM NEPTL  point of contact person.

Teachers in the colleges can become mentors of their students.

SWAYAM winter semester – January 2025 to June 2025. Teachers can go through the list of courses which would be best for MDC, VAC, SEC for each subject that would help the students from other departments who are interested in their subject.

3 credit courses

The courses run for 12 weeks. Each week one assignment will be given (1×12= 12) and the National coordinator will choose 8 only.

Teachers can guide and facilitate the students throughout the course

Parent Institution

Students may not have access to gadgets therefore the institution can provide necessary gadgets.

NPTEL

Parent institution – 12 credits

Host institution – 8 credits (online)

Dimapur Government College comes under Nagaland University therefore the courses offered by DGC will be known by NU as host Institution.

Credit Framework for online courses

Internal assessment should be there for every course

For end proctor exam it will be at host institution. General will be Rs 1000 and others Rs 500

Students should get above 10 in internal assessment

End proctor exam the students should get above 30

The session ended with an encouragement by the resource person asking the teachers to take up SWAYAM courses and become mentors for the students opting for such courses.

The question and answer sessions was held where questions were posed by Prof. Sanjay Sharma, Principal DGC, Dr Meripeni Ngully, HOD History which was deliberated upon by the resource person.

The session was attended by both offline and online participants and ended with a word of appreciation by the Chairperson.

Recorded by

1. Dr Ngutoli Y Swu, Asst. Professor, Department of History
2. Ms Keyilingbeu Zeliang, Asst. Professor, Department of Psychology

Day 5, 12^th Nov. 2024 Session 8

Time: 12:00 to 1:30 PM

Topic: NEP- 2020 FYUGP: Evaluation and Assessment.

Objective: To equip teachers with knowledge on NEP- 2020 FYUGP: Evaluation and Assessment.

Speaker: Prof. Dipak Sinha, Nodal officer NEP-2020, Nagaland University.

The seminar was chaired by Ms. N. Mongyung Phom, Assistant professor Department of English and the rapporteurs for the session were Ms. Nungsangtola, Assistant professor, Department of Sociology and Ms. Yarila H. Khiphuru, Assistant professor, Department of Psychology. The seminar was conducted to create awareness among the faculty members about NEP-2020 FYUGP.

Key highlights:

The NEP 2020 is the first education policy of the 21^st century and aims to address the many growing developmental imperatives of our country. This policy purposes the revision and revamping of all aspects of the education structure.

The policy’s vision includes the following key aspects:

• Quality universities and colleges.
• Institutional restructuring and consolidation.
• A more holistic and multidisciplinary education.
• Optimal learning environments and support for students.
• Motivated, energized and capable faculty.
• Equity and inclusion in higher education.
• Teacher education.
• Catalyzing quality academic research in all fields through a new national research foundation.
• Transforming the regulatory system of Higher Education.
• Effective Governance and leadership for higher education institutions.

Initiatives of NEP:

• Academic Bank of credits.
• Multiple Entry and Exit in Academic Programmes.
• Common universities entrance test.
• SWAYAM and MOOCs
• Alumni Connect
• Establishment of research and development cells in HEIs
• Pursuing two academic programmes simultaneously
• Curriculum and Credit Framework for Undergraduate programmes
• National credit framework
• Training/orientation of faculty on the Indian Knowledge System
• Guidelines for introducing courses based on Indian Heritage and Culture
• UTSAH Portal
• NEP SAARTHI
• Incorporating IKS into curricula
• Guidelines for research internship for UG students
• Institutional development plans for Higher education institutions

4-year U.G. Programme:

• 4- year UG Degree (Honours)
• 4-year UG Degree (Honours with research)
• Major and minor disciplines
• Disciplinary/ interdisciplinary major
• Disciplinary/ interdisciplinary minors
• UG Degree programmes with Single major
• UG Degree programmes with Double major

Two broad categories of reforms under NEP:

• Structural/policy change
• Academic flexibility

Multidisciplinary Education:

• Credit mobility between institutions: academic bank of credit
• Online and ODL mode of education: Swayam, MOOCs, Cursera
• Academic collaboration between institutions leading to Multidisciplinary Education and Research
•  Institutional collaboration leading to the award of dual- major degrees
• Collaboration between two institutions for the award of dual degree
• Cluster of colleges
• Adding new departments
• Orientation about new opportunities: student induction programme (SIP)

Academic bank of credits:

The Academic bank Account means an individual account with the Academic Bank of credits opened and operated by a student, to which all academic credits earned by the student from courses of study are deposited, recognized, maintained, accumulated, transferred, validated or redeemed for the purposes of the award of degree/diploma/certificate etc. by an awarding institution.

Challenges in Implementation:

• Already CBCS is implemented in 2022
• Shifting of CBCS major students into FYUGP
• Shifting of CBCS general students into FYUGP
• A totally new policy
• Nomenclature of UG programme (only major)
• Multiple exit and entry
• Credit transfer (there is no uniformity in credits)
• Internship programme/ evaluation
• Implementation of common courses (logistic problem)
• Skill enhancement courses
• Double major
• Subject combination
• Diverse requirements
• Syllabus making
• Confusion of about relation of credit with marks and unit
• No clarity of PG one year programme and syllabus

The seminar concluded with Q & A session. The session was very informative. The attendees learned new inputs and left more informed of the NEP-2020 FYUGP.

Recorded by

1. Ms. Nungsangtola Walling, Assistant Professor, Department of Sociology
2. Ms. Yarila H. Khiphuru, Assistant Professor, Department of Psychology

Day 5, Nov. 13 Session 9

Chairperson: Ms. Anungla Aier, Associate Professor, HoD, Department of Economics

Topic: Mental Health and Hygiene

Resource Person: Ms.Imlibenla Mongro, Clinical Psychologist, CIHSR, Dimapur

Rapporteur: Mr. Meren Jamir and Ms. Pudezono Tase

Introduction:

The primary objective was to promote an understanding of mental health and hygiene, highlighting its importance in daily life and guiding individuals on managing mental well-being effectively.

Key Points of Discussion:

1.  Definition of Mental Health (WHO):

Mental health, as defined by the World Health Organization (WHO), is “a state of well-being that enables people to: realize their potential, cope with normal stresses of life, work productively, and contribute to their community.”

• Signs of Mental Health Issues:

The resource person outlined various indicators of mental health concerns, categorized into four main types: 

• Physical: Changes in sleep patterns, appetite, energy levels, and medically unexplained symptoms. 
• Social: Withdrawal from others, sudden changes in socialization habits. 
• Emotional: Increased frequency of crying, irritability, feeling overwhelmed, or a lack of enjoyment in activities. 
• Cognitive: Forgetfulness, difficulty in focusing, and decreased concentration. 

Resource person emphasized that mental health problems can affect anyone. Statistics show that one in five people will experience a serious mental health issue at some point in their lives.

•  Mental Health Continuum:

A diagram illustrating the mental health continuum was explained, showing mental health as a spectrum ranging from sound mental health to severe mental health issues. Resource person clarified that it is natural for individuals to oscillate between mild and sound mental health states. Recovery from a severe mental state, however, requires time, and individuals typically progress gradually, moving from severe to moderate, and eventually back to sound mental health.

•  Coping Mechanisms for Everyday Stress:

The resource person discussed several ways to manage daily stress, emphasizing the importance of healthy coping strategies:

• Positive Distraction: Intentionally shifting attention from stressors or distressing emotions to enjoyable, engaging, or calming activities, such as hobbies and socialization.
• Negative Distraction: Activities that temporarily mask distressing thoughts, like substance use, self-harm or excessive screen time. These provide short-term relief but may ultimately worsen emotional distress.
• Redefinition: Reinterpreting challenging situations, thoughts, or emotions to gain insight and learn from them.
• Appropriate Blame: Maintaining a balanced perspective on accountability by analyzing a situation thoroughly before assigning blame.
• Social Support: Seeking support from others and offering support in return by listening and helping find solutions to mutual problems.
• Spiritual Support: Engaging in faith-based community activities, prayer, or meditation for emotional resilience.

•  Positive Psychology Practices for Coping:

The speaker recommended coping techniques inspired by positive psychology, particularly habits associated with happier individuals, such as practicing gratitude. She advised being specific about why one is grateful (e.g., appreciating specific aspects of good health rather than health in general).

•  Managing Overwhelmed Feelings:

   To cope with feelings of being overwhelmed, Ms. Imlibenla Mongro suggested assigning numerical values to responsibilities. This specificity helps individuals prioritize tasks, thereby reducing stress.

Additional Discussion Points:

• Managing Children’s Use of Technology: Strategies for handling children’s exposure to gadgets and technology.
• Caring for Elderly Parents with Dementia: Practical advice on supporting elderly family members facing dementia.

Conclusion:

The resource person’s presentation underscored the need for mental health awareness and daily hygiene practices. She encouraged attendees to embrace constructive coping mechanisms and to seek support systems in times of stress. The discussion offered valuable insights into recognizing signs of mental health issues, using the mental health continuum for self-awareness, and fostering positive mental hygiene.

Recorded by

1. Ms. Pudezono Rose Tase, Assoc. Professor, Department of Economics
2. Mr. Meren Jamir, Asst. Professor, Department of Commerce

Day 5 13^th Nov. 2024; Session: 10

Time: 12:00 –  01:30 PM

Chairperson: Ms. Limanaro Amer, Asso. Prof. Dept. of Education

Resource Person: Dr. Abhishek Kumar, Scientist –E (CS) INFLIBNET, Gandhinagar, Gujarat.

Topic: Indian Research Information Network System 

Rapporteurs:

1. Ms. Purtila, Assoc. Prof., Dept of Pol.Sc, DGC
2. Dr. Asangba Tzudir, Dept. of Philosophy, DGC

Session Report

• The chairperson welcomed the gathering both online and physical attendees and followed it up by Introducing the speaker, a Scientist-E whose credentials which included President of India Awardee 2017 in the field of education. He delivered his presentation on the topic online.
• The speakers took over and started with the objective of his presentation by highlighting on the Indian Research Information Network System, and the database management Information which is done through INFLIBNET (Information and Library Network) Centre which is an autonomous Inter-University Centre (IUC) of UGC.

• Keypoints of the Speaker
• IRINS (Indian Research Information System
• NIRF (National Institutional Framework)
• NME (National Mission on Education) through Information and Communication Technology (ICT) which is a project of Ministry of Education.
• Research and Policy Making
• Data Integration
• Research and Source reliability
• Research Articles, Publications and accessibility
• Research momentum and trends.
• Research Impact and Achievements.
• Knowledge Transfer.
• Nodal Officer and Brand Ambassador
• Scholarly Information materials which can be accessed from VIDWAN, a publication source under INFLIBNET.
• Research Output of respective universities
• Importance of maintaining Teachers Research Profile.
• Importance of Academic Identity
• Importance of Faculty Publication Profile

     (Details can be had from PPT)

• The Challenges
• Why do we as researchers/teachers need to identify in the Academic community
• People identification through publications in various platforms/journals/books etc.
•  Academic Identity
• Collect and connect as part of outreach in the Research networking.
• Project Application and Funding agency, which is done through Academic Identity.

The Chairperson opened the floor for discussion.

• Prof. Dr. Sanjay Sharma queried on the registration process and the speaker responded that it requires an Id which can be either of the personal or institution.
• To the query on how to download articles which are not Open Access, the speaker responded that the articles which are not in the open access cannot be downloaded but such articles can be requested by providing the DoI number.
• To the query on Research Gate as a source of data publication, the speaker highlighted some requisites which included Basic data, Research Profile and Research Output.

The chair formally thanked the speaker for the very enriching and informative session and the participants for their active participation. Overall it was a very productive session.

Recorded by

1. Ms. Purtila, Assoc. Prof., Dept of Pol.Sc, DGC
2. Dr. Asangba Tzudir, Dept. of Philosophy, DGC

Outcome of the FDP:

            The FDP has  to a large extend, prepared the participant teachers in   contemporary teaching methodologies and in enhancing the intellectual and academic environment in respective institutions. It  also provided  guidance for advanced research, upskill and update to keep pace with the changing demands of  higher education sector of the country.

            In consideration of the FYUGP, SWAYAM and MOOCs under NEP-2020, the knowledge pool shared by the competent resource persons were highlighted formally with the affiliated Nagaland University which is vital to the smooth functioning of the UG/PG programmes under FYUGP. NU has also taken serious note of the suggestions and acted positively.

            The FDP being collaborated with the Directorate of Higher Education, Govt. of Nagaland, enabled outreach by making the FDP into a state wide program involving all the teachers under the Higher Education Department. The FDP also underlined the greater responsibility of the Higher Education Department.