List of Presentations held on 27th May 2014

1. Centre for Assessment Evaluation and Research................................................... 1

2. COMMTEL - META PROJECT……………………………………………….................................. 21

3. Proposal for Project e-Exam under NMEICT........................................................... 49

4.Institutional Network and Virtual Knowledge Repository for Arts And Humanities Education In India...................................................................................

66

5. TARKSHYA Main Project…………………………………………………………………………………….. 87

STANDING COMMITTEE MEETING NMEICT28/05/2014

1

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Shri Vineet Joshi – Chairman CBSE and Executive Council CAER

Mrs. Sarita Manuja - Director CAER

2

• Shri Vineet Joshi, IAS (Chairman, CBSE & Chairman CAER – Executive Council)

• Ms. Sarita Manuja (Director, Centre for Assessment, Evaluation & Research)

• Prof. James Stephen Tognolini (Senior Vice President, Research and Assessment

Pearson and Visiting Professor, University of Oxford)

• Dr. Sadhana Parashar (Professor and Director - Training and Academics, CBSE)

• Mr. Arjun Bahadur (Deputy Director, Centre for Assessment, Evaluation & Research)

• Dr. Priyanka (Research Officer, Centre for Assessment, Evaluation & Research)

• Dr. Akanksha Bapna (CEO, Evaldesign)

CBSE – CAER CORE PROJECT TEAM

3

Background• JEE (Main)

High-stakes examination for which students from across the country spend

significant amounts of time practising to maximise their score

While preparation for examinations is a very useful learning tool, it starts to have a

negative impact on broader learning when the focus is purely on “practising for the

test”

The fact that students are paying significant amounts of money to have this tuition is

also impacting on the “social fabric” of society

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

4

Scope and Coverage of Solution• The CBSE - CAER is proposing to develop an item bank of JEE (Main) items which

students preparing for the JEE can access online. These items will be linked to

learning materials which are designed to help students improve their learning

• All candidates (nationally and internationally) would have access to this powerful

“learning” tool which will addresses some of the concerns outlined in the previous

slide in that the focus is on learning

• It is designed to identify areas of potential weakness; promulgate corrective

strategies that have been identified through an analysis of the assessment items;

and, give further practice examples from similar JEE items which assess the same

skill to make sure that the student has understood the concept

• The intention is to utilise ICT tools to make the learning more interactive

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

5

Steps Involved

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Develop Table of Specifications covering the

construct of JEE

Identifying and Tagging a pool of

501 Items by Subject Experts and Test

Developers of JEE.

Identifying , describing and

storing the rationales behind the distracters

Incorporating corrective learning strategies for each

incorrect option chosen

Build additional items for practice for each incorrect action to improve learning

Develop an online system for item bank including feedback

and learning components

(with technology partner)

Locate the item bank system on a website to make it accessible

world wide 24/7.

Conduct Load trials and carry out pilot

study

6

Process Flow

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

7

Features of Platform

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

8

Features of Platform (Contd)

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

9

Technology Used and Hosting Architecture

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Programming language - Ruby v2.1.0.

Web Framework - Ruby on Rails v4.1.0

ORM - Active Record

Database - MySQL

Front end - ERB templates, jQuery, SCSS,

Bootstrap

Caching - Redis

Web Server - Nginx

Application Server - Unicorn

Server Operating System - Ubuntu 13.10

Hosting Architecture - Amazon Web Service stack

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Deliverables and Timelines

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Key deliverables Expected time of delivery

Inception of the Project 1 July 2014

Development of item bank with 501 items 31 Oct 2014

Completion of technology Platform along with Hosting 31 Dec 2014

Pilot run of the Platform 1 Jan 2015

Submission of report of Pilot 30 June 2015

Update of Platform basis Pilot 1 Aug 2015

11

Cost of the Project

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Recurring Heads Annual Cost (INR)

Hosting Cost 3,00,000

Human Resource

Project Manager 12,00,000

Data Analyst 6,00,000

System Administration Cost 12,00,000

Academic Advisors 5,00,000

Total 38,00,000

12

Cost of the Project

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Development Heads Cost (INR)

•Development of Table of Specifications (TOS)•Selection of 501 items coded with metadata described within TOS•Identify 10 items with characteristics similar to the 501 items and tagged as per TOS

14,00,000

Review and Quality Assurance 6,00,000

Building of rationales behind each incorrect option for all 501 itemsTo explain and build Corrective learning strategies for each

24,00,000

Review and Quality Assurance 6,00,000

CBSE CAER Cost of Managing the Development 24,00,000

Total 74,00,000

13

Cost of the Project (Contd)

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Development Heads Cost (INR)

Platform Development

Inception Stage (Requirements ; Analysis ; Documentation) 2,80,000

U I Design 2,00,000

Coding and Development 23,00,000

Testing and Integration 11,50,000

Infrastructure and Release 2,50,000

Total (including mandatory costs) 47,00,000

14

Cost of the Project (Summary)

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

Development Heads Cost (INR)

Recurring Cost (Annual) 38,00,000

Development Cost (Content) 74,00,000

Development Cost (Platform) 47,00,000

Total 1,59,00,000

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Unique Features of Solution

• Self learning model which allows learning at own pace and remediation through

pedagogic interventions

• Leveraging ICT to maximize reach and effectiveness of learning

•24/7 access by students world wide

• Can be used for student and teacher development

• Model is based on Social Equity, Access to everyone and improved Quality of

learning

• Large pool of CBSE – CAER domain experts and assessment experts

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

16

Realize Objectives of MissionNMEICT Mission –

A proper balance between content generation, research in critical areas relating to imparting of

education and connectivity for integrating our knowledge with the advancements in other

countries is to be attempted. No Talent of the country should be allowed to go waste

Knowledge modules based on the personalized needs of the learner would need to be delivered

to him /her at the right time with the right content interactively to take care of his/her aspirations

Project Goals and Intention

This project generates content through expert intervention, ensures that all students across the

country have access to high-quality content through this online platform at minimal cost and

increases accessibility of the learning material

It allows for self-paced learning by enabling students to access the question bank and concept

details on their own time, making it highly personalized

DEVELOPING A JOINT ENTRANCE EXAMINATION (Main) (JEE) ONLINE ITEM BANK FOR REMEDIAL TEACHING AND

LEARNING OF CANDIDATES

17

CAER – RESEARCH PROJECTS COMPLETED WITH CBSE

• Some Possible Options for Aggregating Subject Examinations at the

Level of Scores for Entry into Indian Tertiary Institutions – JEE

Normalisation Model

• Evaluation of the Validity and Functioning of the Test (The Central

Teacher Eligibility Test, November 2012) - CTET Project

• Study of the Structure of Grade XII Question Papers for Different

School Examination Boards – 21 State Boards

• Evaluation of the Item Functioning of the Test (JEE Main- 2013) – Item

Analysis

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CAER – RESEARCH PROJECTS ONGOING WITH CBSE

• Developing On-Line Problem Solving Assessment System for the

students of Grade IX and XI targeting to nurture and assess cross

curricular skills

• Evaluation of the Item Functioning of the Test (JEE Advanced – 2013)

• Examining Grade XII Examination Practices of CBSE and making

recommendations for Improvement

• Comparative Analysis of Difficulty Level of Grade X question

papers of Board based and School Based Summative Assessment (II)

• Evaluation of the Item Functioning of the Test (CTET, 2014)

19

Thank You!

Centre for Assessment, Evaluation and Research (CAER)4th Floor, 17 Rouse Avenue, New Delhi 110 002

Email: contactus@indiacaer.orgWebsite: www.indiacaer.org

20

“COMMTEL - META PROJECT”(Commerce Enhanced Education through

Technology Enabled Learning)

under NMEICT, MHRD, Govt of India

Prof K V Bhanu MurthyDr Jaswinder Singh

Dr Vimal Rarh

Seamless Integrated e-Learning Knowledge Management System

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A seamless system of pedagogy in Commerce

through pervasive computing

by creating and broadcasting video enriched lectures (Live Plus)

an Integrated Knowledge Management System (IKMS)

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Creation of Live Plus Lectures

Live discussions –online

Blended learning pedagogy

Empowering / training Teachers

Optimum utilization of high quality teaching resources

Integration of pedagogy with multimedia and ICT tools

Multi-lingual adaptability of Live Plus Lectures

Create a Searchable Database of Lectures and Quizzes

General Objectives

23

development and integration of educational technologies

through a well structured learning

sequence

that blends with the present

class-room teaching

by empowering teachers

without replacing them

24

National Centre

Regional Centre

Regional Centre

Zonal centre

Zonal centre

Zonal centre

Local unit Local Unit Local Unit

Regional Centre

Regional Centre

Implementation Structure

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For the Pilot Project

One Partner University having 40-50 colleges•Zonal (Part)•Local units (colleges)

Centre for e-Learning, SGTB KhalsaCollege shall act as a unified facility•The Nodal Centre (NC) , Regional Centre

(RC) and as Zonal Centre (ZC)

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Optimum use of existing

NMEICT and other open

source resources

AakashTablet

A-VIEW-video

conferencing tool

DTH studioLMS-

Brahaspati, MOODLE

E-Content

Android based

Mobile apps

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•Development of Live-Plus Video lectures

•Transmission/ Broadcasting of Live Plus Video Lectures

•Development of e-Learning Object Repository (e-LOR)

•Development of Transcript of Live Plus Lectures as meta data and searchable tags

•Development of Question bank

•Workshops and Training

•Development of e-Learning Environment

•Research on systems, e-learning, pedagogy, feedback, quizzes, etc.

Verticals / Deliverables in COMM-TEL

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I - Development of Live-Plus Video lectures

B.Com Courses

12 Courses•6 courses in English

medium•6 courses in Hindi

medium• -52 lectures each

- to cover syllabi of 60 hour duration in conventional mode of teaching-learning

Add-On Courses6 Courses•Computer Fundamentals

and Word Processing.•Spreadsheet applications

in business.•Computerized accounting

software.•Database applications in

business.•Communication and

presentation skills.•Group discussion,

interview and C.V. creation.

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I - Development of Live-Plus Video lectures

ODD SEMESTER EVEN SEMESTER

Course Title

No of Courses

No of Lectures (English Medium)

No of Lectures (Hindi Medium)

Course Title

No of Courses

No of Lectures (English Medium)

No of Lectures (Hindi Medium)

B.Com - 1 yr

2 13 x 4 = 52 13 x 4 = 52

B.Com - 1 yr

2 13 x 4 = 52

13 x 4 = 52

B.Com - 2 yr

2 13 x 4 = 52 13 x 4 = 52

B.Com - 2 yr

2 13 x 4 = 52

13 x 4 = 52

B.Com - 3 yr

2 13 x 4 = 52 13 x 4 = 52

B.Com - 3 yr

2 13 x 4 = 52

13 x 4 = 52

Add-on-1,2,3

3 (13 x 1) x 3= 39

- Add-on-4,5,6

3 (13 x 1) x 3= 39

-

Total: 702 Lectures

195 156 195 156

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II. TRANSMISSION AND BROADCASTING OF LIVE PLUS VIDEO LECTURES

Zonal Educator present at the

Transmitting end

Facilitator at the Receiving end (at the Local units,

around 50 colleges, in the pilot projects)

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Zonal, Discussion andQ-A

Local Unit

National (English language)Regional (Regional language)

30 min lecture

15 min doubt session

15 min Setting up +15 min Feedback

75 minLecture

II. TRANSMISSION AND BROADCASTING OF LIVE PLUS VIDEO LECTURES

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DEVELOPMENT OF e-LEARNING OBJECT REPOSITORY (e-LOR)

•teachers : in their conventional class-room teaching

•Students: to understand the small concept with the help of animations, audio, video, simulation, interactive content etc.

•as objects to be embedded while developing LivePlusLectures

804 e-LOs to be developedUSES

e-LOs arestandalone multimedia objects

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Continuous evaluation, quality assessment and feedback system for enhancing the e-LOs

Uploading of e-LOs to form e-LOR having associated key-words as meta data.

Development of website with searchable database.

Tagging of each e-LO with key words

Conversion of story board into multimedia enriched e-Learning Object.

Review of Story –boards for e-LOs

Story –board development for e-LOs

Identification of individual concepts to be developed as e-LOs

Development of Templates and Prototypes

34

IV. DEVELOPMENT OF TRANSCRIPT OF LIVE PLUS LECTURES AS META DATA AND

SEARCHABLE TAGS

Transcript of Live Plus lectures

made available for online access

The text files will be certified by the faculty who developed the video courses.

powerful search engines

Metadata Tagging

35

V. DEVELOPMENT OF QUESTION BANK FOR RANDOM QUIZ AND OFFLINE ASSESSMENT CREATION

Objective and subjective Questions

with appropriate tagging

Online Quizzes with grading and feedback

Generation of offline assignment

Around 10,000-12,000 questionsin all for18 courses.

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VI. WORKSHOPS AND TRAINING

• Workshops for Course Coordinators and Educators (National, Regional and Zonal

• Training for Facilitators

•Workshops for development of e-LOs: Faculty, SMEs and Internal Team

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VII. DEVELOPMENT OF e-LEARNING ENVIRONMENT FOR COMM-TEL

Inte

grat

ed P

orta

l with

fu

nctio

nsSearchable Data Base for Live Plus Lectures

Searchable Data Base for transcript of Live Plus Lectures

E-Learning Object Repository (e-LOR)

Database of question bank

Online Quizzes.

Online and Offline assignment generation

Feedback and discussion forums

38

VIII. RESEARCH

Opinion polls, feedback analysis

Data collection and analysis.

Development of student and

teacher friendly mobile apps

Analysis of Live Plus lectures

development and delivery processes.

Quality evaluation techniques for e-

LOs

Scalability to other courses and other

subjects.

39

Year 1( in Rs Lacs)

Year 2( in Rs Lacs)

Year 3( in Rs Lacs)

Total ( in Rs Lacs)

Recurring

Development of LivePlus Lectures@Rs 7 Lakhs for 18 courses

126 0 0 126

Manpower 2 2 2 6

Coordinator Honararia @ 7.5% of total courseware production cost

9.45 0 0 9.45

Travel 3 0.5 0.5 4

Contingency 2 2 2 6

Non-Recurring

a. Infrastructure – Recording and editing Studio.

0 0 0 From the DTH Project

b. Additional Infrastructure upgradation for staff, office, hardware, software, establishment, etc.

40 10 0 50

c. Servers for storage of raw video files , Power, UPS & AC.

50 20 70

Total Rs 271.45 Lacs

BUDGET –I : Development of Live-Plus Video lectures

40

BUDGET –II : Budget II (Transmission and Broadcasting of Live Plus Video Lectures) at Nodal Centre (CFEL)

Year 1(in Rs Lacs)

Year 2(in Rs Lacs)

Year 3(in Rs Lacs)

Total(in Rs Lacs)

Recurring

a. Honorarium* 28.08 28.08

b. Travel, Office Expense, Contingencies, Establishment and miscellaneous

1 2 1 4

c. Maintenance, technical staff, power back-up, etc.

1 4 1 6

Non-Recurring

a. Transmission and broadcasting studio for Two way interactivity, software, connectivity (dedicated 1 GBPS ), etc.

DTH and A-View Platform

Total Rs 38.08 Lacs

41

Budget III (Development of e-Learning Object Repository (e-LOR))

Year 1 ( In Rs Lacs)

Year 2 ( In Rs Lacs)

Year 3 ( In Rs Lacs)

Total ( In Rs Lacs)

Recurring

Development cost of e-LOs* 203.4 203.4

Manpower 100 42 42 184

Travel 10 10 10 30

Contingency 10 10 10 30

Non-Recurring

Infrastructure 0 0 0 Shared from other components

42

Budget IV (Development of Transcript)First Year(in Rs Lacs)

Second Year(in Rs Lacs)

Third Year(in Rs Lacs)

Total(in Rs Lacs)

Recurring

a. Honorarium* 12 7.85 0 19.85

b. Manpower 5 4.6 0 9.6

c. Consumables 0 0 0 To be shared from other components

d. Travel 1 1 0 2

Non-recurring

Infrastructure - High power Storage servers, hardware, software, high speed scanner, etc.

80 80Total Rs 111.45 Lacs

43

Budget V (Development of Question bank)

Not Budgeted: Budget to be adjusted from the Transcript and

LivePlus Lecture development.

44

Budget VII (Development of e-Learning Environment)First Year(in Rs Lacs)

Second Year(in Rs Lacs)

Third Year(in Rs Lacs)

Total(in Rs Lacs)

Recurring

Manpower and outsourcing cost for development , metadata creation, deployment and maintenance of softwares/websites and uploading of data/content for the different following functionalities in an integrated manner

20 20 17 57

Travel 2 2 2 6

Consumables 2 2 2 6

Non-recurring

Production Server and mirroring server 0 0 0 Centralised NMEICT server

Other Hardware for technical staff and office furniture

30 10 10 50

Total Rs 119 Lacs

45

Budget VI (Workshops and Training)First Year(in Rs Lacs)

Second Year(in Rs Lacs)

Third Year(in Rs Lacs)

Total(in Rs Lacs)

Recurring

a. Workshop/Training cost* 66 13.2 0 79.2

b. Manpower 2 2 2 6

c. Travel 0 0 0 Already a part of training cost

Non-recurring

a. Receiving end set-up for testing, monitoring and training

5 5

b. Additional Infrastructure – Aakash tablets, laptops, etc. for training

5 5

Total Rs 95.2 Lacs

46

Budget VIII (Research)

Item Estimated Amount – First year(in Rs Lacs)

Estimated Amount – 2nd

Year(in Rs Lacs)

Estimated Amount- 3rd

Year(in Rs Lacs)

Total (in Rs Lacs)

Recurring

Man Power 10 10 15 35

Non-Recurring

Contingencies 2 1 1 4

Travel 3 2 2 7

Total Rs 46 Lacs

47

Overall BudgetDELIVERABLES Year 1 Year 2 Year 3 Total

( in Rs Lacs) ( in Rs Lacs) ( in Rs Lacs) ( in Rs Lacs)

1 Video Plus Lectures –Development Cost 232.5 34.5 4.5 271.5

2 Live Transmission/ Broadcasting cost at Nodal Centre (CFEL) 2 34.08 2 38.08

3 Development of e-Learning Object Repository (e-LOR)) 323.4 62 62 447.4

4 Development of Transcript of LivePlus Lectures 98 13.45 0 111.45

5 (Development of Question bank) 0 0 0 0

6 Workshops and Training 78 15.2 2 95.2

7 Development of e-Learning Environment 54 34 31 119

8 Research 15 13 18 46

GRAND TOTAL (Rs. Lakhs) 802.85 206.23 119.5 1128.58

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Zurück zur ersten Seite

R.K. ShevgaonkarDirector, IIT Delhi and

Professor of Electrical Engineering, IIT Bombay

Proposal for Project e-Exam under NMEICT

49

Motivation

On the initiative of MHRD a large number of e-learning projects have been initiated under thehead NMEICT in last one decade

Most of the project however either focused oncontent creation or content dissemination.

Question: How the e-content has helped in raisingthe standard of engineering education in thecountry?

While the NPTEL courses put thrust onfundamentals and logical development of thesubject, the examinations in most of theuniversities test how well the subject content ismemorized.

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How to make the e-content more usable

To make the e-content more usable, two things areimperative: Integration of the e-content developed under

NMEICT in the university curriculum Designing the question paper that is

commensurate with the content.

51

Present Examination System (1/2)

Most of the technical colleges in India are affiliatedto a parent university

The affiliating university forms the syllabi for thesubjects and conducts examination for all subjectsin all semesters

The central control of the examination makes theexamination vulnerable to many factors likeavailability of qualified paper setters, distributionof the exam material etc.

Many times it becomes difficult to find a goodpaper setter.

Also there is always a fear of leakage of thequestion paper in a large university system

52

Present Examination System (2/2)

The question papers invariably test onlymemorizing capability of the students instead oftesting the in-depth understanding of the subject,logical reasoning and analytical capability.

The questions are typically descriptive type. Even if there are analytical questions, the same

questions repeat and students memorize even theanalytical problems.

53

The way forward …

It is therefore apparent that there is a need todevelop high quality examination system which isaligned with the quality e-content created under theNMEICT project.

Through this platform all universities can setquestion papers of same high standard.

Also it will take away all the problem associatedwith the paper distribution logistics.

The question papers can be set and (re-set if needarises) by the stroke of a key and can bedistributed instantly.

54

Anatomy of an Exam In technical subjects, the exam should test:

Knowledge of basic principles . Application of the basic principles to define an

engineering problem . Solving the problem following systematic steps using

analytical tools .

55

Basic Philosophy of the Project If a large number of problems are created to meet

these objectives, a quality examination can beconducted by any university even if there is shortageof highly qualified paper setters and limited logistic.

One may wonder that by creating a question bank, willthe exam become known!

Indeed the questions will be known to all the studentsbut if the number of questions is large (few hundred tothousand per subject) knowledge of thousandquestions is as good as knowing the full subject.

Further, from a given numerical problem infinitenumber of problems can be generated by changingjust the numerical values.

56

Methodology The e-Exam needs development at two levels.

Creation of question bank and its dynamic solutionmanual.

Development of a system which can assemblequestions to create a question paper of desiredcomposition.

While the first component requires subject experts andtechnical manpower, the later needs general softwaredevelopers.

Thus we will have:Question Paper Composing PlatformDynamic Problem Solution Platform

57

Creation of Question Bank and the Solution Manual (1/2)

First the subjects that are needed by large number ofcolleges at the UG level and which are not descriptivetype will be identified.

This will be followed by identifying SMEs who candevelop the desired e-question bank.

The SMEs will be encouraged to compile all possiblequestions from past university exams and othercompetitive exams.

The SME will then study the commonality of thequestions and will create questions which meets thepedagogy criteria defined above.

The SME will create questions which will test allpossible ways through which the knowledge can betested. 58

Creation of Question Bank and the Solution Manual (2/2)

For a typical course, it is expected to develop a fewhundred questions which will cover all aspects of thecourse.

The questions will be of different complexity levelwhich will be indicated by the marks attached to aquestion or by typical time needed to solve thequestion.

Once the basic question banks are created, a dynamicsolution manual will be created.

The dynamic solution is a dedicated program for eachquestion, which can be run for different numericalvalues for the input data.

The SMEs would end up creating a lot of IP !59

For example …

Type of questions: one mark question could be just memory type, two marks question could be of direct application

of a formula type with small calculation, three, four, five mark questions could be of

multiple calculation nature. To provide flexibility to the paper setter, the subject

will be divided in large number of modules andquestions for different marks will be created for eachmodule.

There will also be complex questions which will runacross the multiple modules.

60

Creation of a Question Paper The paper composition strategy is defined by the paper

setter and therefore a platform needs to be createdwhich can use paper setter defined parameters tocompose a question paper.

A course is divided into small modules and each modulewill have a question bank of different complexity levelsand different marks.

A university first will define the syllabus by choosing aset of modules from the modules of the e-contentdeveloped under the content development project.

The syllabus is made available to the paper setter. The paper setter will define the format of the paper i.e.,

what is the weightage given to different modules andnumber of questions in different complexity groups.

61

Finally… The program then will assemble questions to create a

question paper. The paper setter will be given flexibility to look at the

individual questions and ask for an alternativequestion if needed.

The alternative question will be randomly picked upfrom the question bank.

The paper setting program can use information of theprevious years' question papers to avoid repetition.The paper setter can iterate till s/he gets a satisfactoryquestion paper.

At this stage the paper setter can freeze the questionpaper and can ask for a solution which can be keptconfidential with the controlling authority.

62

Funding RequirementFunding for Paper setting Platform

1. Manpower (2) 10.00 Lac2. Software 2.00 Lac3. Coordinator Honorarium 3.00 LacTotal 15.00 Lac

Funding needed per course1. Manpower (2-3) 10.00 Lac2. SME Honorarium 10.00 Lac3. Other expenses 3.00 LacTotal 23.00 Lac per courseIn the pilot phase, e-Exam will be created for 10fundamental courses in few branches of engineering.Total Funding over 2 years 245.00 Lac63

Achievements of the Projects1. The project will enhance the standard of examination in

more than 5000 engineering institutions in the country.2. The expenses for conducting university examination will be

reduced substantially.3. There will be no need to set multiple question papers for the

security reason.4. It will make the question papers error-free and therefore will

avoid disputes.5. It will make the examinations leak proof.6. It will save time for the paper setter as the paper can be

composed quickly and the solutions can be generatedautomatically.

7. Evaluation may be computerized and can be made faster anderror-free.

64

Thank you for your attention ….… Questions ?

65

CONCEPT PRESENTATION

INTERNATIONAL INSTITUTE OF INFORMATION TECHNOLOGY, HYDERABAD&

SAHAPEDIA: AN ONLINE ENCYCLOPEDIA ON INDIAN CULTURE AND HERITAGE

INSTITUTIONAL NETWORK AND

VIRTUAL KNOWLEDGE REPOSITORY FOR ARTS AND HUMANITIES EDUCATION IN INDIA

66

Outline of Project: Institutional Network &

Virtual Knowledge Repository forArts And Humanities Education In India

• Creating systems for resource sharing & collaborative research in humanistic and heritage studies via a network of universities and cultural centres

• Pilot Phase: 18 months

• Principal Investigator: Prof Navjyoti Singh

• Co-Investigator: Dr. Sudha Gopalakrishnan

• Anchor Institutions: IIIT-Hyderabad and Sahapedia

• Partner Institutions: 30 institutions across India

67

Background

• Need to take a fresh look at higher education in India in the light of the relatively less emphasis on humanities programmes throughout the country.

• Change the general perception that it has only an intrinsic value and no instrumental value.

• Education with stress on humanities and the arts would help students cope with new challenges in the twenty-first century.

68

Relevance of Project• No structured networks linking Indian academic & cultural

bodies involved in the arts and humanities

• ICT transforms the scope of education:

• Extending access without compromising on quality• Making the exchange of knowledge a participatory

process

• Introducing into the education paradigm such knowledge as is transmitted orally

69

Relevance of Project (…contd.)

• ICT transforms the scope of research and training:

• Recovering the interdisciplinary perspective of Indian knowledge traditions, as also their interactive mode of enquiry

• Aggregating knowledge resources dispersed across language and discipline, and developing new digital tools for their interpretation

• Training a new cadre of heritage interpreters in an increasingly interconnected world

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Objectives

• Integrating knowledge on India’s scripted, artistic and oral heritage in the curriculum

• Building networks of universities and systems for sharing academic resources

• Encouraging interdisciplinary conversations, promoting collaborative research, and creating synergies between humanistic education, and documentation, conservation and heritage management

• Institutionalizing local-level participation and contribution

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Objectives (….contd.)

• Establishing standards and guidelines for the development and access to quality content

• Collating and curating existing documents

• Systematizing multi-lingual content generation

• Training a cadre of heritage interpreters

• Developing an e-Humanities hub through virtual collaboratories for use in learning/teaching

• Developing a high connectivity ‘distant humanities studio’ and ‘distant class room’

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Scope of Pilot Phase

• Involve 900 participants across India

• Create 200 content modules

• Build e-humanities hub with

five virtual collaboratories

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OutcomesITEM QUANTITY

Online platform for sharing, co-creation & exchange

Multi-media academic resources (texts and AV material) 200

Quality introductions to interpreting tangible & intangible heritage90

Online teaching (video lectures, tutorials) 120

Study resources (guidance on reading primary & secondary texts, annotated bibliographies) 90

Models for projects of self-directed exploration (local history, oral histories) 12

Indexes to literature in subjects across disciplines 20

Virtual Collaboratory Research and Learning 5

Assets (distant studio and classroom, research lab) 2

Standards and guidelines for content creation and processing --

Intellectual Property (technical assets for open and non-commercial use) --

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Coordination of Activities

Steering Committee(representatives of NMEICT, higher education &

domain experts) Defining vision and scope

Research TeamDirection setting

Peer review

Technical Team e-Humanities Hub

Distant Humanities Studio + Class Room Virtual Collaboratories

Universities and Cultural CentresTwo point-people for each institution to oversee projects carried out by faculty and students

& to coordinate collaborations across departments and/or institutions

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Project Cell Composition

Within the institution/university, projects would be carried out through consultation between:• The Research Team• Coordinator from the institution• Faculty and students (A team of 8 students + 2

faculty per department and 3 departments on an average)

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Milestones

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Set up

Conceptualization

Design

Detailed planning

Project execution

Mid-term review

Project execution 2

Website development

Closure

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Costs

Budget Heads Cost in INR

Project Team/Office 16,60,000

Research Team 78,10,000

National workshop x 2 21,00,000

Regional workshops x 4 24,00,000

Hackathons x 2 6,00,000

Travel 11,70,000

Honoraria (6 lakhs x 12

months)

1,80,00,000

Documentation 1,00,00,000

Budget Heads Cost in INR

Programming 1,00,00,000

Software 20,00,000

Technical Team 67,60,000

Web hosting 15,00,000

Web maintenance for 1.5 yrs 15,00,000

E-Humanities hub 75,00,000

Contingency 5,00,000

Overheads (20% of total) 1,47,00,000

TOTAL INR 8,82,00,000

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Multimedia Modules

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Partner Institutions (projected)1.Allahabad University2.Bhasha Institute, Ahmedabad3.C-DAC, Pune4.CIEFL, Hyderabad5.Central Institute of Indian

Languages, Mysore6.CEPT, Ahmedabad7.FRLHT University, Hyderabad8.FTII, Pune9.Goa University 10.IGNCA11.IIT (BHU), Varanasi

(Humanities)12.IIT Guwahati13.IIT-Delhi (Department of

Humanities)14.Indira Gandhi National Open

University15.Jadavpur University 16.JNU

17.Kalakshetra, Chennai18.Kerala University, Social

Science Department19.Madras University20.Malayalam University21.Manipal Centre for Philosophy

and Humanities22.MS University, Baroda23.NIAS, Bengaluru24.NID, Ahmedabad25.Panjab University, Chandigarh26.School of Humanities and Social

Sciences, SASTRA University27.SPIC-MACAY (have expressed

interest in principle)28.Srishti School of Art, Design and

Technology, Bangalore29.Tirupati University30.Utkal University31.Visvabharati University

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Inter-Disciplinary Approach

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Activity PlanACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Set up teamsAppoint Steering Committee, Office Team, Technical Team and Research TeamSend invitation letters to partner institutionsConceptualizationConvene consultation with all partner institutions Partner institutions prepare proposals Sign MoUsAcquire equipmentDesignPartner institutions decide treatment of each projectResearch team defines standards and guidelines for content submissionDesign Distant Studio and Class RoomDetailed planningDiscuss financial and technical resources needed for each projectIntegrate individual proposals within overall framework5 colab teams in placeAuthoringwrite 1st draft1st draft reviewed by Research Team Mid-term reviewReview and revise standards and guidelinesReview and revise project plansReview Colabs and functioning of e-Humanities hubAuthoring (contd.)Write 2nd draftsCopy-editing of 2nd draftRevise 2nd draft Review by Steering CommitteeRevise 3rd draft of chaptersFinal approval by Steering CommitteeBeta version of colabs releasedWebsite developmentDesign and development of websiteUpload materialTesting and troubleshootingTesting of colabs and impact studyProject closureSubmit accountsDisband teamLessons learnedCollection of best practicesArchiving of contentApplication of systems for easy retrieval and access

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Cost of Project Team

Project Coordinator 1 x 6,00,000 6,00,000Office staff 2 x 3,00,000 6,00,000Computers: 5 x 40,000 2,00,000Laptop 2 x 60,000 1,20,000Printer (all in one) 1 x 20,000 20,000DSLR cameras 2 x 60,000 1,20,000Video Camera 1 x 75,000 75,000

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Cost of Research Team

Project Research Officer 1 x 10,0,000 10,60,000PhD Researchers 5 x 6,00,000 30,00,000MS Researchers 10 x 3,00,000 30,00,000Interns 15 x 50,000 7,50,000

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Cost of Travel

Principal Investigator 6 x 35,000 2,10,000Research team 6 x 35,000 2,10,000Institutional teams (regional) 30 x 25,000 7,50,000

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Cost of Technical Team

Sr. Project Engineer 1 x 10,60,000 10,60,000Project Engineers 2 x 6,00,000 12,00,000Research Associates 10 x 3,00,000 30,00,000Research Assistants 15 x 1,00,000 15,00,000

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TARKSHYA Main project

Proposal Submitted to NMEICT,DHE, MHRD, GoI

By

Dr. P. RamanujanPrincipal Investigator,

Rashtriya Sanskrit Sansthan23.5.2014

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MOTIVATION/JUSTIFICATION•India`s most priceless possession is Heritage and it is her gift to mankind, pursuing any of the four Purushartha (objects of desire), i.e., Dharma (Ethics/Morals), Artha (prosperity), Kama (worldly desires), or Moksha (liberation)•In the present day world, pursuit of material objectives demands so much of energy and time that no time can be spared for finer aspects of life•Many Indians in the current and younger generations have no clear-cut idea or ideals in life which is indigenous and inherited from times immemorial•A strong appeal with sound logical foundation and great significance about our cultural heritage is needed

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MOTIVATION/JUSTIFICATION•Into 21st century, to achieve national integration, guide humanity, remove shortcomings of current trends, the deviations like intolerance, violence etc.,•Many eminent/wise men believe that the situation is alarming; to restore value system, the Indian heritage is vital, in general•Historic, priceless, original manuscripts are only available at Leningrad, Berlin, London etc.•It may not be possible at all to reclaim some of them;•Those available are badly maintained, in dilapidated libraries;•Preservation in digital form is vital (as against analog form)

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MOTIVATION/JUSTIFICATION•Goal of IT/computing/AI is tending towards understanding human 'intelligence', mind and consciousness•WTO, IPR and Copyright Issues pose most serious threat to national heritage possessions•Provide an 'authentic version' of Indian Intellectual heritage•A consortium approach in a collaborative and co-operative way between various resource centres and resource persons is suggested.•Rashtriya Sanskrit Vidyapeetha, Tirupati and Dept. of CSA, Indian Institute of Science, will be our partners

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OBJECTIVES•Prepare authentic content on important but rare areas of traditional knowledge and wisdom contained in the ancient texts for use on web with retrieval features.•Derive the benefits of treasure of information hidden in the vast repositories of manuscripts•Train teachers, researchers, and students and lay public on the way to preserve, study, propagate, and benefit from these invaluable treasures.•Develop necessary technology, tools and utilities •Take pride in our heritage for selfless, historic contribution for centuries on medium lasting far longer than the creators, being ecologically the soundest alternative, for total harmony

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DELIVERABLES•Setting up a National Resource Centre (NRC) for Sanskrit, Vedic and Manuscripts Processing including an Academy for Heritage Value Education and Training, as a Centre of Excellence for Research on Indian Knowledge Systems, i.e, CoE for RIKS•140 courses of 40 hrs. duration each, in Sanskrit medium, at PG Level in saturation mode

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CoE for RIKS•IHG, C-DAC has produced sample applications for all the scholastic disciplines on Windows. This would be enhanced, vetted by domain experts and ported on to other computer platforms like Linux, MacOS etc.•Descriptive catalogs verification, updation, subject wise catalogs could be computerised, i.e., to provide search/index facility and experts enlisted would verify updation and creation of subject wise catalogs.

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CoE for RIKS•Two major national initiatives i.e., NCC project at University of Madras and Sanskrit Dictionary project at Deccan College, Pune, would be provided with computational assistance programs, so that the benefit of these reference texts could be available to the users at the earliest.•Training programs at various levels and for different user community would be devised in the conventional/distance and e-learning modes to disseminate information and train research persons. E-learning mode would focus on multimedia and multilingual interactive programs.•Research, Development and Training will be three major streams of activities

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CoE for RIKS•A dedicated national resource centre to find computational solutions to these issues. There will also be facilities to research into OCR, speech synthesis and recognition, leading to advancement of knowledge structures and integration.•Cognitive structure modelling studies from Shastras at top-level, Narratives leading to concepts at mid-level and tales/episodes etc. for starting level in translation would be developed for curriculum•Multi-media, animations, regional language renderings

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CoE for RIKS•Modules of conceptual units, monograph series, practical applications etc.•Wiki approach would be nucleated with large participation from a wide cross-section for sources, pedia, codes etc.•Building reference lexicons - general and different domain-specific ones•Balance between engg., social and life sciences, fine arts, crafts under 64 kala-s

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CoE for RIKS•LMS based learning systems with ‘ab initio’development of phonetic and spoken response assessment•OCR and Speech research for Sanskrit•Interactions thru' MoU, with various academic institutions like Universities, IGNCA, IGNOU, IISc, IITs, IIIT etc.

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Training and Dissemination•Devise courses from lay person’s level to expert’s level, for appreciating value systems, principles behind knowledge classification schemes, characterization leading to a rationalistic identity.•Devise familiarization, basic and advanced level courses in Vedic, Shastraic and manuscript processing and research areas•Through contact, distance-learning and online modes•Manuscript course - certificate, diploma & PG degree•Resource-person training for special/national projects

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Manuscript ProcessingTranscription and analysis•Persons working in library, manuscript resource repository centres, faculty of university language departments, pathashalas and other traditional (religious/spiritual) institutions could undergo specialized training programme•They will be guided through a well designed, practice-oriented hands-on training program, provided with advanced equipment and technology to confidently handle, publication or research or teaching assignments.

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Resources•ManpowerTraditional Domain Experts to draw up contents for teaching, preparing content modules in 4-quadrant approach and delivering in video mode for online coursesTechnical team to implement course programme developing LMS like tools etc.•Infrastructure facility for recording, teaching and research activities•Proposal for tools and utilities development – Rs. 2.21 Crores, sent to DEITY, forwarded to NMEICT

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Resources - Manpower•Technical – System development – three members•Domain/Linguistic expertise - Project Associates/Consultants - one each for Vedic, Shastras and Manuscripts•Co-ordination with partner institutions, MoU, online sysadm assistance and Secretarial assistance – one each•A team of about 10 persons

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Resources - Equipment•Hardware/software for system software development and video lecture recording setup•Auditorium/Facility for imparting training, workshops etc. Initially NPTEL Studios to be used.•OCR/Speech research – project students /associates

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Main Project TARKSHYA•Establishing CoE for RIKS at CSA, IISc, Bangalore•Continuing PG course content preparation, course design and implementing in partner institutions at various levels and streams•About 140 courses at PG level – 20 each in Nyaya, Vyakarana, Mimamsa, Vedanta, Veda-bhashya, Sahitya and Manuscripts [@Rs. 7 Lakhs per course]•Duration – 3 years; Total Budget – Rs. 9.8 Crores•Collaboration with RSV, Tirupati & Dept. of CSA, IISc, Bangalore

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Main Project TARKSHYACourse Content Creation

•For all disciplines covering Shastras, Manuscripts and Vedic courses, at PG level.•Training resource persons, faculty•Helping content creation•LMS based Course Development•Various quadrants for Sanskrit – Web References, tools, demonstrations, application programs etc.•Research issues and projects

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Disciplines at PG level•Mimamsa•Advaita Vedanta•Vishistadvaita Vedanta•Dvaita Vedanta•Navya-Nyaya•Puranetihasa•Dharma Shastra•Sankhya Yoga•Vyakaranam•Sahityam•Sahitya (kavya- varga)• (Alankara- varga)• (Natya- Varga)

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Disciplines at PG level•Krishna Yajurveda Bhashya•Siddhanta Jyotisha•Phalita Jyotisha•Agama•Navya-Vyakaranam•Pracina-Vyakaranam•Sarva-darsana•Paurohityam•Jaina Darsana•Bauddha Darsana•Pracina-NyayaVaiseshika•Shukla YajurVeda•Veda•Prakrit 106

Disciplines at PG level•There are 5 papers per semester and in all 20 papers per PG discipline•We take up these 20 papers per discipline and revise to 4-quadrant mode•Universities/Institution faculty and experts would be involved in lecture and assessment quadrants, while CoE would do the rest of the activities like training, demos, programs, references, wiki etc.

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Disciplines – moderated [PG level]•Mimamsa•Vedanta –Vishistadvaita•Vyakaranam – Pracina & Navya•Veda – Krishna Yajur Veda Bhashya•Sahitya - Kavya-varga•Nyaya-Vaiseshika•Advanced manuscriptology

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Shastraic Processing•Scholarly expositions on शाब्दबोधमधाांा, धानधेय-रहसययबो-वा�तोा , ्शरनब्यय, वे् लक्-िं�ा�नध्, वे् ाधययनंवरसवा, वे् वे�्ोा, धातृोािव�ा ...•4-quadrant approach for Sanskrit/Vedic/manuscripts•Evaluation, Question Bank, Types of questions, references, transcripts etc.•Participation of Skt./Vedic institutions – resources/training•Manuscripts’ digitization, processing, publication [van for survey, scanning from remote places]

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Views of Prof. KV RK Acharyulu, Ex-HoD, Vyakarana, RSVP, Tirupati & Ex-VC, JRRSU

•“It is no doubt a good project. Textual teaching, recording connecting the content and references and illustrations is one task. In addition to that, there should be discourses on topics giving different opinions of various shastrakaras giving the original texts as reference in a chronological manner. For this we can take "shabdabodhamimamsa" as an example. Consolidation of syllabi in each sastra is also required. There are recordings of some sastric texts in some institutions which can be utilized or edited as per the goal of the project. Hence getting information about the available content is the first task”.

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Available content elsewhere•RSVP,T – Ford Foundation recording [90s]वे्ाङ्, शा��न् etc. [to deal with IPR issue]•RSVP,T – Current recording of texts like प�रभाषेन्दशेेरा, �दतपििवा्य etc.•RSkS – अ�ाधयायम, िं�ानतोकधद्म DVDs etc.•PPSM – Nyaya texts recording•E-texts at C-DAC, RSVT, RSkS campusesWe can enhance these contents further, proof read, annotate/tag etc. and use for training, continuation/completion, link reference etc.

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Vedic Processing•Vedic syllabus – To devise afresh, from those of available institutions, for lakshana, anga and bhashya levels•ोृष्ययदवव् े षवययध ोाशनध्•ंाधवे्मय रा्ायन, यैिधनमय, शैलािल�ा�्ा�् ोाशनध् [Ref. http://www.parankusa.org]

•Cognitive content extraction, modelling and comparison of accents to speech research

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Manuscripts Processing•Survey accessing remote areas for digitising rare, Vedic, medicinal and other S&T palm-leaf manuscripts - Van with satellite dish for it•Data storage infrastructure for scanned images•Devise and introduce an online training programme in rare scripts teaching and palm-leaf manuscript transcription, under NKN, as a model application and using DTH mode

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