Post Graduate Diploma in Educational Technology

Bharathiar University
In Coimbatore

Price on request
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Important information

  • Post Graduate Diploma
  • Coimbatore
  • Duration:
    1 Year

Important information

Where and when

Starts Location
On request
Bharathiar University, Coimbatore, 641046., Tamil Nadu, India
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Frequent Asked Questions

· Requirements

Candidate for admission to the first year of the PG Diploma course shall be required to have completed the UG Degree (any discipline) of this University or any other University recognized by Bharathiar University.

Course programme

1. To enable the students understand the meaning, scope and concept of
Educational Technology.
2. To enable the students compare the software approach with the hardware
approach to educational technology
3. To enable the students develop necessary skills in the use of selected
multimedia applications in the teaching-learning process.
Unit - I: Concept & Principles of Educational Technology
- Educational Technology: definition, meaning, scope and relevance to modern
- Technology of education & technology in education
- Foundations of educational technology: Psychology, Sociology, communication
and management.
- Systems approach as applied to educational technology
Unit - II: Communication & Educational Technology
- Communication: definition, meaning and importance
- Communication process
- Theories and models of communication: Shanon's model, Westley and Machean
model, Leagan's model and Berlo's model.
- Mass communication: meaning and media.
Unit - III: Audio-Visual Aids in Education
- Meaning, significance and advantages of AV Aids.
- Projected Aids: Films, Filmstrips, OHP & slides.
- Non-projected Aids: Graphic, display, 3-D, Audio aids viz., Radio, TV, CCTV and
Activity aids.
- Criteria for selection of appropriate AV aids.
- Distance Education: A conceptual framework
- Open Universities, Schools and virtual universities
- Education through print, radio, TV, multimedia and Internet.
- Experiments and projects in Educational Television
- Development of self-instructional materials in distance education.
- Classroom climate: meaning, significance, importance and measurement
- Models of teaching: analysis of different teaching models with reference to their
format, Principles: Glacer model, classroom meeting model, concept attainment
model and Inquiry model.
- Interaction analysis: meaning, significance, tools and methods of interaction
- Microteaching: meaning, significance and practice and descriptive analysis of
the components of different teaching skills.

1. To enable the students to understand the meaning, principles and methods of
Educational Psychology.
2. To make the students to understand the process of learning and the factors /
conditions which facilitate the learning process.
3. To design learning situations which enable the learners to use various styles
and strategies of learning.
Unit - I: Educational Psychology
- Psychology - Meaning, Branches, Scope and Methods.
- Cognitive Development - Piaget's learning and stages of cognitive
- Pedagogy - Concept, tools, skills and strategies.
Unit - II Learning & Factors Affecting Learning
- Learning - Concept and Principles
- Approaches to learning - behavioral, cognitive, humanistic and information
processing approach.
- Factors affecting learning - Intrinsic and Extrinsic motivation, memory and
forgetting, aspiration and achievement motivation, attention and perception,
individual difference - intelligence, creativity, aptitude and personality.
Unit - III Behavioral Approaches to Learning
- Principles and models of behavioral learning
- Classical and operant conditioning and social learning
- Using behavioral approaches to teaching and learning.
Unit - IV: Cognitive Approaches to Learning
- Principles and Models of cognitive learning
- Learning how to learn and guidelines for teaching learning skills
- Critical thinking and guidelines for teaching critical thinking
- Creative thinking and guidelines for teaching creativity
Unit - V: Information Processing Approaches to Learning
- Principles and models of Information processing.
- Principles of attention, memory and forgetting.
- Information processing and Piagetian views.
- Information processing and study habits.

1. To understand the meaning and significance of Instructional Technology
2. To relate instructional objectives to instructional technology
3. To assess the relative effectiveness among different instructional development
Unit - I: Instructional Technology: Fundamentals
- Instructional Technology: meaning, definition, development and scope
- Writing instructional objectives: the ABCD method.
- Instructional Technology process: learner, teacher and curriculum, material
- Need assessment and task analysis procedures.
Unit - II: Instructional Development Models
- Kemp model
- Instructional development institute model
- Inter-service procedures for instructional system development model.
- Criterion referenced instruction model
- UNESCO ISD model
Unit - III: Instructional Design and Techniques
- Stages of instructional design: information processing, learning events and
learning outcomes: concepts and meaning
- Instructional designs: objective-based, skill-based, competency based, learning
style based and combination of teaching strategies and instructional designs.
- Instructional technology for large groups: Psycho-dynamics of group learning,
lecture method, seminar, symposium, panel discussion, team teaching, project
approach and workshop.
- Instructional technology - small groups: group discussions, simulation
approach, role-playing, buzz group technique, brainstorming, case discussions
and assignments.
Unit - IV: Individualized Instructional Techniques
- Meaning, significance and importance
- Tutorials, mastery learning and Keller plan
- Programmed instruction: nature, types and development
- Computer assisted instruction: characteristics, types and development of CAI
- Language Laboratory
Unit - V: Instructional Evaluation and Remedial Teaching
- Measurement and Evaluation: meaning, significance and importance
- Criterion referenced and norm-referenced testing.
- Innovations in evaluation: credit system, semester pattern, grading system,
question Bank and Computerized test construction and administration.
- Remedial teaching: meaning, diagnosis, principles of diagnosis, steps in
diagnosis etc.

1. To enable the students understand the concept of system approach to
educational communication.
2. To enable the students to analyze the principles of system analysis and
instructional design and media.
3. To help the student to understand the importance of feed back and other
control mechanism.
Unit - I: Concept of System Approach
- System: concept and definition
- Characteristics of systems analysis: input-process-output
- Rationale, scope and limitations
- Types and classification of system
- Systems analysis in different fields
- Operations research.
Unit - II: Analysis of Sub-Systems
- Education as a sub-system: a system with sub-systems.
- Curriculum Development: personnel, Selection of Materials and Methods,
- Characteristics of media system
- Stages in system analysis.
Unit - III: Instructional Systems
- Instructional Systems analysis: System view of instruction.
- Models of system approach to instruction: Glacer and Silvern models.
- Types of instructional problems: Instructional objectives, entry behaviour,
instructional procedures and performance assessment.
Unit - IV: Design & Educational Media
- Significance of Systems approach to Educational Communication and learning.
- Principles of learning system designing: Individualized procedures in learning
and programmed instruction.
- Modular scheduling
- Multimedia approach
Unit - V: Feedback & Evaluation of System
- Importance of Feedback in System Design Process: Cybernetic, control
mechanisms and implications.
- Criteria for assessing the efficiency of a systems
- Guiding principles for a system design: system design and designer
- Educational implications of systems analysis.

1. To make the students to know the basic concept, principles and applications of
2. To inculcate the applications, principles and uses of computer languages and
packages for e-learning package production.
3. To enable the students to produce the e-learning software by using computer
and videographic techniques.
Unit I: Teaching and learning Process
- Centre for E- learning, E- lectures
- Learning tasks and assessments
- Learning Management Systems
- Process of developing E-learning assessment
- Development and migration of learning contents
Unit II: Instruction design, Content Writer and Subject Matter Experts
- Instructional Designer: Analytical and communication skills development
- Specifying learning objectives, selection of interactive exercises
- Creation of evaluation questions, formative and summative evaluations.
- Content Writer: Order of words, images, video, and audio elements, time,
budget, and technology constraints, navigation directions, links, special
functions, software behaviors - Enriching Creativity to increase learner
- Subject Matter Experts (SME): Associating the core content and original
materials - access to source materials and reference, create flow diagrams,
provide sample dialogue, and shape simulated settings, final deliverable for
Unit III: E-learning Project Team, Project Manager and Administrators
- Team roles and responsibilities, Degrees in instructional design, psychology,
programming, art, and other areas of study - Roles of client/sponsor and
- Project Manager: Approval process, obtaining feedback from evaluations,
implementing revisions, drafting progress reports, Good organization skills,
time management.
- Ability to juggle multiple tasks, Proficiency using scheduling, productivity, and
communication tools.
- Administrators: Facilitate communication, track expenditures, reproduction and
distribution of materials.
- Increases in the size of teams and projects, contribute to the need for oversight
by administrative personnel.
Unit IV: Accelerating Visual Communication
- Screen layouts, Collecting Digital documents
- 2D and 3D image manipulations
- Assemble multimedia elements like text, image, audio, video, graphics and
- animation
- Interface items such as buttons, windows, and menus; and specific graphics
and animations.
- Audio video producers - quality reviews.
Unit V: Integrating E- learning components
- Internet, training package production
- multimedia packages on verity of topics

1. To enable the students aware of the principles, uses and recent trends in
Educational Video Technology.
2. To provide an understanding and skills in scripting, planning, production,
direction and validation of educational video programme.
3. To enable the students understand and apply types, formats and role of
graphics and animation in educational video production.
Unit I: Video Technology
- Educational Video Technology: meaning, scope and advantages.
- Video as a teaching and learning tool and criteria for choosing video.
- Video camera: Principles, parts and its importance, operations, types and
specialties of each type.
- Developing video programme brief, selecting and outlining the content and
target audience and deciding the format and treatment.
Unit II: Planning Process
- Script Writing: Finalization of theme, format and target groups, general script,
shooting script, rehearsal script and significance of shooting script in
educational video programme, role of subject expert in script writing.
- Role-play, graphics and animation: role of visuals in video production, forms
and characteristics of visuals and visual mixing.
- Shooting: shot composition and different types of shots: analysis, testing,
panning, zooming, fading, dissolving, freezing, superimposing, lettering,
graphics and file shots.
- Lighting and sound recording: principles, purposes and various forms of
lighting, different types of microphones, direct sound recording and dubbing,
sound and music effects.
Unit III: Educational Video Production
- Final video script, shot compositions and location
- Lighting, color, recording and visual continuity
- Graphic, animation, lettering, drawings and diagrams.
- Recording of sound, sound continuity and recording narration and music
Unit IV: Editing and Mixing
- Editing: Need and equipment for editing, editing script, rough cuts and final
cuts, erasing and fading technique, assembly and insert modes of editing and
advanced editing techniques.
- Mixing: equipment and video script for mixing the visual and audio, techniques
of mixing different visual forms, techniques of mixing voice and music,
techniques of mixing the sound and visuals.
- Production assessment: role of subject experts and technicians in assessment,
assessment during production and postproduction assessment.
Unit V: Budgeting and Evaluation
- Budgeting: Man and materials, resource management, time and financial
- Evaluation: Evaluating the audience for the impact, audience perception of
video programme, evaluating the whole programme, cost-benefit analysis of
video programme.
- Copy rights: General copy right provisions, obtaining permission to use copy
right materials, protecting copy right and making acknowledgements and legal

1. To examine and evaluate the existing materials made for computers and
interactive multimedia.
2. To explore the potentials of the advanced computer based technologies viz., email,
Internet, www, etc. ineffective teaching and learning.
3. To develop instructional materials in different modes of computer based
instruction viz. tutorial, drill and practice and simulation.
Unit I: Computer Based Instruction: A Conceptual Framework
- Basic information on Computers: parts and functioning
- A short history of computers in education.
- Uses of computers in education: administrative use, teaching about computers
and teaching with computers.
- Computer as a tool of education: word processing software, statistical analysis
packages, graphic software, power point and software for teaching languages,
science and mathematics.
- Computer as medium of communication and an overview of programming
languages viz., BASIC, C, VB, HTML and JAVA.
Unit II: Methods of Computer Based Instruction
- Methods of CBI: Meaning, significance and scope
- Tutorials: Presentation of information, questions and responses, judging
responses, providing feedback, sequencing lesson segments and closing of a
- Drill and Practice: Basic drill procedure, introduction of a drill, item
characteristics, item selection procedures, item grouping procedures and data
- Simulations: Physical simulations, procedural simulations, situational
simulations and process simulations, factors in simulations, introduction of the
simulation, presentations and interpretations and completion of the simulation.
- Instructional Games: types of games, factors in games, introduction of the
game and the body and conclusion of the game.
Unit III: Development of Computer Based Instructional Materials.
- Eight-step model for developing computer based instructional materials.
- Lesson design: defining purpose, collection or resource materials, generation of
ideas for the lesson and organizing the ideas.
- Display production: writing & revising primary and secondary texts producing
storyboard check fir overlaying displays, drawing and revising graphic displays
and planning other output assembling the story boards, reviewing the story
board assembly and making revision.
- Flowcharting & programming: Flow-charting the steps, programming and error
- Lesson evaluation and revision: quality review phase, pilot testing and
Unit IV: Computerized Test Construction and Administration
- Computerized Test Construction and Administration: Concept, Meaning, scope
and importance.
- Nature of the test: Purpose, objectives, length, item banking, size of question
pool, the questions, feedback, passing score, timing, data to be collected and
presentation of results.
- Implementation of the Test: instructor's as well as students' role, during the
test: instructor's as well as students' role and after the test.
- Computerized question banking: selection of items of different types,
specification of objectives, item analysis, establishing the psychometric
properties of the items, etc.
- Online testing - A Critical Appraisal.
Unit V: Web-Based Instruction
- Meaning, Significance, Scope and Importance
- Guiding principles in Web-based Instructional Design
- General Framework for the development of web-based instruction
- Delivering effective instruction via web
- Computer mediated communication: Internet, telnet, e-mail, voice mail, chat

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