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Course Structure for M.Ed Semester- for M.Ed Semester III. · PDF file M.Ed-312 Guidance and Counselling 4 40 60 100 M.Ed-313 Dissertation Work-II 2 50 X 50 Choice Based Complementary

Oct 19, 2020

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  • Course Structure for M.Ed

    Semester-III

    Course

    Code

    Course Title Credit

    Value

    Internal

    Marks

    External

    Narks

    Total

    Marks

    Core Courses

    M.Ed-310 Educational Technology 4 40 60 100

    M.Ed-311 Educational Measurement and

    Evaluation

    4 40 60 100

    M.Ed-312 Guidance and Counselling 4 40 60 100

    M.Ed-313 Dissertation Work-II 2 50 X 50

    Choice Based Complementary Elective Courses (Students are required to opt any

    one of the following courses)

    M.Ed-313 Secondary Education 4 40 60 100

    M.Ed-314 Environmental Education 4 40 60 100

    M.Ed-315 Higher Education 4 40 60 100

    M.Ed-316 Gender Studies 4 40 60 100

    Practicum

    M.Ed-350 Field Attachment/Internship 4 40 60 100

    Total 22 250 300 550

    Aggregate Marks of 1st Semester = 550

    Total credits= 22

  • 3rd Semester

    Course Code: M.Ed-310 Max. Marks: 100

    Course Title: Educational Technology Internal: 40

    Duration of Exam 03:00 hrs External: 60

    Unit I: Educational Technology

    i) Educational Technology: Concept, nature, relevance and significance

    ii) Approaches – Hardware, Software and Cybernetics (10 hrs)

    iii) Instructional Technology: Concept, importance and implications

    iv) Difference between educational and Instructional Technology

    Unit II: Educational Technology and Communication Process

    i) Communication process: Concept, nature, process, models, barriers and

    classroom communication.

    ii) Mass media approach – Selection, types and components (audio, video &

    animation), merits and demerits. 10 hrs

    iii) Multimedia approach – concept, uses and types.

    iv) Information processing theory.

    Unit III: Teaching Process

    i) Concept of teaching, Phases of teaching (Jackson), maxims of teaching

    ii) Concept, process and phases of micro teaching 10 hrs

    iii) Flanders interaction analysis for modification in teacher behaviour.

    iv) Concept attainment model of teaching – (Bruner).

    Unit IV: Development of Programmed Instruction

    v) Meaning and principles of programmed instruction

    vi) Linear, Branching and Mathetics-Origin, characteristics, merits & demerits

    10 hrs

    vii) Concept and significance of teaching machines, computer assisted instruction,

    team teaching.

    viii) System approach: Concept and components.

    Unit V: Emerging Trends in Educational Technology

    i) Role of technology in Open and Distance learning: Counseling methods,

    students support services

    ii) New dimensions in ODL. 10 hrs

  • iii) Video tapes, Radio, Television, Teleconferencing, EDU-SAT, ICT and Virtual

    Classroom

    iv) Resource Centers for Educational Technology: CIET, AVRC, EMMRC, INTEL, UGC-

    Consortium-concept and functions

    Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs

    Note for paper setters

    The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-

    cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10

    questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall

    carry 10 marks

    COURSE OUTCOMES

    CO1: to enable the learners to become the effective users of educational technology in terms of it’s both

    the hardware and software components.

    CO2: It will help them to understand the role of educational technology in the present system of

    education.

    CO3: The course will familiarize the learners with the origin and development of programmed learning.

    CO4: It will also orient them with the new trends and techniques in education including e-learning,

    virtual learning, ICTs etc.

    CO5: To develop and enhance Teaching skills and competencies among the learners

    Books Recommended

     Bloom, B.S. (1972). Taxonomy of educational objectives, A hand book-1 (Cognitive Domain) New

    York: Devid Mokeay Campo.

     Chauhan S.S. (1978). A textbook of Programd Instruction, Sterling Publishers, New Delhi.

     Flanders, N.A. (1978). Analysing Teaching Behaviour, London, Addison Wesley Publishing Co.

     Gakhar, S.C. (2008). Educational Technology, Panipat, N.M. Publication.

     Kochhar, S.K. (2001). Methods and Techniques of Teaching. Sterling Publishers, New Delhi Mehra,

    V. (2010). A text book of Educational Technology, New Delhi: Sanjay Prakshan.

  • 3rd Semester

    Course Code: M.Ed-311 Max. Marks: 100

    Course Title: Educational Measurement and Evaluation Internal: 40

    Duration of Exam 03:00 hrs External: 60

    Unit I: Measurement and Evaluation

    i) Measurement: Concept, Scope and significance 10 hrs

    ii) Evaluation: Concept, scope, need, functions and basic principles of evaluation

    iii) Difference between measurement and evaluation as applied to educational

    data.

    iv) Bloom’s Taxonomy of Educational Objectives.

    Unit II: Tools and Techniques of Evaluation

    i) Tools of measurement and evaluation, norm referenced and criterion

    referenced tests (concept and uses)

    ii) Essay type and objective type tests

    iii) Rating scale, questionnaire and interview 10 hrs

    iv) Inventories, performance tests, observation, case study.

    Unit III: Test Construction

    i) Concept and meaning of Achievement test, difference between standardized

    achievement test and teacher made test

    ii) Steps in the Standardization of an achievement test 10 hrs

    iii) Basic characteristics of good measuring instruments: Validity, Reliability, Norms

    and Usability

    iv) Measurement of aptitude & attitude

    Unit IV: Appraisal of the Present System of Examination

    i) Report of various committees and commissions on examination reforms, UGC

    Plan of Action 1973, Examination Reforms-NPE 1986

    ii) Open Book Examination 10 hrs

    iii) New trends in evaluation: Grading system, continuous comprehensive

    evaluation scheme

    iv) Choice based credit system

    Unit V: Educational Statistics

    i) Normal Probability Curve: Concept, characteristics and applications

  • ii) Graphical representation of data 10 hrs

    iii) Qualitative data-its analysis and interpretation

    iv) Interpretation of correlation, F-test, t-test & Z-test

    Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs

    Note for paper setters

    The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-

    cum-short answer type questions; two from each unit, each carrying 1 marks. Section B shall have 10

    questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall

    carry 10 marks.

    COURSE OUTCOMES

    CO1: To familiarize the students with the basic concepts of measurement and evaluation.

    CO2: It will help them to understand the utility of measurement and evaluation in education.

    CO3: It will also orient the learners with the basic tools of measurement and evaluation; general

    principles and steps of test construction.

    CO4: The course will further help the students to understand the new trends of examination reforms and

    reports of various committees and commissions for improving the system of examination in the country.

    CO5: It will also enable them to understand various statistical techniques like correlation, Normal

    Probability Curve F-test, t-test and Z-test.

    Books Recommended

     Aggarwal, R.N. and Vipan, A. (1983). Educational Measurement and Evaluation, Vinod Pustak

    Mandir. Agra.

     Anastasi, A. (1988). Psychological Testing. Macmillan Co., New York.

     Ebel, L.R. and Fristrie, D.A. (1991). Essentials of Educational Measurement, Prentice Hall of India

    Pvt. Ltd. New Delhi.

     Garrett, H.E. (1973). Statistics in Educational and Psychology, Bombay, Vakils Feffer and Semans.

     Guilford, J.P. and Fruchter, B. (1973). Fundamental of Statistics in Psychology and Education,

    McGraw Hill and Co., New York.

     Mehrens, W.A and Lehmann, I.J. (1984). Measurement and Evaluation in Psychology and

    Education. New York Hall, Rinehart, Winstan.

     Sharma, R.A. (2002).Essentials of Measurement, R. Lal Book Dept. Mee

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