DISTANCE EDUCATION (OPEN AND DISTANCE LEARNING)

Today two terms that are being used almost inter-changeably are ‘Open Learning’ and ‘Distance
Education’ and they are often combined to be known as Open and Distance Learning (ODL). Open
learning is a philosophy and Distance Education is the mode used for translating it into reality as the
two are complementary to each other.
DISTANCE EDUCATION (DE)
is an umbrella term which describes all the teaching-learning arrangements in which the learner and
the teacher are separated by space and time. In fact, it is a mode of delivering education and
instruction to learners who are not physically present in a traditional setting of classroom. Transaction
of the curriculum is effected by means of specially prepared materials (learning materials) which are
delivered to the learners at their doorstep through various media such as print, audio/videotapes,
Internet and World Wide Web, etc. Also, a technological medium replaces the inter-personal
communication of conventional classroom-based education that takes place between the teacher and
the learners. Communication between the institution, teacher, and learners is mainly through electronic
media (telephone, chat sessions, email, website, etc) and also through postal correspondence and
limited face to face contact sessions held at Study Centres that are set up by the DE institutions as
close to the learners’ homes as possible
OPEN LEARNING
Open learning, which covers a wide range of innovations and reforms in the educational sector that
advocates flexibility to the learner with regard to entry and exit; pace and place of study; method of
study and also the choice and combination of courses; assessment and course completion. The lesser
the restrictions, the higher the degree of openness. The Open learning system aims to redress social
or educational inequality and to offer opportunities not provided by conventional colleges or
universities. Educational opportunities are planned deliberately so that access to education is available
to larger sections of society. Thus, ODL is a term that accepts the philosophy of “openness” and uses
the “distance mode” of learning
WHY?
ODL occupies a special place in the Indian higher education system because of its major
contribution in enhancing the gross enrollment ratio and democratization of higher education to large
segments of the Indian population particularly to reach out to the unreached and to meet the demands
of lifelong learning which has become more of a necessity in the knowledge society. The major
objectives of the DE system are:
 To democratize higher education to large segments of the population, in particular, the
disadvantaged
 groups such as those living in remote and rural areas, working people, women, etc. To provide
an innovative system of university-level education which is both flexible and open in
 terms of methods and pace of learning; a combination of courses, eligibility for enrollment, age
of entry, the conduct of examination and implementation of the programs of study;  To provide
an opportunity for up-gradation of skills and qualifications; and
 To develop education as a lifelong activity to enable persons to update their knowledge or
acquire knowledge in new areas.
HOW?
India has one of the largest DE systems in the world, second only to China. There are six types of
institutions offering DE today:
 National Open University
 State Open Universities
 Distance Education Institutions (DEIs) at-
– Central Universities – State Universities – Deemed to be Universities – State Private Universities 
DEIs at Stand alone Institutions Mind Admission is known as the best admission
consultant situated in the core of Pune City which is known as the Knowledge center point of India.
We have helped a large number of students in the admission process towards achieving their career
goals.
Characteristics of Open learning
Open learning is an innovative movement in education that emerged in the 1970s and evolved into
fields of practice and study
Figure 2: Five characteristics of open education
The term can refer to two different activities:
1. Activities that widen learning opportunities beyond a formal education system or
2. Activities that improve learning opportunities within a formal education system.
There is no unified and comprehensive definition of "open learning". Still, the focus is usually on the 
learner's needs that the learner perceives (Coffey, 1988).
Open learning can be characterized by the following items[1]:
  Learners access free online content;
 Learners enrolling on free open learning courses;
 Learners collaborating on open knowledge-building projects (e.g. wikis, web sites);
 Learners who share results with each other;
 Open accreditation or certification is open learning an emerging aspect.

Multimedia Approach in Educational Technology

Multi Media: Meaning and Concept
Media are meant for broadcasting and publishing information. These media are defined as transmitters of
information which are considered as “carriers of messages from some transmitting source (which may be a
human being or an inanimate object) “to the receiver of the message” (which is the learner) (Romiszowski,
1988). All teaching is mediated through different media be it the traditional media or the modern
communication technologies. A lecturer mediates information through gestures, voice and board work or in
other words through chalk and talk. A student while reading a book, receives writers’ knowledge through the
medium of printed pages (Lee, 1973). It can be said that all teaching and learning is mediated instruction.
There are different forms of media such as narrative, interactive, communicative, adaptive and productive
which produce the learning experiences such as attending and apprehending, investigating and exploring,
discussing and debating, experimenting and practicing and articulating and expressing respectively
(Laurillard, 2001).
Media includes the means to create, store and present instructional content including tools such as chalk and
talk, books and computers, slide projectors, video projection, document cameras, audio and video systems,
etc. Each medium has its own unique characteristic and essential pedagogical implications which is selected
according to the learners’ need and instructional objectives. These media can help “to bridge the gap
between learning needs and teaching resources” (Lee, 1973). It is evident that media are best used in
combination with variety of other instructional materials and techniques. These media are categorised as still
pictures, audio, motion pictures, television, real things and people, models and simulation and programmed
and computer assisted instructions (Gerlach& Ely, 1980).
In multi media approach, different media (new and/or old) are integrated together for better teaching and
learning. It is defined as the presentation of instruction that involves more than one delivery media,
presentation mode and/or sensory modality (Doolittle, 2002). In other words, it is the “multiple forms of
media presentation” (Schwartz &Beichner, 1999). The integration of these media makes learning
experiences more interactive, creative, dynamic and motivating. Multimedia in simpler terms is defined as
any combination of text, graphics, sound, video and animation. This approach consists of the appropriate
and effective usage of devices, techniques and media in such a combination to reach the teaching-learning
objectives in the best possible manner.
The term multimedia was introduced in 1960s to describe the combined use of several media such as text,
film, still images, audio and video (Vincent & Shepherd, 1989). According to Phillips (1997), “Multimedia
is characterised by the presence of text, pictures, sound, animation and video; same or all of which are
organised into some coherent program.” In Oxford Dictionary of Education, it is defined as “the use of a
range of teaching resources, particularly information communication technology, to reinforce or support
learning.”In the words of Schnotz and Lowe (2003), multi media is defined as “the combination of multiple
technical resources for the purpose of presenting information represented in multiple formats via multiple
sensory modalities.” According to Malik &Agarwal (2012), “Multimedia is a melody sung in harmony with
multi-channel and multi-modal bits of knowledge and creation.” Further they added, “Its ultimate goal is to
inform, educate and/or entertain all. Multimedia is all pervading, thrilling and involving method of info-edu-
tainment with multiple facets and long lasting approbation.” Multimedia tool is an instrument of perception,
comprehension, application, deduction and systematisation of new learning materials (Karpova, 2017). The
components of multimedia approach to effective teaching are interactive methods and techniques, multi
media tools and multi media products.
Features of Multimedia
On the basis of earlier quoted definitions of multimedia and its related discussions, various features of multi
media are elaborated briefly in the following ways:
 Multi media involves use of a number of media, devices and techniques for teaching and learning.
 It may involve text, graphics, pictures, video, audio, sound and animation.
 It gives variety of learning experiences.
 It offers a better pattern for exploring new teaching-learning models.
 It is used and organised in coherent manner as per the pre determined objectives of teaching.
 Its main purpose is to support and reinforce learning.
 It integrates hardware and software approaches to educational technology.
  Different media and its integration in properly structured manner facilitate acquisition and learning
of new concepts and ideas more effectively and efficiently.
 Multi media approach makes teaching-learning go beyond the “verbal version of the subject” that is
given through lectures only, by “providing direct representation of reality, chances for self-
assessment and other modes of experiences” (Lee, 1973).
 It brings changes in traditional ways of teaching and learning where teachers remain the sole
authority in the classroom and students as passive recipients of knowledge.
Advantages of Multimedia
Regarding advantages of multimedia, Malik &Agarwal (2012) have stated, “Multimedia facilitates
mastering basic skills of a student by means of drills and practices. It helps in problem solving by means of
learning by doing, understanding abstract concepts, provides enhanced access for teachers and students in
remote locations, facilitates individualised and cooperative learning, helps in management and
administration of classroom activities and learning content, and stimulates real life problem handling
environments.”Considering these words, different advantages of multimedia approach are given in the
following points:
 Multimedia is changing the ways of learning. For example, learning languages through text materials
is less effective and relevant than the use of language laboratory where multiple media are used for
involving more senses and giving opportunities for learning in more realistic context.
 Multi media has enormous potential to impart flexible, multi-modal, life-long education to
heterogenous mass learners. This multi disciplinary nature makes it popular among people from
diverse background and domains (Malik &Agarwal, 2012).
 It helps in cultivating students’ interest in teaching learning process.
 “Multimedia can be represented as a way of improving learning effectiveness by enhancing
motivation probably because it promotes greater involvement in the learning situation” (Andresen &
Brink, 2013).
 It helps in creation of interactive learning environment that can support and assist teachers and
students in teaching learning process.
 Through the usage of multimedia, multiple resources are available to learners for exploration of
novel ideas.
 It promotes co-operative learning, critical thinking and problem solving abilities among learners.
 It provides flexibility in learning concepts. It is not unimodal where one activity or style is
considered as the only existing one. But it provides the range of useful activities and teaching
learning styles for more fruitful results.It promotes flexibility in teaching as well as learning
processes and tries to make learning more individualised or personalised.
 The knowledge acquisition process is more efficient when teaching and learning is done through
multimedia simulation (Malik &Agarwal, 2012).
 It helps in giving multi perspective presentation of content.
 Multimedia provides technology based constructivist and conducive learning environment where
learners learn through self-exploration, collaboration and active participation (Malik &Agarwal,
2012).
 It helps in encouraging and enhancing peer learning without harming or diminishing individual
creativity and innovation. It gives opportunities for self-regulated and autonomous activities. It
increases students’ engagement, motivation, social skills, digital and multimedia skills.
Disadvantages of Multimedia
Along with its various features and advantages, multimedia have some disadvantages such as: it requires
highly sophisticated infrastructural facilities which may lead to financial burden. So, lack of infrastructure is
the disadvantage of multi media approach; and the appropriate selection, usage and handling of multi media
is important in this approach to educational technology which requires trained and well skilled teachers. So,
lack of trained teachers is one of the disadvantages of multi media approach. It facilities are given, there is
lack of trained teachers to use them effectively and efficiently.
NORM REFERENCE TEST AND CRITERION REFERENCE TEST

 
Norm-Referenced Criterion-Reference

Norm-Referenced tests
Criterion-Reference tests
measure the performance of
measure the performance of
Definition one group of test takers
test takers against the criteria
against another group of test
covered in the curriculum.
takers.

To measure how much the

To measure how much a test
test taker known before and
Purpose taker knows compared to
after the instruction is
another student.
finished.

Norm-Referenced tests Criterion-Reference tests

measure broad skill areas measure the skills the test
Content
taken from a variety of taker has acquired on
textbooks and syllabi. finishing a curriculum.

Each skill is tested by at least

Item characteristics
Each skill is tested by less
four items to obtain an
than four items. The items
adequate sample of the
vary in difficulty.
student.

Norm-Referenced tests must Criterion-Reference tests

Administration be administered in a need not be administered in a
standardized format. standardized format.

Norm-Referenced test scores Criterion-Reference test

Score reporting are reported in a percentile scores are reported in
rank. categories or percentage.

In Norm-Referenced tests, if
In Criterion-Reference, the
a test taker ranks 95%, it
score determines how much
Score interpretation implies that he/she has
of the curriculum is
performed better than 95% of
understood by the test taker.
the other test takers.

Norm - Referenced and Criterion - Referenced Approach to Evaluation

Evaluation procedure can be classified as per the interpretation of the result. The result of evaluation of pupil’s
performance can be interpreted into two basic ways, first Norm -Referenced and second, Criterion-Referenced.
Norm-Referenced Evaluation--On way of interpreting student's performance is to describe individual's achievement
in terms of their relative standing in some known group. When the interpretation is made in term of the "relative
position held in some known group”, it is a evaluation which relates to some norm. It is an attempt to interpret
performance in terms of a norm group that serves as a referent. The purpose is to see how far an individual differs
from the group performance to which he belongs. All public examination are norm –referenced as the results are
interpreted in terms of particular class and judgment are formed in terms of particular class. For example, Seema got
more marks than 80% of students of her class. Ruby got less marks than the class average. These judgments relate to
the class norm or average performance, so these are norm referenced judgment. Norm-referenced interpretation
permits the teacher to make meaningful comparison among students in terms of their achievement.
For example, in a class of 40 students, the average marks in history are 70.Rani marks in history are 80. Teacher
concludes that Rani Performance in History is above average. a norm-referenced testing is designed to measure
performance, which is interpreted in terms of students relative standing in a known group(class, school). A norm-
referenced measure is used to ascertain an individual’s status compared with the performance of other individuals
on that measure.(Popham). Norm- Referenced assessment is a “test or other type of assessment designed to provide
a measure of performance that is interpretable in terms of an individual’s relative standing in some known group”.
(Gronlund)
Characteristics of norm-reference evaluation
1-its basic purpose is to measure students’ achievement in curriculum based skills.
2 -it is prepared for a particular grade level.
3-it classifies achievement as above average, average or below average for a given grade.
Criterion-Referenced Evaluation
In contrast to norm-referenced evaluation, we can refer to a student’s performance to a predetermined criterion
which is well defined, specified and acceptable in terms of instructional learning outcome or desired standard of
performance. It is determining an individual’s status with reference to well defined criterion. Results are interpreted
in term of clearly defined learning outcomes which serves as referent (criteria). Well defined level of achievement is
necessary for success of criterion- referenced evaluation. A criterion-referenced evaluation is designed to measure
performance, which is interpreted i n terms of clearly defined and delimited domain of learning task. Glaser and
Nitko defined a criterion-referenced evaluation as “one that is deliberately constructed so as to yield performance
that is directly interpretable in terms of specified performance standards”. A criterion-referenced measure is used to
ascertain an individual’s status in a defined assessment domain.(Popham) Criterion-referenced assessment is to “test
other type of assessment designed to provide a measure of performance that is interpretable in terms of clearly
defined domain of learning task”.(Linn&Gronlund) For example, Rashid typed 50 words per minute without error
though the expected speed was 60 words per minute. This is criterion referenced.
Common characteristics of NR and CR
 Both require a relevant and representative sample of test items.
 Both use the same type of test item
 Both use the same rules for item writing.
 Both are judged by the same qualities of validity and reliability
 Both require specification of the achievement domain in to be measured.
Difference between NR and CR
 NR cover a large domain of learning task, a few items measure each specific task, while CR focuses on a delimited
domain of learning task and large number of items measure each specific task.
 NR emphasizes discrimination among individuals in term of deviation from the norm group , while CR emphasizes
description of what learning task individuals can or can perform.
 NR favors the items of average difficulty and typically omits very easy and very hard items while CR matches item
difficulty to learning task, without omitting easy or hard items.
 NR interpretation requires a clearly defined group, while CR interpretation of students’ performance is in relation
to well defined competencies. Strictly speaking, norm-referenced (NR) and criterion –referenced (CR) refer only to
the methods of interpreting the results.
RESOURCE CENTRES FOR EDUCATIONAL TECHNOLOGY 
Education technology has the potential to provide equal opportunities in several ways Access to
educational technology at school can give students from low income homes, where there is little or
no access to technology, “a needed edge to compete with children from more affluent homes where
technology is common place in other words we can say that guaranteeing access for all classrooms
to affordable educational technology in order to achieve curricular goals makes it possible to begin
to address the inequities that exist among schools. Grabe and grabe note that technology in the
form of telecommunications allows access to people access to interactive services through online
discussion groups, interactive conference and interactive tutorials and access to files through
online databases, library holdings texts and graphic files on the internet.                                        
Central Institute of Educational Technology (CIET)
It is an institution under the NCERT which is located at New Delhi. 
It is mainly concerned with the development of innovations and with using various media in
school education. It comprises several units such as programmed Learning, Educational
Television, Innovations, Production and Evaluation. 
It has organized the training of teachers for the Satellite Instructional Television Experiment in
different states.
The institute is concerned with education at all levels and in all its aspects. I t aims at bringing
about improvement of education through various kinds of educational technologies. It has to deal
with pre-primary, primary, Secondary, and University Education, Open University education,
Containing Education, Adult Education and so on.
Functions of the  CIET:
The major functions of the CIET are as follows:
1. Designing alternative learning systems to deal with problems of education.
2. Orientation of educational planners’ administrators to the concept of educational technology.
3. Training in specialized areas, radio, audio, television and    video production and low-cost
teaching aids.
4. Production of audio- visual educational materials and other low-cost aids.
5. Research and evaluation to test and improve systems, methods and materials.
6. Extension services for supplying and screening of educational films, videotapes and audiotapes
to Dooradarsan.
7. Consultancy of educational technology and distance education programmes.
8. Working as co-ordinating agency with the Ministry of Human Resource Development, State and
International organizations and UN agencies.
Major activities  
Planning the T.V. Curriculum, training script-writers, producers, researchers and technical staff,
production of educational programmes and research. 
So CIET has been playing a pivotal role in implementing various innovative projects in educational
technology both at National and State levels.
University Grants Commission (UGC)
The UGC was first formed in 1945 to oversee the work of the three Central Universities of Aligarh,
Banaras and Delhi. Its responsibility was extended in 1947 to cover all Indian universities. In
August 1949 a recommendation was made to reconstitute the UGC along similar lines to the
University Grants Committee of the United Kingdom. This recommendation was made by the
University Education Commission (1948-1949) which was set up under the chairmanship of S.
Radhakrishnan “to report on Indian university education and suggest improvements and
extensions”.
 In 1952 the government decided that all grants to universities and higher learning institutions
should be handled by the UGC. Subsequently, an inauguration was held on 28 December 1953 by
Maulana Abul Kalam Azad, the Minister of Education, Natural Resources and Scientific Research. 
In November 1956, the UGC became a statutory body upon the passing of the “University Grants
Commission Act, 1956” by the Indian Parliament. In 1994 and 1995 the UGC decentralised its
operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and
Bangalore. The head office of the UGC is located at Bahadur Shah Zafar Marg in New Delhi, with
two additional bureaus operating from 35, Feroze Shah Road and the South Campus of University
of Delhi as well. When talking of UGC, it is the apex body that approves universities in the country.
UGC provide funds for affiliated universities and colleges.  
The UGC also conducts exams, known as NET, for appointing teachers in colleges. The
headquarters of UGC is in New Delhi, and there are six regional offices at Hyderabad, Pune,
Kolkata, Guwahati, Bhopal and Bangalore. 
First of all UGC acronym stands for University Grants Commission, India. It is a statutory body
that was started in 1956. It was set up by the Union Government of India to ensure that the
standard of the University education in India is maintained. Professor Ved Prakash was heading
this institute when it started and he was a great academician. 
The UGC has its headquarters in New Delhi. As of today the offices can be located in all the major
cities including Kolkata, New Delhi and Bangalore. Post independence the government of India
thought that education must be given the maximum importance from the elementary education to
the highest levels of education such as the PhD degree. 
This is exactly why they wanted to come up with a body that will ensure that the education in India
meets a certain standard. The UGC was originally looking into Aligarh University, Benaras
University and Delhi University. In 1957 almost all the universities came under the control of the
UGC. It is the only grant giving institute in the country. It provides funds and it also arranges for
the coordination and maintenance of the universities in India. The UGC controls the following in
India:
Maintaining the standard of research, teaching and examination in the universities.
Promoting university education
Making regulations to maintain the minimum standard of education in the country
It is a link between the union government and the institutes of higher education
It also advises the government about the steps to be taken in order to improve the education
system.
UGC plays a vital role in the education of the country. It has ensured that a system it followed in
higher education. UGC also ensures that the education in all these top universities is of the same
standard so that the students passing out of these colleges can be considered equal. 
Indira Gandhi National Open University (IGNOU)
It established by an Act of Parliament in 1985, has continuously striven to build an inclusive
knowledge society through inclusive education. It has tried to increase the Gross Enrollment Ratio
(GER) by offering high-quality teaching through the Open and Distance Learning (ODL) mode.
The University began by offering two academic programmes in 1987, i.e., Diploma in Management
and Diploma in Distance Education, with strength of 4,528 students. Today, it serves the
educational aspirations of over 3 million students in India and other countries through 21 Schools
of Studies and a network of 67 regional centers.
The mandate of the University is to:
Provide access to higher education to all segments of the society;
Offer high-quality, innovative and need-based programmes at different levels, to all those who
require them; Reach out to the disadvantaged by offering programmes in all parts of the country at
affordable costs; and Promote, coordinate and regulate the standards of education offered through
open and distance learning in the country.
To achieve the twin objectives of widening access for all sections of society and providing continual
professional development and training to all sectors of the economy, the University uses a variety
of media and latest technology in imparting education.
Vision
“The Indira Gandhi National Open University, the National Resource Centre for Open and
Distance Learning, with international recognition and presence, shall provide seamless access to
sustainable and learner-centric quality education, skill up gradation and training to all by using
innovative technologies and methodologies and ensuring convergence of existing systems for
large-scale human resource development, required for promoting integrated national development
and global understanding”.
The University has made a significant mark in the areas of higher education, community education
and continual professional development. 
The University has been networking with reputed public institutions and private enterprises for
enhancing the educational opportunities being offered by it. 
As a world leader in distance education, it has been conferred with awards of excellence by the
Commonwealth of Learning (COL), Canada, several times.
The University is committed to quality in teaching, research, training and extension activities, and
acts as a national resource centre for expertise and infrastructure in the ODL system. 
The University has established the Centre for Extension Education, National Centre for Disability
Studies and National Centre for Innovation in Distance Education, to focus on specific learner
groups and enrich the distance learning system. 
Emphasis is now being laid on developing interactive multimedia and online learning, and adding
value to the traditional distance education delivery mode with modern technology-enabled
education within the framework of blended learning. 
Over the years, IGNOU has lived up to the country’s expectations of providing education to the
marginalized sections of society. Free of cost education is being provided to all jail inmates across
the country. A large number of SC/ST students have been admitted to various programmes of the
University.
d. The National Institute of Open Schooling (NIOS)
Formerly it is known as National Open School (NOS). NIOS is providing a number of Vocational,
Life Enrichment and community oriented courses besides General and Academic Courses at
Secondary and Senior Secondary level. 
It also offers Elementary level Courses through its Open Basic Education Programmes (OBE).
Government of India through a gazette notification vested NIOS with the authority to examine and
certify learners registered with it up to pre degree level courses whether Academic, Technical or
Vocational.
Vision: Sustainable inclusive learning with universal and flexible access to quality school education
and skill development.
Mission: 
Providing relevant, continuity and holistic education up to pre-degree level through Open and
Distance Learning System.
Contributing to the Universalisation of school education.
Catering to the educational needs of the prioritized target groups for equity and social justice.
NIOS are committed to provide Excellent, Sustainable, Inclusive and Flexible Education up to Pre-
degree level through Open & Distance Learning (ODL) mode & Compliance of requirements to
ensure satisfaction of learners and continual improvement of our Quality Management System.
e. SIET (State Institute of Education Technology)
The state Institute of Educational Technology, SIET was constituted by Government of India in all
the State with an intention to promote the level of learning and also to educate the student’s with
the help of Radio and Television. 
SIET in Kerala, the state institute of educational technology is responsible for the planning,
research production and evaluation of educational software like video, audio programmes and
computer multimedia. 
SIET Kerala also aims to implement scheme to generate teaching technology and process in the
modern context. SIET Kerala is the latest in the array of 7 SETS in the country. Department of
Education, ministry of Human Resource Development, Government of India sanctioned the state
institute of educational technology for Kerala in 1998. It works as an agency under the Department
of Education, Government of kerala. 
The institute has adopted itself to play a catalytic role in fostering as well as supporting and
supplementing the educational movement in the state particularly in the arena of Primary
education. Its area of operation covers the preparation of video/ audio programmes for the
children of 5 to 17 years of age (Class 1 to Class 12) and the teachers in the regional language in the
form of supportive factor for the conventional class room teaching.
f. Audio Visual Research Centre (AVRC)
In 1984 University Grants Commission (UGC), New Delhi has launched Country Wide Class Room
(CWCR) and production facilities at 6 Universities in India through establishing media centers in
the name of Audio Visual Research Centers (AVRCs).Later these centers have been renamed as
Educational Multimedia Research Centers. 
This was mainly to use electronic media for the quality enrichment of higher education. In 1996-
97 ,the centre  produced 16 educational  programmes  covering  various  aspects  like  earth
science, ecology, maths, chemistry & social  science etc..The  centre also  undertakes  research in
all aspects of educational technology in  relation  to  learning  for  both  urban  and  rural  college. 
Objectives
To map the audience profile in terms of demographic, socioeconomic & educational background
along with their media habitats.
To examine  whether  it  helps  the teachers  in higher education by  enabling  them  to teach more
effectively. 
g. Educational Multimedia Research Centre (EMRC)
It was established as audio visual research centre in 1989 by the UGC CEC at Panjab University
Patiyala under the country wide class room project.
Objectives
Production of educational programmes and related support material and setting up of appropriate
facilities for this.
Research related to optimizing the effectivness of the programmes
Providing a forum gor the active involvement of acedamic and other scholars in the creation of
approptiate educational programme
Studying promoting and experimenting with new techniques/ technology that will increase the
research and or effectiveness of educational communication.
The centre is presently funded by the UGC and MHRD for producing enrichment educational
video lecture and e. content programmes
The centre is equipped with a large state of the art studio with chroma facility latest technology
broadcasting equipment and high powered multimedia workstation to produce educational video
content.
h. The National Institute of Science & Technology (NIST)
NIST was established in the year 1996 by a group of academicians educated in the top Institutes of
India and abroad. The founder Director is Prof. Sangram Mudali left USA to establish a world class
Institute in their home state of Orissa. Within a few years the reputation of the Institute spread far
and wide. 
The Institute has received a number of grants, projects, special funding, travel funding, SDPs. FIST
grant scholarships, etc., from DST, CSIR, AICTE, IT companies. Etc. 
NIST’S Mission was to create an educational institution for nurturing quality engineers and
Managers for growth of Indian Industries. To develop Entrepreneurs, to pursue Innovative
research on emerging technologies for the future generation and to create engineering minds
capable of mastering the global challenges of tomorrow’s technology.
i. Satellite Instructional Television Experiment (SITE)
SITE was an experimental satellite communications project Launched in India in 1975 by National
Aeronautics and Space Administration (NASA), USA &ISRO. The project made available
information television programmes to rural India. The  main  objectives of the experiment  were to
educate  the  poor people of India  on  various  issues  via satellite  broadcasting &also  help  India
gain  technical   experience  in  the  field of  satellite  communications. The programmes under the
SITE were classified into 2 categories.
1. Educational Television (ETV)
2. Instructional Television (ITV)
ETV programmes mainly focused on school children in the age group of 5- 12 years.  It makes the
education more interesting, creative, purposive & stimulating & also creates awareness in the
changing society. ITV is mainly for adult audience & cover incidents of national importance for
improved practices in agriculture, health, family planning etc. & some recreation programme.
Objectives
Gain experience  in  the  development  , testing  ,& management  of satellite based  instructional
TV system  particularly  in  rural  areas.
Demonstrate  the  potential  value  of  satellite  technology  in the  rapid  development of effective
communication  in the  developing  countries.
Democrat the  value  of  satellite  broadcast  TV  in the  partial  instructions  of
village inhabitants.
j. UGC-CEC
The Consortium for Educational Communication popularly known as CEC is one of the Inter
University Centres set up by the University Grants Commission of India. 
 It has been established with the goal of addressing the needs of Higher Education through the use
of powerful medium of Television along with the appropriate use of emerging Information
Communication Technology (ICT).
Realizing the potential and power of television to act as means of Educational Knowledge
dissemination, UGC started the Countrywide Classroom Programmes in the year 1984. For
production of such programmes Media Centres were set up at 6 Universities. Subsequently CEC
emerged in 1993 as a nodal agency to coordinate, guide & facilitate such Educational production at
the National level. Today 21 Media Centres are working towards achieving this goal under the
umbrella of CEC. 
 Objectives of CEC: 
Close Coordination, facilitation, overall guidance and direction towards the activities of the Media
Centres set up by the UGC in various Universities throughout the country.  
Dissemination of Educational programmes through broadcast as well as non-broadcast modes. 
Production of Educational programmes (Audio/Visual and Web Based) and related support
material further setting up of appropriate facilities for such production. 
Research activities related to optimizing the effectiveness of such programmes.
Providing a forum for the active involvement of academic and other scholars in the creation of
appropriate educational programmes. 
Studying, promoting & experimenting with new technology that will increase the reach and / or
effectiveness of educational communication
k. Centre for Development of Imaging Technology (C-DIT)
C-DIT is a unique institution with diverse skill sets and achievements in the areas of information
and communication technologies and their applications. Founded as an offshoot of Kerala state
film and Development Corporation, C-DIT started its operations with two projects founded by
government of India-one in the field of research and development in film and electronics
technology and another in the area of science and development communication using video.
Vision and Mission- Government of Kerala in the year1988 established C-DIT with a vision to
ensure advancement of research, development and training in imaging technology with an implied
role in socially relevant science and development communication. 
The Mission statement is “‘to become the leading service provider and product innovator in new
media information technology systems, tools, applications and content development with thrust on
deployment of sustainable and appropriate imaging and imaging technology for science and
development communication.”
Subsequently, C-DIT diversified into Information Technology applications including software
development and to providing IT enabled services. C-DIT has been functioning as a Total Solutions
Provider in IT and Communication fields mainly in the Government sector for the last decade and
a half. 
During the last 24 years of existence, C-DIT has achieved many national and international laurels.
The video productions of C-DIT cover different genres of development communication, science
popularization, education, environmental awareness etc. Several of them have won the state and
national awards as well as top recognition at the international festivals. The innovative TV reality
show series produced by C-DIT in collaboration with Doordarshan on the achievements of local
self governments and on the success stories in school education have won wide acclaim. C-DIT has
planned similar series on health care.
The Governing Body of C-DIT headed by the Chief Minister of Kerala as its Chairman and the
Minister for Information and Public Relations as its Vice Chairman, have been guiding the
activities of C-DIT.