Use of Information Communication Technology (ICT) in
enhancing the quality of education is something that almost
everyone is interested in, these days. Concepts like open
content, open data, and open resources, along with notions of
transparency and easy access to data and information is
becoming a value. Massive Open Online Courses (MOOCS) are
being widely explored as alternatives and supplements to
traditional university courses. The workforce demands skills
from college graduates that are more often acquired from
informal learning experiences than in universities. Education
paradigms are shifting to include online learning, hybrid
learning, and collaborative models. At the same time, the
teaching paradigms across all sectors too, besides including
the above, demand much more teamwork and collaboration. As
the abundance of resources and relationships made easily
accessible via the Internet grows, we are ever more
challenged to revisit our roles as educators.
Faculty training still does not acknowledge the fact that
digital media literacy continues its rise in importance as a
key skill in every discipline and profession. The demand for
personalized learning is not adequately supported by current
technology or practices on campus. Economic pressures and new
models of education are bringing unprecedented competition to
the traditional models of higher education. The emergence of
new scholarly forms of authoring, publishing, and
researching, outpace sufficient and scalable modes of
assessment. Many challenges impacting technology uptake are
grounded in everyday realities that often make it difficult
to learn about, much less adopt, new tools and approaches.
A number of workshops, seminars and training
programs in this area are being held regularly. There are
also many conferences and publications in this area. However,
still the adoption and effective utilization of technology in
education is low. One of the contributing factors is the lack
of awareness at the level of teachers and institutions, and
perhaps the lack of access to usable resources and inadequate
sharing of experiences among those working in this field. A
centre like this will help address this gap, by offering
useful inputs and allowing for sharing of experiences with
the relevant community.
infrastructure for the centre has been partly funded by RUSA
(Rashtriya Uchchatar Shiksha Abhiyan).
The main objective of setting up of the Centre for Teaching
and Learning (CTL) is to:
1. Educate faculty on
how to go about integrating ICT in Higher Education
effectively by conducting workshops, seminars and provide
them with hands-on experience/training.
E-content for the various courses offered by the college and
other educational institutions.
Implement and Share different ICT tools in teaching like
Simulation, Gamification, LMS, Mobile Applications, etc.
4. Conduct Research related to use of ICT, Learning
Analytics, Mobiles, LMS, etc.
Consultancy services to schools and other Higher Educational
Institutions by providing a roadmap for ICT implementation.
6. Provide Assessment/evaluation strategies to track student
progression to graduation.
Dealing with compelling issues in the contemporary
world, primarily, but not exclusively, concerned with
Geo-Politics, linkages with the past and future are fait
accompli. The focus is not only limited tobringing together
the in-house capabilities available at the home institution,
but also to actively collaborate and synergize with various
other institutions; regionally, nationally and
The functioning of the CSAS being at a nascent stage,
it was considered prudent to focus on a limited number of
aspects and issues initially. During this while, the CSAS
has had some exposure, including first-hand experience with
contact building and primary data collection in Northern
Province (Sri Lanka); a rather ignored and less understood
region, even within mainstream discourses in Sri Lanka.
A prominent boost to the CSAS initiative has come
from the winning of the ERASMUS Plus project alongside the
Universite de La Reunion, to enable collaborative research
and exchange ideas and personnel between both the
institutions. Not only is ParvatibaiChowgule College is the
first Institution in India to have such a linkage with this
French public university, this is also the first time that
Universite de La Reunion is cooperating through an MoU with a
Non-EU partner institution. It also encourages a wider
thematic canvas that will also promote collaborations at all
levels, across disciplines, as well as across the borders.