Bamboo and Rattan

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Bamboo and Rattan




The purpose of this meeting is to agree amongst all partners the time scale, contents and outputs, and the methods of working for the development of the first series of online and offline learning packages under the ODL project. It builds on the previous meeting by reviewing the outputs and progress expected at this stage, by providing hands-on training in the use of the relevant tools and platforms, defining working methods and practices, and agreeing the expected timescale amongst all the partners.

It is important that each of the module coordinators (previously called course writers) brings to this meeting their draft course outlines. These will serve as the bases on which the hands-on training will be conducted on Day 2 of the workshop, during which they will be developed into trial courses. Module coordinators are also kindly recommended to visit ( ) as a trial page on Wiki, and to help you start investigating how to use it before attending the meeting.


Open and Distance Learning Courses in Bamboo and Rattan

Awareness Courses

Certificate Courses

Role of Block/Unit Coordinators

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Key points

Immediate (by end of workshop):

  • Arrive at a consensus on the structure and design of the courses (in collaboration with other coordinators/experts).
  • Identify all unit writers, and convey their names to ODL Course`Development Coordinator (SS)
  • Work out details for individual modules.
  • Prepare a template/frame work for the various units for putting on-line.
  • Work out details for hands-on unit; for both Bamboo and Rattan

Parallel(as material keeps coming in):

  • Regularly check the website for what has been added to the template for their specific modules.
  • And check them for –
    • Validities against which to check
      • Content validity
      • Process validity
      • Historical validity
      • Cognitive validity
      • Ethical validity
      • Environment validity

(as identified by ‘National Focus Group on Teaching of Science’, NCERT )

While finalizing the unit:

  • Add content to make it ‘complete’
  • Identify suitable practicals – hands-on activity and include
  • Identify suitable illustrations/photographs
  • Identify Useful books/references
  • Prepare Glossary/Key words
  • Whet materials (text and illustrations) and delete those found unsuitable using criteria.
  • Select those materials that should go as a link instead of in the main text.
  • Identify gaps that need filling in.
  • Make editorial corrections.
  • Take academic responsibility for all materials in the final version of the course on the website as well in the print version.
  • Would help with
      • Layout of materials on the web
      • Layout of materials in the printed format

The Template

  • would have heads, subheads: say upto three levels
  • should be easily comprehensible – the titles should reflect the content envisaged
  • should avoid overlaps in content
  • could perhaps indicate slots for illustrations - You may want a specific picture to be included – you could indicate that in your template.
  • should indicate slots for tables or other data. If you are looking for data that you do not have but think can be available, you could provide a template which allows anyone having that specific data to fill in.
  • would provide spaces for
    • Introduction
    • Objectives
    • Content
    • Activities/practicals
    • Entrepreneurship opportunities
    • Financial aspects

The template would also provide space for:

    • Self Assessment
    • Additional reading materials
    • Summary
    • Methods to deal with not-normal situations
    • Ecological disasters
    • Financial problems