Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

More documents

Recommendations

Info

68 allowing both B.E./B.Tech. and MSc to compete with each other in overlapping disciplines will ensure that good Universities do not decay and bright students are not put to a situation that their parents have to send them to Engineering Colleges just to make them eligible for Government jobs. The on going IT revolution is raising numerous challenges for the University system. Indian universities, despite being knowledge institutions, have been virtually on the fringes of the IT boom. It is not impossible to conceive that part of the reason for this is the traditional emphasis on science as a foundation for IT, which is not necessarily the case. 2.5 A suggestion for a focused strategy for universities: The Example of Delhi University In the area of Information Technology, the requirement of trained manpower can therefore be achieved by starting focused two year MA/MSc courses on different aspects of IT. Thus the Institute of Informatics and Communication Technologies (IIC) at DU has developed a distinctive learning and training framework in the area of ICTs. Some of its innovations include earning while learning, networked faculty, Internet communication with European staff and students (see section III), and work experience through participation with IT industry. It has already established its credibility in the ICT job market. It has further potential for catering for the emerging ICT market in dimensions other than IT industry. Current postgraduate courses in ICT at DU provide a sound basis for a pioneering development in ICT. A focused strategy for further development could be built on a series of integrated Programmes. A possible proposal is to develop three interdisciplinary programme streams: − − − ICT Technology Human-ICT Interaction Design Learning Technologies These streams are explained in more detail as follows: ICT Technology
69 A science based stream which aims to produce ICT professionals and researchers for manufacturing companies and R andD organisations Focus: Convergence of hardware and software, and Telecommunications (networks). This focus would enable DU to shape the field of Informatics beyond low level skill oriented programming and application training course currently being offered by many universities and private industry in India. Knowledge base for convergence: Electronics, Physics, Mathematics Subject expertise: Core group in Informatics and ICT networking; Networked Faculty in Electronics and Telecommunication hardware and Software integration Job opportunities: High-end jobs in industry Human - ICT Interaction Design A cross disciplinary stream which aims to produce multimedia professionals and researchers for: − − − rural development emerging socio-economic applications of ICTs new media industry markets Focus: ICT Applications- Multimedia for Communication; Communication design/form; Media technology (hardware and software); human machine interface design and interaction Knowledge base: Psychology; Design; Communication; Social sciences Target groups for Applications: Rural development; Industrial enterprises, Business, Commerce, Public organisations Subject expertise: Core group in Human Computer Interaction; Networked Faculty in Sociotechnical systems; Art and Design; Development and Communication; Management and Organisations; Biotechnology, Agriculture and Environment
Page 1 and 2:
Preface The EU-INDIA Cross-Cultural
Page 3 and 4:
1 Part One: Human-Centred Informati
Page 5 and 6:
3 1. Introduction: Information and
Page 7 and 8:
5 Virtual Enterprise will be the no
Page 9 and 10:
7 in these regions. These territori
Page 11 and 12:
9 Beyond such business data, enterp
Page 13 and 14:
11 of our reality and the world of
Page 15 and 16:
13 The first view: Information Tech
Page 17 and 18:
15 continuous learning processes me
Page 19 and 20: 17 Following this proposal, society
Page 21 and 22: 19 These steps of running such glob
Page 23 and 24: 21 21.6.2000, is taken up. This Con
Page 25 and 26: 23 To strongly increase internation
Page 27 and 28: 25 To develop further technology th
Page 29 and 30: 27 To include ethics into the educa
Page 31 and 32: 29 Jaspers, K. (1953). Introduction
Page 33 and 34: 31 1. Introduction: The EU-INDIA Cr
Page 35 and 36: 33 project their own regional and c
Page 37 and 38: 35 − − − − − the need for
Page 39 and 40: 37 stakeholders in rural developmen
Page 41 and 42: 39 − − − built upon the valor
Page 43 and 44: 41 − − − Creating an enterpri
Page 45 and 46: 43 Agricultural Universities in the
Page 47 and 48: 45 Farmer Exchange between Punjab a
Page 49 and 50: 47 and Punjab and Gujarat regions o
Page 51 and 52: 49 institutional focus, networking
Page 53 and 54: 51 Patterns of Partner Collaboratio
Page 55 and 56: 53 A network model of postgraduate
Page 57 and 58: 55 Some experiences in interactions
Page 59 and 60: 57 Some interdisciplinary linkages,
Page 61 and 62: 59 Part Two: Developing Education i
Page 63 and 64: 61 1. Introduction: Technological a
Page 65 and 66: 63 being designed to produce so-cal
Page 67 and 68: 65 and those conducted elsewhere. S
Page 69: 67 has changed now because applicat
Page 73 and 74: 71 This section also introduces an
Page 75 and 76: 73 3.2 Introducing ICT based servic
Page 77 and 78: 75 E-Commerce E-commerce refers to
Page 79 and 80: 77 In India about 70% of the popula
Page 81 and 82: 79 It is important not only for the
Page 83 and 84: 81 1. Introduction: Extending the C
Page 85 and 86: 83 − − − − − have a clear
Page 87 and 88: 85 3.2 The UK context The Figure ab
Page 89 and 90: 87 diminishing the importance of cu
Page 91 and 92: 89 of stress on respect for teacher
Page 93 and 94: 91 India does not seem to have a sy
Page 95 and 96: 93 lot of the reason for this is to
Page 97 and 98: 95 which have prevented successful
Page 99 and 100: 97 7. Conclusions: Utilizing EU Vis
Page 101 and 102: 99 CHAPTER FIVE The Concept of Univ
Page 103 and 104: 101 science and research, in univer
Page 105 and 106: 103 We can still regard Kant’s co
Page 107 and 108: 105 He subsequently analyses the ac
Page 109 and 110: 107 In the following paragraph, I a
Page 111 and 112: 109 Therefore engineers - and every
Page 113 and 114: 111 and ethics are involved in the
Page 115 and 116: 113 New Delhi University Education
Page 117 and 118: 115 These groups represent the new
Page 119 and 120: 117 − takes place by simulating s
Page 121 and 122:
119 − − − − − − − Whi
Page 123 and 124:
121 Part Three: Information Technol
Page 125 and 126:
123 1. Introduction: The ICT Trajec
Page 127 and 128:
125 The important point, however, i
Page 129 and 130:
127 presentations on laptop have be
Page 131 and 132:
129 paper, so farmers know when it
Page 133 and 134:
131 Coded Knowledge Tacit Knowledge
Page 135 and 136:
133 CHAPTER SEVEN Informatics, Comm
Page 137 and 138:
135 core IT rather than on social a
Page 139 and 140:
137 First, the National Registratio
Page 141 and 142:
139 2.2 CASE STUDY # 2: The ‘GYAN
Page 143 and 144:
141 line public grievances redress;
Page 145 and 146:
143 spread over 5 districts, ICT ki
Page 147 and 148:
145 − − − − − Strong link
Page 149 and 150:
147 income is generated to support
Page 151 and 152:
149 driven. A village committee and
Page 153 and 154:
151 telecom infrastructure. An earl
Page 155 and 156:
153 gender [other things being equa
Page 157 and 158:
155 While the C2C services of the n
Page 159 and 160:
157 [GSSD] of the Massachusetts Ins
Page 161 and 162:
159 approximately 1400 includes a c
Page 163 and 164:
161 The Baatchit Centre houses the
Page 165 and 166:
163 Micro-finance, or the provision
Page 167 and 168:
165 long term loans from the Gramee
Page 169 and 170:
167 Related Development In the area
Page 171 and 172:
169 new Wireless in Local Loop [WiL
Page 173 and 174:
171 Additional considerations for e
Page 175 and 176:
173 Referred to by some as the “I
Page 177 and 178:
175 The Simputer Trust is working w
Page 179 and 180:
177 Veterinary and Animal Sciences,
Page 181 and 182:
179 As part of the e-Chaupal initia
Page 183 and 184:
181 2.13 CASE STUDY # 13: ICT for W
Page 185 and 186:
183 institutions, like Panchayats,
Page 187 and 188:
185 On the 26 th of January 1999, t
Page 189 and 190:
187 children, building as they do o
Page 191 and 192:
189 Ten specialists [two each from
Page 193 and 194:
191 These innovative approaches not
Page 195 and 196:
193 − − − − − − − The
Page 197 and 198:
195 Young Linux enthusiasts and vol
Page 199 and 200:
197 A video linkage facility has co
Page 201 and 202:
199 ITU: International Telecommunic
Page 203 and 204:
201 CHAPTER EIGHT Collaborations in
Page 205 and 206:
203 L1: Need for partners to own th
Page 207 and 208:
205 L5: Need to be aware of the for
Page 209 and 210:
207 One of the key challenges of th
Page 211 and 212:
209 doctoral researchers. The tasks
Page 213 and 214:
211 bringing the benefits of new te
Page 215 and 216:
213 between the university and soci
Page 217 and 218:
215 52056 Aachen, Germany e-mail: i
Page 219:
217 Formerly: Dep of Computer Scien
show all

Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?