Indian Institute of Technology Bombay

IDP in Educational Technology

An overview


Technology-Enhanced Learning of Thinking Skills (TELoTS)

Teacher Use of Educational Technology (TUET)

Psychophysiology of Teaching and Learning (PsyTEL)

Exploration of Emerging Technologies for Education (EmergE)

Technology-Enhanced Learning of Thinking Skills (TELoTS)

  • Thinking skills (TS) are cognitive processes that human beings apply for sense-making and problem-solving.
    e.g: structuring open problems, knowledge integration, micro-macro thinking, convergent-divergent thinking, spatial skills
  • We have developed Technology Enhanced Learning Environments for Thinking Skills (TELoTS systems), based on the pedagogical strategies of inquiry-based learning, formative assessment and metacognitive reflection.
  • Learning activities in the TELoTS systems harness technology affordances such as interactive simulations, adaptive and personalized feedback, and pedagogical agents to provide the required instructional support.

Technology-Enhanced Learning of Thinking Skills

Technology-Enhanced Learning of Thinking Skills

Technology-Enhanced Learning of Thinking Skills

Teacher Use of Educational Technology (TUET)

  • TUET focuses on research areas aimed at:
    • Frameworks & models for effective integration of learner-centric pedagogy for teaching with ICT.
    • Models for sustainable teacher professional development programs for effective integration of educational technology.
    • Teachers' design thinking and practice.
  • TUET targets engineering education sector and instructor-mediated classroom teaching.

Teacher Use of Educational Technology

Psychophysiology of Teaching and Learning (PsyTEL)

  • PsyTEL focuses on understanding teaching-learning from a process centered perspective.
  • We use technologies such as EEG, GSR and eye tracking to quantify some of the cognitive-affective parameters of learning and to infer the complex interplay of affect, cognition and metacognition.
  • Current research:
    • Student Teacher Observer Reliant Model (STORM): Designing a unique pedagogical feedback system for large lecture classrooms where students reflect on their cognitive-affective states that is then used for refinement of lecture content.
    • EEG CAffe: Development of EEG based metrics to measure cognition and affect with a goal to produce neuro-scaffolds for technology enabled learning platforms.

Exploration of Emerging Technologies for Education (EmergE)

  • Our research objective is to explore application of emerging technologies for learning and teaching.
  • Examples of such emerging technologies include gesture-based technologies, wearables, augmented reality and virtual reality. As part of these explorations, our goal is to identify potential benefits that these technologies might afford in the learning and teaching process, and design appropriate learning activities.
  • The course projects under EMERGE target development of specific skills like spatial thinking and psychomotor skills by exploiting the affordances of emerging technologies. The learning activities are designed based on established learning theories like embodied cognition.
  • To access the projects under EMERGE, visit Next Education Research Lab


TEL Environments

Tools for Teachers

Massive Open Online Courses

Learning Analytics


Open Educational Resources

TEL Environments

IKnowIT Shitanshu
Fathom Deepti
GI Anurag

Tools for Teachers

Massive Open Online Courses

Designed and conducted 13 MOOC courses on IITBombayX platform

Learning Analytics

  • Interactive Stratified Attribute Tracking (iSAT) is a visualization based cohort analysis technique that can reveal patterns of transitions that is implicit in a multi-attribute learning dataset.
  • We have built a free online tool to assist researchers and instructors to generate iSAT visualization of their dataset and interactively explore patterns that exists.
  • For example, given a dataset of student grades and activity measures in an online course and criteria to classify them in high-medium-low strata, phases in iSAT can visualize proportions of high, medium and low performers as well as engagement levels and further trace the patterns of transition between performance and engagement in that dataset.
  • Find out more here.


Open Educational Resources

ET Research Resources

  • ET Research resources created by IDP-ET consists of templates to conduct ET research studies :
    1. Idea Proposal Template (IPT)
    2. Study Proposal Template (SPT)
    3. Paper Planning Template (PPT)
    4. Paper Writing Template (PWT)
  • The templates offer scaffolds to the researcher during various stages of research, so that reviewers’ criteria are effectively addressed
  • 2000+ engineering teachers have been trained to use these templates
  • Refer RMET Handbook for more details
  • Visit this page for more details

Teaching Strategies Templates

  • Research based teaching strategy templates for learner centered in-class activities
  • Templates are organized as : Activity Constructors, Learning Design Blueprints, Bloom’s level learning objectives and assessment instrument, Evaluation rubric for instructor designed in-class learning activities and Other Open Education Resources
  • For more details visit this page.

Other Resources

Project OSCAR

Virtual Labs

Spoken Tutorial

Professional Activities

Teacher Training Programs


Teacher Training Programs

Conducting theory-informed, research-based capacity building activities for teachers to make them proficient in the effective integration of ICT in their own practice.


We do consulting for e-learning industries, learning & development, and training divisions on:

  • Learner-centric pedagogy
  • Design of online learning materials
  • Design of online and blended training
  • Evaluation of ICT-based learning materials



Ph.D. Research Scholars


Post Doctoral Researchers

Ph.D. Research Scholars


Post Doctoral Researchers

Development of Guidelines for Teaching and Learning with Virtual Labs in Engineering Education

  • Instructors play a critical role in leading effective laboratory experiences. Improving instructors’ capacity to lead laboratory experiences effectively and developing more comprehensive systems of support for Instructors is critical to advancing the educational goals of these laboratory experiences. Instructors can achieve their laboratory goals if they design effective experiments based on scientifically proven instructional strategies and exploit the affordances of the virtual labs.
  • The guidelines designed and developed as part of the research work provides help to engineering instructors at all the stages of the experiment design process such as decisions regarding the laboratory goal, formation of learning objectives, selection of most suitable instructional strategies, design of tasks aligned to learning objectives and instructional strategies and design of authentic assessments.
  • The proposed guidelines based on the DeViLabE framework have been found usable and useful by engineering instructors in their experiment design process.
  • The guidelines have proven effective in improving the quality of the experiment designs for the virtual labs and also improved the students’ laboratory learning.
  • The ADVIcE tool which provides these guidelines to engineering instructors and other details of the experiment design process is available . The tool is available here.



    • Guides teachers on: selecting learning objectives and virtual labs aligned to it, designing activities and assessment questions aligned to learning objectives
    • Generates a dynamic lab manual for customized to teacher inputs on learning objectives, tasks, assessment questions
    • 82% of teachers using the tool found it useful in experiment design
    • Tool URL click here

    (Researcher: Anita Diwakar)

    Technology framework for learning historical thinking

    • Objective: To develop students and pre-service teachers develop historical thinking skills
    • Generated visual notations to support learning historical thinking using participatory design
    • Created History-Maker, an interactive tool, for learners to analyse and interpret history using the given historical data by explicitly stating assumptions, arguments, perspectives, data sources, bias among other skills
    • Created a rubric for historical thinking in education
    • Created a set of rubrics to evaluate teacher lesson designs
    • Created an intervention for pre-service to help them develop lesson designs to engage Higher Order Thinking Skills(HOTS) via historical thinking
    • Plan to carry out learning experiments to determine the effectiveness of the notation and the tool for developing historical thinking skills, usability of History-Maker and some qualitative studies

    History Maker

    (Researcher: Vikram Vincent)

    A technology-enhanced learning environment for engineering estimation skills

    • You are participating in an electric car race in which you are required to design an electric car of weight 7kg with wheel diameters of 4” that can accelerate at 1m/s^2 and traverse a track of 10m without burning out. Estimate the electrical power needed to achieve these specifications.” Professional engineers must regularly make estimates such as these wherein an unknown parameter must be determined to an order of magnitude accuracy. Often unclear to non-experts is, where to begin and what method to use to obtain a good estimate. How would you solve such a problem? Click here to know more.
    • The goal of my project is to design and evaluate a technology-enhanced learning environment to improve undergraduates engineering estimation skill.
    • My solution is a learning environment with features such as a mapping tool, variable manipulation simulation, equation builder and scaffolds for evaluation and reflection. An overview of my solution can be found here.

    MEttLE - Modeling based Estimation Learning Environment

    (Researcher: Aditi Kothiyal)

    Supporting undergraduate bioscience learners in problem-solving process skills
    using a technology-enhanced learning environment

    • Problem-solving and process skill is required to solve various open problems in genetics and most often learners do the mechanical application of these skill without a comprehensive conceptual understanding.
    • Experts solve these kinds of problems by performing a series of skills that can be grouped into problem representation, problem-solving and problem analysis.
    • In order to help novice learner demonstrate these skills, I developed a technology-enhanced learning (TEL) environment- Geneticus Investigatio (GI) which focuses on supporting these skills in undergraduate bioscience learners.
    • GI is based on the theories of anchored instruction and inquiry-based learning. The learning environment has a problem context similar to problems faced by researchers. Further learning material and activities in the environment serves to “anchor” the subsequent learning which also encourage exploration.
    • GI is based on the affordances provided by the TEL like scaffolds in the form of cognitive and metacognitive prompts, system-generated appropriate and dynamic feedback etc. It is partially guided and learners are given feedback and reflective prompts as and when required.

    Teaching and Learning of Troubleshooting Skills for Computer Science Undergraduates

    • A computer science graduate is expected to do basic troubleshooting of various types of systems (Problems related to operating systems, networks or application software).
    • The task of troubleshooting is ill-structured and students find it difficult to solve without efficient strategies and guidance.
    • We are trying to build a TEL environment called PHyTeR to teach the process of troubleshooting in the context of Computer Networks
    • In PHyTeR, students work on authentic scenarios, thus giving them practice and insights on phases of troubleshooting. It is based on a network simulator having scaffolds such as process history viewer, hypotheses prioritizer.
    • Please refer this page for more details.


    PHyTeR - A system to learn Troubleshooting Skill in Computer Networks

    (Researcher: Kavya Alse)

    TEL environment for teaching and learning of expansionist and reductionist thinking skills in software design problem solving.

    • Consider the following software design problem- “Design a software system for a bank which will allow customers to check their account details and balance online.”
    • In the above problem, both the problem space and solution space are not well-defined. In problem space; the data-items and operations to be performed are to be formulated and in solution space; the appropriate data structure and algorithm has to be designed.
    • We have designed and developed TEL environment-Fathom for teaching and learning of these skills.
    • Research studies have shown Fathom’s effectiveness in learning the expansionist skills in problem representation: understanding the problem from multiple perspectives and reductionist skill of identifying the data-items and operations based on the goal. Expansionist skill in solution design: generate alternative solutions and reductionist skill: identify the criteria to evaluate and select appropriate solution and justify.

    Divergent and Convergent Tool (DC Tool)

    (Researcher: Deepti Reddy)

    Technology Enhanced Learning Environment for
    Developing Software Conceptual Design Skills

    • Engineering undergraduates are expected to design solutions for real-world problems.
    • In the design process, conceptual design is one of the initial phases (Pahl & Beitz, 2013). In this phase the problem is elaborated by making assumptions, recognizing constraints and identifying solution elements.Conceptual design is inherently hard and needs to be supported (Chakrabarti & Bligh, 2001).
    • In the context of software conceptual design, UML notations are a standard representation mechanism. The standard UML notations are useful to represent the solution from different views and details.
    • We conducted a study to analyze the learner needs and found out that students:
      • are unable to utilize formal representation mechanism to create and connect representations.
      • create representations that are neither comprehensive (fulfilling all the functional requirements) nor cohesive (integrated)
    • The theoretical foundation of the intervention is Function-Behaviour-Structure (FBS) (Gero, 1990; Goel, Rugaber & Vattam, 2009), i.e. extracting functions from the problem, simulating end user behaviours and associating them to structures thereby linking FBS together.


    A Technology Enhanced Learning Environment for Software Design Verification

    • Computer Science undergraduates are expected to design software solutions which should satisfy the intended requirements.
    • Literature on expertise in software design has shown that experts create rich mental models of the software design on which they perform mental simulations.
    • We conducted a study to uncover difficulties which novices face in verifying properties of a software design. We found that novices do not simulate state change of variables and scenarios where the design violates the property. This causes them to incorrectly evaluate the design.
    • We apply the model-based learning paradigm in a learning environment which trains learners to perform a software design verification task using mental modelling and mental simulation.
    • “Model-based learning” has been extensively studied and implemented in science and math education. Model-based learning helps learners in constructing and manipulating mental models of the software system design which results in a deeper and integrated understanding of the system.


    A TEL environment for divergent and convergent thinking skills in the context of engineering design

    • Engineering design process is often a confluence of multiple cognitive processes, taking the designers through known knowledge, problem identification, decomposition, unknown associations, exploration, pros and cons analysis, iteration and so on.
    • The design process can be daunting to a novice designer (Students), not trained in design thinking skills.
    • Divergent thinking (coming up with multiple solution possibilities) and Convergent thinking (narrowing to single appropriate solution) are two important Engineering design thinking skills.
    • Technology Enhanced Learning (TEL) environments with appropriate learning activities and timely scaffolding, have been known to aid in teaching and learning of thinking skills.
    • Our goal is to design a TEL environment with learning activities for students that focus on Divergent and Convergent thinking in the engineering design process in the context of electronic circuit design


    A technology-enhanced tinkerable environment to develop tinkering abilities.

      "Tinkering" is a playful, experimental, iterative style of learning by making artifacts as a part of playful explorations or solving problems specific to a domain. It involves opportunities to order the immediate environment around oneself which can serve as a cognitive function to provide insight into the exploration of the topic at hand. It aligns with the constructivist theory of Jean Piaget and the Papert'sconstructionism. Creative Learning Spiral is an active learning approach aligns with the idea of tinkering. Learning in the engineering laboratories is very systematic and by the book which does not encourage exploration, curiosity building, and the need for investigation and discovery. This lack of exposure hinders the growth of a tinkering attitude which hampers opportunities for creative thinking. There have been efforts to include aspects of making which does results in step by step instructed construction of an object, but this limits the learning experience. Researchers have been designing STEM curriculum for schools sharing guidelines to make the learning environment and activities tinkerable. In this thesis, we propose to develop a framework for redesigning engineering labs to make them tinkerable. Guidelines from literature and an explorative study will inform the first version of the framework. This framework will be applied to an engineering lab that will inform the design decisions for further revisions.

    Pankaj Chavan
    (Doctoral Student)

    A Novel Feedback System for Pedagogy Refinement in Large Lecture Classrooms

    • A significant number of classrooms still use didactic practices in which a majority of instructors give hour long presentations through PowerPoint slides.
    • If instructors have the knowledge of whether a particular set of slides, topic, figures and associated explanations work in a lecture (or not), it can improve instruction and thereby learning in such classrooms. Presently, we lack a system which can do this.
    • We collect continuous and anonymous data from students on their cognitive-affective states during a lecture session. This feedback then analyzed offline to provide a detailed feedback for the teacher.
    • We are currently evaluating the potential of this feedback in refining lecture content, as an independent teacher assessment tool and improving student attention in classrooms

    Navneet Kaur
    (Doctoral Student)

    Technology enhanced learning environment for uncertainty management in engineering design decision making

    • Decision making is a characteristic skill required for design thinking. One important factor that plays crucial role in design decision making is that of Uncertainty.
    • Uncertainty act as an important input to decision making and type of uncertainties faced and the manner in which they are handled can have a huge impact on the decisions that are made. Also, handling uncertainty is very challenging for learners.
    • To improve design decision making in students, it is important to develop their uncertainty management skills.
    • My research is focused on designing pedagogy and system that can inform teaching and learning of uncertainty management skills in engineering design decision making.
    Rumana Pathan
    (Doctoral Student)

    Learning Sign Language with Corrective visuo-haptic feedback using wearable technology

    • Learning American Sign Language (ASL) is quite challenging for an adult hearing person. Nature of ASL becomes more challenging, when one does not have the ability to immerse oneself in the language outside of the online/ face to face classrooms, which is important because one must not only learn the vocabulary, grammar, but also the history and the culture of the language itself like any other spoken language.
    • With the rise in sensor-based and immersive learning technologies, there is a possibility to create such a learning environment for a novice learner to foster learning of sign language in an immersive way as compared to learning in isolation.
    • This Research Project demonstrates the development of a non-cumbersome, non-intrusive gesture recognition technology using Myo-armband along with learning activities to learn finger-spelling alphabets A-Z in ASL, with visual-haptic feedback.
    • The system comprising of the learning activities and the gesture recognition program is called ’CHLAM’, which stands for Corrective visuo-Haptic-feedback to Learn ASL using Myo Band.

    Shiv Negi
    (Doctoral Student)

    EEG based neuro scaffolds within technology enabled self-learning environment

    • Realtime monitoring of learners' cognitive load and affective states can offer potential design guidelines for new-age learning environments.
    • EEG metrics based five known frequency bands offer solutions
    • Learners while interacting with the learnng environment to perform some problem solving task or learning activities experience dynamic nature of affective states and cognitive load based on their prior knowledge, content complexity, understanding level, etc. the learning environment must interpret cognitive load and affetcive states and according change the course of action for the learner
    • Equiped with EEG based neuro scaffold, the new-age self-learning environment can enhance personalized learning ecperience.

    Narasimha Swamy K L
    (Doctoral Student)

    A Technology Enhanced Learning Environment for Helping Students Connect Macroscopic Chemical Properties with their Submicroscopic Models and Symbolic Representations.

    • Learning Chemistry requires students to see the relationship between observations made during their laboratory experiments with that of the molecular level phenomena.
    • Molecular models and symbolic representations are used to make sense of the molecular level phenomena of chemistry laboratory experiments.
    • Students are reported to have significant difficulties in making connections between macroscopic chemical properties with their submicroscopic models and symbolic representations.
    • My study aims at designing augmented reality based learning environment for addressing the above learning needs.
    Lucian V. Ngeze
    (Doctoral Student)

    Development of a model for effective large scale cascaded teacher training on technology integration in teaching and learning

    • In the 21st Century, teaching and learning with technology is important to improve teacher professional development while giving new learning opportunities for students.
    • To be able to integrate technology effectively in teaching and learning, teachers need knowledge of technology and the design skills to develop technology enhanced lessons.
    • The cascade model has widely been used in education for the professional development of teachers at different levels and across subjects. While the model has reported to have advantages, it is faced with many challenges.
    • My research is focused on the best practices to conduct cascaded teacher training programme on ICT integration in schools.

    Development and assesment of engineering design competencies

    • Worked in the domain of developing engineering design competency (EDC).
    • Developed
      • TELE_EDesC a TEL environment for developing EDC.
      • Rubrics for assessment of EDC (kappa=0.89, SUS=72)
    • Designed Framework with Learning Dialogs (LD) for developing TEL environment for improving Structure Open Problem EDC.
    • Empirical study confirmed the effectiveness of LD prescribed by the framework.


    TELE_EDesC is a TEL environment to develop engineering design competencies

    (Researcher: Madhuri Mavinkurve)

    Developing a framework for scaffolding to teach programming to Hindi learners

    • Vernacular medium student have shown difficulties in understanding concepts in secondary language.
    • Language based Scaffolding
      • Replace complex general English words with it’s simple meaning
      • Use simple sentence structure
      • Explain the specialized or semi-specialized words on its first occurrence
    • Empirical studies with undergraduate CS students in vernacular medium highlights significant improvement in their performance.

    Determining Interactivity Enriching Features for effective Interactive Learning Environments: Designing Interactivity Enriched Learning Environment in Signals and Systems Education

    • Inconsistent learning benefits in computer-based Interactive Learning Environments(ILEs) are examined.
    • We determine and design 'Interactivity Enriching Features (IEF)' that enriches interactivity to ensure effective learning from ILEs.
    • The research studies confirm that interactivity in ILEs could lead to higher learning only after getting augmented by IEFs, validating the learning effectiveness of IEFs.
    • The model-based approach ('Model for Interactivity Enriched Learning Environments' -MIELE) offers guidelines to instructional designers for designing apt interactivity to create educationally effective ILEs.

    Interactive Simulations of Signals & Systems(IS3)

    (Researcher: Mrinal Patwardhan)

    A Collaborative approach to scaffold programming efficacy using spoken tutorials

     Scaffolding is a crucial framework of support for students engaging in Collabrative Learning environments, where scaffolding tools are used to engage and enhance learning experience of the learner. The existing literature tends to focus on computer-based scaf- folding approach to build programming skills and evaluate conceptual understanding of the learner through an instructional design model using spoken tutorial as a scaffolding tools using a collaborative learning platform. This design also focuses on content generation, peer review and evaluation, development of tools to enhance skill proficency and strengthen collabrative learning.

      WBeI Collaborative learning platforms are student-centric and are driven by the contirbution of students, who actively participate by learning new skills and reflect their conceptual understanding by contributing the content to the FOSS community from where they have learned these concepts. This model also helps in building interactive skills through collabrative tools build by the community to share and contribute resources to the learning platform. The present study focused on how spoken tutorial based WBeI scaffold programming efficacy and its evaluation by using combination of different types of computer-based procedural tools such as Spoken tutorials, wiki, forums, Programming Sandbox environments, Assessments

    Designing a TEL Environment for developing Micro to Macro Thinking Skill by Self Mediated Learning.

    • Identified features and designed a technology enhanced learning environment (MICOMAP) for developing students’ micro-macro thinking skills.
    • Developed a product in the form of tested learning material for developing micro-macro thinking for one topic in the field of Basic Electronics.
    • Students working with MICOMAP not only learn the subject based content knowledge but also develop micro-macro thinking skills.
    • High scoring students follow a typical interaction pattern which can be converted into teaching learning practices so as to gain most benefits from the system.

    MICroscopic Observation MAcroscopic Predictions

    MICOMAP is a Technology Enhanced Learning Environment which aims to develop students' Micro-Macro scientific thinking skill via self regulated learning. It has been developed and evaluated within the subject domain of Basic Electronics.

    (Researcher: Anura Kenkre)

    Framework for Generation and Evaluation of Assessment Instrument


    Assessment Instrument Quality Evaluation System - Tool Demo

    (Researcher: Rekha Ramesh)


    Assessment Instrument Quality Evaluation System - Teacher Training Demo

    (Researcher: Rekha Ramesh)

    iSAT: An Interactive Visual Representation for Learning Analytics

    • Interactive Stratified Attribute Tracking (iSAT), an analysis methods to process multi attribute dataset, generate a meso-view and study transition patterns of records in that dataset.
    • Across three Design and Development Research (DDR) cycles, iSAT visualization evolved as an instantiation of the meso-view.
    • Available online tool to generate the visualization and interactively explore the transition patterns.
    • Evaluation showed iSAT is useful and usable for educational researchers and instructors.
    • Proliferating usage of this learning analytics method and tool by conducting workshops for stakeholders.


    interactive Stratified Attribute Tracking Diagram

    (Researcher: Rwitajit Majumdar)

    A2I2: A model to develop Short-term training program for Engineering College Teachers to enable Technology Integration in their Teaching Learning Practices.

    • To empower In-Service Engineering College instructors to practice learner-centered pedagogy for technology integration.
    • The Attain-Align-Integrate-Investigate model was developed which had its basis on Constructive Alignment and Teacher Action Research.
    • Use of Design Based Implementation Research Method (DBIR) to scale up the intervention.
    • Trained nearly 16000 Engineering college instructors through five workshops done in three different modes (face-to-face, blended online, massive open online).
    • Use of Community of Action Researchers Model and Instructional Activity constructors for ensuring sustainability of training benefits.

    Fostering Cognitive Processes of Knowledge Integration
    through Exploratory Question-Posing

    • Skill to do better knowledge integration is desirable for deeper learning.
    • We have empirically demonstrated that exploratory question-posing can be used to foster the essential cognitive processes of knowledge integration.
    • An online self-learning strategy, “Inquiry-based Knowledge Integration Training (IKnowIT) Pedagogy” has been designed to train students on how to use exploratory question-posing for better knowledge integration.
    • The pedagogy is deployed using a technology-enhanced learning environment named as “IKnowIT.”
    • Empirical studies have proven the desirable positive effects of IKnowIT on learners.


    Developing Knowledge Integration & Question Posing Skills

    (Researcher: Shitanshu Mishra)

    Development of Mental Rotation (MR) Skills using 3D Visualization Tool

    • We have developed a shorter duration TELoTS Workshop “TIMeR: Training to Improve Mental Rotation Skills Using Blender"; we use Blender, an open source software.
    • Spatial skills, especially Mental Rotation skills are important in various fields ranging from art and education to engineering and technology.
    • Spatial skills can be improved by computer based training.
    • Most existing techniques require weeks of training and are based on proprietary software.

    Framework to enable instructors to create constructively aligned customized learning designs with visualizations (CuVIS)

    • CuVIS is an LD framework that guides instructors in steps to create effective LDs using visualization that are customized to instructor requirements of (a) learning objectives,(b) domain and (c) activity time duration and (d) instructor-mediated classroom setting.
    • Functioning:
      • Guides instructors to choose a visualization and a collaborative active learning strategy to implement the teaching-learning activity using visualization.
      • Provides conceptual guidelines to instructors on taking design decisions to operationalize constructive alignment, meaningful learning and frame group activity questions.
      • Provides LD Blueprint template for plugging in guideline responses leading to the final LD.
      • Conceptual guidelines and LD Blueprint vary with variation in objective and activity time duration inputs.


    Customized Visualization Integration and Selection System

    (Researcher:Gargi Banerjee)

    Vineeta Shah
    (Postdoc Fellow)

    Research Scientist at IDP-ET

    • Designing strategies and implementing them to examine the effectiveness of computational learning products.
    • Employ appropriate instruments to evaluate the computational thinking skills, of school students, which can be translated to real-life problem solving.
    • Examining the effect of blended and non-blended models of MOOC delivery in teacher and student capacity building.

      Research Development Professional Activities People