हिंदी का फाउंडेशन कोर्स उच्च शिक्षा के क्षेत्र में एक नया कदम है. इस कोर्स के अध्ययन-अध्यापन के दौरान विद्यार्थी अपने परिवेश के प्रति अनेक प्रश्नों से भरे दिखे, साथ ही समस्याओं के समाधान की चिंता और ललक भी उनमें दिखी. फाउंडेशन कोर्स की संरचना भावों और विचारों की अनुभूति को अभिव्यक्ति की दिशा देने की रही है. इस कोर्स का वास्तविक उद्देश्य यह है कि विद्यार्थी राष्ट्रीय चुनौतियों के प्रति जागृत हों जिससे उनके अन्दर संवेदनशीलता का विकास हो सके और अपनी इस संवेदनशीलता को उचित शब्दों में सर्जनात्मक रूप प्रदान कर सकें. इस कोर्स के तहत पहले सेमेस्टर में छात्राओं ने स्वयं को नए सांचे में खुद को ढालने की कोशिश की तथा प्राध्यापिकाओं ने उन्हें और ज्यादा परिष्कृत करने, उन्हें गढ़ने की कोशिश की. सामूहिक चर्चा, प्रस्तुतीकरण और परियोजना-कार्यों के द्वारा जहां एक ओर नई-नई चिंताओं के सामने आने से विषय को गहराई और विस्तार मिला, वहीं तकनीक के सहयोग ने इस पाठ्यक्रम को अधिकाधिक प्रयोगात्मक और व्यावहारिक बनाया. वर्तमान सेमेस्टर में पहले सेमेस्टर के अनुभवों का लाभ उठाते हुए हिन्दी के फाउंडेशन कोर्स को पढ़ने-पढ़ाने की और बेहतर कोशिश की जा रही है.
Language, Literature and Creativity-I (English)
Students were asked to script down plays and perform them in the class after improvisations due to lack of sufficient props or stage. As a result they learnt firsthand about the basic structuring of a play and to speak out their parts, even if amateurely. They were allowed to refer to their respective roles in the script. The teachers remained quiet observers and made suggestions later. Thus the 25 marks Project allowed students to redefine the classroom space.
Improvisation due to non-availability of wi-fi or internet in the college:
As there isn’t an internet connection so far in the college, some of us have played some YouTube videos on our personal tablets and let students see them in groups of 10 to 15.
Besides this we asked the students to prepare presentations and load them in pen-drives and play them in the class on the laptops available with the college. The pull-down screens and the Over Head Projectors were used for the purpose 4 to 5 times a month in the first semester but only sometimes in the second semester. There is an anticipation that after the issuance of laptops to students, the wi-fi would start working in the college premises. If that doesn’t happen soon then we might go back to pendrive recording instead of live downloads.
Varied Responses of Students to Internet Dependence/ Use:
Initially students had no clue for searching out Salim Ali’s talk (Task 1.12, Unit 1, FC, LLC 2, and Eng.), however, they could bring up certain contexts of Yugratna Srivastava for Task 1.14. They could relate to the hard work and youthful spirit of Srivastava. There were only 4 or 5 students who were enthusiastic about Internet usage but the larger majority found the internet cumbersome.
So far their Ubuntu-based laptops have not started working as 90% of them do not have wi-fi at home and are still trying to convince parents to open up their minds to the idea of girls using the net and not going wayward. Many of the parents do not have the means or desire to spend money on internet and/or their daughters. Hopefully when the internet is fully operational in Aditi Mahavidyalaya, students would have access to this resource. Right now they are going to cyber-cafe to look at links, even if infrequently.
Therefore, at least some students have become technology-friendly.
Group Discussion as a Classroom Tool
Not all but some teachers found that the larger number of students could not be initiated into discussion. Those of us who could motivate them had to resort to highly generalized and non-technical topics. The learning for the teachers and the students was that there was a need to analyse issues and acquire an understanding of Constitution, political and social structures instead of depending on hearsay and poorly-informed vacuous television serials.
This foundation course enables the students to use computers effectively which is very useful to strengthen their skills in every field. They learnt tools like MS-WORD, EXCEL, and POWERPOINT etc. Use of social networking sites has been taught for their academic excellence. They are now able to create their resume and post the same to look for various job opportunities. Access to library and its management has also been taught so that they can use library efficiently and save their precious time. The course served as a platform for powerful PowerPoint presentations and interactive group projects.
Business, Entrepreneurship and Management
Under FYUP foundation course concept, Department of Commerce has one subject i.e. Business, Entrepreneurship and Management to teach. For this all the students of first year were divided under seven sections. Each section is headed by a teacher, who undertook training through workshop conducted by ILLL.
Teaching Methodology adopted
Learning-by-Doing: Under this method three live business projects were assigned to the students. Students are expected to do all management and business activities on their own. This enabled the students to get a hand on experience of the term Entrepreneur, Business and Management.
Movie Clips: During joint-session-activity movie clips were shown to the students and the students were asked to relate it to the curriculum, making it an interactive activity.
Science and Life
By studying the Science & Life foundation course, students are able to appreciate the role of science in their everyday lives. Through the mode of projects, they have learnt how to go beyond the language of the book, think independently, analyze and interpret their thoughts and the content. They are also able to connect with science and think about it as something approachable and not very alien as they were of the opinion before studying this course. Presentations have helped them gain confidence, organize content and express it better. Working in a group has taught them how to interact with fellow students, share information and build respect for the other's point of view.
Indian History and Culture
We have been given the foundation course of Indian History and Culture of B.A. first semester of first year. It is a very nicely and meticulously designed course which in my view very beneficial to student of all streams because of its interdisciplinary nature. We have adopted a more interactive method rather than merely lecture delivery to teach this section. First and foremost we used to finish the topic and then motivate the students to get their queries solved. We would also engage the students to have discussion and to speak before the class as well on various dimensions of the topic. For some units like Urbanization and Cultural Heritage etc various assignments have been given to them, so that they can have a deeper and larger view of the topic.
We have also given different projects to the students by dividing them in to various groups, so that they could also work in a team on the projects. These projects were field oriented and students had the experience of the actual scenario while working on the projects for example the go to Delhi Haat for feeling the unity and diversity of our nation and richness of our folk culture.
Students this course very interesting because through this course they were learning their surrounding and the issues which in reality affect their lives for example The environmental threat before us and our role as a citizen to mitigate it. Students also liked this course because unlike other traditional courses it is more interactive and understanding based. As far as our view about this course is concerned it is merely thoughtful, well designed and interesting one. Most wonderful thing about this course is that it is not limited to the periphery of any particular subject and infect it actually encompasses various aspects of different subjects. This section also promotes practical and team studies as well which normally used to lack in our academic courses.
6.1 Teaching Methods
1) Students gave Power Point presentation on different topics.
For Research Projects students were given various field assignments, for example
1) To understand built heritage they were send to Mehrauli Complex
2) To understand cultural diversity students visited Delhi Haat.
3) To have an idea about the condition of villages and farmers they were send to 5 villages of Bawana where they studied farming patterns, agrarian conditions, socio-economic development, changing crop pattern, rise of population, impact of urbanization etc.
4) Students were given an assignment to study the pattern of urbanization of 10 cities so that they could understand gradual urban change.
5) Transformation in dressing pattern from Mughal to Modern.
6) They also studied social inequality and women right movements.
7) Two projects were related to Delhi. First one to study the increase of population in Delhi and second changes occurred from 1947 to till date.
8) To study the changes in our environment students studied recent Uttarakhand disaster through news paper, television, magazine, internet etc.
9) Challenges of urban life and their possible solutions.
This foundation course made the students connected with mathematics and its practical applications in real world. They learnt the use of prime numbers in coding and decoding the messages and their importance. They learnt various methods and sources to collect as well as to analyze the data. They made use of spreadsheets to make frequency distributions, pie charts, bar graphs and histograms. They also learnt to participate in class room activities and presentations which results in overall development of students.
Applied Language Course
The students tended to misuse the tool of internet translation software and got translations done from cyber-cafes when given poems and stories for translations for Project work. They were discouraged when found out.
They realized how silly and unreliable translations could be if not moderated by human intelligence and common sense. They learnt that it worked for official and administrative matters and not always with literary pieces.
Still they did not want to put in sufficient efforts and wanted translations from the internet. The group work facilitated a sharing of the pilfered work and made things easy for those who learnt little translation or technology.
This semester we are administering measures to reduce pilferage.
The translation exercises in the class were extremely helpful and gave the students confidence.
This increased informality in the class which led to better performance.
The only time videos were used in class was when they played the recordings of their presentations in pen drives.
The programme allowed us to circulate newspaper cuttings and poems from all kinds of sources and without restrictions.
The new method allowed students to move across language barriers and look at the difficulties of cultural transitions.
अनुप्रयुक्त हिन्दी पाठ्यक्रम का उद्देश्य हिंदी के प्रायोगिक पक्षों को छात्रों से परिचित कराना है ताकि छात्र भाषा की साहित्यिक एवं अकादमिक उपलब्धियों के अतिरिक्त उसके व्यावहारिक तथा कटेंट-लेखन से जुड़े पक्षों से भी अपने को जोड़ सके. उपभोक्ता केन्द्रित व्यवस्था में हिन्दी भाषा के प्रति विज्ञापन-क्षेत्र तथा कापी-लेखन के क्षेत्रों में बाज़ार और मीडिया की दिलचस्पी बढी है. अभिव्यक्ति के अनेक रूपों तथा रचनात्मक लेखन में छात्र इस पाठ्यक्रम के माध्यम से अपनी प्रतिभा का परिचय दे सकते हैं और उसे निखार सकते हैं. यह पाठ्यक्रम आधुनिक समय की मांग के अनुसार भाषा के लोक-प्रेम और अनुप्रयुक्त छवियों के कौशल की जानकारी और उसके प्रति गहरी समझ उत्पन्न करने में सफल सिद्ध हो रहा है. इसके अतिरिक्त इस पाठ्यक्रम में प्रशासनिक भाषा के रूप में हिन्दी के प्रयोग को सरलता के साथ व्यावहारिक स्तर पर विद्यार्थियों को जोड़ने का प्रयास छिपा हुआ है. सैद्धांतिक चर्चा के स्थान पर हिन्दी भाषा के व्यावहारिक पहलू और चर्चा-परिचर्चा के माध्यम से अभिव्यक्ति-कौशल विकसित करने के उद्देश्य वाला इस पाठ्यक्रम ने छत्राओं ने काफी दिलचस्पी दिखाई.