Introduction

The PGDDE is a unique professional development programme designed and developed by IGNOU with the aim of creating specialized human resources for the open and distance learning system. The programme was first launched by IGNOU in 1987 and has undergone revisions to assimilate the changes in the ODL system. This programme is popular in the Commonwealth as well as other countries of Asia, Africa, Caribbean countries and many developing countries.

The PGDDE aims at promoting awareness about the concept and utility of ODL amongst teachers of ODL as well as formal education system; and in doing so building capacities of human resources in these systems.

Objective

1. To explain the growth and philosophy of Distance Education.
2. To develop different models of instructional design for distance learners.
3. To evaluate the learner support system and services in ODL.
4. To plan and design management structures and practices for distance education.
5. To apply technology for learning enhancement and create digital content.

Learner Target Group
Eligibility & Medium
Duration & FeeStructure
Job/Future Prospects
Programme Coordinator

Learner Target Group

Working teachers, professionals; learners who are aspiring to work in the area of distance education and teachers of the formal education system who are/to be engaged in teaching learning through online and blended mode.

Eligibility & Medium

Eligibility for admission: A graduate in any discipline is eligible to enroll for PGDDE. Lateral entry to second year shall be given into the MADE programme for those who have earlier completed PGDDE of 32 credits. Students who are seeking lateral entry have to follow the procedure and payment for credit transfer as laid down by the Student Registration Division.

Medium of Instruction: English

Duration & Fee Structure

Programme Duration: Minimum Duration: 12 Months and Maximum Duration: 36 Months

Fees Structure

• National Students
• International Students

INR(Rs.): 6,500.00/- for Per Year

This Programme not offered for International Students.

Note: Exam Fees is not included in Fee Structure it will be as decided by the University

Job/Future Prospects

With the changing scenario of educational practices/ teaching learning strategies of higher educational institutions (both F2F and ODL), there is a need for preparing professionals and also building capacities of working professionals in open, distance, online digital educational environment. This programme will also help in creation of a trained cadre of professionals who are seeking employment in both ODL and formal education system.

Programme Coordinator

Prof. Anita Priyadarshini
Professor
Staff Training and Research Institute of Distance Education (STRIDE)
directorstride@ignou.ac.in, anitapriyadarshini@ignou.ac.in
011-29535399

Dr. Ali Asgar
Associate Professor
Staff Training and Research Institute of Distance Education (STRIDE)
aliasgar@ignou.ac.in
011-29535080

Courses Structure



MDE-411: Growth and Philosophy of Distance Education

Credits: 6
Yearly 1

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MDE-411: Growth and Philosophy of Distance Education

Course Title:	Growth and Philosophy of Distance Education
Course Code:	MDE-411
Coordinator:	Dr. Ali Asgar
Course Type (Credit):	Theory (6 Credits)
Course Introduction:	The course lays the foundation for understanding the open and distance education (ODE), its nature, scope and characteristic of ODE as a system as well as a discipline of study. The course explores and traces the philosophical foundations of distance education; discusses the questions of socio-political credibility of ODE/ODL. It also tries to analyse the growth of ODE/ODL at local, national and global spheres; understand socio-economic relevance at local levels, its theories and their implications. MDE 411 presents some of the reflections of stalwarts of ODE, to understand distance education deeply which is creating new career avenues for both the teachers and (new) learners in the global era

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MDE-412: Instructional Design

Credits: 6
Yearly 1

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MDE-412: Instructional Design

Course Title:	Instructional Design
Course Code:	MDE-412
Coordinator:	Prof. Anita Priyadarshini
Course Type (Credit):	Theory (6 Credits)
Course Introduction:	Course Introduction: The systematic approach in the design of instruction is a problem-solving process known as instructional development, which requires the identification of instructional needs, strategies, problems and corresponding solutions by means of effective and efficient teaching-learning activities based on relevant objectives. A practitioner of distance education must be informed about the processes and use of the appropriate models and theories and skills required to apply the systemic approach (an input-output-feedback-revision cycle). The objectives of the course are as follows: Discuss the concept of learning and instruction and implications of three theories of learning i.e., Behaviouristic School of Thought, Cognitivist School of Thought and Constructivist School of Thought; Enumerate different theories and models of instructional design; Describe different processes involved in designing instruction for distance learners; Explain the instructional design practices in classrooms, open and distance learning, training and e-learning; and Develop skills in designing portfolios.

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MDE-413: Learner Support Systems and Services

Credits: 6
Yearly 1

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MDE-413: Learner Support Systems and Services

Course Title:	Learner Support Systems and Services
Course Code:	MDE-413
Coordinator:	Prof. Tata Ramakrishna
Course Type (Credit):	Theory (6 Credits)
Course Introduction:	Learner support services are the most important components of the ODL system. It is important not because of its relation to the Distance Education theories, but it is a key for learners’ success and their relation and persistence in the ODL system. It is a fact that in distance education, there are the geographical separations of teacher and learner. In addition to it, socio-psychological factors affect the learners for their learning and completing the courses. The socio-psychological factors include language, culture, motivation, inadequate skills or preparation, anxiety, time and work or family constraints. Distance learners, therefore, need various support services that would help them to be a successful learner. Learner support services not only bridge socio-psychological distances, but also fosters learners for their personal development and the accomplishment of learning goals. In the light of the separation of the learner from the teacher, the techniques and mechanisms to provide support assume a significant dimension in the teaching-learning transactions through the distance mode. The objectives of the course are as follows: Describe the basic principles and methods of learner support; Explain the importance of support services in the ODL system; Discuss learner support services as a sub-system of any ODL institution; Develop some basic skills like study skills, cognitive skills, problem solving skills, reading and writing skills. For promoting self directed learning; Organize academic counselling and other support services; and Assess and report the performance and progress of distance learners.

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MDE-414: Management of Distance Education

Credits: 6
Yearly 1

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MDE-414: Management of Distance Education

Course Title:	Management of Distance Education
Course Code:	MDE-414
Coordinator:	Dr. Gloria Kuzur
Course Type (Credit):	Theory (6 Credits)
Course Introduction:	Education management is a relatively new discipline, and the function and process associated with education are quite different from those normally associated with any other enterprise. Therefore, a broad familiarity of the organization of the education system, its structures and functions as well as its processes, is very essential to have a better understanding of the tasks associated with the organization and management of distance education. With these objectives in view, we have designed the course on Management of Distance Education. This course gives an overview of Management functions and processes. The introduction to the principles and practices of management is designed to provide you with a broad familiarity with the art and science of management, which as a discipline relies heavily on business studies. It describes in detail the Management of Higher Education. The course deals with the Planning and Management in Distance Education at two different levels: theories and practices in Planning and Management on the basis of the literature on distance education, and from the Indian context. The objectives of the course are as follows: Describe an overview of management functions and processes with view to understand the organisation and structure of the education systems; Discuss status and issues related to higher education with focus on India and other third world countries; Explain the origin, history and evolution of distance education with focus on India; Examine the planning and management issues related to ODL system; Review the distance education practices with the help of a few institutional cases; and Describe the theoretical issues involved in management of change in general and distance education in particular.

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MDE-518: Educational Communication Technologies

Credits: 8
Yearly 1

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MDE-518: Educational Communication Technologies

Course Title:	Educational Communication Technologies
Course Code:	MDE-518
Coordinator:	Dr. Hemlata Baghel
Course Type (Credit):	Theory (8 Credits)
Course Introduction:	The design and use of non-print media constitutes a significant part of the instructional design in the context of distance education. The course examines the process of educational communication technologies in context. This course explores the specific nature and utility of various media in the educational context such as, the audio and video components, the computer and the satellite technologies. It also touches upon the operational aspects of media production and contains theoretical issues pertaining to media selection and integration. It describes the use of educational communication technologies to create digital content and deliver these through new information technologies. It also discusses and explains the general trends in the development and use of educational communication technologies at national and international level. Lastly, it has described how to develop a short but interesting portfolio that will give you instruction on how to practice the skill component, and record the outcomes. The objectives of the course are as follows: Critically examine the process of educational communication to plan, design and use appropriate communication technologies in context; Identify the range of educational communication technologies, and their relative strengths and weaknesses; Use educational communication technologies confidently to create digital content and deliver these through new information technologies; Discuss and explain the general trends in the developments and use of educational communication technologies at national and international level; and Create engaging, collaborative, reflective and authentic learning environments for delivery of education and training

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