itemno 5 15 2regardingm a honoursinenglishhonours 1 Syllabus Mumbai University by munotes
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Copy to : -
1. The Deputy Registrar, Academic Authorities Meetings and Services
(AAMS),
2. The Deputy Registrar, College Affiliations & Development
Department (CAD),
3. The Deputy Registrar, (Admissions, Enrolment, Eligibility and
Migration Department (AEM),
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7. The Deputy Registrar, (Special Cell),
8. The Deputy Registrar, Fort/ Vidyanagari Administration Department
(FAD) (VAD), Record Section,
9. The Director, Institute of Distance and Open Learni ng (IDOL Admin),
Vidyanagari,
They are requested to treat this as action taken report on the concerned
resolution adopted by the Academic Council referred to in the above circular
and that on separate Action Taken Report will be sent in this connection.
1. P.A to Hon’ble Vice -Chancellor,
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12. All Deputy Registrar, Examination House,
13. The Deputy Registrars, Finance & Accounts Section,
14. The Assistant Registrar, Administrative sub -Campus Thane,
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17. The Assistant Registrar, Constituent Colleges Unit,
18. BUCTU,
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for information.
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University of Mumbai
Syllabus for
M.A. Hon in English and M.A. Hon with Research in English
Course: Ability Enhancement Course
Course Title: E-Content and Instructional Design in English
Paper: XVI (A)
(With effect from the academic year 2020-21)
Page 5
01 Syllabus E-Content and Instructional
Design in English
i Name of the Program M.A. Hon in English and M.A. Hon
with Research in English
ii Course Code
iii Course Title E-Content and Instructional Design in
English
iv Course Contents Enclosed the copy of syllabus
v References and Additional References Enclosed in the Syllabus
vi Total Marks 100
vii Examination Pattern Semester
viii Credit Structure (No. of Credits) 06
02 Scheme of Examination Theory Examination + Internal
Evaluation ( 60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if any No
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M.A. Hon in English and M.A. Hon with Research in English
Ability Enhancement Courses: Paper – XVI (A)
Title of the Course: E-Content and Instructional Design in English
Preamble
In the age of Internet and World Wide Web (www), the access to information has become
commonplace through digitaliz ation. Students today are multi -literate and learn in a global
classroom. The use of innovative digital devices and tools has been explored to improve
educational outcomes. This demands that students as potential educators must understand
such digital dev ices and be able to produce digital content that will improve teaching and
learning and thus enhance educational opportunities and benefits. Instructional design is a
creative process that uses learning theories and frameworks, project planning, content
expertise, communication, writing, and technology to architect experiences for today's
learners. This course on E -content and Instructional Des ign is meant to understand the
meaning and standards of E -content and Instruction, learning objects, designing and
development of digital resources for teaching and learning of English language and literature.
Thus this course aims in providing the knowled ge and skill for instructors to cater to present
day learners and their learning styles.
Course Objectives :
1. To familiarize students with key digital skills, tools and techniques necessary with e -
content development
2. To acquaint students with the key concept s in and processes of instructional
designing
3. To enable students to review various digital tools and interfaces used in learning,
teaching and assessment
4. To train students to produce e -content in general and for the learning of English
language and litera ture in particular
Course Outcomes :
CO 1: Students will demonstrate familiarity with key digital skills, concepts, tools and
techniques necessary in developing e -content.
CO 2: Students will show their acquaintance with th e key concepts in instructiona l
designing through activities and classroom discussions.
CO 3: Students are able to review various digital tools and interfaces used in learning,
teaching and assessment
CO4: Students are able to produce e -content in general and for the learning of English
language, and literature in particular
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Ability Enhancement Courses: Paper: XVI (A)
Title – E-Content and Instructional Design in English
Unit I:
A Orientation:
Key digital skills & concepts: Foundational skills, communicating applications, using
network to access and manage information, working with digital tools, recording and
editing, creating presentations, understanding copyright & plagiarism (among other
skills), e -learning, self -paced learning vs. instructor paced learning, digital int erfaces,
types of media
B Introduction to Instructional Design : Definition, scope and limitation
Foundations of Instructional Design: Mishra and Koehler’s Technological
Pedagogical Content Knowledge (T -PACK) framework; ADDIE Model, Merrill’s
Principles of Instruction, Gagne’s Nine Events of Instructions, Bloom’s Taxonomy
Unit Two:
A. Needs Assessment, Learning Environment, Learner
Characteristics, Diversity and Inclusion (Universal Design Learning (UDL)
Principles)
B. Instructional Desi gn Process
Content Management System and Learning Management System
Objectives, Content Deliver y of Instruction and Assessment Methods
Unit Three:
A Content Authoring Tools & platforms
(such as CourseLab, Glo Maker, OBS, H5P, Op en Author, Canvas, MOODLE,
MOOC )
Documentation & Presentation Tools
B. Storyboarding and the Script writing:
Backward Design Thinking
Mayer’s 12 Principles of Multimedia Learning.
Unit Four:
A Developing E -learning Content for
Skill and ability enhance ment in Language
Comprehension and critical appreciation of literary works
B Developing E -Content for Assessment (Formative and Summative)
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Evaluation Pattern :
Internal Assessment ( 40 Marks) :
Sr.No. Particulars Marks
1 Classroom Participation 10
2. Oral Presentation (10 Minutes) 10
3 Written Assignment (Min 2000 words) 20
End Examination (60 Marks):
Evaluation: Semester End Examination Pattern 60 Marks Hours: 02 Hours
The End Examination for 60 marks will have 4 questions (with internal choice) of 15 marks
each:
Q.1 (Based on Unit 1)
A: Short answer questions (5/7) Or
B: Short notes (3/5)
Q.2. (Based on Unit 2)
A: Short Notes (3/5) Or
B: Long Answer Question
Q.3 (Based on Unit 3)
A: Short Notes (3/5) Or
B: Long Answer Question
Q.4 (Based on Unit 4)
A/B Application Based Long answer Question
Recommended Reading
1. Association for Educational Communications Technology (2018). History of LIDT.
In R. West (Ed.). Foundations of Learning and Instructional Design Technology (1st
ed.). Available at https://lidtfoundations.pressbooks.com/chapter/history -of-the-field/
2. Branch, R. M., &Dousay, T. A. (2015). Survey of instructi onal design models (5th
ed.). Bloomington, IN: Association for Educational Communications & Technology.
3. Burgstahler, S. E., & Cory, R. C. (Eds.). (2010). Universal design in higher
education: From principles to practice . Harvard Education Press.
4. Cassidy, S . (2004). Learning styles: An overview of theories, models, and measures.
Educational Psychology , 24(4), 419 -444.
(https://www.tandfonline.com/doi/full/10.1080/014434104200 0228834 )
Page 9
5. Dousay, T. A. (2018). Instructional design models. In R. West (Ed.), Foundations of
Learning and Instructional Design Technology (1st ed.). Available at
https://lidtfoundations.pressbooks.com/chapter/instructional -design -models/
6. Elkins, Diane, and Desirée Pinder.(2015). E-learning fundamentals: A practical
guide . American Society for Training and Development.
7. Ertmer. P. A., & Newby, T. J. (2018). Behavior ism, Cognitivism, Constructivism. In
R. West (Ed.). Foundations of Learning and Instructional Design Technology (1st
ed.). Available at https://lidtfo undations.pressbooks.com/chapter/behaviorism -
cognitivism -constructivism/
8. Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M. (2005). Principles of
instructional design . Belmont, CA: Wadsworth/Thomson Learning.
9. McGrath, I. (2002). Materials evaluation and design for language
teaching . Edinburgh: Edinburgh University Press.
10. Harwood, Nigel (ed.) (2010). English language teaching materials: Theory and
practice . Cambridge: Cambridge University Press.
11. Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia
learning . Cambridge university press.
12. Mehdiabadi, A. H. & Li, J. (2016). Understanding talent development and
implications for human resource development: An integrative literature review.
Human Resource Development Review . 15(3), 263-294. DOI:
10.1177/1534484316655667
13. Mehrotra, C., Hollister, C. D., & McGahey, L. (2001). Distance learning: Principles
for effective design, delivery, and evaluation . Sage Publications.
14. Molenda, M. (2018). Programmed instruction. In R. West (Ed.), Foun dations of
Learning and Instructional Design Technology (1st ed.). Available at
https://lidtfoundations.pressbooks.com/chapter/programmed -instruction/
15. Reeves, T. C. ( 2000). Alternative assessment approaches for online learning
environments in higher education. Journal of Educational Computing Research ,
23(1), 101 -111.
16. Rothwell, William J., and Hercules C. Kazanas. Mastering the instructional design
process: A systemati c approach . John Wiley & Sons, 2011.
17. Rushby, Nick, and Dan Surry (eds.) (2016). The Wiley Handbook of Learning
Technology . John Wiley & Sons.
18. Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ:
Wiley.
19. Tomlinson, B. (2003). Dev eloping principled frameworks for materials development.
Developing materials for language teaching , 107 -129.
20. Tomlinson, Brian (ed.) (2003). Developing materials for language teaching . London:
Continuum Press. Pp. x+ 534. ISBN 0 -8264 -5917 -X (paperback).
21. Varghese, N. V., Nidhi S. Sabharwal, and C. M. Malish, (eds.) (2017) India higher
education report 2016: Equity . SAGE Publishing India. (part II chapter 8)
22. Wagner, E. (2018). What is this thing called instructional design? In R. West (Ed.),
Foundations of Le arning and Instructional Design Technology (1st ed.). Available at
https://lidtfoundations.pressbooks.com/chapter/what -is-instructional -design/
Page 10
Members of the Syllabus Sub -committee:
Dr Sachin Labade - Convener
Department of En glish
University of Mumbai
Dr Rajesh Karankal - Member
Head
Department of English
University of Mumbai
Dr Nirmala Menon - Member
School of Humanities and Social Sciences,
English Department,
Indian Institute of Technology (IIT),
Indore
Dr SatywanHanegave - Member
Department of English
Somaiya College of Arts and Commerce ,
Vidyavihar, Mumbai.
Dr Rajesh Yeole - Member
Head
Department of English
CKT . Arts, Commerce and Science College,
New Panvel
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University of Mumbai
Syllabus for
M.A. Hon in English and M.A. Hon with Research in English
Semester: IV
Course: Interdisciplinary/ Cross Disciplinary
Course Title: Rediscovery of Indian Culture through Literature
Paper: XVII (D)
(With effect from the academic year 2020-21)
Page 13
01 Syllabus E-Content and Instructional
Design in English
i Name of the Program M.A. Hon in English and M.A. Hon
with Research in English
ii Course Code
iii Course Title Rediscovery of Indian Culture Thr ough
Literature
iv Course Contents Enclosed the copy of syllabus
v References and Additional References Enclosed in the Syllabus
vi Total Marks 100
vii Examination Pattern Semester
viii Credit Structure (No. of Credits) 06
02 Scheme of Examination Theory Examination + Internal
Evaluation (60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if any No
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M.A. Hon in English and M.A. Hon with Res earch in English
Interdisciplinary/ Cross Disciplinary : Paper – XVII (D)
Title of the Course: Rediscovery of Indian Culture Through Literature
Preamble
India is a multicultural nation and hence the cultural diversity is also considered as the
strength of I ndian society. However, very little is known about the sources of re -construction
of culture and cultural heritage. The history and geography of any society contribute in
shaping the culture of people which sometimes is shaped and enriched by literary docu ments
like travelogues, diaries, reports etc. in addition to other sources such as caves, edicts,
inscriptions, excavation, scripts to name a few. The discovery of the above sources of culture,
many a times, leads to the r ediscovery of that part of the culture not known to the new
generation of a society till then. In this context, this paper attempts to introduce learners with
the rediscovery of Indian culture through literature.
Course Objectives :
1. To familiarize students with the ancient Indian cultural heritage
2. To acquaint students with the landmarks in the cultural history of India
3. To enable students to understand and evaluate literary sources of their culture
4. To introduce students with the rediscovery of Indian culture through literature
Course Outcom es:
1. Students show familiarity with the ancient Indian cultural heritage
2. Students are acquainted with the landmarks in the cultural history of India
3. Students are able to understand and evaluate the literary sources of culture and their
significance
4. Students are able to critically appreciate the rediscovery of Indian culture through
literature
Interdisciplinary/ Cross Disciplinary : Paper: XVII (D)
Title – Rediscovery of Indian Culture Through Literature
Unit I:
Part A:
i. Culture as a sociologi cal and anth ropological concept
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ii. Various facets of culture such as g eography, worldviews, history, literature, daily life,
customs, values, religion, mythology, arts – paintings, sculptures, language and
literature
iii. Culture and cultural plurality
iv. Sources of cultu re – literary and non -literary
v. Ancient Indian culture and the historical, political, social and religious conditions of
India reflected through literature, art and architecture
Part B:
i. Culture and hegemony
ii. Culture and politics
iii. Culture and social development
Unit II :
Fragments of the Indika of Megasthenes ( Ancient India by Megasthenes ) (302 BCE)
Unit III :
On Yuan Chwang's Travels in India by Thomas Watters (602-664 AD)
Unit IV :
Alberuni’s India Vol. I, Chapters I to XII ( 973 – after 1050 AD)
(Ed. by Dr. Edward C. Sachau)
Texts for Internal Assessment and Classroom Discussion:
1. Ctesias (400 BCE) : Indica
2. Nearchus (326 BCE): Arrian'sIndica
3. Unknown (1st cent. CE): Periplus of the Erythraen Sea
4. Ptolemy (130 CE): Geography of India
5. Hiuen Tsang Vol 1 &2: Buddhist Records of the Western World
6. Alexander Cunningham: The Ancient Geography of India
7. H. Oldenburg: Ancient India
8. Works of Ibn Batuta (1333 CE)
9. Thomas Watters : On Yuan Chwang's Travels in India ,Vol 1
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10. E . Hultzsch, ASI : Corpus InscriptonumIndicarum, Vol 1 - Inscriptions of Asoka
11.Alexander Cunningham : Four Reports Made During the Years 1862 -63-64-65
12. Kosambi, Meera. Nivedan
Evaluation Pattern :
1. Internal Assessment (40 marks)
Sr.No. Particulars Marks
1. One Written Assignment/Research Paper on the
text prescribed by the teacher for Internal
Assessment 20 Marks
(minimum 2000 words)
2. Classroom Attendance and Participation
10 marks
3. Presentation (10 minutes with or without Power
Point) 5 mark s
4. Viva Voce
05 arks
2. Semester End Examination: (60 Marks ):
Evaluation: Semester End Examination Pattern 60 Marks Hours: 02 Hours
The Semester End Examination for 60 marks will have 4 questions (with internal choice) of
15 marks each:
1. Essay (any 1 out of 2) (on Unit 1)
2. Essay (any 1 out of 2) (on Unit 2)
3. Essay (any 1 out of 2) (on Unit 3)
4. Essay (any 1 out of 2) (on Unit 4)
Recommended Reading:
ALBERUNI . Alberuni's India . An account of the religion, philosophy, literature, geography,
chronology, astronomy, customs, laws and astrology of India about 1030 A.D., transl. By
E.C. Sachau, London 1888. Repr. Delhi 1964.
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BEAL, S., Si -yu-kÍ. Buddhist Records of the Western World . Translated fr om the Chinese of
Hiuen Tsiang, 629 A.D. London 1906.
BEAL, S. Travels of Fah -Hian and Sung -Yun, Buddhist Pilgrims from China to India (400
A.D. and 518 A.D.). London 1869.
FEI SHIN, Hsing -Ch’a -sheng -lan: The Overall Survey of Star Raft by Fei Hsin, tra nsl. by
J.V.G. Mills, rev., annotated and ed. by R. Ptak. Wiesbaden 1996. [Zheng He’s travels to
India]
FORSTER, W. (ed.) Early Travels in India 1583 -1619 . London 1921 (repr. Delhi 1985). [R.
Fitch, J. Mildenhall, W. Hawkins, W. Finck, N. Withington, T. C oryat, E. Terry]
LEGGE, J.H. Record of the Buddhistic Kingdoms , being an account of the Chinese monk Fa -
hsien of his travels in India and Ceylon (A.D. 399 -414) in search of the Buddhist Books of
Discipline. Transl. by James Legge. Oxford 1886. Repr. New Y ork 1965.
MAJUMDAR, R.C. The Classical Accounts of India . Calcutta 1960.
McCRINDLE, J.W. Ancient India, as Described by Ptolemy . A facsimile reprint, ed. with an
introduction by S.N. Majumdar Sastri. Calcutta 1927.
McCRINDLE, J.W. The Invasion of India by Alexander the Great . London 1898, Indian
Repr. Delhi 1983.
SASTRI, K.A.N. Foreign Notices of South India from Megasthenes to Ma Huan . Madras
1939.
WATTERS, T. On Yuan Chwang's Travels in India (629-645 A.D.) ed. by T.W. Rhys Davids
and S.W. Bushell. 2. vols. London 1904 -1905. Repr. Delhi 1961.
Members of the Syllabus Sub -committee:
Dr Rajesh Karankal - Convene r
Head
Department of English
University of Mumbai
Dr Sachin Labade - Member
Assistant Professor
Department of En glish
University of Mumbai
Dr.DeepaMurdeshwar -Katre - Member
Associate Professor and Head ,
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Department of En glish
Vartak college ,
Vasai Road , Vasai.
Dr. RajendrakumarChougule - Member
Dr B Krishnaiah Member
Department of English ,
University of Hyderabad,
Hyderabad.