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ACHIEVEMENTS

The Department of Electrical and Electronics Engineering Education of NITTTR Bhopal, always provided:

  • Quality need‐based training in contemporary and emerging areas
  • Demand driven and innovative instructional resources
  • Online‐cum‐contact mode programmes
  • Subject matter updating programmes related to various areas of electrical and electronics engineering
  • Help technical education institutions in developing curricula in new/emerging areas of electrical and electronics engineering for Undergraduate and Diploma Programmes
  • Developed innovative laboratory manuals
  • Outcome-based curricula
  • Competency-focused outcome-based curricula
  • Video programmes in emerging area such as wind power technology

9.1 TRAINING-NATIONAL

In order to cater to the needs of professional development of large number of technical teachers, the institute offers vide variety of need-based training programmes for teachers of technicaleducation institutions and other organisations. The summary of training programs conducted and number of trainees trained by DEEEE for the past ten years is shown below:

Summary of Training Programmes Conducted and number of trainees trained

Sl.No Title of the Programme No. of training programmes and No. of trainees trained year wise
2015-16 2016-17 2017-18 2018-19 2019-20
Trg. Pro Participants Trg. Pro Participants Trg. Pro Participants Trg. Pro Participants Trg. Pro Participants
1 Technology Programmes 17 106 18 192 14 187 14 95 10 156
2 Curriculum development Programmes 05 107 11 826 24 518 09 729 07 164
3 Induction Training Programmes 09 634 09 419 15 592 15 356 18 320
4 Interdisciplinary Programmes 08 239 07 181 07 624 02 56 17 713
Total 39 1086 45 1618 60 1921 40 1236 52 1353

Note:DEEEE faculty members also contributed as faculty along with the other departments to cater the training needs of multidisciplinary clients

Apart from conducting short term training programs, the department also contributed in the following projects and activities as shown below:

Contributions of DEEEE in SWAYAM MOOC Projects

Sl. No. Book Name DEEE Faculty Role Publisher Place Year
1 SWAYAM – MOOC program on ‘Fundamentals of Outcome-based Curriculum in Engineering Education’ Author MoE, Government of India New Delhi 2019
2 AICTE-NITTT Module – 2: SWAYAM – MOOC program Professional Ethics and Sustainability Co-authors AICTE New Delhi 2020
3 AICTE-NITTT Module – 4: SWAYAM – MOOC program Instructional Planning and Delivery Co-authors AICTE New Delhi 2020
4 National Resource Centre (NRC) modules on ‘Assessment and Evaluation’ Module – 1: Overview of Assessment SWAYAM – MOOC program Co-author NRC, MoE, Government of India New Delhi 2018
5 National Resource Centre (NRC) modules on ‘Assessment and Evaluation’ Module – 2: Assessment of Practical and Social Skills SWAYAM – MOOC program Co-author NRC, MoE, Government of India New Delhi 2018
9.2 TRAINING- INTERNATIONAL

The department has conducted the following International programs:

  • Engineering/Technology content based programmes
  • One-month training program under Technical Cooperation Scheme(TCS) under Colombo Plan on Renewable Energy System from 30/01/2012 to 24/02/201(Moodle based)
  • Occupational skills up gradation program on Electrical power generation, transmission and distribution for Instructors of Balaju Technical training centre, Balaju Nepal from 22/05/2002 to 14/07/2002
  • Two International conferences on Wind Energy: Trends & Issues (WETI) organized in 2006 and 2011.
  • The faculty of department has also contributed in the following International programs coordinated by other departments/centres:-
    • Bangladesh: Two trainees were trained in diploma in technical teaching from Bangladesh.
    • Govt. of SriLanka: 9 Senior officers from Ministry of Vocational Training and Rural industries underwent 4 week training programme on project management funded by Asian Development Bank.
    • Somalia: Five Teachers from Govt. of Somalia who were awarded fellowship under UNDP completed 3 semesters M.Tech. Ed. In 1991-92.
9.3 LONG TERM PROGRAMMES

The contribution of the DEEEE faculty members for the technical education system and in technology areas, the following were the long term programmes in which the faculty members were associated with:

  • Masters in Technical Education since 1985 (MoE and AICTE approved intake 18 later enhanced to 24)
  • ME in Power Systems - from 2014 – 2016(AICTE approved intake 18)
  • M Tech in Digital Communication - 2014 - 2016 (AICTE approved intake 24)
9.4 CURRICULA DEVELOPED

The faculty members have evolved/contributed the following curriculum innovations shown below :

Role of DEEEE faculty in Curriculum Innovations

Sl. No. Curriculum Innovations DEEEE Role Period Beneficiaries
1 Competency-Focused Outcome Based Curriculum another variant of OBE Evolved model 2017 launched and continuing Whole state of Maharashtra polytechnics in or 17 different engineering diploma programmes for 510 courses developed. Out of which 175 courses are DEEEE related
2 ‘Gujarat Model of Competency-based OBC’ a variant of OBE Evolved model 2012 launched and continuing GTU - for the whole state of Gujarat 750 courses in 25 engineering diploma diploma programmes. Out of which 245 courses are DEEEE related
3 UG in Electronics and Telecommunication Evolved model for University 2008-2009 Engineering for RGPV Bhopal 45 courses
4 Engineering diploma programme curriculum of Goa Evolved model 2008 180 courses developed
5 Research Study for Development of Competency-bank of ‘Direct Central Assistance’ of Ministry of Education Evolved model 2003 Whole nation and the world as it contained researched competency list for Competency-focused Outcome –based Curriculum
6 TTTI-St.Xavier Competency-based Curriculum Model Evolved model for autonomous polytechnic Late 1990s 2 electronic engineering and 1 computer engineering diploma programmes in autonomous p St.Xavier’s Polytechnic, Mahim, Mumbai. 100% campus placements year after year for the technologists of that institute for the last 3 decades.
7 ‘TTTI Bhopal Skill-based Curriculum Development Model’ Evolved model Mid 1990s Selected Polytechnics of Madhya Pradesh
8 Electrical and Electronics Engineering diploma curriculum Developed Mid 1990s State of Nagaland
9 Multi-point Entry and Credit system (MPECS) model Contributor Late 1980s Whole state of Gujarat
10 “TTTI-Bhopal Model of Curriculum” a variant of OBE Contributor Mid 1970s Maharashtra, Gujarat, Madhya Pradesh (including Chattisgarh)
11 Outcome Based Curriculum Contributor Chhattisgarh for 4 DEEEE related engineering diploma programmes out of which 140 courses were developed
9.5 PEDAGOGY RESEARCH CONTRIBUTIONS

Systemic research and action research was part and parcel of NITTTR Bhopal’s functioning to introduce reforms and innovations in the technical education system since its inception. Some prominent reforms are the following in which the faculty of Electrical and Electronics Engineering Education has been in the forefront especially related to this discipline.

  • Introduced Micro projects in each course in the Competency-focused OBC since 2017 in Maharashtra state
  • Built in provisions for self-directed Learning concept since 2017 in Maharashtra state
  • Introduced Course map a new concept in curriculum design since 2017 in Maharashtra state
  • Introduced Capstone projects since 2019 in Maharashtra state
  • Built in Affective Domain related skills Assessment since 2019 in Maharashtra state
  • Introduced portfolio-based assessment since 2019 in Maharashtra state
  • Since 2005 offering Wind power technology courses for the first time in India in the Online-cum-Contact ModeLMS Moodle platform jointly with Gotland University, (Now Uppsala University) Sweden.
  • Since 2008 offering Renewable Energy Technology Courses for the first time in India in the Online-cum-Contact Mode on LMS Moodle platform
  • During early seventies the research activities done on “Planned Change Model”. These action research studies paved the way of introducing the concept of Autonomous Polytechnics among the polytechnics of Madhya Pradesh and Maharashtra.
  • Systemic research in curriculum implementation laid the path of laboratory innovations. New laboratory experimentations and number of laboratory manuals were developed in large numbers and implemented in western region polytechnics.
  • Comprehensive Scheme of Assessment (CSA) in which different methods of assessment were implemented whereby various types of questions were developed in almost all the disciplines of engineering diploma programmes.
  • In early nineties reforms like industrial training for In-service technical teachers, has been a successful innovation introduced by NITTTR Bhopal and used as a powerful tool for problem analysis of industries and fields
  • Distance learning in technical education system especially for working professionals was another innovation introduced in the state of Gujarat in the early nineties. This has brought new dimension of continuing education into polytechnic system and number of Continuing education modules were developed with the help of NITTTR, Bhopal.
  • Under World Bank Assisted Project Tech Ed I and Tech Ed II wherein NITTTRs played a very vital role in bringing this project and implementing it as core consultant. All the innovations developed during last four decades by NITTTR, Bhopal were implemented as major reforms in polytechnics of the country through three major components namely, capacity expansion, quality improvement, and efficiency improvement. Reforms like Curriculum development, Institutional autonomy Industry-institute-interaction, Laboratory manual development, Learning resources development and utilization, Continuing education and Community polytechnics, etc. were introduced in 16 states of the country in I’st phase and 12 states in second phase. NITTTR, Bhopal was instrumental in implementing the project in its regional states including J&K, Andaman & Nicobar. Through Tech. Ed. III, the institute provided support to NE states in implementing project component.
  • The institute is publishing its innovations and reforms in its Journal of Engineering, Science & Management Education and still continuing.
9.6 LEARNING RESOURCE DEVELOPMENT (PRINT AND NON PRINT)

The faculty members of DEEEE have contributed in developing the following learning resources shown below :

Learning Resources Developed

Sl. No. Details of LR(s) developed(Print and Non Print) Number
1 Developed Videos for SWAYAM MOOC programs 3 Nos.
2 Developed Videos for MOOC program on ‘Fundamentals of Outcome-based Curriculum in Engineering Education’
3 Contributed in national level NRC modules on Assessment and Evaluation 2 Nos.
4 Developed Videos for MOOC program on Accreditation of engineering PG programs 12 Nos.
5 Machine Learning for Predictive Analysis – Lecture Notes 1 Nos.
6 Innovative Visual laboratory manual for the state of Goa 4 Nos.
7 Innovative DEEEE related Lab manuals related to Competency-Based Outcome Based Curriculum have been evolved for the state Gujarat. 10
8 Innovative DEEEE related Practical manuals related to Competency-Focused Outcome Based Curriculum have been evolved for the state Maharashtra. 15
9 Developed Comprehensive multi-media training packages for skill development of Cement Industry 2 Nos.
10 Developed Video series in wind power technology 5 Nos.
11 Under British Council Project, developed teacher training modules for the teaching fraternity of NITs. 4 units
12 Developed videos on Matlab, alternator, sensor and transducers 14 Nos.
9.7 RESEARCH AND DEVELOPMENT ACTIVITIES UNDERTAKEN

The publications of the DEEEE faculty members is as shown below:

Book Publications

Sl. No. Book Name DEEE Faculty Role Publisher Place Year
1 AICTE-NITTT Mentor Guideline Manual Co-authors AICTE New Delhi 2020
2 Outcome–Based Curriculum for Higher Education – Proof Reading Started Author NITTTR Bhopal Bhopal December 2020
3 Outcome-based Curriculum for Engineering Education – A Handbook –in Proof Reading Author NITTTR Bhopal Bhopal December 2020
4 AICTE Model Curriculum for Engineering Diploma Programmes - Part of Book Chairman of Electrical Committee AICTE New Delhi 2019
5 Wind power Technology – 3 Edition Author PHI Learning (earlier Prentice Hall, India) New Delhi 2019
6 Wind power Plants and Project Development – 2 Edition Author PHI Learning (earlier Prentice Hall, India) New Delhi 2015
7 Competency-based Curriculum Co-authors Mahamaya Publisher New Delhi 2008
8 Assessment in Engineering Education Systems – Manuscript stage Co-authors NITTTR Bhopal Bhopal
9 Laboratory Instruction in Engineering Education Systems – Manuscript stage Author NITTTR Bhopal Bhopal
10 Synchronous Machines – Manuscript stage Co-Author TLC

Ph.D./M.Tech.Projects

The number of Ph.D. and M. Tech. dissertations guided by the existing faculty members is as shown below:

Ph.D. and M.Tech.Dissertations Guided

Department Name Ph.D. awarded Ph.D. in progress M. Tech./ M. Tech.(Ed.) guided
DEEEE 01+ 01 08 90+08
9.8 CONSULTANCY PROJECTS FOR ACADEMIA/INDUSTRIES/FIELD AGENCIES
  • Competency-Focused Outcome Curriculum redesign and development for Engineering diploma programme curricula for Maharashtra State Board of Technical Education (MSBTE) Maharashtra State
  • Competency-Focused Outcome Curriculum redesign and development Engineering diploma programme curricula for Gujarat Technology University (GTU), Gujarat State
  • Curriculum redesign and development of three years Diploma programs of electrical , electronic and allied courses of CSVTU, Chhattisgarh state
  • Curriculum redesign and development of three years Diploma programs of electrical , electronic and allied courses of CSVTU, Chhattisgarh state
  • AICTE -NITTT Mentor training programs
  • Short terms training programs
  • MOOCs programs
9.9 EXTENSION SERVICES

Following are the extension services of DEEEE faculty members

  • Rajiv Gandhi National Drinking Water Project (RGNDWP) (1998-2003) - Trained (approx. 24000 Nos.) Mason, pump mechanic, health and hygiene worker and motivators using multimedia packages. These multimedia packages were developed by NITTTR, Bhopal
  • Conducted Skill-based training Programme under CDTP
  • Trained newly recruited junior engineers in MP Police Housing Corporation, Bhopal
9.10 DISTANCE LEARNING MODE
  • Two weeks training programme on Wind Power using Moodle platform- 11 programmmes conducted using the mixed mode (contact+ online) and 147 teachers trained.
  • ICT-AVIEW Online Induction training programmes- Induction training programmes of two week duration (Approx. 21 Nos.) and ICT-AVIEW one week programmes (Approx. 10 Nos.) were conducted for regional states through 40 active ICT remote centres spread over the country.
  • Offering new calendar programmmes for teachers from engineering colleges and polytechnics for promoting distance learning using state of art technologies:
    • E content development for technical education
    • Web Based Courseware Development (LMS MOODLE)
    • Wind and solar power

NVQF Project(Vocational Education)

  • NVEQF project (2010-2013) - Under the National Skill Development Mission of GOI, NITTTR, Bhopal have designed and developed curriculum (Approx 95 nos.) with the help of industry and field experts. Areas allocated to NITTTR, Bhopal include:
    • IT and Information Technology Enabled Service
9.11 COMMUNITY DEVELOPMENT

DEEE faculty members have contributed as Co-coordinator and co-faculty members in some of the community development programs such as-

  • Community relevant projects, social outreach:
    • DEEE faculty members have contributed as Co-coordinator and co-faculty members in some of the community development programs.
    • DEEE faculty members has been contributing for creating awareness of Renewable energy sources and its benefits to the teacher community
  • Sensitiveness to on-campus labor/ environment/ energy/ water/ land etc. issues:
    • Installation of solar PV street lighting systems.
    • Installation of 30 kW solar power plant.
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