 So, while we have spent slightly more time than slated, but you agree that this national mission should give us all a broader perspective of which whatever we are doing is just one part. And the government is committed to do whatever it can, but the government also needs support. And that is why as I said President Karnan is practically parking in Delhi supporting the national mission activities along with Dr. Kamal Bijlani. But one important thing I would like you to carry back with you is the fact that new proposals both under the present plan as well as for future are still invited, accepted and funding is available. So, each one of you and they do not distinguish between whether the funding agency for IIT is MHRD, for this is UGC, for this is this or whatever, whatever or it is a private college nothing there is no distinction. Everybody who makes a good proposal, all that they are saying is this is not funding for research. So, do not couch your research proposal in the form of some mission project and give it preferable. There could be some research component, but this is essentially a deployment mission. So, any technology or any methodology that you have such as this is what we are doing is methodology. We are not of course some technology development like clicker or like spoken to etcetera happen, but that is incidental to that. So, please go back and try to find out whether we can put in the proposal could be anywhere between a 2 lakh rupees proposal to a 2 crore rupees proposal as long as the proposal is well justified and there is a deliverable which you can guarantee. It could be even in terms of let us say coordinating with some 20 colleges in your vicinity and doing something very specific for those activities and something which can then be expanded in the rest of the country by other people. I am just giving you a thought although most of your institutions receive decent amount of funding, but many of you would be having some ideas for which funding may not directly be available. This is one good source. So, let us get back to our topic of the discussion which is the conduct of labs and tutorials. The objective of this session is to elicit from you how the labs and tutorials are conducted in your own institute for the first course in programming. You will have noticed in the timetable there are some presentations by you today afternoon and tomorrow. In fact, I should have warned you yesterday. I want a very brief presentation some 3 to 4 minutes 5 minutes presentation from each institution where you just outline the nature of the syllabus that you teach in the first programming course and the way the course teaching is organized like how many lectures per week roughly how many weeks of teaching, how many exams you have quiz test and final exams and if you have any sample papers that is the presentation. If you have any background material larger material such as detailed question papers soft copies or whatever will request you to submit all the soft copies here. Why? Because as I said on one hand we are trying to give a common syllabus which is actually used in smaller colleges and universities all across the country. On the other hand we also want to give them a glimpse of how we handle these courses where we have reasonable autonomy in defining the course structure, the teaching and the evaluation. So, to combine both it is necessary that we capture whatever are the best practices that you follow also. We did that last time but we more or less kept it just some practices that we follow at IIT plus whatever was being followed in some of the remote centers but mostly the university kind of syllabus and mechanics. This time we would like to sort of enhance it further. So could I request first I think I would request our friend who had participated in the last this thing to tell our colleagues as to how you conducted labs in that workshop and additionally you can comment on how your own institution conducts labs and tutorials for this course. From Government Engineering College Trichur in Kerala last time the labs were conducted in a different classroom as far as our center was concerned in a different classroom than the one where the course was in fact delivered. The students were all given machines to work with and we had around 20 machines there around 20 participants were also there and we had a teaching assistance, two teaching assistance plus we had support staff for supporting all of the teachers' needs. In fact all the sessions were handled in the afternoon after the class in the morning all the sessions were handled in the afternoon. There was presentations on there was classes on Moodle to start with so that the teachers get some idea regarding how to handle the Moodle learning management system, how to make use of that because most of the material that we are through this course is being conducted. All the tests and assignments that the teachers are supposed to submit as part of the program is done through Moodle. So an effective and a thorough presentation on Moodle which was done by the team here, we extended that and through the help of all our teaching assistance we were able to give to our teachers the first hand information regarding usage of Moodle. So for that we have to install Moodle and with the help of all staff from IIT we were able to manage the installation of Moodle very successfully. There was also a section on installation of not only Moodle followed by LDAP but LDAP installation we had some problems last time. So I think we were not then required to do complete LDAP installation without LDAP we managed to still conduct not a local Moodle but we were allowed to log into the IIT Moodle server and post all our assignments and submissions to the IIT Moodle server. All the participants were given accounts on the IIT Moodle server. Then regarding the assignments, the assignments were given to the students through mails and all of them received the mails well in advance before the classes were scheduled and the students remained in the afternoon for the completion of the assignments of course through our assistance plus we also gave them the facility to take the we had some laptops we had the we gave them the option to take the laptops to the place of stay and complete the assignments in the comfort I do not know maybe the comfort of the rooms or maybe after class hours a kind of an environment that we are having here we could able to offer them it is to be stated that these assignments and the similar evaluation methodology that is adopted in this particular program requires a bit of an effort from the side of the course apart from just remaining in the classroom. So in fact all of them really appreciated and because the status of the course is IST with a banner of IST definitely all of them have taken that into positively and all the assignments and tests were conducted they participated with real open heart and I think the course was conducted last time in a fruitful manner. I hope IT Bombay is also having this the same also aligning with whatever remarks that I am making as far as our center is concerned because I was not the coordinator but I was a part of parcel of this program as a one of the teaching assistants. By the way when we said teaching assistants they are often teachers themselves. Nowadays in IIT we use M. Tech students and Ph.D. students as teaching assistants mainly. However in most courses some teachers are also workers teaching in my younger days teaching assistants were only colleague teachers. So there is one coordinator for the course and there are teaching assistants who are basically colleagues but one important point is that apart from the teaching assistants you would also require some support from the technical staff setting up all the PC servers and so on. So that is something that was available. Can you describe the way your own university specification and college conducts lab for the course that you mentioned now. Because he represents that ethos of the university kind which most of our colleagues from IIT will not be familiar with. In your place you design the course you conduct the exam that is the end of it but such freedom is not completely available to them am I right. So there will be other engineering colleges also which will be required to follow the same syllabus and so on. So we are affiliated to the Calicut University and there is a prescribed syllabus for this particular course computer programming in C and the property of that particular course is that it is common to all the branches common to all the branches. The syllabus is in fact divided into four modules in fact it is from the 2009 admission onwards that this particular syllabus has been adopted by the university. Till last year we had a different computer programming course and it was different for the for the CSE branch compared to the other branches. The CSE branch had a specific C programming course in the first year whereas all the other branches had this particular computer programming in C only in their third semester the second year. But this year with 2009 admission onwards the university has revised the syllabus in such a manner that the computer programming in C course is common to all the branches. I will just briefly narrate the contents of the course. The objective of the course is to import the basic concepts of computer information technology. So the first module is based on that and the second objective is to develop skill in problem solving concepts through learning C programming in practical approach. So this course is a practical course it is titled EN109P so it is a practical course means half of the there are two hours per week for the course of which one hour is practical and the other hour is theory. The first module is seven hours duration which talks about some introduction to computers it is the basic setup of a computer evolution of processors and trends and it ends with latest trends and technologies for storage, memory, etc. and talking about some of the definitions, scope of IT, computer networks, LAN, Wi-Fi and internet services. So that is aligning with the first objective that I mentioned earlier to impart the basic concepts of computer information technology. Now from the second module onwards we start the C programming aspect of this course. The second module is of six hours duration and we teach there starting from the basic elements of C flow charting and algorithm development of algorithms for simple problems structure of a C program operators and expressions procedure and order of evaluation input and outputs functions then the control constructs like while if the control statements all the control statements. So that is module two so that is the basic elements of C and the third module is seven hours duration where we teach functions and program structures functions and program structures. So declaration of functions defining and usage of functions parameter passing mechanisms recursion then the storage classes like external auto register and static library functions, header functions, header files, C preprocessors that is all the first part of this third module and the end of the third module is on arrays, how to define and process arrays, passing arrays to functions, multidimensional arrays, applications of arrays with some example programs. So that ends the third module and the last module is on complex data structures including pointers, pointers and arrays, pointers and structures, command line arguments, dynamic memory allocation and it ends with the secondary storage file structure. So that is the syllabus of the course. How many hours is the last module? It is ten hours so ten hours duration. So in total we have thirty hours and out of these one hour is lecture, one hour is lecture and one hour is practical. Just for your information in IIT Bombay the CS 101 course is I will just mention here as a footnote IIT B's CS 101 which is to be earlier a three zero three course, three hours lectures and three hours practicals is now two zero two course which means two lecture hours and two practical hours no tutorial hours and so we have almost double the coverage. However what we effectively cover in the course is roughly whatever is stated here. The only additional advantage we have is we are able to discuss many real life problems and sort of encourage students to develop algorithms for solving those problems and plus we have a course project at the end where groups of students formulate and solve a larger problem. So roughly a group of about four to five students should end up writing about five hundred lines of code that is what we expect at the end. However when you have a shorter duration thing I suspect that the largest programs that the individual students should be writing on an average there will be of course few others would be perhaps relatively smaller. Smaller programs and the exam is of two hours duration practical exam is of two hours duration there is also theory exam of one hour duration there is a theory exam of one hour duration and the practical exam of two hours duration. And totally how many marks or credits this whole course would have. This is twenty five marks. Well it is very difficult to put it that way but as a percentage of the first semester effort this will be a one fifth or one sixth or even smaller. No no it is not even it is less than one tenth. Less than one tenth of the semester. Your university is very unique because most other people run a slightly more elaborate program more like IIT Bombay. But that is good. There are also some lab exercises which I have not. The first lab practice is on familiarization of different OASs like DOS, Windows and Linux, simple OS commands, creation of folders or directories, copying and deleting files etc and simple shell programming which is three hours duration. The first lab practice is familiarization of OASs three hours duration. The second lab exercise is on identifying the hardware components inside a computer. It is two hours duration. The third lab exercise is a demo of the editor, compiler, linker and loader with a simple C program as an example three hours duration. The fourth lab practice is on common application software like DTP and office suite presentation slides PDF and PS readers five hours duration. Then the fifth lab exercise is on usage of internet for academic purposes FTP and torrent demo. The sixth lab exercise is programming exercises in C covering various topics like functions, arrays, pointers, structures and unions and file handling which is 15 hours. But you seem to be consuming almost all the 30 hours in this only or this is apart from No, no, the 30 hours is for theory and the remaining this is the additional hours. Oh, I see, I see. So, because you would not have more than 15 weeks in a semester anyway. No, this is one year course. Oh, one year course, two semesters. You still have a yearly pattern or you have a semester. The first year course is alone, both the first and second semesters combined. And obviously some of these labs will go in tandem with whatever you are discussing in these lecture hours. Some of the labs can be started earlier because demo of OISs hardware and other things. And what is the weekly timetable as far as a student is concerned? As far as students are concerned they have a weekly one hour theory and one hour practical. So, it is like one, zero, one in our parts. Zero, one, one, zero, one. Thank you, Professor Manoj Kumar. Now the house is open. Anybody else can describe the, in fact, what we are doing is we are pre-pawning the presentations effectively. It does not matter because we are going to take more than three to four minutes. So, let each one share one's own experiences in one's own institution up to even five to seven minutes does not matter. The time is not important. The important point is all of us understand the variety that exists in this country. And what Professor Manoj Kumar has indicated is a very typical kind of lab course in many universities. In some cases, of course, they have a theory paper of full 75 marks or 100 marks and an associated lab. Good morning, sir. I am from NIT, Kurukshetra. I am J. S. Lutter. Prior to when we converted to NIT, somewhere back in 2002, there was no fundamental computer programming course for all the BTEC branches. But there was no computer programming course common to all branches. However, it was there for computer engineering. Science was correct. And 2004 we were introduced two new BTEC branches, one in information technology and one in production engineering and management. And 2008 we introduced MBA. 2006, is it? It is 2008. 2008 ICS. As well as MCA. So after 2002 we introduced a fundamental of computer engineering course, which was to be delivered to half of the first year students in odd semester and half of the first year students to even semester. So basically all first year students. All first year students. Only the logistics says half this semester, half this. Incidentally, NIT Bombay also from this year onwards, we will be teaching half the students in first semester because we expect about 1000 students doing this course. About 900 something JEE entrance and about 100 MSC entrance. Our MSC students also do a course in computer programming as a requirement. So we are also splitting it into two semesters. And situation because of more OBC admissions, right? Because of increased OBC seats. Total number of seats. Right. Once students are admitted, we don't distinguish between them at all. For us there are 1000 students. In fact, the number of seats have gone up. Correct. So total number of seats. So you are saying the course is common, which is called fundamentals of computer engineering or something. It's called computer engineering only. Oh, it's called computer engineering. Yeah. It is 222, two lectures, two tutorials, two practicals per week. But it is in two ways. It is 220 and 202. That means alternate weeks we are having labs and tutorials. But every week we have theory lectures. Okay, okay. So it is actually not 222, but if you want to condense it really you can say 2-1-1. 2-1-1. In terms of credits. Right. So I will represent that as 2-1-1 and say that 2-hour lab stroke, 2-hour tutorial, alternate weeks. Am I right? Right. Interesting. Out of 26.5 credits for the first semester, the credits allocated to this particular subject is 2.5 in theory and 0.5 in practicals. Okay. So it constitutes almost say 12-13 percent. So three credits out of 26.5. In fact that is roughly the situation here also. Here the course is a six credit course and it would be about between one-fifth and one-sixth of the total semester credits. Is that the prevailing practice in most other institutes also? Okay. Anyway, if it is significantly different you might want to comment on it when you open it. Right Priscilla? And the duration of exam is 3 hours theory. Okay. And 3 hours practical. Oh I see. So you have a separate practical exam. Yes sir, external examination is there but it's conducted like internal only. Why this external should be there? I don't understand. It's not there. After 2002 there is nothing like external examination. Legacy of old times. It's called end semester examination. It's called the British legacy of suspicion. So I suspect everybody so I have to have an external fellow confirming that exam is conducted properly. The biggest nonsense I have seen, the earlier we stop it the better. But anyway. As far as the subject is concerned it's around about 25% of fundamentals of computers. Okay. Going by the classical Professor Raja Raman's way. Yes. And 75% it's C programming. Okay. That's Kanigan Ritchie. Right. And similarly we have programming courses in MBA as well as MCA. So they will also take this course or there will be a different course for them. So those courses they are a bit different courses. For MBA it's a bit different. I can understand MBA but MCA should be trained. MCA again then. MCA it's not, it's fully C programming. Okay. So you don't discuss the fundamentals that portion which you have for the other students. Possibly the scheme understands that the intake to MCA course already knows all such kind of things like fundamental of computers. But they have already done graduation. I see. Okay. And how many weeks do you get in a semester typically? Typically 14 to 16 weeks. This is roughly same I believe across the country, right? 14 to 16 weeks. And there's one specialty of this course is that each and every department is teaching itself the course. That means the faculty, all the department's faculties. Are teaching this course? Yes. So two sections they are taught by civil engineering department. It means every department takes care of, it means has equal share in fundamentals. As a matter of fact, consider this workshop itself apart from the teachers from other colleges. Some teachers from your own institute can also be participants in this if they have been teaching this course. Actually I expect that for the next workshop at least one teacher from every department is there to attend the workshop. He doesn't have to do much marketing for the course. He has ready made population. But it is useful also. Right. Do you have a mid-semester exam? We have two mid-sem exams. Oh. Okay. So this is the end exam. Which carries 50% of the weightage. Okay. 50% for theory. And 40% for this one lab. Okay. And mid-sem two exams you have. Mid-sem two exams. Right. We can have the third one also but that depends. As far as the academic calendar is there, there is a slot for two. However, the teacher is free to take as many exams. So far there is no problem. Do you also conduct quizzes or something of that sort? Which are formally recognized as part of the weightage to be given or not necessarily? It's up to the teacher. It's up to the teacher. It's the same academic autonomy that is available that teacher can be. Some. Fair. Thank you. Thank you. I am Salinder Shahastava from SCTI Engineering College, Bideesha. Our college affiliated to Rajiv Gadhi Pradukik Bisbidyalai Bhopal. Actually, our college runs eight different courses in engineering side. They are civil, mechanical, electrical, electronics and instrumentation, electronics and communication, biomedical and coupled science and engineering. Let me just mention for the benefit of colleagues here. He is another classic case of a large university which has more than 150 or whatever colleges across the state. Similar situation exists in Karnataka where all the colleges are affiliated to one technology university which runs from Begavant Harward. Similar thing in Chennai, in Tamil Nadu, except that they have broken the Anna University into three or four segments. Same thing in West Bengal, same thing in Uttar Pradesh. So, this is a good representative. Incidentally, Samaratashok Institute is a very old institution. It's not a very recent one. It was in 1956. Yes. From 1956 it has been working and since the regional engineering college was established very close to them, which is in Bhopal later. After our college. Yes. In 1960, I mean I started in Bhopal. So, once the regional engineering college starts, you know, in any area, the colleges in the vicinity necessarily start playing second field where the government concentrates everything on the regional engineering college in that state. Now, of course, all regional engineering colleges are NITs, but this is one of the older colleges. So, you have eight branches of engineering. Please continue. And our college also runs the MBA course, MCA courses, and MSC courses in computer science, mathematics, chemistry, physics, applied chemistry and so on. In engineering side, we have three computer programming courses. First one is the basic computer programming. Second one is Java, and third one is .NET. These are common to all engineering disciplines. All three courses are common to all engineering disciplines. Common to all engineering courses. They are preparing people for enforces and TCH jobs only, isn't it? Yeah. For our purposes, the basic computer programming course is the first course, which is similar to what we are discussing. Yeah. Okay. I will just say, plus two more for all branches. Always. You must be unique in this. I have never seen… It started in 2009. By the way, Rajiv Gandhi passed it in 2009. Okay. 2008, sir. Okay. So, let us discuss the composition of this course at your place. Actually, in this basic computer programming, the code is B206. We have only three practical periods and one theory and three lab periods. So, it is 103. 103. Okay. Okay. This is per week. Per week. And you also are roughly same 14 to 16 weeks. Five. In the basic computer programming course, so you do not have a C programming course across the entire… Earlier to 2008, they were C programming. But after 2008, they started C++ as a basic course. So, it is essentially C++? C++. Okay. What has been your experience? Because you would have operated this course for twice at least 2008 and 2009. Yeah. So, are students able to really appreciate object oriented programming concepts when introduced as initial before any background to procedural programming? That is a debate raising all across the world. Okay. So, here is the question whether you introduce object oriented programming or conventional programming? No. Certain procedural programming has to be taught to them. Just bear giving the difference between the procedure oriented programming and object oriented programming. That is okay. Directly come to the object oriented programming. Even there, when they write methods for implementing any method, they will have to implement sequence conditional and iteration. Yeah. That is inescapable. Yeah. Anywhere. So, how much type of the course the teacher typically is expected to spend on clarifying the basic concept behind these three fundamental aspects, the sequence, the conditional execution and the iteration? These are the covers in the syllabus. In second unit, we have the control structures. Okay. So, control structures is the second unit. Yeah. Okay. User defined data type, derived data types, variable declaration, dynamic initialization, variable reference, variable operators, scope resolution, memory management operator, manipulators, type costors, optor overloading of operator precedence and control. Let me tell you things like manipulators. Yeah. Or even concepts like iterators and all are extremely difficult to convey to a first year student. Yeah. I do not know how you manage it. Godspeed to you. But I do not know what is the experience of other colleagues. Even subsequently, when we introduce object oriented programming, there the dilemma is different. People have already done procedural programming. They believe that procedural programming is the only way to program. So, to convince them that object oriented thinking is better, it takes more time. Here the dilemma is different. I am trying to introduce advanced concepts which are required for implementing in anything, whether it takes C++ or Java. Yeah. These concepts are not very easy for, because some of these things like iterators, Yeah. etc., are artificial concepts. They do not relate to real life problems at all. They are required to be there to implement your programs. Yeah. It is interesting. So, in MPVM more than 200 colleges running the same course. I see. In unit functions in C++, call by reference, call by value, inline function, default arguments, constant arguments, function overloading, friend and virtual functions. In third unit, we have the concept of class and object. Specifying a class, defining a member function, making an outside function, inline nesting of members function, private member function, array within a class, memory allocation of object, static and data member, static member function, array of object, object as a function, pointers to the member. Actually, this is the practical course. We are not having the theory components. You have one-hour theory, you said. Yeah. You have one-hour theory, right? One-hour theory, just giving the introduction of the concept and then asking them to write programs. We are not having any theory examination. Okay. In unit five, constructor and destector. Yeah. We will stop after this, please. Different types of the constructor, parametric. Maybe because they are first-year students. Yeah. You are able to get their attention, but I find that even grown-ups find it difficult to fully appreciate constructors and destructors. The word destructor in a program is very destructive to the mind. Anyway. Unit number six, inheritance defining drive class, single inheritance, multi-level, multiple, hierarchical, hybrid, virtual-based class, abstract class. God bless you. My God. Okay. Okay. But well, that is, you see now, Prasad Latha, we are all smiling at him, but look at his pretty command. Even if he genuinely believes that first-year students should be given a mix of these and not the entire advanced concept, he has no choice. A university, a body which controls 200 colleges has decided. And who decides in the university is very interesting. There will be either a committee or a board or something like that. Board of studies. There will be about five or six teachers. Those five or six teachers, now their individual fancies will often reflect into whatever is recommended. And the other senates and other mechanisms of the university do not have time to dwell on individual topics. So that once the board decides, it becomes sacrosanth for everybody. Let me ask you another question. You as a teacher and your other colleague teachers who teach, where you given any specific training to teach this course after the syllabus was changed from C-programming to this? This is another dilemma. Anyway, for you perhaps, for you and the large number of teachers in Madhya Pradesh, for this course alone, your teachers should participate in two workshops. One which is this basic workshop that we are conducting. And the second on object-oriented programming which we are conducting in winter. But that will essentially be using Java programming as a course, not C++. Here you probably use C++. No, in second common code. That is another Java course. Yeah, Java code. But having taught all of this, what else remains to be taught in Java then? I can't. That is also, yeah, sorry. He is also from MPA. I mean, NIT, Bhopal. You also in MNIT also, MNIT also you have the same syllabus? No, no, no. Good. Sir, there is some, I mean, Sri Umars, previously there was outdated syllabus. So, RGTU modified in 2008. Update this syllabus in such a way. They just put the different language in a manner. First they teach Java. After that, in third semester, they have. Got it. Java practical, no theory class. Yeah. In fourth semester, they introduce loops in theory periods. Oh, I see. No. In the core branch, like CS, API and MCA, later we have the subject of object-oriented technology, then object-oriented analysis and design. Design. Two more subjects in later. Anyway.