Understanding changes in IPM-AT structure and process for IPM @IIM Indore

Owing to prevailing situations arising out of pandemic, IIM Indore has announced changes in the structure of IPM-AT and the selection process for intake of 2020.

Kindly follow this link to download and read the complete document as published on the web-site of IIM Indore:

Here are the highlights of the changes all aspirants need to notice:

Ajay Bansal
Author Ajay Bansal is Co-founder and CEO at CHEdgeMakers.
Ajay Bansal

Letters from AKS – 2 : Deepen Your Roots

One of my friends on FB shared this story narrated by Rahul Dravid. This is very relevant to our CAT/MBA Entrance Prep.

Let me first share the story

“When I’m requested to speak to youngsters I like talking about this phase of my life and liken it to fascinating plant: The Chinese Bamboo. You can take a Chinese bamboo seed and plant it in the ground, water and nurture the seed for an entire year & not even see a single sprout. Infact, you’ll not see a sprout for 5 years. But suddenly, a tiny shoot will spring from the ground. And over the next 6 weeks, the plant can grow as tall as 90 feet. It can grow as fast as 39 inches every 24 hours. You can literally watch the plant grow.

What was the plant doing during these 5 years, seemingly dormant period, it was growing its roots. For 5 full years it was preparing itself for rapid, full growth. Without this root structure, the plant simply couldn’t support itself for its future growth. Some would say the plant grew 90 feet in 6 weeks, I would say it grew 90 feet in 5 years & 6 weeks.”

Fascinating isn’t it? Many of us believe that CAT Prep is about learning short tricks and with a bit of management we may be able to crack the CAT. For all of us of this story should be an eye opener. Real success has no shortcuts. It will require us to deepen our roots. And each one of us will need different amount of time (and effort) to get them deep enough. By deepening the roots what I mean is to develop strong hold in the subjects and to develop an unmatched understanding and skill at those subjects. Here is a checklist for you to decide whether you are doing enough to deepen your roots (If your answer to all of them is Yes – your direction is well established)

1. Are you adding about 50 new words to your vocabulary every day?
2. Are you reading the editorials/business/national/international pages of an good English Daily & a business daily (Hindu/ HT – ET/BS/BL) daily.
3. Are you writing Central Ideas to at least two articles daily?
4. Do you have a timetable and are you meeting your milestones in the schedule with diligence? (If you are already a CHEM student your schedule/milestones are designed to ensure that you are burning the midnight oil – required to deepen the roots)

The above should require approximately 6 hours of your day – everyday. Depending on when you started preparing (actually) you may have to increase the number of hours devoted to CAT Prep.

By the way, while we are at the topic of deepening our roots – Those preparing for CAT-20 may already be appearing for a test series (iCATs at CHEM). The important question is not what was your score? It is this – what did you do after the test?

Here is concrete action that, if taken, will help deepen your roots.

Solve the entire test again – this time without the time pressure. Solve every question again. This means read every passage again – compare options – consider why the right answer is the right one and why others are not. Take the trouble to look up words in the dictionary if you are not sure of them.

First – try the question yourself. Give it enough time and trials. If you do not make any headway with the question –check the solution. If you are still dissatisfied, write/talk to yoru faculty with your query.

Let me close this letter by answering a lingering doubt that is running in your mind as you read this letter. Is it too late to deepen my roots because I did not do much till now.

To me, this is an irrelevant question. Look we will need to deepen our roots – if we wish to succeed. So it is immaterial when we start. Are we suggesting that because it is late, we shall not start? Is that the logical thing to do. Forget this question – start today, start now. You have to maximize your performance – the stronger the roots – the better your chances.

Time to sign off this time. Will come up with another issue in another letter. Keep in touch

Akash Sethia
Author Akash Sethia is Co-founder of CH EdgeMakers
Akash Sethia

Impact of COVID – 19 on Education sector

Millions of learners around the world have had to forcibly adapt to remote learning in the wake of the COVID-19 outbreak. The education community as a whole has worked tirelessly to make this transition possible within a severely compressed time frame. But the question now is, how will this emergency immersion into online teaching and learning affect the outlook for education once the pandemic subsides?

Working off the trends we have seen emerging in the last month, I believe the next wave of online courses will be a lot more dynamic than we have ever seen before. Now that the initial, hurried scramble to take classes online is complete, educators are investing significantly in discovering new, innovative ways to engage their learners.
In Indiaand in world the higher education institutions are investing heavily in scaling up accessibility, there has been a marked increase in online communication and feedback channels, and new tools are constantly being implemented and leveraged to improve the overall quality of teaching and learning.

Here are some of the ways I predict the COVID-19 pandemic will change the future of education in India and beyond.

1. Blended learning will increase dramatically

Many institutions were already experimenting with varying degrees of digital teaching and learning before the pandemic. Still, institutions will return from COVID-19 with a widely shared understanding that digital tools can be highly complementary to face-to-face learning, and that teaching and learning with asynchronous and synchronous platforms can yield significant benefits when layered in with face-to-face instruction.

This hybrid model of in-person lessons and distance learning, known as blended learning, will become one of the key models for post-pandemic pedagogy. It facilitates flexibility, increases accessibility, allows faculty to track and improve student engagement, boosts student retention, enhances communication as well as peer support, enables personalisation and competency-based learning, and can be cost effective while scaling up efficiency.

2. Faculty development will focus on technical fluency

There are two complimentary approaches to online teaching and learning: one is to build a robust infrastructure of relevant platforms and technologies, and the other is to invest in faculty development and support. One of the greatest challenges in the abrupt transition to fully remote learning during the coronavirus pandemic was the lack of fluency in the tools of teaching online.

When they come back after COVID-19, many institutions will likely take stock of the faculty developments processes they have in place. So after the pandemic, institutions will need to invest in teacher training and might also invest in creating centralised units to support faculty development efforts.

3. Courses will be designed for online teaching

In the rush to take them online, many courses were quickly ‘built’ to mimic or retrofit them to face-to-face sessions. This approach does not necessarily maximise the many possibilities presented by digital teaching and learning. A much more productive approach is to start with the question, ‘What do my students need to learn?’ and tailor course delivery activities, and assessment methods to this line of thinking accordingly

After the pandemic, courses will likely be designed and even remediated to better suit digital learning. In general, courses need regular revamping to stay abreast of the latest academic research and to properly leverage the latest innovations in education technology. Evaluation and assessment methods will also need to be revised to become untethered from the physical location of students. Programmatic assessment, for example, takes into account multiple pieces of work and feedback and uses these as a measure of student success rather than their scores from a single exam.

4. Data-driven insights will be used to boost student engagement

Online teaching and learning tools have dramatically aided student engagement in the time of COVID-19, and these will continue to be leveraged to drive learner interest and active participation well beyond the pandemic. In addition to significantly boosting interactivity and collaboration between students, these tools can also provide learner analytics.

Data-driven insights enable new ways to engage students, increase enrolment and improve retention and completion rates. It can identify at-risk students, optimise assessments, promote reflection and self-regulated learning, establish feedback loops and even boost faculty development. Upon return, educational institutions will increasingly use data and learner analytics as a base for making strategic decisions and to boost overall student enrolment, engagement and retention.

In summary

While day-to-day life will perhaps return to ‘normal’ at some point, for education, there will have to be a new ‘normal.’ Learners will now expect to be able to seamlessly switch between in-person and virtual formats, particularly in times of crisis. And they will continue to expect the quality education they have paid for — one that will best prepare them for the next stage of their lives.

Educational institutions, too, now recognize online education as pivotal to institutional resilience and academic continuity. Digital teaching and learning have become a strategic priority at almost every school and university.

Sumeet Maru
Author Sumeet Maru is Co founder CH EdgeMakers