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Messages - Omar Faruk Mazumder

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1
Rules and Procedures / Re: Check Exam paper
« on: March 28, 2019, 11:15:52 AM »

As a student, when I was a student of Business Administration, I also wanted to see my papers of the final exams. Most of the times my curiosity used to be very high especially for mathematical subjects.

But the problem was, most of my friends & I always used to go to our hometown immediately after the final exam. We never return before the exam results get published. So, when & how we can see the exam papers, that was the real problem. Still, I don't have any practical solution/thinking to address this.

2
Alumni / Re: Support as Alumni (Part-1)
« on: March 28, 2019, 10:42:33 AM »
If an Alumnus wants to recover his/her student email ID & password, what is the procedure? Where & how s/he need to communicate/apply?

Thank you in advance for the reply.

4
This is good news for Bangladeshi cricket fans.

5
Clubs / General Guidelines for DIU Clubs and Association
« on: February 27, 2018, 03:27:08 AM »

General Guidelines for DIU Clubs and Association


1. For the smooth and well-organized operations of clubs and associations of DIU, a central Club Event Calendar will be prepared by the club and submitted to DSA Office. Every year by the second week of January; every club conveners will submit their Yearly Activity Plan (with specific event/program date) including Financial Plan (Budget) to DSA Office. Director of Student Affairs will forward the compiled documents to the Vice-Chancellor through Honorable Treasurer for necessary information/approval. DSA will keep a central calendar of all authorized club activities.

2. Every year, in the first week of January, conveners of all clubs and associations will form their New Executive Committee in consultation with the Director of Student Affairs, for the next one year and will enclose it with the Yearly Activity Plan.  Executive Members of the club must be the regular student in the university. Current Executive Committee shall set up the election process and report on the proceedings.

3. One student can’t hold the position of President/Secretary for more than one club. President and Secretary for each clubs will be selected/elected for one year only. One student cannot be re-elected/re-selected as a President/Secretary for another year, except it’s a special case. Voting by the general members to elect the executive members can be practiced, where applicable. The list of General Members will be submitted to DSA. Eligibility of members would be clear and specific.

4. Conveners of all clubs and associations will submit a Yearly Report in the last week of December to Director of Student Affairs, describing the outputs of different event/programs held throughout the year. DSA Office will forward the compiled document to the Vice-Chancellor, through Honorable Treasurer, for information. Besides, Director of Student Affairs will suggest/recommend necessary development/modification for each club/association, if necessary.   

5. Each club will have a specific e-mail address (i.e. diucc@diu.edu.bd) that will be operated by the Club President. There will be a common e-mail address for the clubs (i.e. clubs@daffo..). There will be a common email address for all conveners (clubconveners@diu.edu.bd).   

6. Clubs will concentrate on the central activities and projects, rather than departmental activities and thus before planning and organizing an event/program, club activities and departmental activities should be differentiated.  And also they should focus on outdoor programs instead of indoor programs.
 
7. All event/program proposals and approvals of DIU Clubs will go through DSA Office. Program approval letter will be sent to: Honorable Treasurer, Through- Director, Students’ Affairs.

8. Executive Members of the clubs should maintain good personality and etiquette. If any member is found to act in an indecent way, respective Convener will take steps and inform Director, Students’ Affairs immediately. No politics or influencing behavior will be entertained. Any such activities shall be reported and disciplinary action taken by Proctor.



Source: General Guidelines for DIU Clubs and Association


6
Clubs / Benefits of students from Club Activities and How to Ensure
« on: February 27, 2018, 03:23:03 AM »

Benefits of students from Club Activities and How to Ensure




•Through club activities, students start to enjoy their campus life because they see that the sacrifice of their time is worth the benefits they receive — the friendships, the knowledge, the level of involvement across campus, the building of their professional network, and the amount of adventure and fun they can have as a team.

•Student organizations have a lot to offer. Whether you join as a member or choose to lead one, simply taking part in an extracurricular group will enhance your campus experiences. Gaining skills, making connections, and broadening your knowledge through a student organization will help you become a better-rounded individual — one that’s ready to take on their future career.

•A suitable combination of academic activities with co-curricular and extra-curricular activities helps students to develop time-management skills, build self-esteem, practice goal-setting, learn teamwork and making a contribution to the society.

•Each event/program of a club has to be arranged for the realization of these benefits for the participating students.   


Source: General Guidelines for DIU Clubs and Association

7
Clubs / Objectives of the Clubs and Associations in DIU
« on: February 27, 2018, 03:18:46 AM »

Objectives of the Clubs and Associations in DIU

•Clubs and association in DIU will play the key role to build up an organizational structure for the co-curricular and extra-curricular activities of the students.

•Club activities will provide opportunities to the students to develop stronger relationships, test out their ideas, sharpen organizational and communication skills, gain managing and leadership experiences and broaden their horizons outside academic life.

•Each club and society will organize programs/events which are committed to uphold DIU’s values of developing entrepreneurship, prospering employability skills, gaining self esteem, strengthen organizing skills for our students.   

•DIU believes that required duties are completed by every club and association and they remain a viable part of the campus community.

•Clubs therefore should engage in meaningful projects which students would involve and learn from Clubs will find projects that benefit society, students, university, academic purpose, study purpose, etc.





Source: General Guidelines for DIU Clubs and Association, DIU 


8
Teaching & Research Forum / Re: Status of DIU in SCOPUS
« on: February 27, 2018, 02:50:36 AM »

Our Research Center is working positively to address this issue. Our teachers from all departments have also given properties to increase the no of SCOPUS indexed article. I believe, in near future, DIU will lead the list of Bangladesh.

9
Teaching & Research Forum / Re: Status of DIU in SCOPUS
« on: July 05, 2017, 11:55:10 AM »

Dear Sir, Thank you for letting us know the status of our university as a whole. Now we may organize some integrated policies and actions to increase the no of Scopus Article and take DIU in the top of the list.

DIU Research Center of DIU can take the lead.

10
Transforming Learning Through Student Research
by Patrick Blessinger


The demand for higher education has grown considerably in recent decades. Over the past 20 years global higher education has grown at a rate of about 5% per year. This phenomenon, together with the emergence of open education and the diversification of higher education, has resulted in many countries now reaching universal access status.
 
Given the wide-ranging set of interconnected global problems – political, economic, social and ecological – facing societies today, greater importance is now placed on higher education and lifelong learning as catalysts for change to help address these problems.

Thus, higher education and lifelong learning have become major factors in shaping the global knowledge society.
 
Because of its increasingly important role in society as a knowledge producer, higher education itself has increasingly become the subject of its own research.

For example, within schools of education at many universities, higher education has emerged as a unique field of inquiry for researchers as well as a specialised field of study for students. Also, there has been a proliferation of academic journals focusing on higher education like the one that I edit: The Journal of Applied Research in Higher Education.
 
Shifting paradigms of higher education
 
The word university comes from the Latin word universitas, meaning a community of scholars. The precise origins of the first universities are somewhat obscure since they evolved very slowly in the early years and detailed records where not always kept.

Many early universities began as religious schools and as gathering places for teachers and students. Among the first such gathering places of higher learning were the University of al-Qarawiyyin in Morocco and the University of Bologna in Italy.
 
The modern university model, as we know it today – with its organisational structure of disciplines-faculties, focus on freedom of inquiry, delineation between undergraduate and graduate students, and required courses, examinations and academic degrees – emerged from the European medieval university model with the first doctoral degree awarded about 800 years ago in Europe.
 
The early medieval universities focused primarily on liberal arts studies such as grammar, rhetoric, logic, maths and natural philosophy to help prepare students intellectually for professional fields such as law, theology and medicine.

Pedagogically, scholasticism, with its focus on dialectic reasoning to arrive at philosophical truths, was the prevalent teaching and learning paradigm in the early centuries of the university. During the Renaissance period, humanism, with its focus on critical thinking and empirical observation, began to emerge as a ubiquitous teaching and learning paradigm.

Today, higher education is very diverse and multi-purpose with respect to institutional types – research universities, liberal arts colleges, community colleges and vocational-technical colleges – teaching and learning methods used (pedagogical pluralism), students served, programmes-curricula offered and modes of delivery.

As with any system, natural or social, higher education continues to evolve and modernise itself to better respond to contemporary educational needs. With respect to universities specifically, the predominant model today is the Humboldtian model which emphasises the integration of research, teaching and learning.

The nature of research
 
Broadly defined, research is the process of systematic inquiry. The word research comes from the French word recherché, meaning, to seek or to search for answers to questions.

In academic research, this implies the asking of a research question and then collecting and analysing data and evidence to help answer that question. The nature of the research question posed and the type of data analysed therefore influences the research methodology used.

More narrowly defined, research is a systemic process to investigate the nature of a particular phenomenon which exists in the natural world or the social world or the personal world or any intersections of those worlds.

Because knowledge domains are not mutually exclusive, the domains often overlap. New knowledge often emerges from the domain-spanning intersection of ideas, say between art and science.

Transforming learning through student research

The different types of knowledge domains (science, humanities, arts) emerge from different worlds (natural, social, personal) and, consequently, involve different modes of inquiry (scientific, humanistic, artistic).

Each domain-discipline has developed its own paradigms, models and methodologies for conducting research to address the epistemological (knowledge), ontological (reality) and axiological (values) objectives unique to it.

Principles and concepts from one domain or discipline can be integrated with other domains or disciplines. All domains have the potential to inform and benefit other domains. For example, for scientists and engineers, the humanities and arts have the potential to enhance creative communication and cultural understanding, whereas for humanists and artists, science has the potential to enhance problem solving and critical thinking.

Educational research methods
 
Before the development of formal educational research methods in the 20th century, educational philosophy was greatly relied on to guide the development of theories and assumptions about teaching and learning.

However, with the emergence of the social sciences and with the refinement of educational research methods, together with advances in brain research and learning science, educators now have a broader set of tools and knowledge bases by which to determine the soundness of educational philosophies, teaching methods and learning theories.

Given the huge potential for research of all types to enhance learning outcomes, higher education can benefit from integrating student research activities into curricula at all levels across all domains.

Research occurs along a wide spectrum, from scientific research to humanistic research to art-based research. This spectrum of research activities allows for great flexibility in integrating research into a variety of courses.

By using both critical thinking and creative thinking, students are better able to evaluate issues and problems from a more comprehensive set of perspectives.

Inquiry is a natural human activity that emerges from the basic human drive to make meaning and sense of life and the universe we live in. Hence, when students at all grade levels engage in varied research activities as part of their educational experience, it provides a natural vehicle for transforming learning.

Source: http://www.universityworldnews.com/article.php?story=20170530085248669
Patrick Blessinger is an adjunct associate professor of education at St John’s University in New York City, United States, and chief research scientist for the International Higher Education Teaching and Learning Association. He is senior editor of the Journal of Applied Research in Higher Education.

11
English / Re: What is a PhD?
« on: April 26, 2017, 10:46:44 AM »
Good One, Sir :) :) :)

12
Alumni / Re: Proud Alumni
« on: April 24, 2017, 12:10:14 PM »

Yes I am, another proud Alumnus of DIU.
DIU  :) :) <3 <3

13
 
Advantages Of Blended Learning For Students

With the heavy integration of technologies we’ll be able to improve teaching, information retention, engagement, responsibility and enjoyment.  Students never outgrow their learning styles, meaning blended learning is more important than ever, no matter what the industry is, from schools to universities, in all walks of life.

Increase student interest: when technology is integrated into school lessons, learners are more likely to be interested in, focused on, and excited about the subjects they are studying. Subjects that might be monotonous for some – like math and science, while also increasing information retention.

Keep students focused for longer: The use of computers to look up information & data is a tremendous lifesaver, combined with access to resources such as the internet to conduct research. This engagement and interaction with the resources keeps students focused for longer periods then they would be with books or paper resources, this engagement also helps develop learning through exploration and research.
 
Provides student autonomy:  The use of e Learning materials increases a student’s ability to set appropriate learning goals and take charge of his or her own learning, which develops an ability that will be translatable across all subjects.

Instil a disposition of self-advocacy:  Students become self-driven and responsible, tracking their individual achievements, which helps develop the ability to find the resources or get the help they need, self-advocating so they can reach their goals.

Promote student ownership: Blended learning instils a sense of ‘student ownership over learning’ which can be a powerful force propelling the learning, It’s this feeling of responsibility that helps the feeling of ownership.

Allow instant diagnostic information and student feedback: The ability to rapidly analyse, review and give feedback to a students work, gives the teacher the ability to tailor his teaching methods and feedback for each student, while improving time efficiency.

Enables students to learn at their own pace: Due to the flexibility of blended learning and the ability to access internet resources allows students to learn at their own pace, meaning a teacher can help speed up the learning process or give more advanced resources if necessary.

Prepares students for the future: Blended learning offers a multitude of real-world skills, that directly translate into life skills, from:

Research skills
Self-learning
Self-engagement
Helps to develop a ‘self-driving force’ 
Better decision making
Offers a larger sense of responsibility
Computer literacy

see more @ http://www.teachthought.com/learning/blended-flipped-learning/the-benefits-of-blended-learning/

14
 
What Is Blended Learning?

Blended Learning is a mixture of learning methods that incorporate multiple teaching modals. Aost frequently eLearning and traditional face-to-face learning.

Blended learning is a natural development to the growing accessibility of eLearning, online resources and the continued need for a human component in the learning experience. A blended learning approach ensures that the learner is engaged and driving his or her individual learning experience. This approach also helps cater to the individual needs of the learner, most students have unique learning styles and a blended approach is more likely to cater to those needs than a traditional classroom teaching experience.

Blended Learning Models:

Due to its modular design, blended learning can come in numerous shapes and sizes and be personalized to fit the individual. These types of modals can include:

Online – Instruction occurs via an online platform, with periodic face-to-face meetings.
Rotation: Student rotates between self-paced online learning and face-to-face instruction. Schedules are fixed but flexible.
Flex: Most instruction is delivered online, with teachers providing as needed support in small-group settings.
Personalised blend: Teacher designs face-to-face and anywhere, anytime learning options that straddle the physical classroom and virtual spaces. Learning is the constant and time is the variable.
Online lab: Instructions takes place in a brick and mortar lab. Delivered by an online teacher and supervised onsite by paraprofessionals.
Self-blend: Students take online courses to supplement their tradition schools face to face course catalogue.
Face-to-face: Teacher offers primarily face-to-face instruction, supplemented with technology in the classroom or computer lab.
Why Is Blended Learning Important?

Blended learning is important because it breaks down the traditional walls of teaching, ones that don’t work for all students and now with access to present day technologies and resources we can tailor the learning experience for each student. Blended learning also offers flexible time frames that can be personalized to each person, offering them the ability to learn at their own pace.

Advantages Of Blended Learning For Teachers

With the heavy integration of technologies we’ll be able to improve teaching, information retention, engagement, responsibility and enjoyment.  Students never outgrow their learning styles, meaning blended learning is more important than ever, no matter what the industry is, from schools to corporations, in all walks of life.

Teaching is less expensive to deliver, more affordable and saves time.

Blended learning offers flexibility in terms of availability – Anytime, anywhere. In other words, eLearning enables the student to access the materials from anywhere at any time.

Access to global resources and materials that meet the students’ level of knowledge and interest.

Self-pacing for slow or quick learners reduces stress, increases satisfaction and information retention.

E-learning allows more affective interactions between the learners and their instructors through the use of emails, discussion boards and chat room.

Students have the ability to track their progress.

Students can also learn through a variety of activities that apply to many  different learning styles.

E-learning could improve the quality of teaching and learning as it  supports the face-to-face teaching approaches.

Blended learning also improves other factors for the teacher including:

More engaged students.
Better information and feedback on work
Team teaching
Extended time with students
More leadership roles
Focus on deeper learning
Motivate hard to reach kids
New options to teach at home
More earning power
Individualized professional development plans

See more @http://www.teachthought.com/learning/blended-flipped-learning/the-benefits-of-blended-learning/

15
Faculty Sections / Re: 5 benefits of elearning
« on: April 21, 2017, 08:26:04 PM »

One of the type of e-learning is blended learning. Let us discuss about it. 

Blended Learning is a mixture of learning methods that incorporate multiple teaching modals. Aost frequently eLearning and traditional face-to-face learning.

Blended learning is a natural development to the growing accessibility of eLearning, online resources and the continued need for a human component in the learning experience. A blended learning approach ensures that the learner is engaged and driving his or her individual learning experience. This approach also helps cater to the individual needs of the learner, most students have unique learning styles and a blended approach is more likely to cater to those needs than a traditional classroom teaching experience.

Blended Learning Models:

Due to its modular design, blended learning can come in numerous shapes and sizes and be personalized to fit the individual. These types of modals can include:

Online – Instruction occurs via an online platform, with periodic face-to-face meetings.
Rotation: Student rotates between self-paced online learning and face-to-face instruction. Schedules are fixed but flexible.
Flex: Most instruction is delivered online, with teachers providing as needed support in small-group settings.
Personalised blend: Teacher designs face-to-face and anywhere, anytime learning options that straddle the physical classroom and virtual spaces. Learning is the constant and time is the variable.
Online lab: Instructions takes place in a brick and mortar lab. Delivered by an online teacher and supervised onsite by paraprofessionals.
Self-blend: Students take online courses to supplement their tradition schools face to face course catalogue.
Face-to-face: Teacher offers primarily face-to-face instruction, supplemented with technology in the classroom or computer lab.
Why Is Blended Learning Important?

Blended learning is important because it breaks down the traditional walls of teaching, ones that don’t work for all students and now with access to present day technologies and resources we can tailor the learning experience for each student. Blended learning also offers flexible time frames that can be personalized to each person, offering them the ability to learn at their own pace.

see more @ http://www.teachthought.com/learning/blended-flipped-learning/the-benefits-of-blended-learning/

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