ABSTRACT
With more than 10,000 engineering colleges in India including an intake of nearly 16 lakhs of undergraduate and two lakhs of postgraduate students per year, engineering curriculum, especially, the humanities, offer immense opportunities for teaching. Besides, with the young population attracted to novel technological gadgets, it should be much easier for the teachers to reach them by integrating their pedagogical methods through technology. To the contrary, many of the teachers are wary of using technical aids partially due to their perceived threats and mostly due to the inadequate support system available to train and empower them. Interestingly, those uncommon teachers who could use technology effectively rarely devote any time to share their experiences that will nudge the unwilling lot to embrace technical tools for effective teaching. This chapter, while filling this gap, by way of sharing the knowledge gained through first-hand experience, seeks to stimulate the apprehensive teachers to develop expertise in techno-mediated teaching. Simultaneously, it demonstrates how techno-mediated teaching facilitates reconfiguration of instructional design that focuses on the learner-centred mode whether it is for a limited 50 students in a cosy language lab or for 5000 and odd students managed through online course platforms like Moodle, Blackboard, or Brihaspati.
