Welcome to SRM University Learning Centre

Vision

The SRM University Learning Centre (ULC), is a place where our University faculty, staff, students, and other members work in a collaborative environment to create rich, engaged learning and teaching experiences; conduct research in all aspects of education; increase student success, build vital partnerships for improved learning, and invites individuals to become members of an intellectually diverse, active learning community.

Mission

To facilitate a productive educational environment in the Institute by motivating teachers and students towards an efficient and enjoyable educational interaction through exposure to research-based, scientifically-proven, and innovative teaching-learning methodologies, to promote high class research in education, to create and develop synergy between the teachers and students for a new and sustainable paradigm of higher technical education, with the ultimate aim of producing human resources of the highest professional and personal quality.

About SRM University Learning Centre

Center Goals

The SRM University Learning Centre (ULC) will:

a) Engage University faculty, staff, students, to work in a collaborative environment to create rich, engaged learning and teaching experiences;
b) Contribute to significant increases in student learning retention and graduation rates; and thus
c) Establish our University as a System leader in the areas of Educational Research.



The Center will be:

a) Integral to the academic mission of the university
b) Essential in offering stronger and more integrated learning support services to its faculty members and students
c) Led by experienced faculty, staff, and students
d) Charged to build the capacity of the university to integrate teaching, learning, with engagement through active-learning and related academic initiatives
e) Provided with curricular support for both traditional and distant learning courses and environments
f) Conducting research in education to support arts education, science education and engineering education
g) Positioning the institution as a leader in efforts to advance engaged teaching and learning.

MIND MAP

Core Members

Faculty Team
  • Rajeev Sukumaran

    Senior Advisor
    University Learning Centre

  • Christhu Raj

    Assistant Professor
    University Learning Centre

  • John Blesswin A

    Assistant Professor
    Computer Science and Engineering

  • Kirthiga Devi T

    Assistant Professor
    Information Technology

  • Selva Mary G

    Assistant Professor
    Information Technology

  • Srinivasan Latha

    Assistant Professor
    University Learning Centre

  • Nithyananthan V

    University Learning Center

  • Jaganath M

    Project Associate
    University Learning Centre

Student Team
  • Reez Patel (RA1511008010255)

    Developer
    University Learning Centre

  • Monish De (RA1511008010261)

    Developer
    University Learning Centre

  • Shujaatullah Khan (RA1411008010103)

    Developer
    University Learning Centre

  • Vatsalya Singhi (RA1411008010104)

    Developer
    University Learning Centre

  • Jegadesh B S (RA1411008010157)

    Developer
    University Learning Centre

Workshops & Events

Faculty Members & Support Staff
Certification Workshops
No Workshop Participants Hours/Days Learning Objectives(OBF) Methods* Education Theories Follow-up
1 Curricula Design Curricula Design Team 24 Hours/3 full-days At the end of this workshop,participants would be able to:
1. Use learning theories for course design.
2. Design courses using learning models.
3. Design Programme learning outcomes. (PEO, PLO)
4. Generate plan for implementation
5. Assess & Evaluate Curricula Implementation
AL, EL, PBL Epistemology: Engineering, Curricula Dimensions of Knowledge: 6 types Philosophy of Knowledge: 4Qs Relations: Concept Map, Mind Map Models: OBF, CDIO - Scientific Proof Standards: Bologna, Washington Weekly Follow-up till Curricula Design Documentation and Curricula Implementation
2 Instructional Design All Teaching Faculty Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Adult learning principles.
2. Analyzing tasks and building learning objectives.
3. Justify the need for Message design principles.
4. Create Learning Feedback.
4. Plan for assessments and evaluation.
AL, EL, PBL Learning: Bloom, Kolb, Dale - Proofs Instruction: 9 Events, 17 Messages Assessment: Rogers, AFL, AOL Evaluations: Kirkpatrick - Proofs Weekly Follow-up till "Instructional Design Documentation" is created
3 Teaching Learning Transaction All Teaching Faculty Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Plan for a course delivery
2. Analyze learning flow
3. Multi-tasking skills and practices in lecture & labs
4. Learning verification and validation
5. Maintain decorum and discipline
AL, CBL Learning Types: DBL, SL, IBL, PBL, EL, CBL – Scientific Proofs Instruction: Gagne, ARCS, ISD Discipline Theories – students/staff Weekly Follow-up till "Instructional Practice Documentation" is created
4 Teaching Learning Transaction All Teaching Faculty Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Differentiate myths and facts on assessment, evaluation
2. Analyze formative, summative, confirmative assessment
3. Identify holistic learning assessment and behavior
4. Design learning evaluation tools
5. Verify learning sustenance
AL, EL, IBL, PBL Assessments: Formative, Summative, Confirmative - Proofs
Feedback: Rogers, Thurlings
Evaluation: Kolb, Kirkpatrick
Sustenance: Scriven, Ringer
Weekly Follow-up till "Assessment & Evaluation Practice Documentation" is created
5 Educational Behavioral Essentials All Teaching Faculty Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Analyze psycho-socio elements of Teaching Profession
2. Create identity and roles
3. Differentiate personality perceptions and reality
4. Distinguish the generations and their characteristics
5. Manage self in dynamic ecosystem
IBL, Probe Psycho-Social behavioral theory
Identity-roles: Personal, Public, Professional Anthropology and Generations Learning dynamics and behavior
Weekly Follow-up till "Discipline & Behavior Practice Documentation" is created
6 Educational Research Faculty Members involved in Research 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Analyze techniques to conduct educational research
2. List Research Methods: Question, Theory, Methods, Reason, Replication, Generalization, Disclose
3. Research on learning motivation and development
IBL, PBL Themes: Mindset, Epistemology, Mechanisms, Systems, Diversity, Inclusiveness
Theory: Grounded, Ethnography, Action, Phenomenography, Discourse Analysis
Weekly Follow-up till "Educational Research - Best Practices Documentation" is created
7 Industrial Consultancy Practices Faculty Members involved in consultancy 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify domains in industrial consultancy
2. Use theories in need analysis and consulting3. Design consultancy framework
4. Generate themes in consultancy
5. Solve client needs and requirements
IBL, PBL, EL Domains: Strategic Studies, Problem Solving, Service Provision, Process Consulting
Theories: Schein’s, CAM, PC
Themes: Project, Design, Software, Management, Educational, Skill, Quality
Weekly Follow-up till "Consultancy Practices Documentation" is created
8 Funded & Sponsored Research Practices Members involved in funded research 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Differentiate funded and sponsored research
2. Identify research mindset and practice mindset
3. Author to write high-impact project proposals
4. Utilize research validation techniques
5. Create high profile research skills
EL, IBL, PBL Consulting Research,Scholarly Research
Theories : Research Mindset, Methodology, Data Analysis, Interpretation, Research Accumen
Themes: Consultancy, Infrastructure, Extensions, Incubation etc.
Weekly Follow-up till "Funded & Sponsored Research Practices Documentation" is created
9 Scientific Educational Practices All Teaching Faculty Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify how brain constructs knowledge, skills
2. Use learning theories for teaching
3. Design courses using learning models
4. Facilitate learning with learning styles
5. Generate positive outlook towards learning
EL, PBL 3Cs, Andra, Ergo, Ubuntu gogies
ADDIE, ARCS, DBL, SL, IBL, PBL, EL, CBL, Concept, Mind-MapInstructional & Course Design, Conduction, Assessment, Evaluation Discipline Theory, Pillars to Succeed
Weekly Follow-up till "Scientific Learning Practice Documentation" is created
10 Learning & Leading Principals, Deans, Directors, Heads of Departments 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify how brain learns competency
2. Use Educational Theories for Positionality3. Build Skills, Competency & Performance
4. Learn Theories to Mentor, Coach, Guide
5. Inculcate Responsibility and Accountability
EL, PBL, IBL Theory: Heuta, Ubuntu, Tirby gogies
Dimension: Skill-Competency Matrix
Method: Coaching, Discipline, Feedback
Practice: Culture Relations formation
Roles: Rules, Responsibilities
Accountability, Corrections
Monthly Sustenance follow-up for 6 months Help for setting up "Leadership Competency Center"
11 Technology enabled Learning All Teaching Faculty Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify learning with technology tools
2. Learn to learn using technology
3. Experimenting using virtual environments
4. Identify learning measurement techniques
5. Relate e-Content and multi-dimensional content
PBL, CBL, IBL Theory: Ergonagy, Technogogy, Ubuntugogy
Tools: All MOOC, Web 2+
Case Studies: NPTEL, A-View
Weekly Follow-up till “Scientific Learning Practice Documentation” is created
12 Cultivation of Research Mindset All Faculty involved in Research 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify how brain analyzes and synthesizes
2. Assess research thought mindset and perception
3. Distinguish facts, concepts, principles, theory and law
4. Choose directional, dimensional, phenomenal, oriental
5. Identify behavioral implications in cultivating mindset
CBL, RBL 6 Dimensions of knowledge 4Q principles and practice ADDIE, Knowledge construction
Theory: Brain Quadrants
Assessments : Benziger, McCrae
Weekly Follow-up till “Scientific Research Mindset Practice Documentation” is created

*AL - Active Learning, EL - Experiential Learning, PBL - Problem Based Learning, SL - Solution Based Learning, IBL - Inquiry Based Learning, RBL - Research Based Learning

Support and Maintenance Staff
No Workshop Participants Hours/Days Learning Objectives(OBF) Methods* Education Theories Follow-up
1 Perceptual Learning for Skill Development All Technical / Support Staff Members 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify how brain learns skills
2. Differentiate Skill, Knowledge, Competency
3. Identify Learning & Retention Methods
4. Relate practice to skill construction
5. Generate skill coaching matrix & metrics
EL, PBL, SL Ergonagy, Heutagogy Skill-Development Matrix Mind-Map, Technical Instructional Practices Skill Measurement Scale Monthly Sustenance follow-up for 6 months Help in setting up "Skill Development Cell"
2 Workplace Ethics and adapting to Cultural Diversity All Technical / General Maintenance / Security Staff 24 Hours/3 full-days At the end of this workshop, participants would be able to:
1. Identify workplace diversity
2. Personality and egocentricity
3. Identify ethical behavior in workplace
4. Distinguish discipline and personality traits
5. Identify counseling and behavioral issues
CBL, SL Theory: Socio-cultural
Settings: Ethics, Morals, Culture, Religion, Values
Personal: Honesty, Integrity,
Class: Submissive, Insufficiency, Deficiency
Weekly Follow-up till “Culture and Practices Documentation” is created
Conferences, Symposium & Events for Higher Education Teachers
No Confrence/Symposium Participants Hours/Days Learning Objectives(OBF) Methods* Education Theories Follow-up
1 International Conference in Education All Teaching Faculty 24 Hours/3 full-days At the end of this conference, delegates would be able to:
1. Identify new teaching-learning strategies
2. Provide opportunities to share innovations in learning
3. Learn from others experiences and success stories
4. Discuss aspects to improve learning experience
5. Generate collaboration among teaching fraternity
EL, PBL, SL All Areas of Engineering Education and Research Monthly Sustenance follow-up for 2 months to help set up teaching learning centers in educational institutions
2 Symposium on Teaching Learning in Higher Education All Technical / General Maintenance / Security Staff 24 Hours/3 full-days At the end of this symposium, delegates would be able to:
1. Identify interested faculty members in teaching learning
2. Provide a platform to share new thoughts and ideas
3. Learn from others experiences and learning’s
4. Discuss activities for cooperative learning development
5. Generate collaboration among teaching faternity
CBL, SL All Areas of Engineering Education and Research Weekly Follow-up till "Culture and Practices Documentation" is created
3 Teaching Skill Event All Technical / General Maintenance / Security Staff 24 Hours/3 full-days At the end of this event, delegates would be able to:
1. Identify new teaching techniques for producing a skill
2. Analyze ways of learning skills and practices
3. Identify best methods to teach a topic
4. Distinguish between surface and deep learning
5. Create teaching learning materials
CBL, SL Specific Areas of Engineering Education and Research Weekly Follow-up till "Teaching Culture and Practices Documentation" is created

*AL - Active Learning, EL - Experiential Learning, PBL - Problem Based Learning, SL - Solution Based Learning, IBL - Inquiry Based Learning, RBL - Research Based Learning

Undergraduate Students Workshops
No Name of Workshop Target Audience Hours/Days Learning Objectives(OBF) Methods* Education Theories Follow-up Actions
1 Perceptual Learning in Engineering Thinking (PET) First Year Engineering Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Develop engineering thinking
2. Identify thinking, intelligences, personality & learning style
3. Cultivate self-responsibility and self-discipline
4. Use behavioral theories for self identify & positioning
5. Identify learning needs, qualities & strengths
6. Practice engineering thinking with demonstrations
EL, PBL, IBL Pedagogy, Andragogy, 3C’s, Inquiry Holistic Thinking Pyramid, Arts to Engineering, Cone of Learning Social, Emotional Balance Ubuntugogy, Conditions of Learning Discipline Theories, Pillars to Succeed Psychomotor, Affective & Cognitive Taxonomy of Educational Objectives Sustenance follow-up for next 3 months Help for setting up "Student Learning Practice Center"
2 Perceptual Learning in Engineering Fundamentals (PLF) Second Year Engineering Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Identify how brain learns fundamental knowledge
2. Use cognitive theories for learning technical courses
3. Promote learning methods and tools
4. Identify work interest and positioning
5. Self-assess leisure and work interest
6. Practice learning retention exercises
AL, EL, PBL, DL, SL, IBL Engineering Epistemology 6D’s of Fundamental Knowledge DBL, SL, IBL, PBL, EL, CBL Concept Map & Mind-Map SII, MII, KSA Matrix, Elaboration theory Learning Assessment & Evaluation Myths to Laws, Learning Cycle Learning Design Framework Sustenance follow-up for next 3 months Help for setting up "Engineering Funda Practice Lab"
3 Perceptual Learning in Engineering Fundamentals (PLF) Third Year Engineering Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Identify purpose of existence and life values
2.Use cognitive theories for learning technical applications
3. Interrelate skill, knowledge, competency
4. Developing research thinking
5. Generate skill coaching matrix & metrics
6. Grow from knowledge to wisdom
EL, PBL, SL, IBL Ergonagy, Heutagogy ADDIE, ARCS, Component Display Instructional System Design Skill-Competency Matrix Occupational Orientation Mentor, Coach, Guide, Supervise Skill Measurement Scale Feedback Methods & Analysis Sustenance follow-up for next 3 months Help in setting up "Project Development Lab"
4A Perceptual Orientation for Corporate Readiness (PCR) Careers towards Industrial Jobs 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Identify metacognitive self governance
2. Relate learning & work culture to growth potential
3. Relate practice to skill construction to job success
EL, PBL, SL, IBL Truth, Honesty, Integrity & Values Learning competency framework Career competency and skill cquisition Leadership learning and practice Sustenance follow-up for next 3 months Help in setting up "Skill Development Centre"
4B Perceptual Orientation for Higher Education & Research (PHER) Careers towards Education & Research 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Cultivate research mindset
2. Create mathematical expressive skill
3. Create Research Proposals
EL, PBL, SL, IBL Behaviorist, Humanist, IP Model, Activity Model, Situated, Constructivism, Truth, Honesty, Integrity & Values CDIO, Introspection, Self-actualization Sustenance follow-up for next 3 months in setting up "Learning Research Lab"

*AL - Active Learning, EL - Experiential Learning, PBL - Problem Based Learning, SL - Solution Based Learning, IBL - Inquiry Based Learning, RBL - Research Based Learning

Postgraduate Students Workshops
No Name of Workshop Target Audience Hours/Days Learning Objectives(OBF) Methods* Education Theories Follow-up Actions
1 Perceptual Learning in Higher Engineering Thinking (PHET-I) First Year Post Graduate Engineering Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Develop ability to think in mathematical terms
2. Identify how brain analyzes and synthesizes
3. Utilize message design for effective learning
4. Practice learning verification and validation
5. Distinguish facts, concepts, principles, theory and law
6. Inculcate responsibility and accountability
EL, PBL, IBL Andragogy, Heutagogy, Inquiry Holistic Thinking Pyramid, Arts to Eng. Learning – Cone, Taxonomy, Structure Concept Map & Mind-Map Ubuntugogy, Technogogy, Conditions of Learning, Myths to Laws, Discipline Theories, Pillars to Succeed Sustenance follow-up for next 3 months Help for setting up "Student Learning Practice Center"
2 Perceptual Learning in Engineering Research Competency (PERC-I) Second Year Post Graduate Engineering Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Multi-tasking skills and practices in lecture & labs
2. Identify behavioral implications in cultivating mindset
3. Learn to learn using technology
4. Assess research thought mindset and perception
5. Choose directional, dimensional, phenomenal, oriental
6. Assess research thought mindset and perception
AL, EL, PBL, DL, SL,IBL Engineering Epistemology 6 Dimensions of knowledge 4Q principles and practice ADDIE, Knowledge onstruction SII, MII, Elaboration theory Research Assessment & Evaluation Learning Cycle, Design Framework Sustenance follow-up for next 3 months Help for setting up "Engineering Research Practice Lab"
3 Perceptual Orientation for Corporate Readiness (PCR) Careers Towards Industrial Jobs 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Identify metacognitive self governance
2. Relate learning & work culture to growth potential
3. Relate practice to skill construction to job success
EL, PBL, IBL, SL Behaviorist, Humanist, IP Model, Activity Model, Situated, Constructivism, Truth, Honesty, Integrity Values CDIO, Introspection, Self-actualization Sustenance follow-up for next 3 months Help in setting up "Skill Development Council"

*AL - Active Learning, EL - Experiential Learning, PBL - Problem Based Learning, SL - Solution Based Learning, IBL - Inquiry Based Learning, RBL - Research Based Learning

Postgraduate (Management) Students Workshops
No Name of Workshop Target Audience Hours/Days Learning Objectives(OBF) Methods* Education Theories Follow-up Actions
1 Perceptual Learning in Higher Management Thinking (PHMT-I) First Year Post Graduate Management Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Develop ability to think in analytical terms
2. Identify how brain analyzes and synthesizes
3. Utilize message design for effective learning
4. Practice learning verification and validation
5. Distinguish facts, concepts, principles, theory and law
6. Inculcate responsibility and accountability
EL, PBL, IBL Andragogy, Heutagogy, Inquiry Holistic Thinking Pyramid, Arts to Eng. Learning – Cone, Taxonomy, Structure Concept Map & Mind-Map Ubuntugogy, Technogogy, Conditions of Learning, Myths to Laws, Discipline Theories, Pillars to Succeed Sustenance follow-up for next 3 months Help for setting up "Student Learning Practice Center"
2 Perceptual Learning in Management Research Competency (PMRC-I) Second Year Post Graduate Management Students 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Multi-tasking skills and practices in lecture & labs
2. Identify behavioral implications in cultivating mindset
3. Learn to learn using technology
4. Assess research thought mindset and perception
5. Choose directional, dimensional, phenomenal, oriental
6. Assess research thought mindset and perception
AL, EL, PBL, DL, SL,IBL Engineering Epistemology 6 Dimensions of knowledge 4Q principles and practice ADDIE, Knowledge construction SII, MII, Elaboration theory Research Assessment & Evaluation Learning Cycle, Design Framework Sustenance follow-up for next 3 months Help for setting up "Management Research Practice Lab"
3 Perceptual Orientation for Corporate Readiness (PCR) Careers towards Industrial Jobs 32 Hours/4 full-days At the end of this workshop, participants would be able to:
1. Identify metacognitive self governance
2. Relate learning & work culture to growth potential
3. Relate practice to skill construction to job success
EL, PBL, IBL, SL Behaviorist, Humanist, IP Model, Activity Model, Situated, Constructivism, Truth, Honesty, Integrity & Values CDIO, Introspection, Self-actualization Sustenance follow-up for next 3 months Help in setting up "Skill Development Council"

*AL - Active Learning, EL - Experiential Learning, PBL - Problem Based Learning, SL - Solution Based Learning, IBL - Inquiry Based Learning, RBL - Research Based Learning