As we grew up during our high school days in the 80s, the discussion on career choice was a simplistic one with 5 choices - 3 in professional career (engineering, medicine and chartered accountancy) , 1 in academic career (do a graduation in general stream to become a school or college teacher or in government services, if you get lucky) and finally an option for non academics (try to do something which can give you a survival income with not much aspiration). This may sound rude, however, the reality was closer to this in terms of categorization of individual students. Simplicity was the hallmark of career counselling through all of 80s and most of 90s. The new millennium started changing it all. Information Technology, dot com were new words added to career counselling parlance. From around 2015-16, the new coinage of terms with a suffix of 'tech' started appearing - edtech, fintech, adtech, hrtech, and so on. And a post-covid era in India started with a madness around "
T he pandemic has impacted learning the most since the advent of internet and its influence on the way we learn. we have been experimenting with "digital learning" for some time time now. However, we are yet to reach a stage where digital learning or as it is more commonly understood in the current context, digital blended learning has reached a level of efficiency that is as comparable with Face-to-face learning. So, the question that I have been asking myself as an educator - how do we improve the efficiency or the effectiveness of the digital blended learning? A parallel field of technology development has been the r ise of application of Artificial Intelligence (AI) and Machine Learning (ML). Can we use this tool to enhance the learning experience in the new normal? As we dive deep into the field of AI/ML, we realize that data (stated or unstated) is what the computer programs use to 'predict' or 'recommend' something across a wide range of consumer appl