Humans in the Loop (2024)

 

👻 The Ghost in the Machine is an Adivasi Woman

4 Surprising Truths About AI from Humans in the Loop (2024)

Introduction: The Myth of the Autonomous Machine

We are often sold a seductive myth about Artificial Intelligence the myth of the autonomous “black box.” In this techno-fetishistic narrative, AI appears as a pristine, self-actualizing monolith of silicon and logic. It supposedly evolves through mathematical elegance, detached from human friction, culture, and labour.

Humans in the Loop, directed by Aranya Sahay, dismantles this illusion with striking precision. The film follows Nehma, an Adivasi woman from Jharkhand who enters the repetitive and emotionally demanding world of AI data-labelling. Through her experience, the “ghost” in the machine is revealed not as a mystical intelligence but as precarious, invisible human labour.

The film positions AI at the intersection of digital capitalism, cultural erasure, and epistemic power. By reframing the technical term “human-in-the-loop,” Sahay exposes how technology mirrors and reinforces existing social hierarchies. This blog engages with the film using the worksheet’s framework: pre-viewing themes, cinematic analysis, and post-viewing theoretical critique through Apparatus Theory, Marxist Film Theory, Semiotics, and Postcolonial Cultural Theory.

🎬 Pre-Viewing Framework: Context & Core Themes

Before analyzing the four key takeaways, it is important to situate the film within its thematic context.

AI Bias & Indigenous Knowledge Systems

AI bias is not merely a technical malfunction. It emerges when machine learning systems are trained on datasets shaped by dominant cultural assumptions. In Humans in the Loop, bias becomes visible when Nehma’s lived ecological knowledge does not align with the rigid classifications required by the AI system.

The film reframes bias as cultural conflict rather than technical error. Indigenous epistemology rooted in relational understanding of land and community—clashes with algorithmic abstraction. This exposes epistemic hierarchies: systems that decide whose knowledge counts.

Labour & Digital Economies

Digital economies depend on invisible labour. Data labelling, content moderation, and annotation are essential to AI systems, yet these workers remain unseen. The film foregrounds this invisibility, revealing how the intelligence of machines is constructed through repetitive human effort.

Politics of Representation

Representation operates at two levels:

1. The representation of Adivasi identity.
2. The representation of technology as neutral and objective.

The film challenges stereotypes by portraying Nehma as technologically competent yet culturally grounded. It destabilizes the binary between tradition and modernity.

🎥 Takeaway 1: AI Bias is a Cultural Conflict, Not a Technical Bug

In Silicon Valley discourse, bias is treated as a glitch—an outlier to be optimized away. Humans in the Loop challenges this framework. Bias, the film suggests, is the violent friction that occurs when lived indigenous experience is forced into rigid algorithmic categories.

Set in Jharkhand, Nehma’s ecological world is shaped by ancestral ties and environmental nuance. When she trains the AI to “see,” the system fails to recognize her landscape. This failure is not accidental; it is ideological. The algorithm’s architecture reflects a worldview that excludes certain cultural realities.

Through the lens of Representation Theory, we understand that the machine determines which identities are digitizable and which are erased. Bias becomes an act of structural exclusion. The inability of the AI to accommodate Nehma’s knowledge is a reflection of global power hierarchies.

Technological failure, therefore, becomes political design.

🎥 Takeaway 2: The Invisible Labour Behind Your Digital Life

The film’s mise-en-scène visualizes invisible labour with haunting clarity. The organic textures of forest life contrast sharply with the sterile glow of computer screens. Natural rhythms of village life are juxtaposed with the mechanical repetition of digital work.

From a Marxist Film Theory perspective, the film exposes digital capitalism’s extraction model. The AI system—celebrated as autonomous—relies on thousands of hours of manual sorting. Labour is commodified yet erased from public view.

Editing rhythms reinforce this critique:

• Slow, immersive pacing in village scenes
• Mechanical, repetitive cuts in workplace sequences

The viewer feels the emotional weight of monotonous labour. The “magic” of automation is demystified. The machine’s intelligence is revealed as accumulated human exhaustion.

🎥 Takeaway 3: Epistemic Hierarchies—Whose Knowledge Counts?

At its intellectual core, the film interrogates epistemic hierarchies—the structures that privilege certain forms of knowledge over others.

Nehma’s indigenous ecological knowledge is sophisticated and relational. However, the AI system demands simplification into binary categories. Her understanding must be flattened to fit algorithmic logic.

Using Postcolonial Film Theory, this can be read as digital colonization. Just as colonial regimes dismissed indigenous epistemologies as primitive, algorithmic systems subordinate lived experience to computational rationality.

This hierarchy implies that technological objectivity is superior to cultural subjectivity. The film exposes this assumption as ideological rather than neutral.

In forcing Nehma to distort her knowledge, the system performs ontological erasure. Complex truths are discarded for “clean” data. The machine does not learn her worldview; it disciplines it.

 Takeaway 4: The Human-in-the-Loop as Political Metaphor

The technical term “human-in-the-loop” refers to systems that require human supervision. Sahay transforms it into a metaphor for structural entrapment.

Nehma’s personal struggles—family responsibilities, economic precarity—are inseparable from her digital labour. She is not empowered by being “in the loop”; she is confined by it.

From an Apparatus Theory perspective, both cinema and AI function as ideological machines. They frame reality and shape perception. In the film, the technological apparatus mirrors broader societal power structures.

The loop becomes:

• A cycle of economic dependency
• A mechanism of knowledge extraction
• A metaphor for systemic inequality

Rather than depicting agency, the film shows subordination. Nehma’s culture fuels the system without transforming it.

🎬 Cinematic Language & Formal Analysis

The worksheet emphasizes film form, and Humans in the Loop uses cinematic devices strategically.

Mise-en-scène:

The forest symbolizes relational, living knowledge. Office spaces represent abstraction and control.

Cinematography

Wide shots of landscapes evoke openness and continuity. Close-ups of screens create claustrophobia.

Sound Design

Natural ambient sounds contrast with mechanical clicking and digital notifications.

Editing

The alternation between organic and mechanical rhythms structures the viewer’s emotional experience.

From a Formalist perspective, these aesthetic choices are not decorative—they construct meaning. Form embodies ideology.

Ethical & Political Questions

The film invites urgent reflection:

• Who defines valid knowledge in AI systems?
• Can algorithmic systems adapt to cultural specificity?
• What forms of labour remain invisible in digital economies?
• Is technological neutrality a myth?

The film suggests that until epistemic hierarchies are dismantled, AI will replicate structural inequality.

Conclusion: Beyond the Algorithm

Humans in the Loop dismantles the myth of the autonomous machine. It reveals that every algorithm carries the fingerprints of its creators and the labour of marginalized workers.

Nehma’s story reminds us that technological progress is often built upon invisible exploitation and epistemic erasure. The “ghost” in the machine is not artificial intelligence it is human endurance.

The film functions as a mirror for our own digital consumption. As users of seamless AI services, we must question:

• Whose knowledge was flattened to create this efficiency?
• Whose labour remains hidden in the loop?

Until technology recognizes and redistributes power, the loop will remain incomplete an echo chamber of inequality disguised as innovation.

Journey Beyond the Surface: Twenty Thousand Leagues Under the Sea by Jules Verne

Word Count

Approximate Word Count: 950–1100

Abstract

This blog explores Twenty Thousand Leagues Under the Sea by Jules Verne as a pioneering work of science fiction that combines adventure, scientific imagination, and philosophical depth. The novel follows Professor Aronnax and his companions as they journey beneath the oceans aboard the submarine Nautilus, commanded by the mysterious Captain Nemo. Beyond its thrilling underwater exploration, the narrative addresses themes of technological advancement, rebellion against imperial power, isolation, and the relationship between humanity and nature. Verne’s visionary depiction of advanced submarines and deep-sea exploration anticipates modern scientific developments, establishing him as a foundational figure in speculative fiction. The blog highlights how the novel remains relevant today for its scientific foresight, complex characterization, and enduring commentary on freedom and moral responsibility.

Keywords

Jules Verne, Twenty Thousand Leagues Under the Sea, Captain Nemo, Nautilus, science fiction, underwater exploration, 19th-century literature, adventure fiction, imperialism, technology and imagination, oceanography, rebellion, isolation, marine life, speculative science

 

When we think of science fiction today, we often imagine space travel, robots, or futuristic technology. But long before rockets reached the moon, one visionary writer dared to explore the mysteries of the ocean. That writer was Jules Verne, and his groundbreaking novel, Twenty Thousand Leagues Under the Sea, remains one of the most influential adventure stories ever written.

Published in 1870, this novel is not merely a tale of underwater exploration it is a powerful blend of science, imagination, philosophy, and adventure.

🌊 The Story: A Voyage into the Unknown

The novel begins with reports of a mysterious sea monster attacking ships across the globe. To investigate, Professor Pierre Aronnax, his loyal servant Conseil, and Canadian harpooner Ned Land join an expedition. Instead of discovering a monster, they encounter something far more extraordinary: a futuristic submarine called the Nautilus.

The submarine is commanded by the enigmatic and brilliant Captain Nemo. Once aboard, the trio embark on an unforgettable journey beneath the oceans of the world from coral forests and sunken cities to polar ice caps and terrifying sea creatures.

Verne’s detailed descriptions of marine life and underwater landscapes make readers feel as though they are traveling through an unseen world.

⚓ Captain Nemo: A Hero or a Rebel?

One of the most fascinating aspects of the novel is its complex central character, Captain Nemo. 

Nemo is a scientific genius who has rejected society and chosen to live beneath the sea. He despises imperialism and oppression, and the ocean becomes his refuge and weapon against injustice. Yet, he is also capable of vengeance and moral ambiguity.

Is Nemo a freedom fighter? A tragic hero? Or a dangerous radical?

Verne leaves this question open, which makes the novel philosophically rich. Nemo represents rebellion against political tyranny and blind nationalism—ideas that were highly relevant in the 19th century and still resonate today.

🔬 Science Ahead of Its Time

One reason this novel is so remarkable is its scientific imagination.

At a time when submarines were barely functional, Verne envisioned:

Electric-powered underwater vessels

Deep-sea diving suits

Underwater hunting

Oceanographic research

Advanced navigation systems

Many of these inventions became reality decades later. Verne did not simply fantasize; he studied science carefully and extended it logically into the future. This is why he is often called the “Father of Science Fiction.”

🌍 Themes That Go Beyond Adventure

Though it reads like an exciting adventure story, Twenty Thousand Leagues Under the Sea explores deeper themes:

1. Man vs. Nature

The novel portrays the ocean as both beautiful and terrifying. Humans are small compared to its vast power.

2. Isolation and Freedom

Nemo’s choice to abandon society raises questions: Is true freedom found in isolation? Or does it come with loneliness?

3. Colonialism and Power

Nemo’s hatred of imperial powers reflects 19th-century political struggles and anti-colonial resistance.

4. Knowledge and Curiosity

Professor Aronnax represents scientific curiosity the human desire to explore and understand the unknown.

🐙 The Iconic Giant Squid Scene

One of the most unforgettable moments in the novel is the battle between the Nautilus and a giant squid. The scene is intense, dramatic, and symbolic. The squid represents the uncontrollable forces of nature—mysterious and terrifying.

This episode has inspired countless adaptations in films and literature.

📚 Why the Novel Still Matters Today

Even in the 21st century, Twenty Thousand Leagues Under the Sea remains relevant because:

It promotes scientific imagination.

It questions political power and injustice.

It celebrates exploration and discovery.

It presents morally complex characters.

Modern science fiction writers—from submarine thrillers to deep-sea documentaries owe a debt to Jules Verne’s visionary storytelling.

✨ Final Thoughts

Twenty Thousand Leagues Under the Sea is not just a novel about traveling under water. It is a journey into human ambition, rebellion, knowledge, and mystery. Verne invites readers to dive beneath the surface not only of the ocean but also of society and the human soul.

As Captain Nemo sails endlessly through the depths, we are reminded that there are still worlds unexplored both in nature and within ourselves.

Expressionism, Surrealism and Dada: Theory and My Creative Exploration

“When reality breaks, art does not imitate it  it questions it, dreams beyond it, and dares to rebuild it.”

 

This blog has been given by Megha Ma’am during our Literature Festival. Through this task, we were encouraged not only to study major avant-garde movements Expressionism, Surrealism, and the Dada Movement but also to explore them creatively. The assignment challenged us to move beyond theoretical understanding and experience these movements through artistic practice. By combining critical analysis with personal artwork, this blog reflects both academic learning and creative experimentation.

Expressionism, Surrealism and Dada: Theory and My Creative Exploration:

Literature and art movements are not just historical terms; they are powerful reactions to social, political, and psychological conditions of their time. During our Literature Festival, I explored three important avant-garde movements Expressionism, Surrealism, and the Dada Movement not only through theory but also through creative activities. This blog first explains the movements and then connects them with my artistic works.

The early twentieth century was a period of crisis, war, industrialization, and psychological uncertainty. Traditional artistic forms no longer seemed capable of expressing the anxiety, fragmentation, and disillusionment of modern life. As a result, revolutionary movements like Expressionism, Surrealism, and Dada emerged. These avant-garde movements did not simply change artistic styles—they transformed the very definition of art, reality, and truth.

Expressionism: Art as Emotional Truth

Expressionism rejects objective reality and instead seeks to represent inner emotional truth. Rather than depicting the external world as it appears to the eye, Expressionist artists aim to portray what the soul feels, believing that emotional truth is more important than physical accuracy. Reality is deliberately distorted to express anxiety, fear, isolation, psychological tension, and existential crisis. In visual art, this appears through exaggerated lines, jagged shapes, bold unnatural colors, twisted or fragmented figures, and dramatic contrasts of light and shadow that create an intense emotional atmosphere. In literature and drama, Expressionism is reflected in fragmented dialogue, symbolic characters, inner monologues, and a pervasive sense of alienation. Deeply connected to the psychological condition of modern humanity lost, anxious, and spiritually empty—Expressionism raises profound existential questions about identity, meaning, and loneliness in an increasingly mechanical and war-torn world. Ultimately, it transforms art into a powerful scream of the inner self.

My Artwork: Green vs Dry World:

During the festival, I created an artwork using a single sheet of paper. On one side, I decorated it with fresh green leaves and red flowers. On the other side, I pasted dry leaves and broken twigs, creating a barren and lifeless appearance.

How This Reflects Expressionism:

This artwork represents emotional duality:

• Green side → Hope, life, growth
• Dry side → Decay, destruction, climate crisis

The contrast is not realistic representation but emotional symbolism. I did not aim to create botanical accuracy. Instead, I wanted viewers to feel the tension between life and death, nature and destruction.

Like Expressionist art, my work exaggerates contrast to communicate internal anxiety about environmental degradation. The emotional truth becomes more important than realistic depiction.

Surrealism:The World of Dreams and the Unconscious

Surrealism began in the 1920s in Paris after World War I and was officially launched by André Breton in his Surrealist Manifesto (1924). Influenced by Sigmund Freud’s theories of the unconscious, Surrealists believed that rational society suppresses human imagination and desire. The movement explores dreams, fantasies, and irrational thoughts, asserting that the unconscious mind reveals deeper truths than logic. By merging dream and reality, conscious and subconscious, and logic with absurdity, Surrealism challenges conventional perceptions of reality. Its techniques include dream-like imagery, unusual combinations of objects, symbolism, automatic writing, and unexpected juxtapositions. Unlike Expressionism’s focus on emotional intensity, Surrealism delves into hidden psychological layers, seeking to liberate repressed desires, fears, and subconscious memories, and to free the imagination from the constraints of modern civilization.

Core Philosophy:

Surrealism explores the unconscious mind, dreams, fantasies, and irrational thoughts.

Central belief:

The unconscious mind reveals deeper truth than logic.

Surrealism challenges the idea that reality is only what we consciously perceive. It merges:

• Dream and reality
• Logic and absurdity
• Conscious and subconscious

 Tearing Paper with Closed Eyes:

In this activity, I closed my eyes and tore a sheet of paper randomly, creating irregular holes and uneven shapes.

🔹 Connection with Surrealism:

By closing my eyes, I removed conscious control, allowing instinct and spontaneity to guide the process. This reflects the Surrealist technique of automatic creation, where artists avoid logical planning and let the unconscious mind lead.

The unpredictable torn shapes symbolize:

• Subconscious emotions
• Fragmented thoughts
• Hidden inner realities

This activity helped me understand how Surrealism values freedom, imagination, and the power of the unconscious mind.

The Dada Movement: Art as Protest:

What is Dada?:

Dada emerged during World War I as a radical protest against war, logic, and traditional aesthetics. Dada artists rejected reason and embraced absurdity.

Features of Dada:

• Anti-art attitude
• Collage and fragmentation
• Randomness
• Rejection of traditional beauty

Dada questioned the very definition of art.

My Torn Paper as Dada Gesture:

The act of tearing a notebook page without a planned design can also be seen as Dadaist.

Instead of painting something “beautiful,” I destroyed the page. The irregular holes challenge the idea that art must be neat or decorative.

Dada believes:

If society is irrational, art should reflect that irrationality.

The torn sheet, with uneven shapes and raw edges, becomes a protest against perfection. It symbolizes broken systems and fragmented realities.

Through this activity, I realized that art can be rebellion.

🎭 Connecting All Three Movements:

Although Expressionism, Surrealism, and Dada differ in style, they share a common purpose:

• They reject traditional realism
• They challenge rationality
• They prioritize emotion and subconscious
• They question social norms

My green vs dry collage expresses emotional intensity (Expressionism).
My closed-eyes tearing explores subconscious spontaneity (Surrealism).
My destruction of structured paper challenges aesthetic norms (Dada).

Together, these works allowed me to experience art movements not just as academic concepts, but as lived practice.

 Personal Reflection:

The Literature Festival taught me that art is not only about beauty, but also about questioning society and expressing deep emotions, dreams, and protest. I realized that creativity can grow even from randomness and simple materials.

The contrast between greenery and dryness in my artwork reflects today’s environmental crisis, while the torn page symbolizes the fragmentation of modern life. Through these activities, I understood how Avant-garde movements still influence contemporary creativity and critical thinking.

• Expressionism taught me to express inner emotions.
• Surrealism taught me to trust the unconscious mind.
• Dada taught me to challenge traditional norms.

Using leaves, flowers, dry twigs, and paper, I explored powerful artistic philosophies. The Literature Festival became more than an academic event it became a space for experimentation, symbolism, and self-reflection. Art movements are not just part of history; they continue to live through our creative expression.

From Writing to Wisdom: My Learning Journey at the National Workshop on Academic Writing (2026)

 

National Workshop on Academic Writing

27 Jan to 1 Feb 2026

What I Learned from the National Workshop on Academic Writing (2026)

The National Workshop on Academic Writing organized by the Department of English, MKBU, in collaboration with KCG, was a six-day learning experience that completely changed my understanding of academic writing and research.

 The Final Schedule of the Sessions:

Inaugural Ceremony:

The workshop was inaugurated by Prof. B.B. Ramanuj (Hon. Vice Chancellor) and Dr. K.M. Joshi (Dean, Faculty of Arts), who highlighted the disparity between India’s high volume of thesis production versus its lower impact in global citations compared to the US and China. The introductory remarks emphasized the evolution of writing from cave walls to digital screens and the need to preserve "the human in the human" amidst the rise of generative AI.

Dr. Paresh Joshi: 

Beyond the Algorithm: What I Learned About Scientific Thinking in the Age of AI

In today’s world, we are used to getting instant answers from AI and social media. However, Prof. Nigam Dave’s session made me realize that research is not about speed — it is about careful and logical thinking. As researchers, we must maintain our scientific temper, even while using AI tools.

One important lesson was that academic writing is different from creative writing. In research, we should focus on facts, clarity, and evidence. Instead of saying “I feel,” we should write “The data suggests.” Research requires objectivity, not personal opinion.

He also explained that before giving our own argument, we must first listen to what others have already said. This means reading previous studies, understanding different viewpoints, and then presenting our ideas. Research is like joining an ongoing discussion   we must listen before we speak.

Another key idea was the importance of clear communication. Complicated language does not make us intelligent. Following the KISS principle (Keep It Short and Simple) makes our writing more effective.

We also learned about prompt engineering how to give clear instructions to AI. A good prompt includes role, task, context, constraints, and output format. Without clarity, AI can give incorrect or confusing answers.

Prof. Dave explained the difference between Buddhi (intelligence) and Vivek (wisdom). AI has intelligence, but it does not have wisdom. It can produce confident answers, but sometimes they are wrong. So, we must always verify information.

This session taught me that AI should support our work, not replace our thinking. True research still depends on human judgment and responsibility.

Advanced Academic Writing

Dr. Kalyan Chattopadhyay:

Mastering Academic Writing: Key Lessons from Dr. Kalyan Chattopadhyay:

In this masterclass, Dr. Kalyan Chattopadhyay helped us understand the real difference between being a reader of literature and becoming a serious researcher. He explained that many students struggle with publishing their research because their writing style does not match international standards.

One important point he made was that strong English skills are necessary before we can write high-quality research. Many PhD theses are completed, but very few get published internationally because they lack proper structure and academic style.

The Four Pillars of Academic Writing:

Dr. Chattopadhyay explained four main qualities every research paper must have:

1. Formality: Academic writing should not sound casual. We should avoid slang, contractions, and emotional language.

2. Objectivity:Research should be based on evidence, not personal opinion. Instead of saying “I think,” we should focus on what the data shows.

3. Clarity:Ideas must be clearly connected. He introduced the TEAL structure: Topic sentence, Evidence, Analysis, and Link.

4. Precision: We should avoid vague words like “many people” or “long ago.” Instead, we must give exact numbers, dates, and clear references.

Research is About Questioning, Not Proving:

Another important lesson was about research attitude. We should not start research with the aim to “prove” something. Instead, we should examine and question it. Like in a fair trial, we must look at evidence before reaching a conclusion.

He also explained the difference between teaching children (Pedagogy) and teaching adults (Andragogy). As adult learners, we must take responsibility for our own learning.

Structure of a Research Paper:

He discussed the IMRAD format:

• Introduction
• Methods
• Results
• Discussion

He also explained that findings (data) and interpretation (meaning of data) are different and should not be mixed.

Important Writing Skills:

We learned about:

• Hedging (using words like “may” or “suggests” instead of making strong claims)
• Proper citation and avoiding plagiarism
• The difference between knowing grammar and actually using it effectively in research writing

Final Reflection Task:

To apply these lessons, we were asked to write a short reflection covering:

• Our hypothesis
• Evidence
• Claims
• Relevance
• Methodology

AI Hallucinations & Research Integrity

Dr. Nigam Dave:

Navigating the AI Age: A Simple Guide to Hallucination and Academic Integrity:

We are living in a time when information is everywhere. Earlier, students struggled to find books in libraries. Today, with AI tools and instant internet access, information appears within seconds. But the real challenge now is not finding information it is verifying whether it is true.

Prof. Nigam Dave explains that we are in the era of Industry 5.0, where humans and machines work together. This system is called the Human–Cyber–Physical System (HCPS). The machine provides speed and data, but the human must remain the final decision-maker. Technology can assist us, but it cannot replace our ethical judgment.

Understanding AI Hallucination:

One of the biggest risks of using AI in academics is something called AI hallucination. This happens when AI generates information that sounds correct but is actually false.

AI does not “know” facts like humans do. It predicts words based on patterns and probability. If it cannot find exact data, it may create something that looks believable. The problem is that AI presents both real and false information in the same confident tone. This creates a dangerous confidence gap — we trust it because it sounds professional.

For example, AI might invent quotations, misattribute references, or create fake citations that appear authentic. If students do not verify sources carefully, they may unknowingly include incorrect information in their work.

Why Humanities Students Must Be Extra Careful:

Students of English and other qualitative subjects are especially vulnerable. Unlike mathematics or science, literary studies do not always have clear numerical proof. AI can imitate academic writing style very smoothly, making fabricated ideas seem genuine.

Phrases like “scholars agree” or “numerous studies show” may appear impressive, but without proper citations, they are meaningless. Humanities research depends on accurate references and careful interpretation.

Using AI the Right Way:

Prof. Dave emphasizes that AI should be used as an assistant, not as a replacement for thinking.

Ethical uses of AI include:

• Improving grammar and structure
• Formatting citations
• Identifying logical gaps
• Understanding submission guidelines

However, every fact must be verified manually. Blind copying is academically dangerous and unethical.

The New Role of the Scholar:

In today’s digital world, scholarship is no longer about memorizing information. It is about critical verification.

The future scholar must:

• Think independently
• Cross-check sources
• Maintain integrity
• Slow down and reflect

Technology is powerful, but it cannot replace human wisdom. In this AI-driven age, the true strength of a scholar lies not in speed, but in careful judgment and ethical responsibility.

Dr. Nigam Dave explained that AI sometimes creates fake facts or citations, which is called AI hallucination. So, we should always fact-check AI content.

He told us to use AI ethically for proofreading, formatting or checking originality not for writing full research papers.

He also introduced the idea of “AI policing AI”, meaning using tools to detect AI-generated text.

From this session, I learned that honesty and careful checking are very important in research.

Publishing in Indexed Journals (Online Session)

Dr. Clement Ndoricimpa:

My Learning on Publishing in Scopus and Web of Science:

In this session, I learned that publishing in Scopus and Web of Science is not just about writing a paper it is about entering a global academic conversation. These indexed journals are highly respected, and publishing in them increases visibility, citations, funding opportunities, and career growth.

One key lesson was the importance of structure. Academic papers must follow the IMRAD format: Introduction, Methods, Results, and Discussion. This structure helps reviewers clearly understand the research. A well-organized paper shows professionalism and clarity.

I also understood how to write a strong introduction using three steps:

1. Establish the research area.

2. Identify a gap in previous studies.

3. Present the purpose of the current study.

The idea of the “No Free Assertion” rule was especially important to me. Every claim must be supported with proper references. We cannot simply say “many scholars argue” without naming them. Evidence builds credibility and avoids plagiarism.

Another useful point was about ethical use of AI tools. AI can help improve grammar and clarity, but copying AI-generated content is not allowed. Journals expect originality and honesty. I also learned the importance of creating an ORCID iD and using tools like Mendeley to manage references properly.

Finally, I understood that publishing is not just about completing research; it is about making a meaningful contribution to global knowledge. With proper structure, ethical practice, and strong evidence, academic writing becomes more impactful and professional.

This session helped me see research writing as a strategic and disciplined process, not just an assignment task.

Career & NET Preparation

Dr. Kalyani Vallath: 

Dr. Kalyani Vallath shared powerful insights about the future of English Studies. Her message was clear: the traditional way of studying literature is no longer enough. We must move from memorizing notes to developing real skills, critical thinking, and professional adaptability.

She emphasized that education should move from “memorizing notes” to developing critical thinking, creativity, and practical skills. With the impact of NEP 2020 and Artificial Intelligence, English graduates must become adaptable and professionally skilled. Literary knowledge remains valuable, but students must also learn communication, digital tools, and career planning.

One major lesson was that academic writing is a skill, not a natural talent. Good research requires planning, identifying gaps, and organizing ideas clearly. Writing helps develop understanding; we should not wait for perfect knowledge before beginning.

Dr. Vallath also discussed the smart and ethical use of AI. AI can assist with structure, summaries, and clarity, but it should never replace original thinking. Integrity and originality remain essential in academic work.

For competitive exams like UGC NET/SET, she advised focusing on logical reasoning instead of memorizing everything. Understanding question patterns and avoiding extreme options can improve accuracy.

Finally, she encouraged students to diversify their careers. English graduates can explore content writing, publishing, media, ELT, corporate communication, and research. A strong digital portfolio is now more important than a simple CV.

Overall, the workshop inspired me to view academic excellence as a continuous, disciplined journey. Success depends on adaptability, structured learning, and the courage to grow independently in a competitive world.

Multimodal E-Content Creation

Dr. Dilip Barad:

AI-Augmented Learning in Higher Education:

Education is changing under NEP 2020. Universities must move beyond traditional “note-giving” methods and prepare students for a digital future. Barad Sir emphasizes that college students are adult learners, so teaching should shift from pedagogy (child-focused learning) to self-directed learning (heutagogy). Students must explore, question, and take responsibility for their own growth.

AI is not the enemy of education it is a tool. However, it should be used as an assistant, not a replacement for thinking. AI can help with summaries, formatting, and organizing ideas, but students must verify facts and develop their own voice. Critical thinking remains essential.

Among AI tools, NotebookLM is useful because it works only with uploaded sources, reducing misinformation. It can generate summaries, mind maps, and structured study materials. Still, human verification is necessary.

Barad Sir also suggests adding a “fifth quadrant” to digital learning self-study with AI as a sparring partner. Students can use AI for quizzes, debates, and practice questions, making learning active rather than passive.

The main goal is to bridge the gap between degrees and real-world skills. By combining natural intelligence with AI support, students become independent thinkers and creators.

In the end, AI may assist with technical work, but humans remain the true architects of ideas.

In the final phase of the workshop, Dr. Dilip Barad introduced us to the idea of the “Fifth Quadrant” of e-content. He explained that learning should not be limited to reading and writing only, but should include AI-based activities that develop critical thinking and self-learning (Heutagogy).

He demonstrated how to use NotebookLM to create:

• Audio podcasts
• Video scripts
• Infographics

from simple source material.

This session showed us how technology can make learning more creative and interactive. I learned that teaching and learning can go beyond textbooks by using digital tools in a smart and meaningful way.

The National Workshop on Academic Writing (27 January – 1 February 2026) was more than just a training program—it was a transformative learning experience for me. Each session helped me understand that academic writing is not only about language, but about structure, discipline, ethics, and critical thinking.

From Dr. Kalyan Chattopadhyay, I learned the importance of formality, clarity, precision, and objectivity in research writing. From Dr. Nigam Dave, I understood the risks of AI hallucination and the need for research integrity and fact-checking. Dr. Clement Ndoricimpa showed us how publishing in Scopus and Web of Science requires proper structure, strong evidence, and ethical practice. Dr. Kalyani Vallath inspired us to think beyond rote learning and prepare for NET and diverse career opportunities with confidence. Finally, Dr. Dilip Barad introduced innovative digital tools like NotebookLM and explained how AI can support self-learning through the “Fifth Quadrant” approach.

This workshop changed my mindset. I now understand that research is not about proving something quickly, but about questioning carefully, verifying facts, and contributing responsibly to knowledge. In the age of AI, human judgment, honesty, and critical thinking are more important than ever.

Overall, this workshop motivated me to become a more responsible researcher, an ethical AI user, and a lifelong learner.

🎥Video Recordings of the Workshop▶️ 

📸Photo Album of the Workshop🖼️

📚 Social Media Coverage📢 

📌 Brief Report🔍