Classroom batches
In-person batches at our Shakarpur centre, with supervised lab work and a trainer who can see when you are stuck before you say so.
All 106 courses on this site run in the classroom at Shakarpur, so if in-person study is what you want, the whole catalogue is open to you. The list further down is the smaller and more useful answer: the courses that runonly in a classroom, because they cannot honestly be delivered any other way.
You cannot touch off a CNC tool, put an oscilloscope on a bus, tune a PID controller against real friction or commission a live panel over a video call. Those courses are marked classroom-only on their own pages, and we would rather run fewer batches than sell a mode we cannot deliver properly.
The syllabus is identical to our online live batches. The trainers are the same people. The projects and the review standard do not change. So the honest question is what the room itself is worth to you.
The most valuable moments in a technical course are the ones where you have misunderstood something and do not yet know it. In a lab, a trainer walking past sees the error on your screen. Online, that only surfaces when you speak up — and the learners who most need to speak up are usually the least likely to.
This matters more than most people admit. A scheduled room you travel to creates a commitment that a calendar invitation does not. If you have started self-paced material before and stopped, that is real evidence about how you work, and it is worth respecting rather than overriding.
A good deal of learning happens in the conversations between sessions with people struggling with the same module. That is genuinely hard to replicate remotely, and learners consistently mention it afterwards.
We would rather say this than oversell the classroom. If your commute is long enough to eat the six to ten weekly hours of practice the course needs, attending in person makes you worse off, not better. You will have attended more and built less.
That is a real trade for anyone travelling from Mayur Vihar, Kaushambi or further out. For learners in Laxmi Nagar, Nirman Vihar, Preet Vihar, Krishna Nagar or Geeta Colony, the journey is short enough that it rarely applies.
At our Shakarpur centre, S-551 School Block, Nehru Enclave, New Delhi 110092 — beside the Bharat Gas Godown and close to Hillman Public School. The Google Maps plus code J7GG+8F takes you to the entrance.
Connected hardware from sensor to dashboard — microcontrollers, wireless protocols, cloud ingestion and the power and reliability problems that decide whether a device survives deployment.
Machine programming taught with the setup and simulation discipline that stops a crash — G-code by hand first, so you can read and correct what any post-processor writes.
The complete 3D pipeline taught in order — model, texture, rig, animate, light, render — ending in a showreel, because a showreel is what an animation studio actually hires from.
The studio standard for character work, taught with the rigging and animation depth those jobs test — plus the naming and file discipline a shared pipeline actually requires.
Digital sculpting taught form first — silhouette and anatomy before pores and wrinkles — and finished properly, with retopology and baked maps a pipeline can use.
Industrial automation taught on real hardware — ladder logic, analogue I/O, HMI and SCADA — with the interlock and safety discipline that separates a working panel from a dangerous one.
Firmware written close to the metal — registers, interrupts, timers and buses — debugged on real hardware, because embedded bugs live where a simulator cannot show them.
The fastest way to make electronics actually do something — sensors, motors, displays and code — taught by building prototypes you design rather than diagrams you copy.
A small Linux computer used properly — Python, GPIO, camera and networking — building headless devices that start on their own and keep running unattended.
Board design taken to manufacture — schematic, footprints, layout, planes and Gerbers — with the checks that decide whether a fab house builds it or sends it back.
Hardware description taught as hardware, not as programming — RTL that synthesises, testbenches that prove it, and designs that meet timing on a real FPGA.
Robots built and tuned on a bench — drives, sensing, closed-loop control and ROS — because a machine that moves fails in ways no simulation shows you.
Rooftop and small commercial solar taught end to end — honest load assessment, sizing, mounting, wiring, protection and net metering — with the site realities that shrink a paper design.
Jewellery design taken to manufacture — sketching, CAD modelling, stone setting and casting constraints — with the metal weight and costing a workshop will hold you to.
The jewellery-specific CAD workflow — builders, gem tools, pavé and rendering — used properly, so the model that leaves your screen can actually be cast and set.
Relief modelling and CNC toolpath generation — vectors, layered reliefs, roughing and finishing strategies — with the tool and material judgement that decides cut quality.
Questions
Better for some people, not inherently. The syllabus, trainers and projects are identical. What a classroom adds is obligation and the informal learning that happens between sessions. If you have previously started online material and not finished it, that is useful evidence about which suits you.
We keep batches small enough that the trainer can reach every learner during lab work, because a lab where you cannot get help is just a lecture with computers. Ask about the current size of the specific batch you are considering when you enquire.
Yes, and we would encourage it. Call ahead so a counsellor is free when you arrive. Seeing the lab and asking about the batch in person tells you more than any website, including this one.
Tell your trainer in advance where you can. Depending on the course you may be able to attend that session with another batch or catch up on the lab work with support. Missing occasional sessions is manageable; skipping the practice between them is what causes people to fall behind.
Next step
Tell us what you want to learn and we will help you pick the right course, batch and mode.
