Technology-Enabled and Technology- Enhanced Open Educational Resources

Mangala Sunder KrishnanProfessor, Department of Chemistry

Indian Institute of Technology MadrasChennai

OER Symposium, Sept 2012, Penang, Malaysia

To the memory of Prof. Paul Goodman

PROFESSOR PAUL S. GOODMAN, Cognitive Psychology, WORLD-RENOWNED PSYCHOLOGIST, RESEARCHER, AUTHOR AND FILMMAKER AT CARNEGIE MELLON

National Programme on Technology Enhanced Learning (NPTEL)

and National Mission on Education through Information

and Communication Technology (NMEICT)

Indian Initiatives

• NPTEL details of phases I and II/III• User feedback– macro level feedback and a detailed statistical analysis of

NPTEL user inputs• Strategies for e-learning and access to large numbers of users—building

social, educational networks• NMEICT Current activities• Preliminary details for a virtual University and details of the first phase of

the National Mission project known as NMEICT• NPTEL helping School education. • My summary of TEL.

National Programme on Technology Enhanced LearningEight partner Institutes (seven IITs and IISc Bangalore)More than 30 Associate Partner Institutions

Professor Bhaskar Ramamurthy, Director, IIT MadrasOverall National Coordinator

Professor Mangala Sunder, Chemistry Dept. IIT Madras, National Web courses coordinator

Professor Kushal Sen, Textiles Department, IIT Delhi, National Video Courses Coordinator

Professor M. S. Ananth (Former Director, IIT Madras),Visiting Professor, Dept. of Chemical Engg., IISc Bangalore

NPTEL

• A joint initiative of IITs and IISc

• Dissemination of curriculum-based online Web and Video courses in Engineering, Sciences, Technology, Humanities and Management through open resources

• http://nptel.iitm.ac.in

NPTEL

• Proposal by five IITs and four IIMs in 1999 to the Ministry of HRD for setting up a Virtual Centre for Technology Enhanced Learning (external Partner: Carnegie Mellon U)

• Government of India (Ministry of Human Resource Development) sanction to seven IITs (Bombay, Delhi, Guwahati, Kanpur, Kharagpur, Madras and Roorkee) and IISc for developing contents for core curricula in Engineering and core science programmes in 2003 and in 2009

NPTEL

• 100 courses in video format and 100 in web based

contents proposed in 2003 for three years

• (Core sciences, Civil, Electrical, Electronics and

Communication, Computer Science and Mechanical

Engg.)

• 130 in video and 125 in web format made available in

2007

NPTEL

• Each course to provide contents for 40 or more

one hour lectures to be used in the classrooms

of colleges or for private study

• Curriculum designed using IIT syllabi and those

of major affiliating Universities in India and

modularized for adoption.

NPTEL Phase 2 – Summary – Branch wiseAerospace Engineering 58

Architecture 1

Atmospheric Science 5

Automobile Engineering 2

Biotechnology 26

Chemical Engineering 100

Chemistry and Biochemistry 60

Civil Engineering 82

Computer Science and Engineering 47

Electrical Engineering 35

Electronics & Communication Engineering 47

Engineering Design 8

Environmental Science 5

General 1

Humanities and Social Sciences 72

Management 47

Mathematics 66

Mechanical Engineering 102

Metallurgy and Material Science 59

Mining Engineering 1

Nanotechnology 18

Ocean Engineering 27

Physics 73

Textile Engineering 25

Total 967

NPTEL Phase 2 – Syllabus Summary – Institute wise

Institute Total

IISc Bangalore 97

IIT Bombay 104

IIT Delhi 92

IIT Guwahati 86

IIT Kanpur 180

IIT Kharagpur 135

IIT Madras 199

IIT Roorkee 74

Other Institutions identified as associate partners to the above

NPTEL from 2007 onwards

• Conversion of all 10300 plus one-hour video lectures so

far to streaming and download media (flv, mp4 and 3GP

for mobile) format

• Uploading all lectures for free video-on-demand access

in India and abroad. This is the largest technical video

lecture repository on higher education in the world

on open access.

NPTEL from 2007 onwards

• Creation of additional 1000+ courses in all major engg.

and science disciplines and some social sciences for

both UG and PG level. About 500 of these as 40 one

hour courses. Remaining are web based contents.

• Detailed syllabi, SME, partners and references finalized

for all courses as above.

NPTEL Phases II/III (contents to be developed as 4 quadrants, integrated in the final form)

Content web based lecture notes / video lectures in an organized form

Animations/ visuals / illustrations, video demonstrations/documentaries and interactive simulations wherever required

Supplementary reading/Wiki Development on the course, other resources /open content in the internet, Case studies, anecdotal information, historical development of the subject

Problems, quizzes, assignments and solutions, online feedback through discussion forums and setting up the FAQ

NPTEL from 2007 onwards

• Partner Institutions other than IITs and IISc for

creating course contents

• More than 2000 subject matter experts (SMEs)

involved

• Branch-wise (discipline-wise) expert group

constituted and all course titles required for UG

curriculum in twenty disciplines assigned to

SMEs.

NPTEL from 2007 onwards

• Course contents to be peer- and user reviewed from

time-to-time before being uploaded on the website

• User feedback to be incorporated at regular intervals

• A social network site (http://www.classle.net) to provide

users forum and peer-to-peer and faculty-student

interactions online on course contents

Accessing NPTEL contents

• Video and Web contents from the NPTEL Website

http://nptel.iitm.ac.in

• Video lecture contents from the YouTubehttp:// www.youtube.com/iit

04/19/23

Focus areas of interest for the project

in several phases

Higher Education:

Professional Education

Distance Education

Continuous Learning

Devise and guide reforms that will transform

India into a strong and vibrant knowledge

economy in coming years (all parts of

India, that is)

DISTANCE EDUCATION

Clear and easily documented need: 1,400,000 Clear and easily documented need: 1,400,000

engineering seats; 50000 reasonable ones; engineering seats; 50000 reasonable ones;

demand increasing exponentially!demand increasing exponentially!

Teacher-student ratio around 1:100 for teachers Teacher-student ratio around 1:100 for teachers

with post-graduate M. S. /M. Tech./Ph. D. with post-graduate M. S. /M. Tech./Ph. D.

qualificationqualification

04/19/23

DISTANCE EDUCATION

India has no choice: even to maintain the current India has no choice: even to maintain the current

levels a new major university needed every week levels a new major university needed every week

or so!or so!

Massive online education is an important Massive online education is an important

emerging market and therefore a emerging market and therefore a business business

opportunityopportunity. .

04/19/23

NPTEL – AN OPPORTUNITY

• Technology already available and will only improve. Technology already available and will only improve.

Communications band-width Communications band-width and and computer power per computer power per

unit cost unit cost will continue to will continue to increase.increase.

• NPTEL offers an opportunity to provide reach as well as NPTEL offers an opportunity to provide reach as well as

improvement in quality of the professionals emerging improvement in quality of the professionals emerging

from Universitiesfrom Universities

04/19/23

NPTEL – AN OPPORTUNITY

• Offers opportunities for cross-

disciplinary learning independent of

time, geography and social needs for

anyone.

• Professionals can update themselves

while being on the job

Users of NPTEL Content (preliminary net survey with about 5000 users in the last few

months)

NPTEL – AN OPPORTUNITY

• Technology and reach open up new

challenges– Opportunities created by

Google, Facebook, YouTube and the

Internet extended in the sphere of

education and social learning.

• Credible partnerships between Academia

and the Industry can emerge

NPTEL – AN OPPORTUNITY• Professional training and skill building can be

effected through learning from NPTEL

• NPTEL can provide the certified edupedia for

thorough mapping of courses along specific

threads– E.g. Google map for routes (Point A to

Point B)

NPTEL – AN OPPORTUNITY

• Good research and social projects

executed on a large scale have

enormous potential for good

business (example: YouTube offering

many educational channels for free,

http://www.classle.net)

NPTEL FAQ http://nptel.iitm.ac.in/faq.php

• What is NPTEL? • Why NPTEL? • Is it along the lines of OCW (Open Courseware by

Massachusetts Institute of Technology, USA)? • How is NPTEL implemented? • What is there for industries in NPTEL? • What is the current status of the project? • How will NPTEL help the community? • What are the mechanisms for promoting NPTEL? • Who owns the copyrights of the contents of NPTEL ? • How do Institutions and Individuals access these contents? • Can I download these lectures? Current license under CC. • Wherein lies the future?

Users of NPTEL Content (~5000 users in the last few months)

How frequently they refer to NPTEL Courses?

Purpose of Using NPTEL Content

How close is NPTEL course syllabus to their Academic Syllabus?

Number of NPTEL Courses Accessed

Depth of the subject taught in NPTEL Courses.

Was the explanation sufficient to understand the concepts?

Quality of NPTEL Course audio, video and text/diagram

Pace at which the courses were taught?

Are users interested to participate in Online NPTEL Discussion forums?

Strategies for effective e-learning

• Continued access, easy and just-in-time• Set up social, peer-to-peer and faculty assisted networks and

study groups• Encourage interactions and dialogues among learners• Collect continuous, course-specific feedback• Devise strategies for incorporating user feedback in the

development process• Bring in partners from industry and research organizations• Continuously upgrade the programme contents and move

downward towards school education• Setup online and offline exams and certification as value add-

on, to enhance employability in core industries

NPTEL from 2007—access, from 2011-Social network

• Course contents to be peer- and user reviewed from

time-to-time before being uploaded on the website

• User feedback to be incorporated at regular intervals

• A social network site (http://www.classle.net) to provide

users forum and peer-to-peer and faculty-student

interactions online on course contents

Accessing NPTEL

• Distribution of courses through Videos• Enabling colleges to create their intranet sites• Providing mirror site options to partners• Running awareness workshops for colleges

and students through agencies like Classle and Bodhbridge

• AICTE inducing colleges to obtain and use NPTEL contents freely

Accessing NPTEL

• Running contests for students through Classle• Colleges to nominate students as

ambassadors to NPTEL and students interacting with IIT faculty directly

• Encouraging college and University faculty to be collaborators and also as SMEs in courses in which they are also experts

• Responding quickly to student and teacher queries

Classle (http://www.classle.net) as partner

• Classle partners with colleges and provides technical assistance in web set up

• Classle interacts with industry (mainly IT at present) and encourages professionals to contribute to its content libraries

• Classle encourages (on-ramp) content development like YouTube and allows them to upload (peer review happens after the contents are loaded)

• Classle offers all of these free on-demand.

NPTEL and the National Mission

• The National Mission on Education Through

Information and Communication Technology (NMEICT)

• Launched by MHRD, Government of India with a

budget allocation of Rs. 4612 crores (approximately

USD $ 1 billion)

• URL: http://www.sakshat.ac.in

Mission: Provide

•High quality educational, training and open research

content online and free of charge to every citizen

•High speed connectivity so that India-Internet thrives,

ideas exchange and dialogues and interactions lead

to growth

NMEICT (Mission)

• Design and develop low, inexpensive connecting

devices, support their research to ensure

everyone has means to access and participate in

knowledge creation.

• Derive similar programmes in school education

and enable education to meaningful and rich

experience rather than promote rote information.

NMEICT (Mission)

• A proper balance between content generation, research in

critical areas relating to provide best education

• Connectivity and

• integration of our knowledge with the world pool

To be achieved through several phases of the mission.

National Mission in Education through ICT

CreatingDigital-LearningEnvironment forDesign in India – ‘e-kalpa’:

February 2012

4 Key Themes:

Dig

ital-

learn

ing

envir

onm

ent

for

Desi

gn

‘e-kalpa’ Focus Areas Achievements so far:1. Digital online content for learning Design with distance e-Learning programs on Design

Setting up of the webspace ‘Dsource.in’ for access to content along with studio with equipment and support staff at each of the partner Institutes

3. Digital Design Resource Database including the craft sector

Documentation of resources in terms of process, methodology, case studios to create content undertaken at the partner Institutes

2. Social networking for Higher Learning with collaborative Learning Space for Design for Synchronous and Asynchronous Interaction

Experimenting with the webspace ‘Dsquare.in’ for access to content along with studio and support staff at each of the partner Institutes

4. Design inputs for products of National Mission in Education through ICT

Support is being to other initiatives of NMICT – Jellow, Sakshat website + Identity, logo, naming, etc.

1.Digital online content for learning

3.Networkingfor learning

2.Digital DesignResources

4.NMEICT support

Dig

ital-

learn

ing

envir

onm

ent

for

Desi

gn

Expected Deliverables for the Project

Completedtill nowFeb 2012

i. Design Courses 40 Courses 40 Coursesii. Full resource documentation of fine examples of Design, crafts and arts + Workshops with Experts

40 Topics 50 topics

iii. Video Lectures of eminent designers

25 Lectures 25 lectures

iv. Case Studies of good design projects by professions and students

70 Case Studies

70 Case Studies

v. Documentation of design process from around the country each in 12 images x12 words

150 topics 200 topics

Deliverables:

Dig

ital-

learn

ing

envir

onm

ent

for

Desi

gn

Expected Deliverables for the Project

Completedtill nowFeb 2012

Additionalby March 2012

i. Design Courses 40 Courses 40 Courses 20 Coursesii. Full resource documentation of fine examples of Design, crafts and arts + Workshops with Experts

40 Topics 50 Topics 20 Topics

iii. Video Lectures of eminent designers

25 Lectures 25 Lectures 10 Lectures

iv. Case Studies of good design projects by professions and students

70 Case Studies

70 Case Studies

25 Case Studies

v. Documentation of design process from around the country each in 12 images x12 words

150 topics 200 topics 100 topics

Deliverables by March 2012:

Virtual Labs A Project headed by IIT Delhi and funded by the MHRD

• Coordinator: Prof. Ranjan Bose, Department of Electrical Engineering, IIT Delhi

• Concept note originally proposed by Professor Surendra Prasad, Director, IIT Delhi (2005-2011)

• The following slides were provided by the VL team in IIT Delhi. I am grateful to the team.

The basic ideaThe basic idea

Physical LabPhysical Lab(located (located

remotelyremotely)

InternetInternet

Remote User 1Remote User 1

Remote User 2Remote User 2

Remote User Remote User nn

Objectives of the Virtual Lab ProjectObjectives of the Virtual Lab Project• To provide remote-access to labs in various

disciplines of Science and Engineering.

To cater to students at the UG level, PG level as well as to research scholars.

To enable the students to learn at their own pace, and to arouse their curiosity.

To provide a complete Learning Management System that includes web-resources, video-lectures, animated demonstrations and self evaluation.

Types of Virtual LabsTypes of Virtual Labs

Measurement Measurement BasedBased

CLOSER TO R

EALITY

CLOSER TO R

EALITY

SCALABILITY

SCALABILITY

Intended UsersIntended Users• College StudentsCollege Students who do not have access

to good lab-facilities.

• Researchers in different institutesResearchers in different institutes who can collaborate / share equipment and resources.

High-school studentsHigh-school students, whose inquisitiveness will be triggered, possibly motivating them to take up higher-studies.

Different engineering collegesDifferent engineering colleges, who can benefit from the content and related teaching resources.

• IIT Delhi

• IIT Bombay

• IIT Kanpur

• IIT Kharagpur

• IIT Madras

• IIT Roorkee

Participating InstitutesParticipating Institutes

IIT Guwahati

IIIIT Hyderabad

Amrita University

Dayalbagh University

NIT Karnataka

COE Pune

Broad Areas for Virtual LabsBroad Areas for Virtual Labs• Electronics and Communication EngineeringElectronics and Communication Engineering• Computer Science and EngineeringComputer Science and Engineering• Electrical EngineeringElectrical Engineering• Mechanical EngineeringMechanical Engineering• Civil Engineering Civil Engineering • Chemical EngineeringChemical Engineering• Biomedical and Biotechnology EngineeringBiomedical and Biotechnology Engineering• Chemical SciencesChemical Sciences• Physical SciencesPhysical Sciences

All areas of Science and Engineering are covered

Website: Website: www.vlab.co.inwww.vlab.co.in

One common website to access all Virtual Labs

Content

• Pedagogy and organization for individual Universities and autonomous Institutions

• Prof. Anup K. Ray

Arbitrary Home Page of a Course WebsiteCourse Name : Control Systems

Course ID : EE 302/10-11

Institute : XYZ Institute of Technology

Department : Electrical EngineeringOverview Objectives Summary References

ResourcesAssignment

C M C M U M U C M U C M U

Case Studies Projects

FAQsAsk

QuestionSelf

Assessment

C M U A V Txt C M U

Form Groups Add Comments Simulation Virtual LabsTake Notes Add Resources

Abbreviations : C : Course M: Module U : Units A : Audio V : Video Txt :Text

Technology Enhanced Learning• Promote critical thinking (enhancement)

• Visualization and visualizability of concepts (enhancement)

• Demonstration and hands-on experience (enable)

• Integration of teaching and learning in synchronization with the

environment of the child/student/adult/all-time learners (enable)

• Mass education and lack of physical infrastructure and teachers (enable)

• Building competitiveness, and think out-of-the-box at an early age

• Building a Nation to its fullest capacity– a nation as large as India, with

one sixth of the world’s population

Solve all problems in India and solutions for everyone else also emerge!

Thank You.