Technology-Enabled and TechnologyEnhanced Open Educational Resources
Mangala Sunder Krishnan
Professor, Department of Chemistry
Indian Institute of Technology Madras
Chennai
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 Learning
Eight partner Institutes (seven IITs and IISc Bangalore)
More than 30 Associate Partner Institutions
Professor Bhaskar Ramamurthy, Director, IIT Madras
Overall 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 wise
Aerospace Engineering
58
General
1
Architecture
1
Humanities and Social Sciences
72
Atmospheric Science
5
Management
47
Automobile Engineering
2
Mathematics
66
Biotechnology
Chemical Engineering
26
100
Mechanical Engineering
102
Metallurgy and Material Science
59
Chemistry and Biochemistry
60
Mining Engineering
Civil Engineering
82
Nanotechnology
18
Computer Science and
Engineering
47
Ocean Engineering
27
Electrical Engineering
35
Physics
73
Electronics & Communication
Engineering
47
Textile Engineering
25
Engineering Design
8
Environmental Science
5
1
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 Animations/ visuals /
notes / video lectures in an illustrations, video
organized form
demonstrations/document
aries and interactive
simulations wherever
required
Supplementary reading/Wiki Problems, quizzes,
Development on the course, assignments and solutions,
other resources /open
online feedback through
content in the internet, Case discussion forums and setting
studies, anecdotal
up the FAQ
information, historical
development of the subject
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
YouTube
http:// www.youtube.com/iit
Devise and guide reforms that will transform
India into a strong and vibrant knowledge
economy in coming years (all parts of
India, that is)
Focus areas of interest for the project
in several phases
Higher Education:
Professional Education
Distance Education
Continuous Learning
4/13/2015
DISTANCE EDUCATION
 Clear and easily documented need: 1,400,000
engineering seats; 50000 reasonable ones;
demand increasing exponentially!
 Teacher-student ratio around 1:100 for teachers
with post-graduate M. S. /M. Tech./Ph. D.
qualification
4/13/2015
DISTANCE EDUCATION
 India has no choice: even to maintain the current
levels a new major university needed every week
or so!
 Massive online education is an important
emerging market and therefore a business
opportunity.
4/13/2015
NPTEL – AN OPPORTUNITY
• Technology already available and will only improve.
Communications band-width and computer power per
unit cost will continue to increase.
• NPTEL offers an opportunity to provide reach as well as
improvement in quality of the professionals emerging
from Universities
4/13/2015
NPTEL – AN OPPORTUNITY
• Offers opportunities for crossdisciplinary 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)
Others
1%
Faculty
8%
Working
Professionals
32%
Students
59%
NPTEL User Classification
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)
Others
1%
Faculty
8%
Working
Professionals
32%
Students
59%
NPTEL User Classification
How frequently they refer to NPTEL
Courses?
Once a week
24%
About 3 times a
week
28%
Atleast twice a
month
12%
Atleast once a
day
36%
Purpose of Using NPTEL Content
Academic
Examinations
34%
Compeitive
Examinations
29%
Interview
Preparation
14%
Interest in the
subject
23%
How close is NPTEL course syllabus to
their Academic Syllabus?
About 50% in common
About 80% in common
Almost the same syllabus
Not much in common
3%
21%
22%
54%
Number of NPTEL Courses Accessed
1 Course
Between 3 and 5 courses
Between 5 and 10 courses
More than 1 less than 3 courses
more than 10 courses
19%
20%
17%
24%
20%
Depth of the subject taught in NPTEL
Courses.
Very Low
1%
Low
1%
Medium
12%
Very High
37%
High
49%
Was the explanation sufficient to
understand the concepts?
Could Not
Understand
14%
Need some
more
concepts
23%
Able to
Understand
17%
More than
Sufficient
21%
Sufficient
25%
Quality of NPTEL Course audio, video and
text/diagram
Not Clear
3%
Clear Enough to
Learn
29%
Very Clear
68%
Pace at which the courses were
taught?
Very Slow
3%
Very
Fast
6%
Slow
7%
Fast
29%
Average
55%
Are users interested to participate in
Online NPTEL Discussion forums?
No
5%
Yes
95%
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 addon, 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.
Creating
Digital-Learning
Environment for
Design in India – ‘e-kalpa’:
4 National Mission in Education
through ICT
February 2012
Digital-learning environment for Design
4 Key Themes:
‘e-kalpa’ Focus Areas
1. Digital online content for learning
Design with distance e-Learning
programs on Design
Achievements so far:
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 Documentation of resources in terms
including the craft sector
of process, methodology, case studios
to create content undertaken at the
partner Institutes
2. Social networking for Higher
Experimenting with the webspace
Learning with collaborative Learning ‘Dsquare.in’ for access to content
Space for Design for Synchronous and along with studio and support staff at
Asynchronous Interaction
each of the partner Institutes
4. Design inputs for products of
Support is being to other initiatives
National Mission in Education through of NMICT – Jellow, Sakshat website +
ICT
Identity, logo, naming, etc.
1.
Digital online
content for
learning
2.
Digital Design
Resources
3.
Networking
for learning
4.
NMEICT support
Digital-learning environment for Design
Deliverables:
Expected
Completed
Deliverables
till now
for the Project Feb 2012
i. Design Courses
40 Courses
40 Courses
ii. Full resource documentation of fine
examples of Design, crafts and arts +
Workshops with Experts
iii. Video Lectures of eminent
designers
40 Topics
50 topics
25 Lectures
25 lectures
iv. Case Studies of good design projects 70 Case Studies 70 Case Studies
by professions and students
v. Documentation of design process
from around the country each in 12
images x12 words
150 topics
200 topics
Digital-learning environment for Design
Deliverables by March 2012:
Expected
Completed
Deliverables
till now
for the Project Feb 2012
Additional
by March 2012
i. Design Courses
40 Courses
40 Courses
20 Courses
ii. Full resource documentation of fine
examples of Design, crafts and arts +
Workshops with Experts
iii. Video Lectures of eminent
designers
40 Topics
50 Topics
20 Topics
25 Lectures
25 Lectures
10 Lectures
iv. Case Studies of good design projects 70 Case Studies 70 Case Studies 25 Case Studies
by professions and students
v. Documentation of design process
from around the country each in 12
images x12 words
150 topics
200 topics
100 topics
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 (20052011)
• The following slides were provided by the VL
team in IIT Delhi. I am grateful to the team.
The basic idea
Remote User 1
Remote User 2
Internet
Physical Lab
(located
remotely)
Remote User n
Objectives 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 webresources, video-lectures, animated demonstrations and self evaluation.
Types of Virtual Labs
Remote
Triggered
Measurement
Based
Modeling /
Simulation
Based
Intended Users
• College Students who do not have access
to good lab-facilities.

High-school students, whose inquisitiveness will
be triggered, possibly motivating them to take up
higher-studies.
• Researchers in different institutes who can
collaborate / share equipment and
resources.

Different engineering colleges, who can benefit
from the content and related teaching resources.
Participating Institutes
•
IIT Delhi
IIT Guwahati
•
IIT Bombay
IIIIT Hyderabad
•
IIT Kanpur
Amrita University
•
IIT Kharagpur
Dayalbagh University
•
IIT Madras
NIT Karnataka
•
IIT Roorkee
COE Pune
Broad Areas for Virtual Labs
•
•
•
•
•
•
•
•
•
Electronics and Communication Engineering
Computer Science and Engineering
Electrical Engineering
Mechanical Engineering
Civil Engineering
Chemical Engineering
Biomedical and Biotechnology Engineering
Chemical Sciences
Physical Sciences
All areas of Science and Engineering are covered
Website: www.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 Website
Course Name : Control Systems
Course ID :
Institute :
Department :
EE 302/10-11
XYZ Institute of Technology
Electrical Engineering
Overview Objectives
C
M
Case
Studies
C
M
U
Summary
M
U
Projects
M
U
Form Groups
Add Comments
Take Notes
Add Resources
Abbreviations : C : Course
A : Audio
C
M
Ask
Question
FAQs
C
References
Resources
A
V
Txt
Assignment
U
C
M
U
Self
Assessment
C
M
Simulation Virtual
Labs
M: Module U : Units
V : Video Txt :Text
U
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.