National Mission Project on Education through ICT Sponsored by

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Developing suitable pedagogical methods
for
various classes, intellectual calibers and
research in e-learning
www.ide.iitkgp.ernet.in
Sponsored by the MHRD,
Govt. of India
Under the NMEICT Project
NPTEL Kerala Workshop– 20-21 October, 2014
Anup K. Ray
A Multi Institution Project with close
involvement of over 750 faculty members
Anchor Institution:Centre for Educational
Technology, IIT Kharagpur
Partner Institutions:
 IIT Delhi, IIT Bombay, IIT Guwahati,
IIT Roorkee, NIT Trichi, BIT Mesra,
NIT Warangal ,NIT Durgapur ,NIT Rourkela,
SVNIT Surat, Amrita University, SASTRA
University, IIIT Hydrabad IIIT Bangalore,
BESU
Main Project Deliverables
1.
200 one semester long B.Tech level course
curriculum documents in 6 Engineering
disciplines [CE, EE, ECE,CSE, ME, Chem.E]
2.
A web-based tool to allow development,
review, monitoring and dissemination of
these and similar courses.
3.
Train 3000+ faculty members in Pedagogy.
Some features of curriculum documents
under development
A typical curriculum document
1. Is NOT a half page vague syllabus, but has
around 250-300 pages of detailed study
guides.
2.
Contains: at least 40x2 pages of unit
summaries and list of all needed text/ AV
and other resources
3.
Encourages self, life long learning, working
in groups
Some features of curriculum documents
under development
A typical new curriculum document
contains:
 Course Overview and Objectives
 Course level problems and solutions
 Module Overview and Objectives
 List of important learning resources
 Module level problems and soluions
 Unit objectives and unit summary
 Unit level problems and solutions
Tomorrow’s World of Education
Outcome-based Learning
 At
the end of a four year programme of
study, graduates need to demonstrate
the mastery of not only a well chosen
set of domain specific learning
objectives, but also a set of domain
independent learning outcomes
Examples of
Domain Independent Learning Outcomes /
Attributes for 21st Century Graduate Engineers
1. Conceptualize appropriate models
using knowledge of mathematics, sciences
and an engineering specialization.
2. Solve complex engineering problems with
due considerations to societal and other
conflicting needs.
3.Investigation
Conduct investigations of complex
problems including design of
experiments, analysis and interpretation
of data, and synthesis of information to
provide valid conclusions.
4. Modern Tool Usage
Create, select and apply appropriate
techniques, resource, and modern
engineering tools
5. Individual and Team work
Function effectively as an individual and as
a member or leader in diverse teams and in
multi-disciplinary settings
6. Communication
Communicate effectively on complex
engineering activities with the engineering
community and with society at large,
7. The Engineer and Society
Demonstrate understanding of the societal,
health, safety, legal and cultural issues and
the consequent responsibilities relevant to
engineering practice.
8. Ethics
Understand and commit to professional
ethics and responsibilities and norms of
engineering practice.
9. Environment and Sustainability
Understand the impact of engineering
solutions in a societal context and
demonstrate knowledge of and need for
sustainable development
10. Project Management and Finance
Demonstrate a knowledge and
understanding of management and
business practices
11. Life Long Learning
Recognize the need for, and have the
ability to engage in independent and lifelong learning
Characteristics of Domain Specific Learning
Objectives

Learning Objectives are NOT topic lists

Domain Specific Learning Objectives are
knowledge skills and attitudes that a student
can demonstrate on successful completion of
a lesson or a set of lessons.

Must be Specific (clear and unambiguous),
Achievable and Measurable.

Must relate only to Student Achievement .
The Challenge
 How
to ensure mastery over not
only the domain knowledge but
also over the knowledge, skills
and attitudes needed for the 21st
century
Program Educational Objectives

Combines domain specific and domain
independent learning outcomes.

Institute Mission is met through PEOs of
Deptts.

PEO decides curricula and all teachinglearning.
Teach Less Learn More
 Set



learning objectives.
Promote guided independent learning.
Ensure close individual monitoring, regular
tutorial and feedback by teachers.
Use ICT to overcome problems of both.
Outline of a learner-centric system
Important Steps
 Choose Appropriate, Challenging but
Achievable Specific Learning Objectives
 Write
them down in clear and measurable
terms using standard action verbs
 Prepare
study guides / learning strategies
with detailed list of learning resources
 Make
it available early to all concerned

Develop adequate self assessment
material well matched with learning
objectives to allow students monitor their
progress and seek timely help.

Promote use of active learning through
simulation tools, virtual labs and also
game based learning.

Design courses to promote collaboration,
communication and problem solving.
 Provide
suitable technology tools to allow :
♦ students to access learning resources,
interact effectively with peers and mentors.
♦ faculty to monitor progress, evaluate and
provide timely remedial lessons.
♦ external experts / industry to participate.
 Reduce
lecture hours and increase tutorial
hours to :
discuss unresolved issues instead of
delivering lectures. [Flip teaching]
conduct formative evaluations .
provide individual feedback.
allow more time for students to learn
Examples of Course Objectives
Course: Structural Systems / Architecture
Authors: S.P.Bhattacharya, and Satyaki Sarkar
Design context based application of different
structural systems in building industry
2. Develop and analyze structural geometry
based on strength and stability criteria
3. Critically appraise built environment based on
specific structural system
4. Create an innovative and integrated structural
model using modern materials and
technology for modern sky scrapers
1.
Module Objectives
Module 1: Introduction to Structures
1.
2.
3.
4.
Label components of a typical structure
and their roles
Formulate the patterns of structural grid
Assess the parametric interpretation of
loads on structural components
Design a flow chart to present the step-bystep approach of structural analysis and
design
Unit Objectives
Unit 1: Introduction to Structures and its Elements
1.
List various structural elements
2.
Label and define the components of
building structures
3.
Write down the characteristics of
beam and column elements
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
Arbitrary Course Navigation View
Course Name : Embedded Systems
Course ID :
Institute :
Department :
Overview
EE 310/13-14
ABC Institute of Technology
Electrical Engineering
Objectives
Case
Studies
Form Groups
Take Notes
Select Unit Number:
Summary
FAQs
References Assignment
Resources
Ask
Question
Self
Assessment
Simulation Virtual
Labs
Future Directions
1. Large scale teacher training programmes
could be designed using such curriculum
documents and appropriate Technology.
2. If carefully implemented, powerful ITS
systems can become a reality by analysing
student learning behaviour.
3. All curricula can be kept updated at all
times trough interaction of all stakeholders.
4. Can Integrate all NMEICT projects.
Thank You
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