1. Technology-Enabled and Technology- Enhanced Open Educational Resources Mangala Sunder Krishnan Professor, Department of Chemistry Indian Institute of Technology Madras Chennai
OER Symposium, Sept 2012, Penang, Malaysia

2. To the memory of Prof. Paul Goodman
PROFESSOR PAUL S. GOODMAN, Cognitive Psychology,
WORLD-RENOWNED PSYCHOLOGIST, RESEARCHER,
AUTHOR AND FILMMAKER AT CARNEGIE MELLON

3. National Programme on Technology Enhanced Learning (NPTEL) and National Mission on Education through Information and Communication Technology (NMEICT) Indian Initiatives

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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.

10. NPTEL Phase 2 – Summary – Branch wise
Aerospace 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
Engineering Design 8
Environmental Science
General 1
Humanities and Social Sciences 72
Management 47
Mathematics 66
Mechanical Engineering
102
Metallurgy and Material Science 59
Mining Engineering
Nanotechnology 18
Ocean Engineering 27
Physics 73
Textile Engineering 25
Total
967

11. NPTEL Phase 2 – Syllabus Summary – Institute wise
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

12. NPTEL from 2007 onwards
Conversion of all 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.

13. NPTEL from 2007 onwards
Creation of additional 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.

14. 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

15. 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.

16. 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 ( to provide users forum and peer-to-peer and faculty-student interactions online on course contents

17. Accessing NPTEL contents
Video and Web contents from the NPTEL Website
Video lecture contents from the YouTube

18. 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
4/20/2017

19. DISTANCE EDUCATION
Clear and easily documented need: 1,400,000 engineering seats; reasonable ones; demand increasing exponentially!
Teacher-student ratio around 1:100 for teachers with post-graduate M. S. /M. Tech./Ph. D. qualification
4/20/2017

20. 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.
4/20/2017

21. 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
4/20/2017

22. 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

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

24. 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

25. 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)

26. 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,

27. 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?

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

29. How frequently they refer to NPTEL Courses?

30. Purpose of Using NPTEL Content

31. How close is NPTEL course syllabus to their Academic Syllabus?

32. Number of NPTEL Courses Accessed

33. Depth of the subject taught in NPTEL Courses.

34. Was the explanation sufficient to understand the concepts?

35. Quality of NPTEL Course audio, video and text/diagram

36. Pace at which the courses were taught?

37. Are users interested to participate in Online NPTEL Discussion forums?

38. 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

39. 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 ( to provide users forum and peer-to-peer and faculty-student interactions online on course contents

40. 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

41. 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

42. 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.

43. 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 crores (approximately USD $ 1 billion)
URL:

44. 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

45. 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.

46. 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.

47. Creating Digital-Learning Environment for
Design in India – ‘e-kalpa’:
4 National Mission in Education through ICT
February 2012

48. 4 Key Themes: Digital-learning environment for Design
‘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
Digital-learning environment for Design
2. Digital Design Resources
3. Networking for learning
4. NMEICT support

49. Deliverables: Digital-learning environment for Design
Expected Deliverables for the Project
Completed till now Feb 2012
i. Design Courses
40 Courses
ii. 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
v. Documentation of design process from around the country each in 12 images x12 words
150 topics
200 topics
Digital-learning environment for Design

50. Deliverables by March 2012:
Expected Deliverables for the Project
Completed till now Feb 2012
Additional by March 2012
i. Design Courses
40 Courses
20 Courses
ii. 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
10 Lectures
iv. Case Studies of good design projects by professions and students
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
Digital-learning environment for Design

51. 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 ( )
The following slides were provided by the VL team in IIT Delhi. I am grateful to the team.

52. The basic idea Internet Physical Lab (located remotely) Remote User 1
Remote User n
Physical Lab
(located remotely)
Internet

53. 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 web-resources, video-lectures, animated demonstrations and self evaluation.

54. Modeling / Simulation Based
Types of Virtual Labs
Remote Triggered
Measurement Based
SCALABILITY
Modeling / Simulation Based
CLOSER TO REALITY

55. Intended Users
College Students who do not have access to good lab-facilities.
Researchers in different institutes who can collaborate / share equipment and resources.
High-school students, whose inquisitiveness will be triggered, possibly motivating them to take up higher-studies.
Different engineering colleges, who can benefit from the content and related teaching resources.

56. Participating Institutes
IIT Delhi
IIT Bombay
IIT Kanpur
IIT Kharagpur
IIT Madras
IIT Roorkee
IIT Guwahati
IIIIT Hyderabad
Amrita University
Dayalbagh University
NIT Karnataka
COE Pune

57. 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

58. One common website to access all Virtual Labs
Website:
One common website to access all Virtual Labs

59. Content
Pedagogy and organization for individual Universities and autonomous Institutions
Prof. Anup K. Ray

60. Arbitrary Home Page of a Course Website
Course Name : Control Systems
Course ID : EE 302/10-11
Institute : XYZ Institute of Technology
Department : Electrical Engineering
Overview
Objectives
Summary
References Resources
Assignment C M U
Case Studies
Projects
FAQs
Ask Question
Self Assessment C M U A V
Txt
Form Groups
Add Comments
Simulation
Virtual Labs
Take Notes
Add Resources
C : Course M: Module U : Units
A : Audio V : Video Txt :Text
Abbreviations :

61. 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!

62. Thank You.