6. Online Education In India-Key
Areas
Primary and Secondary
Supplemental Education
Test Preparation
Reskilling and Online Certification
Higher Education
Language and Casual Learning
7. Online Courses:
Digital
“Learning that
meets you
where you are….”
https://www2.deloitte.com/content/dam/Deloitte/it/Documents/human-capital/HCtrendsConference/HC%20Corner_Learning.pdf
8. Designing
● To achieve the intended
learning outcomes of
the course by producing
the desired learning
Begin with the end in mind
8
How do you design a course?
9. Instructional Design
(ID)
● Instruction: a set of events that facilitate
learning
● Design: a creative pattern or a rational,
logical, sequential process intended to solve
problems
10. Models of Instructional Design
• ADDIE
• Dick and Carey Model
• ASSURE
• Keller’s ARCS Model for motivation
• Itteriative Models
• 4C/ID Model
• And many more…….
14. 14
Iterative Design Models
● incremental designing and developing
● Iterative design can apply to a learning
experience, the creation of media, or the
development of learning systems.
● Rapid Prototyping
● SAM
○
18. Instructional Design-Analysis Phase
• Identification of the
activities that a learner
performs
• Learners’ performance level
Task
Analysis
• Conditions of
learningContext
Analysis
19. Instructional Design-Design Phase
Answ
er
‘how
will’
the content be organized?
it be presented to learners?
delivery of content be done ?
what types of activities and exercises will be
included?
learners' accomplishments be measured?
20. • Knowledge level of the learner
• Learning objectives/outcomes
• Structure of the learning activities
• Assessment
• Review the Design components
Instructional Design-Design Phase
21. • List activities for Target Audience
• Select the most Appropriate Method
• Develop Resources
• Validate the material
Instructional Design-Development Phase
21
27. Eight Principles
of Universal Instructional Design
Goff & Higbee, 2008
● Creating welcoming environment
● Determining essential components of a
course
● Communicating clear expectations
● Providing timely and constructive feedback
● Exploring use of natural supports for
learning, including technology(Goff & Higbee, 2008) chapter 1-Page 2:
retrieved from https://files.eric.ed.gov/fulltext/ED503835.pdf
28. Eight Principles
of Universal Instructional Design
● Designing teaching methods that
consider diverse learning styles, abilities,
ways of knowing, and previous experience
and background knowledge
● Creating multiple ways for students to
demonstrate their knowledge
● Promoting interaction among and
between faculty and students(Goff & Higbee, 2008) chapter 1-Page 2:
retrieved from https://files.eric.ed.gov/fulltext/ED503835.pdf
29. Principles for Good Practice in Online Course
Development
● Contact between Students and Faculty
○ Post a bio-sketch of instructor with contact
information.
○ Email each student a welcome email with office
hours and availability.
○ Set up a video conference to establish a face to
face connection with the student.
○ Post a weekly announcement in the beginning and
summary at the end of the week.
○ Send out a formative mid-semester evaluation
and address areas of concern via an
announcement.
30. Some points for Designing
● a warm welcome to the course.
● Expectations, including grading assignment expectations, are
clearly stated.
● Announcements and updates are posted.
● different Welcome Page for each Unit.
● Discussion rubric where points or guidelines for discussion
comments are clearly stated.
● some, but not too much, online text provided.
30
31. Some points for Designing
● plenty of pictures, charts, color design, artwork and
other visuals in your Welcome Pages, readings and
other web pages in the online classroom.
● PowerPoint slide show per Unit, ideally with the
teacher’s audio presentation integrated into the
slides.
● audio presentations for each Unit in the course.
● activities for students to do in the course.
31
32. Some points for Designing
● Online discussion is organized by units.
● teacher is consistently and constantly involved in
the online discussion.
● Participants or students make a sufficient number
of comments each week and unit.
● sufficient evidence of replies and responses from
students in the online discussion.
● one or more ungraded self-quizzes for each unit.
32
33. Some points for Designing
● good visual design elements to the course.
● more than three assessments used in grading.
● intuitive navigation, making the course easily
navigated by students.
● another good feature to the online course.
33
Source: http://teachingonthenet.org/best-practices-standards.cfm
34. Important aspects
● Course Information
● Course Design and Organisation
● Aesthetic Design
● Interaction and Collaboration
● Effective Use of Technology
● Assessment and Evaluation
34
ONLINE COURSE BEST PRACTICES CHECKLIST by PALOMAR COLLEGE
35. Types of Interaction
● Learner-content interaction
● Learner-teacher interaction
● Learner-learner interaction
Another way
● one-alone
● one-to-one
● one-to-many
● many-to-many
Media and
Technology
Learner
Teache
r
Learner
Conten
t
36. Interaction Learner-content Learner-Teacher Learner-learner
Methods
One -Alone Interactive webpages,
interactive
video, simulation based
learning
content, Quizzes
and tests
One to One E-mail, Chat, Email, Chat E-mail, Chat, Email, Chat
One to many E-mail, Mailing
lists, Discussion
Forums, Blogs,
Social Networks,
Web conferences
E-mail, Mailing
lists, Discussion
Forums, Blogs,
Social Networks,
Web conferences
Many to many Group Chat,
Discussion Forum,
Blogs, Wikis, Social
Networks, Web
conferences
Group Chat,
Discussion Forum,
Blogs, Wikis, Social
Networks, Web
conferences
37. Support for Students’ Success
https://www.frontiersin.org/articles/10.3389/feduc.2017.00059/full
Roddy et.al (2017)
41. Open Educational Resources (OER) are teaching and
learning materials that you may freely use and
reuse at no cost, and without needing to ask
permission. Unlike copyrighted resources, OER
have been authored or created by an individual or
organization that chooses to retain few, if any,
ownership rights.
https://www.oercommons.org/about
42. Tracing OER……
• learning
object(LO)
• Metadata
1994
Wayne
Hodgins
• open
content
• Open
Publication
Licence
1998
David
Wiley
• Creative
Commons
• stronger
legal
documents
2001
Larry
Lessig
43. MIT announced OpenCourseWare
initiative
In 2001 MIT initiated to publish
● university course for free public access for
non-commercial use
● an example of commitment at an institutional level
● encourage similar projects
● lending the MIT brand to the movement
44. OER coined at UNESCO’s 2002 Forum on Impact of Open
Courseware for Higher Education in Developing
Countries and designated “teaching, learning and
research materials in any medium, digital or otherwise,
that reside in the public domain or have been released
under an open license that permits no-cost access, use,
adaptation and redistribution by others with no or
limited restrictions.”
45. a. Foster awareness and use of OER.
b. Facilitate enabling environments for use of ICT.
c. Reinforce the development of strategies and
policies on OER.
d. Promote the understanding and use of open
licensing frameworks.
e. Support capacity building for the sustainable
development of quality learning materials.
2012: PARIS OER DECLARATION
46. f. Foster strategic alliances for OER
g. Encourage the development and adaptation of OER in a
variety of languages and cultural contexts.
h. Encourage research on OER.
i. Facilitate finding, retrieving and sharing of OER.
j. Encourage the open licensing of educational materials
produced with public funds.
2012: PARIS OER DECLARATION
48. 2017: Second World OER Congress in
Ljubljana
● 111 countries 2017 Ljubljana OER Action Plan.
● 41 recommended actions to mainstream open-licensed
resources
● 2030 Sustainable Development Goal 4 on “quality and
lifelong education.”
● five strategic areas, namely:
○ building the capacity of users to find, re-use, create and share OER;
language and cultural issues;
○ ensuring inclusive and equitable access to quality OER;
○ developing sustainability models;
○ and developing supportive policy environments.
● https://www.oercongress.org/woerc-actionplan/
51. • Use the content in its unaltered formReuse
• Adapt, adjust, modify, improve or
alter the contentRevise
• Combine the original or revised
content with other OER to create
something new
Remix
• Share copies of the original content,
revision or remixes with othersRedistribute
• Keep access to the materials after
the learning eventRetain
The 5 Rs of OER: http://opencontent.org/definition/
65. Major OER Platforms
● Wiki Educator
● OER Commons
● College Open textbooks
● CK-12
● Siyavula
● MERLOT
● OpenLearn
● OpenStax CNX (earlier
Connexions)
● Saylor Academy
● BC Open Textbooks
● Open Course Library
● NPTEL
66. Open Courseware (free online courses)
● Lumen Learning
● MIT OpenCourseWare
● Mountain Heights
Academy Open
Courseware (9-12)
● The Open Academy
● Saylor Academy
● Open Course Library
● Open Education
Consortium Course
Search
● OpenLearn
● Open.Michigan
● Open Yale
● TU Delft OpenCourseWare
● Tufts OpencourseWare
● Wikiversity
● Carnegie Mellon University
Open Learning Initiative
● John Hopkins School of
Public Health
OpenCourseWare
https://www.cccoer.org/learn/find-oer/open-courseware/
https://www.oerafrica.org/FTPFolder/understanding/OER%20in%20HE%20concept%20paper.pdf
69. Some OER initiatives in India
● NPTEL
● NROER
● Project Oscar-IIIT-B
● Open Educational Resources for Schools (OER4S)-Homi Bhabha
Center for Science Education
● NIOS-OER
● TESS-India
● KOER
72. Open Educational Resources for
Schools (OER4S)
http://www.hbcse.tifr.res.in/research-development/projects/open-educational-resources-for-schools-oer4s
84. Copyright
● exclusive rights, automatic to creators and
authors to protect their original works
● an incentive for creativity
● financial compensation for their IPR
● a certain period of time, after which time the
work enters the public domain.
86. Six Creative Commons
licenses
● Attribution (CC-BY)
○ lets others distribute, remix, tweak, and build upon your
work, even commercially, as long as they credit you for
the original creation.
○ most accommodating of licenses offered.
○ recommended for maximum dissemination and use of
licensed materials.
87. Creative Commons licenses ctd
● Attribution-ShareAlike (CC BY-SA)
○ lets others remix, tweak, and build upon your work even for
commercial purposes, as long as they credit you and
license their new creations under the identical terms.
○ Often compared to “copyleft” free and open source
software licenses.
○ All new works based on yours will carry the same license,
so any derivatives will also allow commercial use. This is
the license used by Wikipedia.
88. Creative Commons licenses ctd
● Attribution-NoDerivatives (CC BY-ND) allows for
redistribution, commercial and non-commercial, as
long as it is passed along unchanged and in whole,
with credit to you.
● Attribution-NonCommercial (CC BY-NC) lets others
remix, tweak, and build upon your work
non-commercially, and although their new works
must also acknowledge you and be non-commercial,
they don’t have to license their derivative works on
the same terms.
89. Creative Commons licenses ctd
● Attribution-Non Commercial-ShareAlike
(CC BY-NC-SA)
○ lets others remix, tweak, and build upon your work
non-commercially, as long as they credit you and license
their new creations under the identical terms.
90. Creative Commons
licenses ctd
● Attribution-NonCommercial-NoDerivs (CC
BY-NC-ND)
○ the most restrictive, only allowing others to download
your works and share them with others as long as they
credit you, but they can’t change them in any way or use
them commercially.
91. Creative Commons Public Domain Tool
● CC’s public domain tool enable authors and copyright owners
who want to dedicate their works to the worldwide public
domain to do so.
○ The CC0 tool (“No Rights Reserved”) allows licensors to
waive all rights and place a work in the public domain.
○ The Public Domain mark identifies a work that is free of
known copyright restrictions. It is not recommend for works
that are restricted by copyright laws in one or more
jurisdictions.
111. SWAYAM
Study Webs
of
Active Learning
for
Young Aspiring Minds
32 DTH educational TV channels : “SWAYAM Prabha”
Initiative by Government of India
Launched on 15 August 2016
President of India on July 9, 2017Dedicated to the
113. SWAYAM is
● One-stop web and mobile based interactive
e-content for all courses
● High quality learning experience using
multimedia on anytime, anywhere basis
● State of the art system that allows easy
access, monitoring and certification
● Peer group interaction and discussion forum
to clarify doubts
● Hybrid model of delivery that adds to the
quality of classroom teaching
114. National Coordinators and Sectors
SN
National
Coordinators
Sectors
1. UGC Non Technology, PG Degree Programmes
2. NPTEL
Technical / Engineering UG & PG degree
Programmes.
3.
Consortium for
Educational
Communication
Non Technology, UG degree Programmes.
4. IGNOU Diploma and Certificates and more……
5. NCERT Classes 9th
to 12th
6. NIOS
Out of school children Educational Programmes from
Class 9th to 12th.
7. IIM Bangalore Management Courses
8. NITTTR, Chennai Teacher Training
9. AICTE Self-paced and International Courses
http://www.ignouonline.ac.in/swayameoi
