E content and E-learning Platforms

1. E-content & Online e-learning platforms
Dr Sajeena S.

2. E-
content
• Electronic content (e-content) which is also known as
digital content refers to the content or information
delivered over network based electronic devices or
that is made available using computer network such as
internet.
• According to Oxford dictionary ‘e-content is the
digital text and images designed to display on web
pages’.
• According to Saxena Anurag (2011) ‘E-content is
basically a package that satisfies the conditions like
minimization of distance, cost effectiveness, user
friendliness and adaptability to local conditions’.
• Well developed e-content can be delivered many times
to different learners. Individual course components i.e.
units, lessons and media elements such as graphics and
animations can be re-used in different contexts.

3. Various
forms of
e-
contents

4. • New integrated scheme – Samagra Siksha (2018) rolled out by Department
of School Education and Literacy, MHRD, Govt of India while advocating
for imparting quality school education and teacher education has
emphasized on providing quality e-content as a pre-requisite for integrating
ICT in Education.
• E-content augments the learning experience by deploying various media for
visualization and explanation of abstract ideas.
• Keeping in view the diverse needs of learners, now use of e-content has
become an essential component of the teaching and learning processes.

5. • E-content is available in large numbers through
various sources, but few of them are found to have the
desired quality in terms of content, pedagogy as well
as technical aspects.
• Copyright violations are rampant thereby restricting
the scope of customising the e-content according to
the local needs.
• Also, with plethora of smart and mobile devices,
teacher and student driven e-contents are available in
abundance in the market.
• E-contents are prepared by agencies and organisations
as well as individuals.
• In this situation, quality of such e-contents may be
questionable; hence it is important to develop clear
guidelines for preparing quality and standard e-
content.

6. Designing and
Development of E-content
• The purpose of e-content development is to
create an information rich society. Everyone in
the society is empowered to create, receive,
share and utilize information for their progress.
Very well designed, developed and validated e-
content will provide access to high quality
meaningful digital content and serve as an
effective virtual teacher.

7. • E-content design, development and approach will depend upon the nature of the content
and the learners. It will also depend on the quality and complexity the learning you wish
to create.
• Various instructional design models are available according to our requirements. Most of
the models involve the process of analyzing the learner needs and goals of the
instructional material development, development of a delivery system and content, pilot
study of the material developed, implementation, evaluating, refining the materials etc.
• In designing and development of E-content we have to adopt one of the instructional
design models based on our requirements. Before understanding the designing and
development of e-content it is essential to understand the meaning of instructional design.

8. • Most common and popular model used for
creating instructional materials is
the ADDIE model.
• This abbreviation stands for the five phases
involved in the model. They are analyze,
design, develop, implement and evaluate.
• This model is initially developed by Florida
State University to explain the processes
involved in the formulation of an
instructional systems development (ISD)
program for military inter-service training.

9. • Analysis: It is the first phase of this model meant for examining the suitability of
the e-content to be developed. It is related to analyzing the learning needs,
context, learner, task and content. Analyzing the learning needs is identifying the
needs from the perspective of different learners, teachers, subject experts,
practitioner, policy makers etc. Needs are to be clearly stated.
 Contextual analysis is collecting data related to the context of learning such as
learning environment. Whether the e-content developed is for the individual or
group, formal or informal, facilitated or self-learning etc.
 Learner analysis is collecting data related to learners academic levels and
attributes such as skills, motivation, visual literacy, language competency,
learning styles etc. That is nothing but preparing the learner profile. It helps to
know about the learner.
 Task analysis is stating the purposes of developing the e-content. Deciding
whether that is developed for educating, training, creating awareness, developing
skills etc.
 Content analysis is nothing but preparing a content outline. Good content
comprehension is required before designing and developing content. It includes
verifying the content with respect to cognitive appropriateness, factual accuracy,
completeness etc. It also includes classifying the content into facts, concepts,
principles, processes and procedures.

10. • Design: It is concerned with defining the learning
objectives, structuring the content logically, specifying the
instructional and evaluation strategies, and preparing for
visual and technical design.
 Learning objectives are to be defined in clear, realistic
and measurable terms. Learning objectives are the
statements that describe what the learner will be able to
do at the end of the course or program. Learning
objectives should specify performance and communicate
their purposes. Prepare a detailed content outline in
which content is thoroughly analyzed and logically
organized. Content is to be structured logically
following simple to complex, known to unknown,
concrete to abstract, general to specific etc.

11.  Instructional strategies are to be stated clearly.
Depending on the learning style and nature of the
content we have to decide the appropriate instructional
strategy. Appropriate media mix that is combination of
audio, video, graphics, animation; simulation etc is to be
decided.
 Learner evaluation strategies such as practice,
computer marked or tutor marked assessments, pretest,
post-test, remedial tests etc are to be specified. We have
to decide about the formative and summative
assessments. Before developing the content for the
selected course review the proposed learning objectives.
Make sure that content, assessment tests and exercises
match the objectives stated. Provide the information and
knowledge required to meet the learning objectives.

12. • Development: It is related to the creation of story
board. Story board is nothing but scripting the
entire course content. The term ‘story board’ is taken
from film production. In a movie it indicates the
visual representation of the various scenes. In e-
content development the story board describes step
by step script of the final outcome of the e-content
i.e. story board is created to provide a blue print of
the course with each and every detail along with the
content notes. The story board is created based on
the objectives and instructional strategies. Here the
developers create and assemble the content assets
and learning objects. Programming and
integration of all media elements into a cohesive
multimedia package are the part of this phase.

13. • Implement: In the implementation phase,
materials are distributed to learners. A
comprehensive implementation strategy
document is developed. This document should
cover the course curriculum, learning
outcomes, method of delivery in terms of hard
ware and soft ware requirements and testing
procedures. Ensure that the web site is
functional if the material is on the web site.

14. • Evaluation: The evaluation phase consists of
two parts i.e. Formative and summative
evaluation. Formative evaluation is present in
each stage of the ADDIE process. Summative
evaluation determines the adequacy of the
distributed materials in achieving the course
objectives. Material is to be revised at all the
stages based on the feedback received.

15. Four Quadrant Approach
in E-content Development
• Quadrant-I (e-Text):
• Content Writer is expected to write detailed write-up on
the topic of module as per content structure.
• The textual description should also be enriched with
multimedia supplements, wherever applicable.
• Multimedia supplements may include images, animations,
graphics, video or audio clips, line drawings, hand
drawings whichever applicable/possible.
• For each topic or subtopic, Content Writer should use
examples to explain the module, if required.

16. Quadrant-II
(Self-Learning):
• In this quadrant, Content
Writer is expected to provide
video tutorial which will
explain the topic of the
module. The tutorial may also
include Multimedia,
Animation, Documentary,
Simulation, Virtual Lab, etc.

17. Quadrant-III (Learn
More / Source for
Further reading / Web
Resources):
• This quadrant contains
supplementary material of the
topic of the module in different
forms like other related reading
materials, source of further
reading (such as books, articles
etc.) and links to websites dealing
with the topic etc.

18. Quadrant-IV (Self-
Assessment /Evaluation):
• Content Writer should provide minimum
10-15 questions for each module in
Multiple Choice Questions with Answer
or True & False Statements. Make
necessary changes and enhancement in
the content as suggested by the reviewer.

19. e-content script writing
• In the Development phase of ADDIE, the e-learning
content is actually produced. The content can vary
considerably, depending on the available resources. For
example, e-learning content may consist of only simpler
materials (i.e. those with little or no interactivity or
multimedia, such as structured PDF documents) which
can be combined with other materials (e.g. audio or video
files), assignments and tests. In that situation, storyboard
development and the development of media and
electronic interactions would not be conducted.

20. • The development of multimedia interactive content
is comprised of three main steps:
 content development: writing or collecting all the
required knowledge and information
 storyboard development: integrating instructional
methods (all the pedagogical elements needed to
support the learning process) and media elements.
This is done by developing the storyboard, a
document that describes all the components of the
final interactive products, including images, text,
interactions, assessment tests
 courseware development: developing media and
interactive components, producing the course in
different formats for CD-Rom and Web delivery
and integrating the content elements into a
learning platform that learners can access.

21. • The term “storyboard” is taken from movie production where
it indicates a visual representation of the various scenes of a
film. In e-learning, the storyboard describes screen by screen
what will happen in the final e-lesson. The storyboard is not a
final product. It is an intermediate product which is then used
by Web developers to create the final interactive e-lesson.
• While writing scripts, write directly, simply and clearly. To
accomplish this, keep sentences short. One rule of thumb is
that a sentence should not be longer than 25 words. It is
important to not give the reader more ideas or information
than can be handled at one time.

22. The main
points to
be
considered
are:
 Avoid jargon.
 If you are addressing a multicultural audience,
avoid culture-specific slang, colloquialisms and
examples.
 Minimize the use of compound sentences.
When you see a colon or semi-colon, examine
the sentence to see if it could be made simpler
and clearer by breaking it into shorter
sentences.

23.  Use personal pronouns (e.g. “you”) to refer to
learners. This personalizes instruction and involves
your reader.
 Use bulleted lists when appropriate.
 Use gender-inclusive, non-sexist language (e.g. sexist:
“Over the years, men have continued to use non-
renewable resources at increasing rates;” gender-
inclusive: “Over the years, people have continued to
use non-renewable resources at increasing rates.”)
 Use the active voice. In a passive construction, the
agent of the action often disappears from the scene.
Use the passive voice only when the active voice is
unduly awkward.
 Spell out acronyms in full the first time they are used.
Consider adding them to the glossary if appropriate.

24. Structure of an Interactive E-Lesson
• 1) Learning objectives: A first screen containing a clear and informal
description of learning objectives for the lesson.
• 2) Introduction: One or more introductory screens describing how the
knowledge gained from the content will be used and the benefits of
having that knowledge. The purpose of the introduction is to motivate
learners to proceed with the lesson.
• 3) Content (core of the lesson): A set of screens (from 4 to 25) which
make up the core of the lesson. These combines: text; media elements;
examples; and practice questions. Their purpose is to facilitate learning
of knowledge and skills. A range of instructional techniques can be
used to present the content. These techniques, as well as guidelines on
how to use media elements, examples and exercises, are presented
later in this chapter.
• 4) Summary: List of key points in the lesson. The purpose of the
summary is to help the learner memorize the lesson’s key points.

25. ONLINE E-LEARNING
PLATFORMS
• MOOCs are courses delivered online and accessible to all for
free.
• MOOC stands for massive open online course:
 Massive because enrolments are unlimited and can run into
hundreds of thousands.
 Open because anyone can enrol — that is, there is no
admission process.
 Online because they are delivered via the internet.
 Course because their goal is to teach a specific subject.

26. • MOOCs typically comprise video lessons, readings, assessments,
and discussion forums. Most MOOCs are made by universities.
Some of the first and most active MOOC makers
are Stanford, MIT, and Harvard.
• Some MOOCs are made by companies, such
as Microsoft or Google, or by various organizations, such
as IEEE or the Linux Foundation.
• Although MOOCs are created by universities, universities rarely
distribute MOOCs themselves. Instead, they rely on course
providers such as:
 Coursera
 edX
 FutureLearn
 Udacity

27. • Some MOOCs can be started at any time. Others start at
regular intervals — every few weeks or months. Some
are seldom offered — sometimes reappearing after a year
of absence. Finally, some stop being offered entirely.
Some MOOCs are self-paced. All the course material
may not be available from day one. Instead, it’s released
in fragments week after week, forcing students to pace
themselves. Assessments may have deadlines, preventing
students from lagging behind. But even when they
involve a schedule, MOOCs remain flexible.

28. • MOOCs range in length from 1 to 16 weeks. Most provide an estimate of the weekly time commitment,
although this may vary significantly from one student to another.
• Assessments in MOOCs can include:
 Auto-graded quizzes — that is, quizzes that are automatically graded upon submission, such as multiple
choice questions.
 Peer-feedback assignments — that is, assignments that are graded by other students according to a specific
rubric.
• Students performance on these assignments then determines their overall course grade.
• If finish a MOOC with a passing grade, the student may earn a certificate of completion. Sometimes, the
certificate is free. But more often, have to pay for it. Paid certificates often require ID verification, which
involves sending a picture of yourself and a government-issued ID.

29. • MOOCs often offer two enrolment options:
 Free Auditing — which gives you access to videos,
readings, and forums for free.
 Paid Enrolment — which gives you access to all the
content, including paywalled elements such as the
certificate of completion.
• A small number of courses are pay-only.
• Some MOOC platforms allow students to apply for
financial aid or scholarships.
• Some course providers restrict enrolment to people
over the age of 13 years. Parents may complete courses
with their children. Some MOOCs may be unavailable
in particular countries because of trade restrictions or
government policies.

30. • Interaction between instructors and students is
minimal or non-existent in MOOCs. Many courses
have mentors monitoring the course forums.
Occasionally, instructors may contribute to the
discussion. Students are encouraged to help each
other by answering questions. Students are not
allowed to post quiz answers, but may recommend
helpful resources, so struggling students can work
out the answer for themselves.

31. • Some MOOCs allow to earn academic credit from
specific institutions. This usually requires paying for the
certificate, completing the course(s), and then enrolling
in a degree program at said institution. Note that credit
earned through MOOCs is not the same as traditional
academic credit. MOOC credit is only recognized by the
institution listed on the course information page.
• In rare cases, other institutions may accept MOOC
credit, but this is entirely at the institution’s discretion, so
you should seek approval beforehand.

32. • Microcredentials are a series of related MOOCs
that allow to gain a deeper understanding of a
specific subject.
• Some popular microcredentials include:
 MicroMasters — such as edX’s Artificial
Intelligence MicroMasters.
 Specializations — such as Coursera’s Deep
Learning Specialization.
 Nanodegrees — such as Udacity’s Self-Driving
Car Engineer Nanodegree.
• To earn a microcredential, students must pay for
and earn a passing grade in each of its courses.

33. • MOOC-based degree
• Some universities offer full-fledged online
degrees based on MOOCs. Georgia Tech, for
instance, offers an online master’s in computer
science (OMSCS).
• Class Central
• Class Central is a search engine for online
courses. You can search for your topics of interest,
read course descriptions, and go through course
reviews to help you decide which courses to try.
You can also create a free account to create
personal course lists, write course reviews, and
follow particular subjects, universities, or course
providers.

34. How to find online courses?
• To find MOOCs on Class Central, you may:
 Search for keywords here — for instance, type ‘Algorithms’
or ‘Berkeley’.
 Browse by subject here — for instance, click on
‘Humanities’ or ‘Cybersecurity’.
• You can also start a search by clicking on the magnifying
glass icon at the top of any page. And you may further narrow
the search results by using the filters on the left of the page.
When you find an interesting course, click on its name. This
will take you to Class Central's information page about the
course.

35. • How to enrol in an online course?
• You can enrol in just a few clicks from the course information page.
Simply click on the ‘Go to class ⟶’button. This will take you to the
course provider page, from where you’ll be able to enrol.
• When to enrol in an online course?
• Not all courses are available all the time. The course information page
will tell you if there is a session:
 Upcoming
 In progress
 Self-paced
 Finished
• The page will also indicate the next start date, if there is one.

36. SWAYAM
• SWAYAM stands for Study Webs of Active-Learning
for Young Aspiring Minds is an Indian Massive open
online course (MOOC) platform. SWAYAM is an
initiative launched by the then Ministry of Human
Resource Development (M.H.R.D.) (now Ministry of
Education), Government of India under Digital India to
give a coordinated stage and free entry to web courses,
covering all advanced education, High School and skill
sector courses. It was launched on 9th July 2017
by Honorable President of India, Pranab Mukherjee

37. • SWAYAM has been developed cooperatively
by MHRD (Ministry of Human Resource
Development) and AICTE (All India Council
for Technical Education) with the help of
Microsoft and is equipped for facilitating 2,000
courses. The platform offers free access to
everyone and hosts courses from class 9 till
post-graduation. It enables professors and
faculty of centrally funded institutes
like IITs, IIMs, IISERs, etc. to teach students.

38. • SWAYAM operates MOOCs learning
resources in different ways and
structure. Learning in SWAYAM has
four parts/quadrants: e-Tutorial, e-
Content, discussion forums and
assessment.
• The first quadrant is direct teaching
means not much of extra work by
students, it could include teaching
video, animation, PowerPoint
presentation, Podcast and so on. All
these depend on what the subject is and
what the strategy adopted by the teacher
to teach the students.
• The second quadrant is an e-content
which could include e-books,
illustrations, Case studies, Open source
content, Reference link, further reading
sources and so on.

39. • The third quadrant is about clearing student's
queries. Discussion forum is a part of it, which
means students can interact with other students
and faculty to clarify their doubts. The
discussion forum is like a doubt counter where
any student or faculty can answer the question
of a student.
• The fourth quadrant is self-assessment to check
what a student have studied and whether he/she
is eligible to get certificate. It could be tests in
the form of Multiple Choice
Questions (MCQs), or quiz or short answer
questions, long answer questions, etc. The
fourth quadrant also has Frequently Asked
Question (FAQs) and their answers to clarify
common misconceptions among students.

40. National
Coordinators
• Nine national coordinators are appointed to manage the
course content. Each coordinator is assigned a particular
area for maintenance.
1. All India Council for Technical Education (AICTE) has
been appointed National coordinator by MHRD for self-
paced and international courses.
2. National Programme on Technology Enhanced
Learning (NPTEL) has been appointed National
coordinator by MHRD for engineering sector courses.
3. University Grants Commission (UGC) has been
appointed National coordinator by MHRD for non-
technical post-graduate education.
4. Consortium for Educational Communication (CEC) has
been appointed National coordinator by MHRD for
undergraduate education.

41. 5. National Council of Educational Research and Training (NCERT) has been appointed National coordinator
by MHRD for school education.
6. National Institute of Open Schooling (NIOS) has been appointed National coordinator by MHRD for school
education.
7. Indira Gandhi National Open University (IGNOU) has been appointed National coordinator by MHRD for
out-of-school students.
8. Indian Institute of Management, Bangalore (IIMB) has been appointed National coordinator by MHRD for
management studies.
9. National Institute of Technical Teachers Training and Research (NITTTR) has been appointed National
coordinator by MHRD for Teacher training program.

42. • All the courses offered by SWAYAM are
recognized by the government of India. All the
courses are valid in the country and
also, UGC has announced a “Credit Framework
for Online Learning Courses through SWAYAM”.
The UGC regulation requires Universities to
make changes in their rules and regulation to
incorporate provision for credit mobility and
MOOC courses under the SWAYAM platform.
The certificates of degrees and diploma will be
given on clearing the criteria of course taken and
that certificate will be a credit mobility for
academic credits. The current guideline of UGC
constrains just 20 percent of the courses for a
degree-level program.

43. • SWAYAM PRABHA is an education
learning platform initiated by the
Ministry of Human Resource
Development (MHRD)
available 24x7 through 34 (initially
32) DTH channels. This initiative
provides an educational program on
Television on multiple time zone. The
content provider is NPTEL, IITs, UGC,
NCERT, etc. same as of SWAYAM
online portal.

44. • Coursera is an American massive open
online course provider founded in 2012
by Stanford University computer
science professors Andrew
Ng and Daphne Koller.
• Coursera works with universities and
other organizations to offer online
courses, certifications, and degrees in a
variety of subjects.

45. • Coursera courses last approximately four to
twelve weeks, with one to two hours of video
lectures a week. These courses provide quizzes,
weekly exercises, peer-graded and reviewed
assignments, an optional Honors assignment
and sometimes a final project or exam to
complete the course. Courses are also provided
on-demand, in which case users can take their
time in completing the course with all of the
material available at once.

46. • Beyond single courses, Coursera offers its own credential, known as a
Specialization. Coursera’s catalogue currently lists more than 550
Specializations. The platform also hosts fully-online master’s degrees
in fields such as computer science, data science, business, and public
health. Coursera for Business makes online courses available to
business clients.