E-Learning and MOOCs: Role of Libraries

Dr. Jagdish Arora

Advisor, NBA

Email : jarora42@gmail.com

e-Learning

and

MOOCs

• E-Learning-Web-based Learning

• Synchronous / A synchronous Learning

• E-Learning: Content Creation and Ccontent

Hosting

• ePG Pathshala; Vidya-Mitra; SWAYAM

• SWAYAM Courses in LIS

• SWAYAM-Prabha

• MOOCs: Defination, Evolution, Types of

MOOCs, Advantage, Challenges and

Disadvantage

• Important MOOCs Platforms

• SWAYAM: India’s National MOOCs

INFLIBNET Centrewww.inflibnet.ac.in

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E-Learning

E-Learning

&

Web-based Learning

Synchronous Learning

&

Asynchronous Learning

E-Learning

• The use of the Internet and related technologies for the development, distribution and enhancement of learning resources.

E-Learning

• associated with learning materials delivered in a Web browser, including when the materials are packaged on CD-ROM or other media such as hard disk

Web-based Learning

INFLIBNET Centrewww.inflibnet.ac.in

Synchronous learning

learning and teaching takes place in real time (same time) while the trainer and learners are physically separated from each other (place shift).

Examples include:

• listening to a live radio broadcast

•watching live a television broadcast

•audio/video conferencing

• Internet telephony

•online lectures

• two-way live satellite broadcast

•Classroom lecture

INFLIBNET Centrewww.inflibnet.ac.in

Asynchronous learning

Characteristic for asynchronous learning is the fact that the trainer prepares the courseware material before the course takes place. The learner is free to decide when he wants to study the courseware

Examples include:

• self paced courses taken via Internet or CD-ROM

• videotaped classes

• stored audio/video Web presentations or seminars

• recorded audio tapes

• Q & A mentoring

• reading e-mail messages

1. Content Creation

• Source/ Development of e-content (learning material)

INFLIBNET Centrewww.inflibnet.ac.in

Self learnE-text

Self assessment Learn more

A d e q u a t e v o l u m e o f e - T e x t ( 8 - 1 0 p a g e s )

D u r a t i o n o f v i d e o ( 2 5 - 3 0 M i n )

1. Content Creation: E-Learning Element

Class Room V/s e-Learning: Different Environment and Preparation

Sl.

No

At Class Room At e-Learning Environment

01 Lecture on a topic Write these lecture notes in MS Word or any other

Word Processing Software

02 Explain lecture through

presentation

Explain the above mentioned lecture in PPT

(Description (Script) to be given in ‘Note’ section of

PPT, if content writer is not able to give his/her

voice)

03 Examine Student (Quiz) Prepare Questions in PPT/Word file: Objective

Types, False / True Statements, etc. with right

answer

04 Motivate / guide students to

learn more from different

sources

Identify source for further reading (books, articles,

web resources, etc.) / provide glossary

INFLIBNET Centrewww.inflibnet.ac.in

Team work

Principal Investigator

(1)

Course Coordinators,

Reviewers, Editors

(N)

Team of Authors/

Content Writers

Team

2. Content Delivery

• Platforms such as LMS, MOOCs

INFLIBNET Centrewww.inflibnet.ac.in

Learning Management System

• Learning Management System (or LMS) is a broad term

used to describe software tools designed to manage user

learning interventions and provide access to online learning

services for students, teacher, and administrator.

• A software system, that allows the development and delivery

of educational courses using the Internet as a delivery system.

• MOODLE, Atutor, etc.

INFLIBNET Centrewww.inflibnet.ac.in

LMS vs. Traditional Methods• ‘Classrooms’ sizes

• Time

• Ability to tailor courses

• Affordability

• Consistency

• Interactive learning

E-Learning and MOOCs

Role of Library

My Experience at INFLIBNET

ePG PathshalaE-Content for Post Graduate Level Subject

http://epgp.inflibnet.ac.in

E- PG Pathshala: Current Status

S u b j e c t s : 7 0

• INFLIBNET administers the project and maintains LMS for e PGP. It is anchor

institute for five Subjects including Library and Information Science

E-text

23,000+Video

23,000+

Subject Experts

5,100+No. of Papers / Courses

710+

Efforts of Library Staff @ INFLIBNET towards ePGP

Efforts of Library Staff @ INFLIBNET towards ePGP

Subjects and it

s Expert

Identification

Guidelinesfor Authors)

Authoring E-Module

Repository

& Hosting

Content

Metadata

Enrichment

(LCSH)

Metadata

Subject ExpertsSubjects (70-PG)

I d e n t i f i c a t i o n o f S u b j e c t s a n d

S u b j e c t E x p e r t s

• Identified subjects that are

offered in multiple number of

universities

• Web sites of universities

• University Handbook

• Web of Science – Most

Productive Research Areas

•Vidwan – Expert Database of

INFLIBNET

•Web of Science – Most

Productive Subjects

•Most-cited Indian authors

Self-learninge-Text

E f f o r t s o f L i b r a r i a n b e h i n d e P G P

• Module Details

• Objectives

• Learning Outcomes

• Structure: Intro …

• Illus., Graphics and

Pictures

• Style, Spacing,

Numbering, etc.

• References

• Plagiarism Check

• IPR Issues:

Permissions, etc.

• Template for ppt

• Multimedia,

animation,

simulation, virtual

lab.

• Empanelment of

multimedia vendors

• Story board for

animation

• 10 – 15 Questions

• Multiple Choice

Questions

• True & False

Statements

• Correct Sequencing

• Fill-in the blanks

• 4 to 5 Subjective

Questions

Authoring e-Modules: Detailed Guidelines for Content Writers

Self Assessment

Learn More

• Did You Know?

• Interesting Facts

• Time Line

• Glossary

• Web Links

• Points to Ponder

• 4 to 5 Subjective

Questions

I n - H o u s e d e v e l o p m e n t :

C o n t e n t W r i t e r s E P G P

I n - H o u s e d e v e l o p m e n t :

M o A Copyright Transfer Form

In-House development: Common portal for all stakeholders

ePG Management System Forum

Content Repository and Hosting

C o n t e n t R e p o s i t o r y & H o s t i n g

•Open Source Learning Management Repository

•ATutor was customized to host e-PG Pathshala content

•Contents were organized using 6 mojor subject categories of

Web of Science

•E-PGP Management System to manage administrative

activities of project.

Efforts of Librarian behind ePGP

Metadata Enrichment

•Content organized in the Repository in six major subject

categories using Web of Science Subject Categories.

•Library of Congress Subject Headings (LCSH) (RDF-complaint)

Plugged into LMS for assigning subject headings

• Additional keywords were provided by the Library staff at

INFLIBNET to each module

E-text: 44,450

Video: 66,174

Mobile App

Others: 37,827

UG: 46,515

PG: 20,487

Others: 4753

About • Vidya-mitra is an online learning portal for all the e-content projects

developed under the NME-ICT

• It provide seamless access to e-content developed by various PIs and bring

them under single umbrella, enabling user to access all e-contents through

single window platform.

• Adopt digital preservation strategies to ensure long-term availability of e-

content developed under the NME-ICT; and

• Make e-content available to students and peers using different delivery

modes to impart formal and informal education for supplementing and

complementing the process of teaching and learning in higher education.

Website not available

Website available but not functional

Content is not accessible online (stored on physical media)

Content with same subject developed under different projects

Unavailability of frozen or incomplete projects

Ideally all e-content generated by NMEICT fund should be accessible through “Vidya-mitra” for better outreach.

BackgroundNot e-content

project, 26

e-Content Projects, 59

Requirements & its Strategy• Content : Content-Collection Platform

– To acquire data from different location of different PIs

– Incorporation of preliminary keywords, map with syllabi given by PIs

– Statistics of participation of different e-content projects of NME-ICT

• Metadata-enriched Content: Metadata-Creation Platform

– Different learner search their material in different way

– Enrich content in terms of their associated attributes / bibliographical details

– Interlink of content with other content

– Map to syllabi and related terms of the content

– Help in providing suggested / recommended reading material

Delivery of Content to End-user: Service to End-user

Free-text search

Faceted Search

Search-Browse by

Nature of Content (video/text/assessment, etc.)

Level of Course (UG / PG)

Subject

Navigation of Content as per Syllabi, Project

My account (Collection of own Set of Learning Material)

Suggested / Recommended Reading Material

Statistics (No of visitors, No of downloads, more viewed content, project, no of registered learners, Visitors in terms of courses (UG /PG)

Methodology

Acquisition of e-content with supplementary

materials

Analysis of content in terms of type, volume,

format, etc.

Standardization and Assigning

Metadata

Automated Linking with

other resources

Access (Search and Browse Interface)

Data Pre-processing

• Split content into four quadrants:

– Text

– Video

– Learn More

– Quizzes

– Raw formats for preservation?

Role of Library Staff @ INFLIBNET

Data Processing

• Metadata

• Assign Major Subject Headings

• Assign Subject Headings using LCSH plugged

into the Repository

Role of Library Staff @ INFLIBNET

Organization of Content • Broader Headings (8) using WoS Subject Categories

• Assign Subject Headings using LCSH plugged into

Repository

• Assign Levels of Study (UG /PG / School)

• Backend Database (non-SQL – Mongo DB)

Role of Library Staff @ INFLIBNET

Preliminary work (Step-1) Subject Domain, Subjects, Syllabus

Preliminary work Subject Domain, Subjects, Syllabus

Meta-Data for Content Assign metadata, Upload/link to documents (video/audio etc.)

Single box &Advanced search

Subject oriented content

Faceted Search

Social Media tag

Own Library (My-Space)

Content in Four Quadrant

Massive Open Online Courses

SWAYAM (MOOCs): Fund Disbursement and Coordination

Funds: Rs. 14 Crores to re-purpose 84 courses in 16 subjects

INFLIBNET Centre is the anchor Institute for Seven Courses in Library and Information Science.

All courses approved for re-run in July 2018 and January 2019

MoU with CUHP for credit transfer

Paper ID Name of Paper Paper CoordinatorNumber of Learners

Enrolled

1 Knowledge Society Dr. K S Raghavan

4 Information Sources, Systems and Services Dr. Renu Arora

5 Information Communication Technology for Libraries Dr. Usha Munshi

6 Management of Libraries and Information Centers & Knowledge Centers Dr. Dinesh Gupta

7 Information Storage and Retrieval Dr. P.M. Devika

8 Digital Libraries Dr. Jagdish Arora

10 Informetrics & Scientometrics Dr. I K Ravichandra Rao

MOOC - A different educational spaceB o u n d a r y l e s s I n s t i t u t e / U n i v e r s i t y

Massive - enrolment numbers

Open - no mandatory qualifications

Online - fully

Course - structured

is an online course aimed at unlimited participation and open accessvia the web.

The basic philosophy of MOOCs is 3A’s i.e., Anytime, Anyone,Anywhere.

LMS is a teacher (without certification) where MOOCs is virtual Institute (with certification)

MOOCs: Definition

• Massive Open Online Courses (MOOCs) are course aimed at

unlimited participation and open access via the web.

• Oxford Dictionary defines MOOCs as a course of study made

available over the Internet without charge to a very large number

of people.

INFLIBNET Centrewww.inflibnet.ac.in

Evolution• Evolved from Open Education Resources (OER)

• First official MOOCs course was offered by George Siemens, Alaska University

and Stephen Downes, National Research Council called “Connectivism an

Connecting Knowledge” in the year 2008. The course was offered to 25 students

from Manitoba University in Canada and was followed on the Web by 2300

students.

• The first truly “Massive” response to an open online course was on “Artificial

Intelligence” offered by Sebastian Thun and Peter Norvig from Stanford

University in 2011. 1,60,000 students from 190 countries enrolled for the course.

After finishing the course Thurn found Udacity.com.

INFLIBNET Centrewww.inflibnet.ac.in

Types of MOOCs

• cMOOCs: “Connectivism MOOCs”. Imparting learning in

“Networked environment” using Social Network platform, blogs,

learning communities, etc. CMOOCs are learner-centric.

• xMOOCs: xMOOCs are based on traditional studying materials and

higher education methods of learning invloving video lectures and

quiz tests as method of evaluation. xMOOCs are teacher-centric.

• Quasi-MOOCs: Based on web-based OERs that are not designed for

supporting learning-specific tasks. Lacks social interaction of c-

MOOCs.

INFLIBNET Centrewww.inflibnet.ac.in

Advantages

• Subject-independent: Individual courses – freedom to choose

• Anywhere, anytime: No geographical or time limitation

• Asynchronous way of learning

• Multi-media supplements: Video, animation, quizzes, simulation, and

technology-enhanced courses

• Facilitate pedagogical experimentation

Challenges and Disadvantages• Higher drop-out rate: 90%, only 10% complete the course

• Addressing diverse requirements of a large number heterogeneous students enrolled

for a course is a challenge for faculty

• Lower weightage by employers

• Creation of MOOCs is time-consuming, and expensive involving multiple players

• MOOCs courses are not accredited

• Online evaluation is inadequate - provides room for cheating

• Interest in MOOCs has increased exponentially from 2008 to 2018. Data from Google trends

India is ranked 13th based on search volume index in world for MOOC related search queries

MOOCs Platforms / Providers

Edx

Coursera

Udacity

Udemy

P3pu.org

Khanacademy

SWAYAM

EdX.orgEdX is a massive open online course (MOOC) provider and online learning

platform. It hosts online university-level courses in a wide range of

disciplines to a worldwide audience, some at no charge. It also conducts

research into learning based on how people use its platform.

Funded and owned by MIT & Harvard University

Web Address https://www.edx.org/

Launched on May 2012

Participating Institutes As of July 2016 More than 70 Schools and

more than 110 partners

Funding (in USD) $60 million

Available Languages English, Mandarin, French, Hindi, Spanish

No of Users 10 Million (As of October 2016)

INFLIBNET Centrewww.inflibnet.ac.in

Visitors @ EdX

CourseraCoursera is an education platform that partners with top universities and

organizations worldwide, to offer courses online for anyone to take, for

free as well as paid.

Funded and owned by Andrew Ng and Daphne Koller

Launched April 2012

Web Address https://www.coursera.org/

Participating Institutes 150 leading University across 29 countries

Number of Registered users More than 24 Million (as on October, 2016) (Shah 2015)

Available Languages English, Spanish, French, Chinese, Arabic, Russian, Portuguese, Turkish,

Ukrainian, Hebrew, German, Italian, Portuguese

Visitors @ Coursera

UDACITYUdacity was born out of a Stanford University experiment in which Sebastian

Thrun and Peter Norvig offered their "Introduction to Artificial Intelligence"

course online to anyone, for free. Over 160,000 students in more than 190

countries enrolled and not much later, Udacity was born

Funded and owned by Sebastian Thrun, David Stavens

Funding of USD 21 Million

Launched 2012

Web Address (www.udacity.com)

Number of Registered users 1.6 Millions

Available Languages English

UDEMYUdemy is the leading global marketplace for teaching and learning, connecting

students everywhere to the world’s best instruction anywhere. Eren Bali, a Turkish

national, partnered with co-founders Oktay Caglar and Gagan Biyani toward a

common goal: to make quality education more accessible and improve lives

through learning. Offers more than 1,30,000 courses in 60 languages

Funded and owned by Eren Bali, Oktay Caglar and Gagan Biyani

Funding of USD 21 Million

Launched 2009

Web Address (www.udemy.com)

Number of Registered users 245 Millions (40 M students)

Available Languages 60 languages

NPTEL

ClassificationD i f f e r e n t p a r a m e t e r s

P

1. Schedule driven

2. Self paced

Pace

I

1. University courses

2. Private firms

Instructors

C

1. Paid

2. Free

Course

Cycle of a Traditional Course

Mooc With Traditional system

• Method of learning is different in context of video tutorials; case studies and demonstration are included in organized manner

• Flexibility • Attendance • Allow massive no of students • No need for any eligibility criteria as to take admission in course.

Apply enrol engageLearn Persist /Complete

INFLIBNET Centre 63

01 02 03 04

07 06 05

Content Development

&

Repurpose

Content Upload Student Enrolment

and Deliver Course

Credit Transfer from

the Host institute Proctored Examination Student Activity and

Interact with Student

through Forum and

Chat

Course Proposal and

Approval of the Course &

Promote the Course

Life Cycle of MOOC Course

(Creation to Delivery)

Major Platforms / Players

P1. Edx

2. Course Builder

3. Blackboard

4. WizIQ

5. MOODLE

6. Udacity

S

SWAYAM

INDIA

F

1. UGC2. CEC3. IGNOU4. NPTEL5. NCERT6. NIOS7. IIMB8. NITTTR

Players

F

1. MOOC Platform by MHRD2. Courses across all subject domains3. Courses from School to University4. Certificate / Credit [By Regulators]

SWAYAM

National Coordinators

National MOOCs Coordinator Sectors

UGC Non-Technology Post Graduate Degree Programs

NPTEL Technical / Engineering UG & PG degree programs

CEC Non-Technology Under Graduate degree programs

IGNOU Diplomas and Certificates

NCERT School Education from Class 9th to 12th

NIOS School Education from Class 9th to 12th

IIM Bangalore Management programs

NITTR, Chennai Teacher Training programs

National MOOCs Coordinators, SWAYAM

Stake-holdersR o l e & R e s p o n s i b i l i t i e s

L

1. Enroll for Course2. Study the Course3. Interact with Teacher4. Appear in Exam5. Get Certificate / Credit

Learners

T

1. Create Content2. Create Course3. Define Course4. Start Course5. Assist Learners6. Exam preparation

Teachers

Issued on 19th July 2016

SWAYAM to notify courses on

June 1 & Nov 1, every year

Up to 20% courses in a

Program can be on SWAYAM

Online learning courses to

be available on SWAYAM

Courses on SWAYAM

permitted for credit transfer

Notification

Choice of CoursesCredit Transfer

Learning Courses

UGC (Credit Framework for Online Learning Courses through

SWAYAM) Regulation, 2016

Adopting MOOCs in UniversitiesStep-1: Make Amendments

Step-2: Select the Courses

Step 3: Designate Course Coordinator

Step-4: Disseminate Information

Step-5: Course Registration

Step-6: Evaluation

Amend their ordinances, rules, regulations to incorporate provisions for

transfer of credits for MOOCs courses as per UGC Regulations

Select courses to be permitted for credit transfer,(e.g. courses in high demand, course for which faculty is not available, elective courses, etc.

Designate a Course Coordinator / facilitator to guide students through the course and to facilitate / conduct Lab / Practical sessions / examinations

Disseminate information about courses to students through faculty, notice boards, student forums, workshops and university website etc.

University to facilitate registration of students. Every student enrolled for the course in the University must register for the MOOCs course

Evaluate students registered for MOOCs courses based on quizzes, assignments, sessional and final examinations

Adopting MOOCs in UniversitiesStep-7: Marks of the Students

Step-8: Certificate

Incorporate marks / grades communicated by the host Institution in the final mark sheet of the student. Practical / lab component to be conducted and evaluated by university

Give equivalent credit weightage (upto 20%) for the credits earned through SWAYAM received from host institution.

• Two methods followed:

– Repurposed from e PGP (63 uploaded on Swayam, 100 in pipe-line)

– New MOOCs to be developed (100 in first year)

• New MOOCs may be offered for - courses high in demand but expertise not

available in majority of the universities (e.g. Electives). (Suggestions solicited from

academia, students on UGC Website)

For core and generic papers, e-PG Pathshala to be used as OER

Development of MOOCs

THANK YOU