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Similar to Development of MOOCs with special reference to SWAYAM
Development of MOOCs with special reference to SWAYAM
- 1. Designing, Developing and DeliveringMOOC: Special Reference to SWAYAM Nisha Singh Deputy Director, IUC. IGNOU
- 2.
- 3. https://www.itu.int/en/ITU-D/Statistics/Pages/default.aspx Learning that meetsyou where you are…. • ITU estimates that at the end of 2018, 51.2 per cent of the global population, or 3.9 billion people were using the Internet
- 4. Short Term • Redesigning Learning Spaces •Blended Learning Designs Mid-Term • Advancing Cultures of Innovation • Growing Focus on Measuring Learning Long-Term • Rethinking How Institutions Work • Modularized and Disaggregated Degrees Educase Horizon Report- Key Trends Accelerating Higher Education Technology Adoption https://library.educause.edu/-/media/files/library/2019/2/2019horizonreportpreview.pdf
- 5. KPMG-GOOGLE-Online Education in India 0 500 1000 1500 2000 2500 20172021 USD (millions) USD (millions) https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in- India-2021.pdf
- 6. Online Education InIndia-Key Areas Primary and Secondary Supplemental Education Test Preparation Reskilling and Online Certification Higher Education Language and Casual Learning
- 7. Growth Rate :Online Education Primary and Secondary Supplemental Education Test Preparation Higher Education Language and Casual Learning Reskilling and Online Certification Key Areas
- 8. MOOC • Dave Cormierin 2008 coined MOOC • George Siemens and Stephen Downes conducted a course called Connectivism and Connective Knowledge (also known as CCK08). • CCK08, consisted of 25 tuition-paying students at the University of Manitoba as well as over 2200 online students from the general public who paid nothing 8
- 9. MOOCs • M---Massive • O—Open •O—Online • C—Courses • New York Times headline declares 2012 the “Year of the MOOC.” • Coursera (Daphne Koller and Andrew Ng) Udacity (Sebastian Thrun and Peter Norvig), Edx (MIT and Harvard) 9
- 10. SWAYAM: Why IndigenousMOOCs • Shortage of qualified faculty, resources and infrastructure • Quality education to all • More contextual MOOCs • NPTEL under NMEICT and then 2016 happened and Indigenous MOOCs was initiated 10
- 11. • Online Coursesneed planning and so do MOOCs 11
- 12. 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
- 13. Instructional System Design(ISD) Conduct Need Assessm ent Establish Overall Goals Conduct Task Analysis Specify Objecti ves Develop Assess ment Strategi es Select Media Produce Material Conduct Formativ e Analysis Revise as Requir ed Conduct Summati ve Analysis
- 14. Instructional Design • …… is the process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction. (http://www.instructionaldesign.org)
- 15. Models of InstructionalDesign Many Models are there. Few popular ones are • ADDIE • Dick and Carey Model • Smith and Ragan Model • Keller’s ARCS Model for motivation • 4C/ID Model
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- 17. Dick and CareyModel (Source: Dick, Walter, Carey, Lou, & Carey, James O. The systematic design of instruction, 7th edition, 2009)
- 18. Instructional Design-Analysis Phase NeedAnalysis Problemidentification Need identification Is solution needed
- 19. Instructional Design-Analysis Phase LearnerAnalysis Targetlearner for the course Characteristics of learners Instructional Strategies Content language Examples
- 20. Instructional Design-Analysis Phase •Identification of the activities that a learner performs • Learners’ performance level Task Analysis • Conditions of learningContext Analysis
- 21. Instructional Design-Design Phase Answer‘howwill’ thecontent 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?
- 22. • Knowledge levelof the learner • Learning objectives/outcomes • Structure of the learning activities • Assessment • Review the Design components Instructional Design-Design Phase
- 23. –List activities forTarget Audience • Select the most Appropriate Method • Produce instructional Aids • Validate the material • Develop resources Instructional Design-Development Phase
- 24. Instructional Design- ImplementationPhase Prepare schedule Provide documentation Prepare learning environment Delivery
- 25. • Evaluation :Formativeand Summative • Review and Evaluate Each Phase (formative) • Perform External Evaluation (summative) • Revise
- 26. Instructional Ingredients eContent Gainingattention Animation Audio Informing the learner of the objective Overview Rules Tasks Quests Stimulating recall Pre-tests Quiz Presenting the material Text (material) Audio Video Animation Providing learning guidance User guides Tutorials Eliciting performance Quests Assignment Quiz Group Discussion Questing Providing feedback Feedback Scores Rewards Assessing performance Score Enhancing retention and transfer Further reading material Websites
- 27.
- 28. • Text • Graphics •Images • Audio • Animations • Video • Interactivity Multimedia is content which is a combination of these.
- 29. Verbal Symbols Visual Symbols Recordings,Radio, Stills Motion Pictures Educational Television Exhibits Study Trips Demonstrations Dramatized experiences Contrived experiences Direct purposeful experiencesConcrete Abstract
- 30.
- 31. TPACK Model ✢ PedagogicalContent Knowledge (PCK), ✢ Technological Content Knowledge (TCK), ✢ Technological Pedagogical Knowledge (TPK), and ✢ Technological Pedagogical Content Knowledge (TPACK).
- 32. Regulation of OnlineEducation Section 7. (2) (iii) (d) says “Quadrant-IV i.e. Self- Assessment, that shall contain – MCQ, Problems, Quizzes, Assignments and solutions, Discussion forum topics and setting up the FAQ, Clarifications on general misconceptions.” • Section 7. (6) says “Active Engagement of the Learners - Active engagement in online or virtual class shall be monitored via participation in asynchronous or synchronous discussions, assignment activity and Course or Programme involvement and the analytics of Learning Management System shall be used for ensuring the learner’s 32
- 33. SWAYAM Study Webs of Active Learning for YoungAspiring Minds 33 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 nation.
- 34. SWAYAM 34 SWAYAM Access QualityEquity Bridge The DigitalDivide Best Learning Resources To All
- 35. SWAYAM is • One-stopweb 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 35
- 36. The Regulatory Framework 1.Guidelines for developing online courses under SWAYAM-01-June-2017 2. UGC (Credit Framework for Online Learning Courses through SWAYAM) Regulation, 2016 3. Guidelines for Development and Implementation of MOOCs- 11-March-2016 36
- 37. SWAYAM High School Higher Education Skill Sector 37 Integrated Platform andPortal for Online Courses
- 38. Scope of SWAYAM CurriculumBased Course Contents : Diverse Disciplines School Education (9-12 Levels) Modules Advanced Curriculum and Professional Certification Skill Based Courses Courses to Meet the Needs of Life-long Learners Independent Courses 38
- 39. National Coordinators andSectors 39 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
- 40.
- 41. SWAYAM: Course Types CreditCourses Course taught for at least one semester as a part of any subject/programme Non-Credit Courses Independent courses, not part of any set curriculum. It can be of shorter duration. Awareness programme, Continuing education programme or training of specific skill set etc. 41 1 to 4 Credit Course is expected to be covered in 4-12 week’s duration
- 42. SWAYAM: Content load 42 1to 4 Credit Course is expected to be covered in 4-12 week’s duration Follow the timelines 4 Credit Course 40 Videos of duration of 30 mins (20 hrs) 40 SLMs/ reading Modules
- 43. SWAYAM: Online • TraditionalClassroom • Online Learning 43 https://commons.wikimedia.org/wiki/File:Hainan_Medical_College_-_14.jpg
- 44. Design: Four QuadrantApproach Quadrant I e-Tutorial Quadrant II e-Content Quadrant IV Assessment Quadrant III Discussion Forum SWAYAM Course 44
- 45. Design: Four QuadrantApproach SWAYAM Course 45 Video and Audio Content in an organized form, Animation, Simulations, video demonstrations, Virtual Labs, etc. along with the transcription of the video. Quadrant I e-Tutorial
- 46. Design: Four QuadrantApproach SWAYAM Course 46 self instructional material, e-Books, illustrations, case studies, presentations etc. and also contain Web Resources such as further references, Related Links, Open source Content on Internet, Video, Case Studies, books including e-books, research papers & journals, Anecdotal information, Historical development of the subject, Articles, etc. Quadrant II e-Content
- 47. Design: Four QuadrantApproach SWAYAM Course 47 for raising of doubts and clarifying them on a near real time basis by the Course Coordinator or his team. . Quadrant III Discussion Forum
- 48. Design: Four QuadrantApproach SWAYAM Course 48 Problems and Solutions, which could be in the form of Multiple Choice Questions, Fill in the blanks, Matching Questions, Short Answer Questions, Long Answer Questions, Quizzes, Assignments and solutions, Discussion forum topics and setting up the FAQs, Clarifications on general misconceptions. . Quadrant II Assessment
- 49. Role of ConcernedInstitutions 49http://www.lancaster.ac.uk/news/articles/2013/offa-backs-lancasters- commitment-to-outreach-and-student-success/ Parent Institution Host Institution
- 50. Role of ConcernedInstitutions 50
- 51. Certification through SWAYAM Acceptedand approved evaluation format in alignment with the Host Institute The proctored exam to be conducted nationwide Learners get credits from Host institute Learners can get the credit transferred to Parent Institute 51 UGC (Credit Framework for Online Learning Courses through SWAYAM) Regulation, 2016
- 52. SWAYAM: QUALITY ASSURANCE BothHost Institution and SWAYAM Team at • Planning Stage • Development Stage • Delivery Stage 52
- 53. SWAYAM: QA Agencies 53 SWAYAMBOARD SWAYAM Academic Board National Coordinator Academic Advisory Council Subject Matter Expert Groups Course Coordinator & Team
- 54. SWAYAM: IPR/ CopyRight • Follow applicable copyright laws and submit an undertaking • All contents funded/ posted in SWAYAM will be copyrighted to SWAYAM • CC shall have explicit permission • User /student/ institutions should be informed about the usage rights 54
- 55. SWAYAM Where toSTART 55
- 56. Proposal for SWAYAM •Announcement of Expression of Interest (EoI) by National Coordinator (NC) • The EoI shall be submitted in the proposal form provided by NC – IGNOU – UGC • Guidelines to the Course Coordinators(CC)
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- 58. Host University/ Institution •University/ Institution, willing to offer the course, agree/ready to conduct assessment and award credit/certification • Credit course needs to be cleared (Approved) by the Competent Authority of the Host Institution
- 59. Host University/ Institution Whilesubmitting the EoI, the Course Coordinator shall submit an undertaking from the Host University/ Institution conveying its willingness to • offer the course for credit, • conduct examination, assessment, evaluation, • issue certificates and • transfer the credits to the students of the Parent University/Institution
- 60. About The Course CourseTitle Overview – In 100 words along with pedagogy – About the course and its broad objectives – Teaching Leaning Strategies-i.e. learning through videos, discussion groups, reading material etc. Medium of Instruction Course Duration (in weeks)
- 61. About The Course Isit a New Course or Repurposed from Existing Programme
- 62. Type of Certification 62 1to 4 Credit Course is expected to be covered in 4-12 week’s duration Credit Course Which Is Taught For At Least One Semester As A Part Of Any Subject/Programm e Non Credit Independent courses Continuing Education Programme Awareness programme Training Of Specific Skill Set
- 63. Objectives of theCourse Explain the broad objectives of the course including the expected learning outcomes
- 64. Learning Outcomes (LO) SpecifiedLearning Outcomes for each • Topic • Theme • Module
- 65. Introductory Video Introductory videoof 2-5 minute • Preferably by Course Coordinator • Provide course Overview and Objectives • Pre-requisites & learning outcomes • Any other relevant information
- 66. Teaching team Course Coordinator– photograph, a brief (40 Words) & contact details Co-Coordinator - photograph, a brief (20 Words) & contact details While running the Course Teaching Assistant (TA): in case the enrolment is large . TA may be appointed
- 67. Target Audience Eligibility forEnrollment Minimum educational qualification and eligibility criteria to enrol in the course Course Prerequisite Skills, Knowledge and any other pre- requisites required for doing the course
- 68. Course Cycle/ Sessions Numberof times the course will be offered/ year Announcement Date Start Date End Date
- 69. Module Details…. VideoLectures Video Title Name of Teacher Content Abstract Duration (in Mins) Date on which video will be made public Reading Material (SIM) Reading material Author Type of publication (article/notes) Content Abstract Number of pages Self-Assessment Type of assessment (Quiz, Subjective, activity etc. please provide details) Topic covered Date for the assessment (provide tentative weeks) Marks
- 70. Weekly plan Week 1DateModules covered in Week 2 Activity November, 2018 Introductory Framework (week beginning) Video/SLIDE November 11, 2018 November 13, 2018 November 14, 2018 Module 3 Defining Teachers of 21ST Century (Skill, Pedagogical Knowledge, Professional Development) Module 4 Pedagogical Innovations and Learning Tools in 21st Century Assignment 1. Self Learn Video 2. E-Text: • Presentation Slides • Lesson Script • Learn More 3. Activity to be discussed during discussion forum 4. Learning assessment in form of assignments
- 71. Video Lectures • Videosshould be along with the transcripts • 4 credit Course may have 40 Videos of half an hour duration (20 hrs ) • Reading material up to 40 modules
- 72. Production Facilities Availability ofVideo Production/ editing Facilities In-house Outsource High Quality Broadcast Videos
- 73. Evaluation Methodology Decide uponOverall assessment Strategy • Assessment procedures of the host institution • Achievement level for completion of the course • May include formative and summative assessment
- 74. Names of Reviewers •SMEs identified by the CC to ensure the overall quality of the course 74
- 75. Time Line • Preproduction Activities (12 weeks/online course) • Production Activities (8 weeks/ online course) • Presentation Techniques – 75% of the time –Innovative Learning techniques: case studies, scenarios, animation, analogies, concept nap, individual of r group activities, interactive activities , discussion forums, multimedia techniques, live experiments, demonstrations, role play , field documentaries. 75
- 76. Time Line • Postproduction Activities (4 weeks/online course) – Video editing etc. • Review of the Course Content and Approvals (4 weeks/online course): Quality Check – Technical check – Academic Check by SMEGs • Pedagogy and learning experience • Language • Presence of elements like video, Discussion Forums, assignment , etc. 76
- 77. References 1. Guidelines fordeveloping online courses under SWAYAM-01-June- 2017 2. Guidelines for Development and Implementation of MOOCs- 11- March-2016 3. UGC (Credit Framework for Online Learning Courses through SWAYAM) Regulation, 2016 4. https://swayam.gov.in/ 5. https://www.swayamprabha.gov.in/ 6. https://www.slideshare.net/AshishKumar70/introduction-to- swayam-moocs?qid=e4ff253d-f1ab-46d2-87d2- 28a3e6e3a648&v=&b=&from_search=1 78
- 78.