The edtech landscape in India has grown significantly over the past two decades. Key drivers of growth include increased awareness and competency among teachers, the rise of virtual classrooms, and greater investments in edtech solutions. However, opportunities remain to innovate curriculum, address privacy concerns, and better embed edtech into the education system through a national edtech policy and institutional support. The future of edtech includes advances in artificial intelligence, digital pedagogy, new assessments, and harnessing data to personalize learning.

1. EDTECH
LANDSCAPE -
INDIA
Some Notes and Thoughts
EdTechReview, March 03, 2020
Viplav Baxi

2. AGENDA
Current landscape
Key Drivers and Roadblocks
Opportunities
The New EdTech

3. BRIEFLY, ABOUT ME
1990s – Educational Simulations, Hypermedia, Virtual University & Online
assessments (IGNOU), Online IAS prep, Online Coding simulator, Tech trainer,
Enterprise software developer
2000s – Online K12 platform, Digital English Product, Corporate eLearning, the first
MOOC – CCK08 (and others), 3D simulations, serious games for BFSI, Learning and
Content Management systems
2010s – MOOCs, Gamification, serious games and simulations, Smart Classes, Tab
based learning, Social learning platform, Distance learning & digital content,
Publishing, Assessments, Vocational skills training, #WhatIfEDU
2020s – Test Prep, AI, STEM…the journey continues

4. LANDSCAPE – K12
2 decades of smart classes
The new kids on the block
 Online Virtual Classes, Doubt Resolution, Self-Study, Tests, Certifications and Degrees
 Content: Video, Augmented Reality/QR Codes
Fledgling – STEM programs and Kits, Coding, Maker-spaces
At takeoff – Artificial Intelligence
Publishing – largely print, but some adopting new digital methods (AR, Integrated
learning & teaching platforms)
Teacher Ed – Firki, DIKSHA, SWAYAM
Assessments – not much change

5. HIGHER EDUCATION
SWAYAM – Online MOOCs – 10 mn+ learners – however methodologies and
engagement mechanisms need a revamp
100 Autonomous Universities get to play online degrees; great fillip for supporting
partners – virtual classrooms, LMS, content, proctoring etc.
Teacher Ed & ODLIs are languishing in terms of edTech
NEAT – AI for HE, PPP models – 25% coupons in return for access to all HE students
via a National NEAT platform
“The objective is to use Artificial Intelligence to make learning more personalised and
customised as per the requirements of the learner”

6. PROFESSIONAL EDUCATION
Online professional development backed by University certification and
acknowledged by students and employers to be of value
Career courses that are more relevant – tied with industry needs and prepared with
industry participation
Learning as you go – subscription models, financing, micro-credentialing
Largely mimics the classroom / traditional ecosystem in terms of methods
Corporate learning – social learning, informal learning, Simulations and Serious
Games – not mainstream even today; video stays popular

7. POLICY
New curricular changes as outlined in the NEP 2019; shift away from rote; (reduced
syllabus + 21st century skills, revised NCF)
Move to new structures - 5+3+3+4 school structure, school clusters and multi-
disciplinary large universities
NTA - adaptive testing, modular common exams for entering HE
Renewed focus on professional development for teachers and leadership; NRF –
research and development funding
What’s missing?

8. POLICY
Desperately need an edTech policy
 Institutional mechanisms - An autonomous national agency that is empowered
to execute policy directives
 National level architecture
 Content - open standards and mechanisms for creation, search, delivery and consumption
 Technology - identity management, tracking and analytics, content, assessment, adaptive
learning and personalization
 Digital pedagogy - reflection, capture of classroom practices, lesson planning and
scheduling, project based learning, sharing of best practices and use of learner and
learning analytics
 Professional Development & Research
 Institutional capacity building

9. KEY DRIVERS
edTech Policy
New Tech/Pedagogy: AI, Makerspaces, STEM in K12, Blockchain, AR/VR, NLP
Teachers:
 Increased awareness and competency of teachers; drive to get certified online creates a
precedent/familiarity; MOOC course development and participation are being encouraged
 Rise of virtual classrooms and teacher ‘brands’
 Alternate pathways; can we afford to teach teachers in much the same way as we teach our students?
Students and Parents
 Convenience, access and affordability, reputation
Investments: New interest in investment community for edTech solutions; incubation/startup
programs
Infrastructure: Better connectivity and quality, affordable devices and web access

10. Break the existing
paradigms in online
education to deliver
greater value
Innovate the
curriculum
Chase outcomes not
just valuations
Address privacy
concerns and protect
data
Work on embedding
edTech into the
fabric of the system
Ask the tough
questions – What If?
Collaborate, share
and spread the word
OPPORTUNITIES

11. Both Intelligent
and Stupid
Tutoring systems
Digital Pedagogy
/ Heutagogy
New Age
Assessments and
competency
frameworks
Capability
Building
Core edTech
Research
Data and
Learning
Analytics
Task Automation
Content
Repositories &
Knowledge
Graphs
Language &
Translation
THE NEW EDTECH

12. “The current search for new educational
funnels must be reversed into the search
for their institutional inverse: educational
webs which heighten the opportunity for
each one to transform each moment of his
living into one of learning, sharing, and
caring.”
- Ivan Illich

13. THANKS!
Viplav Baxi
#whatifedu
www.whatifedu.com
Viplav.baxi@gmail.com
+91-98110-48940