The Information Management Associate Degree Program: The First Internet-Based...Mehmet Emin Mutlu
M.E. Mutlu, C.H. Aydın, “The Information Management Associate Degree Program: The First Internet-Based Distance Education Experience in Turkey”, The Eleventh Annual Distance Education Conference, Texas A&M University, Houston-Texas, January 20-23, 2004.
Embedded System Practicum Module for Increase Student Comprehension of Microc...TELKOMNIKA JOURNAL
The result of applying the embedded system in education for students is successfully applied in
university. On the other side, many people in Indonesia use smart equipment’s (Hand phone, Remote), but
none of those equipments are used in education. University as the source of knowledge should overcome
the problem by encouraging the students to use a technology with learning about it first. Embedded
System Practicum Module Design needs a prototype method so that the practicum module that is desired
can be made. This method is often used in real life. A prototype considered of a part of a product that
expresses logic and physical of external interface that is being displayed and this method will fully depend
on user contentment. Embedded System Practicum Module Design is made to increase student
comprehension of embedded system course and to encourage students to innovate, so that many
technologies will be developed and also to help lecturers deliver course subjects. With this practicum it is
hoped that the student comprehension will increase significantly. The result of this research is a decent
practicum module, hardware or software that can help students to know better about technology and the
course subjects so that it will encourage the students to create an embedded system technology. The
result of the test has been done; there is an increase of learning value obtained by 7.8%.
The document summarizes the results of a survey assessing technology use by teachers and students in a High School Equivalency Program. It finds that while over half of teachers use technology, only 20% incorporate it into curriculum. Most technology access is limited to computer labs, and training and infrastructure support is lacking. Specifically, over 70% of teachers reported no technology plan, over 40% had no recent training, and three-quarters said no standards for student technology skills exist. The survey indicates that while technology access is improving, integration into education remains limited and changes are needed to training, planning and curriculum to fully realize technology's potential in the classroom.
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Technology Integration Action Plan - Karen SmithKJSmith98
The principal plays a vital role in integrating technology at the campus level. They must communicate effectively with all technology staff and maintain training programs to teach teachers new technologies. The action plan proposes two staff development programs: 1) digital data analysis training to help staff understand assessment tools, and 2) a "technology boot camp" covering basic programs to support less experienced teachers. Evaluation of programs will include surveys, data analysis, and classroom observations to ensure ongoing improvement.
Open Education Resource: Flipping the classroom with MOODLEPranatiChavan
Open Education Resource: Flipping the classroom with MOODLE
Work done as part of AICTE approved FDP on the Use of ICT in Education for Online and Blended Learning.
Present OER is licensed under the Creative Commons Attribution-Share A like 4.0 International License. You are free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the source and share-alike. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
The Information Management Associate Degree Program: The First Internet-Based...Mehmet Emin Mutlu
M.E. Mutlu, C.H. Aydın, “The Information Management Associate Degree Program: The First Internet-Based Distance Education Experience in Turkey”, The Eleventh Annual Distance Education Conference, Texas A&M University, Houston-Texas, January 20-23, 2004.
Embedded System Practicum Module for Increase Student Comprehension of Microc...TELKOMNIKA JOURNAL
The result of applying the embedded system in education for students is successfully applied in
university. On the other side, many people in Indonesia use smart equipment’s (Hand phone, Remote), but
none of those equipments are used in education. University as the source of knowledge should overcome
the problem by encouraging the students to use a technology with learning about it first. Embedded
System Practicum Module Design needs a prototype method so that the practicum module that is desired
can be made. This method is often used in real life. A prototype considered of a part of a product that
expresses logic and physical of external interface that is being displayed and this method will fully depend
on user contentment. Embedded System Practicum Module Design is made to increase student
comprehension of embedded system course and to encourage students to innovate, so that many
technologies will be developed and also to help lecturers deliver course subjects. With this practicum it is
hoped that the student comprehension will increase significantly. The result of this research is a decent
practicum module, hardware or software that can help students to know better about technology and the
course subjects so that it will encourage the students to create an embedded system technology. The
result of the test has been done; there is an increase of learning value obtained by 7.8%.
The document summarizes the results of a survey assessing technology use by teachers and students in a High School Equivalency Program. It finds that while over half of teachers use technology, only 20% incorporate it into curriculum. Most technology access is limited to computer labs, and training and infrastructure support is lacking. Specifically, over 70% of teachers reported no technology plan, over 40% had no recent training, and three-quarters said no standards for student technology skills exist. The survey indicates that while technology access is improving, integration into education remains limited and changes are needed to training, planning and curriculum to fully realize technology's potential in the classroom.
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Technology Integration Action Plan - Karen SmithKJSmith98
The principal plays a vital role in integrating technology at the campus level. They must communicate effectively with all technology staff and maintain training programs to teach teachers new technologies. The action plan proposes two staff development programs: 1) digital data analysis training to help staff understand assessment tools, and 2) a "technology boot camp" covering basic programs to support less experienced teachers. Evaluation of programs will include surveys, data analysis, and classroom observations to ensure ongoing improvement.
Open Education Resource: Flipping the classroom with MOODLEPranatiChavan
Open Education Resource: Flipping the classroom with MOODLE
Work done as part of AICTE approved FDP on the Use of ICT in Education for Online and Blended Learning.
Present OER is licensed under the Creative Commons Attribution-Share A like 4.0 International License. You are free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the source and share-alike. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
E-Learning Applications in the Open Education Faculty of Anadolu UniversityMehmet Emin Mutlu
The document discusses e-learning applications at Anadolu University's open education system in Turkey. It describes how over 1 million students are enrolled in various open education programs. It outlines traditional and new educational technologies used, including textbooks, TV programs, computer labs, internet-based trial exams, multimedia software, and online drill and practice programs. The goal is for most courses to be delivered online by 2006 to reach over 1 million distance students.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
Micro teaching is a technique for teacher training that involves practicing short lessons for peers in order to receive feedback. This document discusses using technology to enhance the micro teaching experience and allowing student teachers to experience the teaching and learning process. It also addresses creating a supportive environment to help develop learners.
The document outlines a technology action plan for Lake View High School to move education into the 21st century. It provides a technology organization chart showing roles and responsibilities within the technology department. It then details duties for each role, including the director of technology, data processing manager, technical support manager, and others. The plan aims to foster communication and student achievement through collaborative planning, dynamic teaching, and purposeful assessment using technology.
This document discusses remote laboratories and their use for teaching and learning. It provides examples of remote labs both on and outside a university campus that allow students to conduct experiments online. Challenges of implementing remote labs include different technologies used, network security, and ensuring teacher training and technical support. Evaluation of a project providing online access to engineering labs found it improved student interaction with teachers and peers as well as the learning process. Remote labs can complement but not replace real labs when used appropriately.
The document discusses trends in blended learning and the future of education. It notes that a new generation of students who grew up with technology will have different expectations than current students. Blended learning, using a virtual learning environment (VLE) combined with in-person teaching, will be important. However, the current VLE (LUVLE) may not meet future needs as it was designed for different purposes and lacks flexibility. Going forward, a VLE should actively engage both teachers and students, track progress, and facilitate collaboration using modern technologies like wireless networks and mobile devices. The best path is to choose a VLE that prioritizes user-friendliness, flexibility and motivation over any single platform.
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
Lesson 19: simulation instructional or educ. gamesRosarah Nemo
This document discusses using simulation and gaming in instruction. It notes that incorporating gaming can engage students in active learning. There are three types of educational gaming: games that are non-digital, digital but non-collaborative games, and collaborative digital games. Simulation and gaming can enhance real-life skills and make learning fun. Teachers should be aware of different learner backgrounds and appropriately introduce games into lessons to help all learners succeed. Educational simulations simulate reality and include instructional elements to help students explore and learn in a way that cannot be done through experimentation alone.
Paper presentation at International Conference on Business and Social Science 2017 at UiTM Melaka Campus Bandaraya on 28 Feruary until 1 March 2017. Correspondence email: animunirah@gmail.com
The document outlines the technology organizational chart and professional development plan for Hambrick Middle School.
The organizational chart details the roles and responsibilities of those involved in technology at the district and campus levels, including the board of trustees, superintendent, principals, teachers, and students.
The professional development plan was created to improve technology use at Hambrick Middle School. It includes sessions on reviewing student performance data, blogging, copyright laws, and web safety. Evaluations of the sessions and their implementation in classrooms will assess the effectiveness of the professional development.
This curriculum vitae summarizes the qualifications and experience of Shrikrishna Ulhas Kolhar. He has a Master's degree in Electronics Engineering from VPKBIET, Baramati and a Bachelor's degree in Electronics and Telecommunication Engineering from SVPM COE, Malegaon. He has over 4 years of teaching experience as an Assistant Professor at VPKBIET, Baramati. He has taught subjects related to digital signal processing, microcontrollers, and embedded systems. He has also guided student projects, published papers, and participated in workshops and seminars to enhance his teaching skills.
This document provides a summary of technology progress across Texas campuses in 2008-2009 organized into four key areas: Teaching & Learning, Educator Preparation, Administration & Support, and Infrastructure. It identifies five levels of progress - Early Tech, Developing Tech, Advanced Tech, Target Tech, and Total Completed. For each level, it provides the number and percentage of campuses at that level as well as a brief description of the technology implementation and use for that level in each of the four key areas. For example, it states that 228 campuses or 2.9% were at the Early Tech level for Teaching & Learning, which involves teacher-centered instruction with occasional student use of software applications and no technology integration
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.
This document is a student paper analyzing the potential use of e-learning in a company. It finds that the company and its employees are prepared for e-learning based on technological skills. The paper recommends a two-stage e-learning system starting with enhancing current training and later adding equipment. Potential benefits identified include reducing travel costs and expanding training reach. Challenges like resistance and technology changes are also addressed.
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
The document describes two new open online courses on microelectronics developed by the Spanish University for Distance Education (UNED) as part of the Erasmus+ Knowledge Alliance MECA project. The courses are Microelectronics Literacy and Technologies (MLT) and Integrated Circuits and Design (ICD). They provide students with fundamental knowledge of microelectronics and technologies, and skills to classify materials, understand manufacturing processes, and design integrated circuits. A remote laboratory called VISIR was integrated to allow students to conduct experiments without temporal or geographic restrictions. A pilot test was conducted with 25 participants, and feedback indicated that the courses were well designed and facilitated learning, while the remote lab improved the educational experience.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
E-Learning Applications in the Open Education Faculty of Anadolu UniversityMehmet Emin Mutlu
The document discusses e-learning applications at Anadolu University's open education system in Turkey. It describes how over 1 million students are enrolled in various open education programs. It outlines traditional and new educational technologies used, including textbooks, TV programs, computer labs, internet-based trial exams, multimedia software, and online drill and practice programs. The goal is for most courses to be delivered online by 2006 to reach over 1 million distance students.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
Micro teaching is a technique for teacher training that involves practicing short lessons for peers in order to receive feedback. This document discusses using technology to enhance the micro teaching experience and allowing student teachers to experience the teaching and learning process. It also addresses creating a supportive environment to help develop learners.
The document outlines a technology action plan for Lake View High School to move education into the 21st century. It provides a technology organization chart showing roles and responsibilities within the technology department. It then details duties for each role, including the director of technology, data processing manager, technical support manager, and others. The plan aims to foster communication and student achievement through collaborative planning, dynamic teaching, and purposeful assessment using technology.
This document discusses remote laboratories and their use for teaching and learning. It provides examples of remote labs both on and outside a university campus that allow students to conduct experiments online. Challenges of implementing remote labs include different technologies used, network security, and ensuring teacher training and technical support. Evaluation of a project providing online access to engineering labs found it improved student interaction with teachers and peers as well as the learning process. Remote labs can complement but not replace real labs when used appropriately.
The document discusses trends in blended learning and the future of education. It notes that a new generation of students who grew up with technology will have different expectations than current students. Blended learning, using a virtual learning environment (VLE) combined with in-person teaching, will be important. However, the current VLE (LUVLE) may not meet future needs as it was designed for different purposes and lacks flexibility. Going forward, a VLE should actively engage both teachers and students, track progress, and facilitate collaboration using modern technologies like wireless networks and mobile devices. The best path is to choose a VLE that prioritizes user-friendliness, flexibility and motivation over any single platform.
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
Lesson 19: simulation instructional or educ. gamesRosarah Nemo
This document discusses using simulation and gaming in instruction. It notes that incorporating gaming can engage students in active learning. There are three types of educational gaming: games that are non-digital, digital but non-collaborative games, and collaborative digital games. Simulation and gaming can enhance real-life skills and make learning fun. Teachers should be aware of different learner backgrounds and appropriately introduce games into lessons to help all learners succeed. Educational simulations simulate reality and include instructional elements to help students explore and learn in a way that cannot be done through experimentation alone.
Paper presentation at International Conference on Business and Social Science 2017 at UiTM Melaka Campus Bandaraya on 28 Feruary until 1 March 2017. Correspondence email: animunirah@gmail.com
The document outlines the technology organizational chart and professional development plan for Hambrick Middle School.
The organizational chart details the roles and responsibilities of those involved in technology at the district and campus levels, including the board of trustees, superintendent, principals, teachers, and students.
The professional development plan was created to improve technology use at Hambrick Middle School. It includes sessions on reviewing student performance data, blogging, copyright laws, and web safety. Evaluations of the sessions and their implementation in classrooms will assess the effectiveness of the professional development.
This curriculum vitae summarizes the qualifications and experience of Shrikrishna Ulhas Kolhar. He has a Master's degree in Electronics Engineering from VPKBIET, Baramati and a Bachelor's degree in Electronics and Telecommunication Engineering from SVPM COE, Malegaon. He has over 4 years of teaching experience as an Assistant Professor at VPKBIET, Baramati. He has taught subjects related to digital signal processing, microcontrollers, and embedded systems. He has also guided student projects, published papers, and participated in workshops and seminars to enhance his teaching skills.
This document provides a summary of technology progress across Texas campuses in 2008-2009 organized into four key areas: Teaching & Learning, Educator Preparation, Administration & Support, and Infrastructure. It identifies five levels of progress - Early Tech, Developing Tech, Advanced Tech, Target Tech, and Total Completed. For each level, it provides the number and percentage of campuses at that level as well as a brief description of the technology implementation and use for that level in each of the four key areas. For example, it states that 228 campuses or 2.9% were at the Early Tech level for Teaching & Learning, which involves teacher-centered instruction with occasional student use of software applications and no technology integration
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.
This document is a student paper analyzing the potential use of e-learning in a company. It finds that the company and its employees are prepared for e-learning based on technological skills. The paper recommends a two-stage e-learning system starting with enhancing current training and later adding equipment. Potential benefits identified include reducing travel costs and expanding training reach. Challenges like resistance and technology changes are also addressed.
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
The document describes two new open online courses on microelectronics developed by the Spanish University for Distance Education (UNED) as part of the Erasmus+ Knowledge Alliance MECA project. The courses are Microelectronics Literacy and Technologies (MLT) and Integrated Circuits and Design (ICD). They provide students with fundamental knowledge of microelectronics and technologies, and skills to classify materials, understand manufacturing processes, and design integrated circuits. A remote laboratory called VISIR was integrated to allow students to conduct experiments without temporal or geographic restrictions. A pilot test was conducted with 25 participants, and feedback indicated that the courses were well designed and facilitated learning, while the remote lab improved the educational experience.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
This document summarizes research on the impact of MOOCs on campus education at Delft University of Technology. It finds that at least 87% of the university's MOOCs were being used on campus, primarily to flip classrooms or supplement existing courses. Faculty reported that campus students benefited from using MOOC material, with improved grades and retention. The use of open educational resources increased as well. Overall, MOOCs positively impacted campus education by modernizing teaching approaches and resources.
Track 12. Educational Innovation
Authors: Ricardo Castedo, Anastasio P. Santos, Lina M. López, María Chiquito and Oriol Borrás-Gené
https://youtu.be/wfipCCWhR-Q
Jingsong Yu will share his teaching experience in MOOC/SPOC for computer aided translation technologies. He will describe how they identify course goals and syllabus and how they organize the whole teaching activities to meet the industry requirements for a qualified student, especially how they improve our students' critical thinking and practical skills.
Flipped-Blended Learning A Case Study for Teachers(CAI,CBL & CBL)DR. Ram Kumar Pathak
This document discusses various technologies used in education including computer-assisted instruction (CAI), computer-managed learning (CML), and computer-based learning (CBL). It also discusses blended learning models and how they combine online and in-person learning. Some key points:
- CAI refers to using computers/digital tools to supplement instruction, like watching online videos before class.
- CML encompasses broader digital interactions and resources to facilitate learning, like online discussions.
- CBL focuses on computer-based learning activities done independently, like simulations before class.
- Blended learning combines traditional and online methods in models like rotation, where students rotate between online and in-person.
-
It's easy to make a MOOC. So why are more not doing it?Brian Mulligan
The document discusses why more universities are not creating MOOCs (Massive Open Online Courses), despite their low production costs, by examining findings from a survey of UK universities and perspectives on MOOC pedagogy and quality. It also outlines principles and a template for creating low-cost MOOCs based on reusing open educational resources, peer assessment, and flipping traditional classroom structures to make content available online. While feedback on their low-cost MOOC course was positive, completion rates remained low, suggesting barriers beyond financial costs prevent widespread university adoption of MOOCs.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
This document provides a study guide for the course CBMN4104 Multimedia Networking. It begins with an introduction to the course, outlining its synopsis, aims, intended learning outcomes, workload estimate, and requirements. It then provides a week-by-week breakdown of the course content to be covered in each of the 10 tutorial sessions. Resources recommended for the course include a set textbook, reference materials, and online readings accessible through the OUM digital library. Assessment consists of continuous assignments, a final exam with short questions and essays, and participation activities. The study guide concludes with an appendix and copyright information.
21st Century Trends in Higher Education: Teaching, Learning, and Research Jintavee Khlaisang
This document discusses trends in higher education in the 21st century. It covers several topics:
1. Teaching, learning, and research in higher education, which focuses on human resources, budgets, standards, learning environments, and teaching/learning processes.
2. Examples of research studies on e-learning systems and virtual learning environments to enhance skills.
3. The role of quality assurance and Thailand's Qualifications Framework in higher education.
4. Emerging technologies and learning environments like flipped classrooms, YouTube education, personal learning environments, and virtual worlds that are shaping 21st century learners.
5. Teaching and learning processes evolving with open educational resources, open courseware, and
B.Tech. Electronics & Communication Engineering (Lateral Entry)College Vidya
The department exposes the undergraduate students to all fundamental and advanced technology in the field of Electronics and Communication Engineering through distance education. Department has experienced and dedicated faculty with a strong commitment to engineering education.
Read More:- https://btecheve.lingayasuniversity.edu.in/b-tech-ece-lateral-entry/
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Track 11 - Project presentations
Authors: André Fidalgo, Manuel Gericota, Paulo Ferreira, Denis Barataud, Guillaume Andrieu, Renaat De Craemer, Mihail Cristea, Abdelhalim Benachenhou, Mohammed Ankrim and Karim Bouchlaghem
https://www.youtube.com/watch?v=mlMff7M3o0E&list=PLboNOuyyzZ867BwkvLFh1dw-Unlut9Uhe&index=4
The document provides guidance for teachers on designing flipped classroom activities using existing educational content. It discusses key aspects of out-of-class and in-class activity design for a flipped classroom approach. For the out-of-class segment, it recommends identifying learning objectives and key concepts, locating relevant open educational resources for students, and designing assessments aligned to the learning objectives. For the in-class segment, it suggests engaging students in active learning strategies like think-pair-share and peer instruction that involve higher-order thinking and feedback. Examples are provided for how to structure different parts of the flipped classroom activity design.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Liberal Approach to the Study of Indian Politics.pdf
E-learning
1. 1 of 91
Milen 3.0
Workshop on E - learning
By Hafis Sayed, NPTEL SPOC, MEA Engineering College
Assistant Professor, Dept. Of Mechanical Engineering
Mobile: +91 8089360677, 7907328744
2. 2 of 91Workshop on E-learningMILEN 3.0
The Problem
No change in classrooms or the education system.
3. 3 of 91Workshop on E-learningMILEN 3.0
The Problem
“Long Distance Education” - Scene from a university in Nigeria - No access to backbenchers
4. 4 of 91Workshop on E-learningMILEN 3.0
The Problem
Not everyone is a morning person! Use of technology is discouraged!
5. 5 of 91Workshop on E-learningMILEN 3.0
The Problem
Exams and assignments haven’t changed – Evaluation is slow and therefore useless.
6. 6 of 91Workshop on E-learningMILEN 3.0
The Problem
Education is expensive!
7. 7 of 91Workshop on E-learningMILEN 3.0
The Solution?
ACTIVITY 1
8. 8 of 91
www.company-name.com
hello@company-name.com
Lorem Ipsum Street 122
State, Country
Phone 0123 4567 89
What is E-learning?
The use of Internet technologies
to deliver a broad array of
solutions that enhance
knowledge and performance
Rosenberg, 2001
E-learning is Internet-enabled
learning
http://www.cisco.com
9. 9 of 91Workshop on E-learningMILEN 3.0
Truth of e-learning
Internet has started reshaping education.
Education will not be the same in the next decade
There is no going back. The traditional classroom
has to be transformed
Web-based Education Commission, US
Many universities/colleges may not survive
by the end of this decade
10. 10 of 91Workshop on E-learningMILEN 3.0
Evolution of Education Technology
TIME
TIME
IMPACT
Internet:
Greatest
impact
11. 11 of 91Workshop on E-learningMILEN 3.0
Delivery methods of e-learning
• Synchronous learning
Learning and teaching takes place in real time (same time) while the
trainer and learners are physically separated from each other.
Eg: Live Online lectures, audio/video conferencing (ISRO Courses)
• Asynchronous learning
The trainer prepares the courseware material before the course
takes place. The learner is free to decide when he wants to study the
courseware.
Eg: MOOC Courses (NPTEL, Coursera, edX etc.)
• Blended Mode
12. 12 of 91Workshop on E-learningMILEN 3.0
E-learning: Blended mode
Chalk-and-board has long
ruled the classrooms
will not be eliminated
Less emphasis
Interactive Digital Content:
• more emphasis
• on demand learning
• interactive
13. 13 of 91Workshop on E-learningMILEN 3.0
E-learning
• In an on-line multimedia learning
environment:
– teaching & learning is ‘one-to-one’ (individual)
– more interactivity (in normal classroom, it varies with the
class size)
– learner-centred
– Learner monitoring & grading system
14. 14 of 91Workshop on E-learningMILEN 3.0
Benefits
• Convenient
– self-service (mix and match)
– on-demand (anytime, anywhere)
– private learning
– self-paced
– Flexibility: (modular package)
15. 15 of 91Workshop on E-learningMILEN 3.0
• Cost-effective
– Virtual learning environment
– Share lessons among schools
– Reduce material cost
– Reduce travel/accommodation costs
Benefits
16. 16 of 91Workshop on E-learningMILEN 3.0
Benefits
• Consistent
– Central control of content
– Same quality of content for all
– Same quality of education for all
17. 17 of 91Workshop on E-learningMILEN 3.0
Benefits
• media-rich
– Easier to understand & more engaging
• repeatable
– As many times as you like
• easier to monitor progress
– less administrative work
– can be more precise
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MOOC - A different educational space, Boundary
less Institute / University
Massive - enrolment numbers
Open - no mandatory qualifications
Online - fully
Course - structured
• is an online course aimed at unlimited participation and open
access via the web.
• The basic philosophy of MOOCs is 3A’s i.e., Anytime, Anyone,
Anywhere.
20. 20 of 91Workshop on E-learningMILEN 3.0
MOOC – KTU Academic Advantages
22. 22 of 91Workshop on E-learningMILEN 3.0
Stakeholders
Role & Responsibilities
L
1. Enroll for course
2. Study the course
3. Interact with teacher
4. Appear in exam
5. Get certificate / credit
Learners
T
1. Create Content
2. Create Course
3. Define Course
4. Start Course
5. Assist Learners
6. Exam preparation
Teachers
23. 23 of 91Workshop on E-learningMILEN 3.0
F
1. UGC
2. CEC
3. IGNOU
4. NPTEL
5. NCERT
6. NIOS, etc
Players
F
1. MOOC Platform by MHRD
2. Massive courses across all subject
domain
3. Courses from School to University
4. Certificate / Credit [By Regulators]
SWAYAM
24. 24 of 91Workshop on E-learningMILEN 3.0
NPTEL – National Programme on
Technology Enhanced Learning
A joint initiative of IITs
and IISc – initiated in
2003
http://nptel.ac.in
Learning anytime,
anywhere by anyone
1440+ courses
available for self-
learning
25. 25 of 91Workshop on E-learningMILEN 3.0
NPTEL Courses Discipline-wise
Continued….
Discipline
Web
Courses
Video
Courses
Total
Aerospace Engineering 17 31 48
Atmospheric Science 1 3 4
Basic courses(Sem 1 and 2) 17 21 38
Biotechnology 16 34 50
Chemical Engineering 35 64 99
Chemistry and Biochemistry 17 38 55
Civil Engineering 60 81 141
Computer Science and Engineering 32 108 140
Electrical Engineering
Electronics & Communication
Engineering
Engineering Design
25 73 98
27 82 109
8 3 11
Environmental Science 3 2 3
26. 26 of 91Workshop on E-learningMILEN 3.0
NPTEL Courses Discipline-wise
Discipline
Web
Courses
Video
Courses
Total
General
Humanities and Social Sciences
11 11
25 90 115
Management 13 57 70
Mathematics 25 63 88
Mechanical Engineering
Metallurgy and Material Science
67 141 208
13 38 51
Mining Engineering 1 1 2
Nanotechnology 3 2 5
Ocean Engineering
Physics
Textile Engineering
1 25 26
16 37 53
14 2 16
Total 436 1007 1443
27. 27 of 91Workshop on E-learningMILEN 3.0
Types of courses: Web course
28. 28 of 91Workshop on E-learningMILEN 3.0
Types of courses - Video course
29. 29 of 91Workshop on E-learningMILEN 3.0
NPTEL Web and Video Courses
Web Courses
PDFs, HTML files
Lessons in the
text format
Files available
for download
Files with
animations/
equations /
diagrams etc.
Video Courses
Video Files
Classroom lectures as
delivered in a IIT
classroom is recorded
and made available
Video files available
for download as MP4,
FLV,3GP
Some videos are
transcribed with
subtitles
30. 30 of 91Workshop on E-learningMILEN 3.0
NPTEL Home Page – http://nptel.ac.in
31. 31 of 91Workshop on E-learningMILEN 3.0
How to search for a course
32. 32 of 91Workshop on E-learningMILEN 3.0
1. By Discipline and Type of Content
35. 35 of 91Workshop on E-learningMILEN 3.0
4. Search for Course – using keywords
Continued….
36. 36 of 91Workshop on E-learningMILEN 3.0
4. Search for Course – using keywords
Continued…
37. 37 of 91Workshop on E-learningMILEN 3.0
5.Search within video by keyword
Click keyword,
Video streams
from that
minute
38. 38 of 91Workshop on E-learningMILEN 3.0
Other new features
Report an issue
Get an alert when
certification is
offered
Ask a question
Text transcripts
available
39. 39 of 91Workshop on E-learningMILEN 3.0
Components of a course
syllabus/lectures/downloads/
FAQ
40. 40 of 91Workshop on E-learningMILEN 3.0
Watching Video Lectures –
from NPTEL server, YouTube, Download
41. 41 of 91Workshop on E-learningMILEN 3.0
Video Lectures - Downloads in MP4, FLV &
3GP Formats
Download
lectures in
MPEG 4, FLV,
3GP
42. 42 of 91Workshop on E-learningMILEN 3.0
Video lectures with Sub titles
on YouTube
43. 43 of 91Workshop on E-learningMILEN 3.0
Subtitles in various Languages (On going)
ENGLISH
51. 51 of 91Workshop on E-learningMILEN 3.0
GATE 2015 Question paper – Eg. Computer
Science & engineering with NPTEL reference
52. 52 of 91Workshop on E-learningMILEN 3.0
Special topic courses in
NPTEL
Learning modules of a shorter
duration (10/20/30 lectures)
By SMEs of national / international
eminence and acclaim in their respective
areas.
•
•
Eg. 1.Ayurvedic Inheritance of India
2.Appreciating Carnatic music
53. 53 of 91Workshop on E-learningMILEN 3.0
Ayurvedic Inheritance of India By “Padma
Vibhushan” Prof. M. S. Valiathan
54. 54 of 91Workshop on E-learningMILEN 3.0
Appreciating Carnatic Music by Dr. Lakshmi
Sreeram
55. 55 of 91Workshop on E-learningMILEN 3.0
Accessing NPTEL in MEA
• Complete database of courses available in
MEA, can be easily copied by pendrive.
• In process of making available through college
LAN.
56. 56 of 91Workshop on E-learningMILEN 3.0
NPTEL ONLINE COURSES AND
CERTIFICATION
A project of NPTEL
Under NMEICT, MHRD
In association with NASSCOM
Powered by Google
57. 57 of 91Workshop on E-learningMILEN 3.0
What is an Open, Online Course?
• Exactly like a course you teach on campus
• Course starts on a certain date
• Course duration
• Lectures every week
• Tutorial problems every week
• Discussions every week
• Course ends on a certain date
• Except that, everything unfolds on an open, online
portal
• Start date and an end date
• Course duration
• Videos of lectures released every week
• Online assessments and assignments
• Online discussion forum
71. 71 of 91Workshop on E-learningMILEN 3.0
Features of FinalCertification
Exam
• Proctored exam
• run by a partner
• 120 cities across the
country
• Rs. 1100 per course exam
• Certificate
• from IITs/IISc
• e-verifiable – QR code or
through link
72. 72 of 91Workshop on E-learningMILEN 3.0
Scoring , Certification and Credits
• Final score calculation for certification
• Online assignments: 25%
• Proctored exam: 75%
• Types of certificates
• Elite certificate with gold medal : >= 90%
• Elite certificate: >= 60%
• Successful completion : >= 40%
• No certificate < 40%
• 4 weeks course: Best 3 out of 4 assignments
• 8 weeks course: Best 6 out of 8 assignments
• 12 weeks course: Best 8 out of 12 assignments
73. 73 of 91Workshop on E-learningMILEN 3.0We have put in SWAYAM Logo also in April 2018 certificates.
QR code since July 2017- can be scanned that takes you to the e-certificate.
75. 75 of 91Workshop on E-learningMILEN 3.0
Use of NPTEL online courses by some Universities
– student activity points, credit transfer, Btech
Honors
UNIVERSITY/COLLEGE
NAME PROCESS OF CREDIT TRANSFER
APJ Abdul Kalam Technological
University, Kerala (KTU)
As a part of STUDENT ACTIVITY POINTS , a student can gain a maximum of 50 points
from Online courses taken and completed as a self Initiative.
Dr.APJ Abdul Kalam Technical
University – Lucknow (UPTU)
Courses taken through NPTEL and MOOCs are can be taken as a Pre-Ph.D course.
If a student earns 20 credits from NPTEL, he will get BTech (Honors).
Gujarat Technological University
(GTU)
As a part of Technical/ Research Skill, STUDENT ACTIVITY POINTS of 50 can be gained
on completion of MOOC with final assessment.
University Of Madras
Inclusion of the UGC regulation for introduction of MOOCs courses NPTEL in the UG and
PG degree programmes offered in affiliated arts and science colleges.
Maulana Abul Kalam Azad
University Of Technology,West
Bengal,Salt Lake,Kolkata
1. B. Tech 8th semester students opting fully for MOOCs courses will not have to appear
for any internal examination of the 8th semester theory papers but have to submit the
MOOCs assignment completion documents.
2. They will also not have to appear for the end semester examinations of the B. Tech
8th Semester Theory papers but have to submit the final result obtained from
MOOCs.
3. Students will have to submit to their respective colleges the certificates obtained
from NPTEL after completion of continuous assessments and end course evaluation
2. BTech (Honors) degree for students who complete 20 credits from MOOCs courses
specified by them.
76. 76 of 91Workshop on E-learningMILEN 3.0
Internships for Toppers
Summer internship was started in May-June 2018
IITM - 6 candidates
IITB - 1 candidate
IIITB - 1 candidate
IIT Kgp - 4 candidates
http://nptel.ac.in/noc/internship/index.php
77. 77 of 91Workshop on E-learningMILEN 3.0
Statistics ofCompleted
courses
nptel.ac.in/noc
78. 78 of 91Workshop on E-learningMILEN 3.0
Nptel.ac.in/noc website
• Portal where the statistics of completed courses
are archived
• Time of course offering
• Syllabus, about the instructor
• Statewise enrollment and registration statistics
• Assignment submissions, exam scores
• Toppers in the course are highlighted
• Name, photo, organization of top 5% of exam
registrants are displayed as toppers
79. 79 of 91Workshop on E-learningMILEN 3.0
The data displayed for each
course
80. 80 of 91Workshop on E-learningMILEN 3.0
Student profile on NOC website
81. 81 of 91Workshop on E-learningMILEN 3.0
Consolidated Marksheet
Multiple courses completed - a
consolidated transcript can be generated
Courses to be included can be chosen
Link: From inside the candidate login on
nptel.ac.in/noc
No fee for this – only ecopy
83. 83 of 91Workshop on E-learningMILEN 3.0
Model Consolidated Marksheet
84. 84 of 91Workshop on E-learningMILEN 3.0
nptel.ac.in/noc: Course toppers
Cloud computing course: toppers are students, faculty and industry people
85. 85 of 91Workshop on E-learningMILEN 3.0
July 2018 –269 courses offered
• Enrollments opened on 15 April 2018
• Enrollments closed on 30 July 2018/6/13/27 aug
• Exam dates: 07 and 28 Oct 2018
• 2 sessions: 9am-12 noon; 2pm-5pm
86. 86 of 91Workshop on E-learningMILEN 3.0
January 2019 semester
To join, visit http://onlinecourses.nptel.ac.in from November 15
Full list of courses for Jan-April 2019 session also available in this site.
87. 87 of 91Workshop on E-learningMILEN 3.0
MEA NPTEL Statistics
• In two sessions, 2000+ students enrolled for the
course.
• In first session (January- April 2018), 120 students
registered and wrote the exam
• Total of 98 students passed the exam and got
certificates.
• Some of the students got ELITE status.
• In current session (July – December 2018), enrollment
for exam is low.. Only 20 students registered for exam.
• Exam is over and results are awaited.
88. 88 of 91
www.company-name.com
hello@company-name.com
Lorem Ipsum Street 122
State, Country
Phone 0123 4567 89
MEAEC NPTEL Local Chapter
Whatsapp Group
tiny.cc/nptelmea
E-Mail
nptel@meaec.edu.in
YouTube
Search for NPTEL MEAEC
Ground Floor Staff Cabin, Dept. of
Mechanical Engineering
Phone
8089360677 / 7907328744
89. 89 of 91Workshop on E-learningMILEN 3.0
MEA NPTEL Local Chapter
Whatsapp group: Tiny.cc/nptelmea
Email: nptel@meaec.edu.in
NPTEL MEAEC on YouTube
Ground Floor Staff Cabin, Dept. of Mechanical Engineering
90. 90 of 91Workshop on E-learningMILEN 3.0
Other Sites
IIRS (ISRO) - https://www.iirs.gov.in/
Internshala - https://trainings.internshala.com/
IEEE Xplore Courses -
https://ieeexplore.ieee.org/courses/home
edX –
https://www.edx.org/course
Coursera –
https://www.coursera.org/