In this lecture, I have introduced to Massive Open Online courses. How they are conducted, how xMoocs are different from cMoocs. Also, included list of platforms which are hosting MOOC courses. Also, listed more than 1700 courses along with top 10 MOOC courses of 2017

1. S
Learning With MOOCs
Prof NB
Venkateswarlu
GVPCEW, VIZAG
venkatritch@gmail.co

2. Thanks for Inviting Me.

3. What made me to be eligible
to give this talk?
S www.ritchcenter.com/nbv
S http://gvpcew.in/moodle
S http://gvpcew.co.in/moodle
S My DimDim experience
S My ISDN experience
S My Frei Universitat Experience

4. MOOCs
S How many of you are having your own blog?
S How many of you are having your own web site?
S How many of you are having computer?
S Did you use any CBT, CAT, CIT?
S Did you write any online examination?

5. MOOCs
S Who has ever heard of MOOCs?
S Raise your hand!
S Who has ever taken a MOOC?
S Raise your hand!

6. కీడె0చి మేలు ఎ0చమన్నారు.
S ఆస్థా న విమర్శకుడు

7. Disruptive technologies or
pedagogies?
Changing educational paradigms – Ken Robinson

8. What are MOOCs?
http://vimeo.com/70811271

9. MOOC =
http://www.youtube.com/watch?v=eW3gMGqcZQc&feature=player_em
bedded
(Cormier 2010)

12. Coursera
Online Degrees Overview
Confidential

13. We envision a world where anyone, anywhere
can transform their life by accessing the world’s
best learning experience with the world’s best
institutions.
Confidential

14. Coursera launches college-
level courses
2012 - 2013
Coursera launches Course certificates
which are now the second most popular
certification worldwide on LinkedIn
2013 - 2014
Coursera’s launches Specializations, online
series of courses
2014 - 2015
Course and University of Illinois Urbana-
Champaign launch two online degrees - an
MBA and a Masters in Data Science
2015 - 2016
6
Million
Unique
users 11
Million
17
Million
23
Million
Since 2012, Coursera has been adding 6M new learners annually by offering
innovative products - Courses, Specializations and now Degrees!
Confidential

15. E-Learning timeline
Multimediaresources
80s
TheWeb
93
LearningManagementSystems
95
OpenEducationalResources
01
Mobiledevices
98
Gamingtechnologies
00 Socialandparticipatorymedia04
Virtualworlds
05
E-booksandsmartdevices
MassiveOpenOnlineCourses
07 08
LearningDesign
99
Learningobjects
94
LearningAnalytics
10

16. MOOCs and Open Education Timeline
:http://publications.cetis.ac.uk/wp-
content/uploads/2013/03/MOOCs-and-Open-Education.pdf

17. What is it?
S A MOOC is a model of educational delivery that is, to
varying degrees,
massive, with theoretically no limit to enrollment;
open, allowing anyone to participate, usually at no cost;
online, with learning activities typically taking place over
the web; and a
course, structured around a set of learning goals in a
defined area of study.

18. cMOOCs
http://upload.wikimedia.org/wikipedia/commons/thumb/6/68/Canada_flag_halifax_9_-04.JPG/800px-Canada_flag_halifax_9_-0
- Connectivisam / the network
- Knowledge creation and sense
making happen in the network
- Require high digital and learning
skills

19. xMOOCs

20. The OT12 MOOC

21. How does it work?
S Most MOOCs are structured similar to traditional online
higher education courses:
S Syllabus
S Course content typically consists of readings, assignments,
and lectures, which are often short (6–12 minutes)
“microlectures.”
S Students watch the lectures, read assigned material,
participate in online discussions and forums, and complete
quizzes and tests on the course material.

22. Who is doing it?
S MOOCs are typically provided by higher education
institutions, and often in partnership with non-profit and
for-profit organizations.
S Consumers are students who take part for a variety of
reasons:
S Informal learning
S Competency in a particular area
S Credit towards a formal degree or certification

23. Primary reason for enrolling
0.4
2.4
3.4
4.5
8.3
25.6
55.4
0 10 20 30 40 50 60 70 80 90 100
Social understanding and friends gained
as a result of taking the course
Preparation for advanced standing exam
Other
The entertainment value of the course
Employment/job advancement
opportunities
The personal challenge
The knowledge and skills gained as a
result from taking the course
Percent of studentsN = 1,173 [matrix sample]
Analysis by Dr. Jennifer DeBoer

24. Why is it significant?
S Disruptive ideas about the sources and processes of
education
S Major changes to the financial model of higher education
S Development and availability of technologies including
consumer hardware, widespread network access, and
educational applications.
S Growing interest in open resources

25. Four MOOC-Ed Design Principles

26. Self Directed Learning

27. Peer Supported Learning

28. Case studies and Authentic
Projects

29. Enable Integration into
Blended Learning Programs

30. Teaching & learning interaction
Assessment & certification
Content
HE Traditionally: a single package
Time Space

31. Disaggregation of HE
Content
Teaching & learning interaction
Certification
Time Platform

32. Disaggregation
Content
Teaching & learning interaction
Assessment & certification
Time Platform

33. Access to content
Legal
Digital
Analogue
Illegal
Textbooks
Some
photocopying
E-Textbooks
Open
Education
Resources
Photocopying
Pirate sites
File
sharing

34. Disaggregation
Content
Teaching & learning interaction
Certification
Time Place

35. Disaggregation
Content
Teaching & learning interaction
Certification
Time Platform

36. Learning platforms
Hill, P (6 Feb 2014) http://mfeldstein.com/resilient-higher-ed-lms-canvas/

37. Changes in teaching &
learning
Content
Teaching & learning interaction
Certification
Time Place

38. On campus Remote
Internet
supported
Fully online
F2F only
Formsofprovision
Location
of students
Internet
dependent
Online-
intensive
Blended
(mixed
mode):
combines
F2F and
online

39. Disaggregation
Content
Teaching & learning interaction
Certification
Time Platform

40. Certification: new forms
S Badges- micro, granular certification
S A form of formal(ised) recognition
S for informal learning processes
S for chunks of
content
S for competencies

41. Certification: new forms
£ 119
Pearson Vue
Test Centre
£ 24

42. Changing monetisation models
Traditional
Complete package (fees)
Emergent models
Individual elements
Fees Yes No
Content May be free/included in fees/paid for May be paid
Support Free/included in fees May be paid
Assessment Free/included in fees May be paid
Certification Free/included in fees Paid
Platform May be licensed or free (student
does not pay)
May be licensed or free

43. non university providers

44. FORMAL SEMI-FORMAL NON-FORMAL
CONVENTIONAL
curriculum innovation

45. S
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures
& tutorials
Block release Online courses
Short courses Professional development
courses
Summer school

46. S
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures
Short courses
Summer school
Blended courses Online courses
Professional development
courses
MOOC related
variants

47. DEGREE
CERTIFICATE (optional)
SPECIALIZATION
MOOCMOOC MOOCMOOC
Credential offered Type of Learner
University degree
University Graduate
Certificate
Micro-credential
Individuals seeking significant
career change, advancement or
meeting professional requirement
Individuals advancing careers or
seeking rigorous training
Individuals exploring careers,
picking up or refreshing skills
Coursera’s Stackable* degree model offers credentials to different audiences
at every stages of the learner lifecycle while generating additional revenue for
universities
* Stackable: When a smaller unit of learning counts towards completion of a larger program.
Specializations and CertificatesRevenue distribution by content type Degrees
Additional revenue from low touch products can be
used to scale operations for high touch degrees
Confidential

48. The Coursera platform is designed to scale
seamlessly while enabling instructors to design
intuitive and interactive learning experiences.
Confidential

49. Content
Marketing
Admissions
Payment
Accreditation
Student Support
Platform & Tech Support
Alumni Services
Career Services
Coursera University
✓
✓ ✓
✓
✓
✓
✓ ✓
✓
✓
✓ ✓
Collaboration model can
be modified based on
university requirements
Coursera - University Degree Collaboration Model
Enrollment Services
✓
Program Management ✓ ✓
Confidential

50. What is success in a MOOC?
Cormier (2010):

51. Julia’s story - networking
Hi Sofia,
I’m assuming you're Brazilian. I normally work Portuguese-English
but for this exercise obviously have to work into Portuguese. But I'm
not 100% sure of grammar. Would you be able to edit what I've
done? Agradeço a sua ajuda!
Hi Julia,
Yes, I'm Brazilian. I am more than willing to revise your work, just not sure yet how to
do it in the Transifex website. I'll take a look and get back at you!
Good to be in contact!
Obrigada Sofia,
Eu também vou ver se consigo ver como editar. Se descobrir
como depois digo alguma coisa.

52. Julia’s story – clustering/focusing
Hi everyone on the Portuguese team,
I worked on two sections of the Portuguese translation. I have just gone in now and am
so happy to see that we have finished the translation! Well done everyone!
I see, however, that it hasn't been reviewed. Here is where I will state my limitations. My Portuguese
suffers from not knowing whether it's European/Brazilian given my exposure to both influences, so I'm
the wrong person to review this translation.
Ideally only one person should review the translation so that he/she can pick out the inconsistencies in
terminology and style. Is there anyone who can volunteer to do this final necessary step of our
project? [Julia]
Hello everyone,
I am happy to help with the revision. How do we mark strings as revised?
I have just had a look and found there are still some English strings marked as translated but
they just have the source code.
I have made some suggestions to some translations and before I realised there was a
tool for it, I had changed a few strings. Would you guys prefer see suggestions or just see
the revised string? How do we make sure suggestions are reviewed and implemented? Will there be
notifications if anybody suggest a review?

53. What is a successful MOOC?
S For the institution / the organisers
S Statistics: registrations, completion and pass rate
S For the individual
S Student investment
S Visible and invisible participation

54. Learning and MOOCs
S MOOC as an event around which the network can be created
- I am here alone in my desktop, but I'm writing and reading
ideas, values, projects... feeling connected!
S Level of participation (Lave and Wenger, peripheral
participation and apprenticeship to the community of practice)
- sometimes I felt outside of the group not because of the group
itself but because I haven't got much experience about
translation to share
- It was great to see that some of the answers to my questions
came from the other participants, and not necessarily from the
facilitators.

55. Learning and MOOCs
S Learning as process not content (move from acquisition
metaphor)
S Active participation can appear passive (the observer / the
autodidact)
S The outcome may not be an assessable artifact but still be
important to the learner
- I took the chance to get myself in as a translator at
one ONG.
- I watched the online seminar about translation quality
which helped me with my dissertation topic!
- Our university professor asked us to work on the
project in groups of 3. So each of the three students
chose to do part of each week's tasks. I did not

56. However ….
Hi … I watched all the videos but did not complete the final
exam nor I submitted any of the intermediate assignments.
However I am deeply engaged and I made all the analysis (SR,
event study etc.) for the local stock exchange in my country
(Bulgaria). I am also seriously considering extending
knowledge in this area (e.g. first I would read any of the books
you mentioned. Do you have any better proposal?). Shortly said
statistic would probably classify me as attendee who only
clicked “sign up” and then forget about the course but it is not the
case definitely. Just balance between professional duties, kids at
home and this stuff prevented me from being more active … My
point is that there could be many who do not appear engaged in
the course but are quite much in fact and this should be taken
into account.

57. Where is it going?
S MOOCs will continue to hold higher educations main
interest for at least the short term.
S Georgia Institute of Technology is partnering with AT&T
and Udacity to create low cost master’s-degrees in
computer science.
S Other companies are expanding resources and offering
free translations of course lectures to an international
audience.

58. Impact of MOOCs on campus
education
EU Presidency, Malta, January
2017
5
8

59. 2.2 million sign ups - over 1.7 million unique
people enrolled
13.2 million video views
2.2 million quizzes submitted
1,433,374 active learners
408,833 forum posts made
114,541 completion certificates awarded
800+ videos made
200 countries represented
111 academics + 113 TAs involved
54 live course iterations
32 courses
15 academic schools
6 core staff
3 platforms
3 years
EDINBURGH
MOOC DATA
@ Feb 2016
Scale brings impacts!!!
EU Presidency, Malta, January
2017
5
9

60. http://www.slideshare.net/sianbayne
http://www.research.ed.ac.uk/portal/en/publicati
ons/teacherbot-interventions-in-automated-
teaching(a205cef1-5160-42fc-875a-
3dcbc2f9807d).html
EU Presidency, Malta, January
2017
6
0

61. What are the downsides?
S Considerable investment in fees to work with organizations and
local costs
S MOOCs are free, so financial sustainability remains unclear
S Reluctant faculty participation
S Devalues direct faculty-student interactions
S Current completion rates are around 10%
S Uneven value of peer work due to varying interests in topic

62. What are the implications for
teaching & learning?
S Global access to higher education
S Makes learning a lifelong endeavor
S Creates a network of institutions, colleges, and universities
S Innovation lab for best practices for other online, blended, and
face-to-face settings
S raise important questions and spark essential conversations
about curriculum design, accreditation, what constitutes a valid
learning experience, and who has access to higher education.

63. Some Success Stories

64. Technology is not just
the Internet: Master
GardeningS All facilities gained Master
Gardening DVD’s from
partnering university with text
books.
S Conduct green technology and
ecology projects

65. Interest in Wood Leads to an
Interest in Computer Design
S Youth gain confidence
from their love of wood
working to technology
and design

66. Making it Real

67. Online to Assess Current
Trends
S Youth learned styling
trends and techniques
online.
S MOOC on business
helped with opening a
barbershop

68. Being a Part of a Cause
S Learning computer
skills and helping peers
to gain college courses.
Civic duty and
technology.

69. Digital Music Studio
S Youth have attended
online music schools
S Youth have set up audio
and video projects
S Youth gained
employment at local
radio station and other
careers

70. Entrepreneurial Spirit: Facility Geek
Squad
S Class to prepare state surplus
computers to be repurposed.
S Teaching youth basics of A+
Certification including:
o Hardware recognition and
service.
o Software installation.
o Troubleshooting
techniques.
o System maintenance.

71. Drivers Education:
From Simulator to Road Test

72. Machine Shop:
Computer Diagnostic and
Design

73. Youth in firefighting course learn
online, and gain skills to operate
emergency radio equipment

74. Technology Kits
S Wind Power
Technology kits for 6
facilities. Popular
hands-on project
with youth
S Youth also visited
wind farm

75. OPEN E-Learning System
Internet – School/Facility
Organize Sites - White List
OpenCourseWare from
Internet:
• Kahn Academy
• GED – Study Guides
• Odysseyware
• College classes / MOOC
• Read 180
• Career Info System (CIS)
• Oregon Library Express
• Let’s Go Learn
• National Career
Readiness
E-learning content resides
on secure server and
standalone systems:
• Software organizes
subjects and class
material
• Students can navigate
through subjects and
courses
• CLEP Course
Catalogue
• Self-paced or study
group participation
• Transition and
treatment
• Build portfolio
Student terminals
options:
• State surplus
• recycled computers
• Open Source
Resources
• Donation
• OYA youth program
• build LINUX systems
Open Source
applications and
freeware:
• Google Docs
• Open Office
• Adobe Reader PDF
• Real Player/iTunes

76. Noted MOOC’s
S Udemy: 16,000 courses (in 10 different languages!)
S Class Central: high-quality MOOCs from reputable providers
S Stanford’s SEE: Technology SEE (Stanford Engineering
Everywhere.)
S edX: non-profit online initiative created by founding partners
Harvard and MIT.
S Coursera: education to improve youth’s lives, the lives of their
families, and the communities they live in.
S Saylor: a very simple, very earnest, and very bold idea: Education
should be free.
S Khan Academy: Khans Mission is to provide a free, world-class
education for anyone, anywhere.
S Academic Earth: Academic Earth has curated links to over 750
online courses and 8,500 individual online lectures, unparalleled
access to college.
S Harvard Online Courses: Distance education classes at Harvard
Extension School - online video or live Web-conference format.

77. MOOC Examples
S Coursera - https://www.coursera.org/
S Hogwarts Is Here (Harry Potter themed “magical”
courses)
S http://www.hogwartsishere.com/
S Art & Activity: Interactive Strategies for Engaging with Art
S https://www.coursera.org/course/artactivity
S Children Acquiring Literacy Naturally
S https://www.coursera.org/course/childliteracy

78. 30 MOOC Platforms
S https://www.class-central.com/report/mooc-providers-
list/?utm_source=newsletter_july_2017&utm_medium=e
mail&utm_campaign=cc_newsletter

79. 1700 Courses
S https://www.class-central.com/report/mooc-course-report-
july-
2017/?utm_source=newsletter_july_2017&utm_medium=
email&utm_campaign=cc_newsletter

80. 10 Most popular courses for
2017
S https://www.class-central.com/report/ten-most-popular-
july-
2017/?utm_source=newsletter_july_2017&utm_medium=
email&utm_campaign=cc_newsletter

90. SPOCs
S Small Private Online Courses
S MOOCs => SPOCs
S SPOCs => MOOCs

91. An Example of edX-based
SPOC
S HLS1x, HarvardX, Jan-April 2013
S Enrollment: Limited to 500 participants
S Diverse along many dimensions, including country of residence,
age, occupation, educational background, and gender

92. An Example of edX-based
SPOCS Actions for students
S Watch pre-recorded lectures
S Engage in interactive live webcasts of events in which guest
speakers address especially controversial issues
S Discuss legal problems in online forums
S Participate once a week in an 80-minute online seminar (Most
important)
S Take a three-hour exam
S Graded by teaching fellows

93. An Example of edX-based
SPOC
S “Participants who receive passing grades will be
awarded certificates of completion and will be
provided written assessments of their degree of
proficiency.”
S 500 participants are supervised by 21 teaching
fellows
S “The limit on the enrollment does not mean,
however, that we are not allowing access to the
course materials; they are made publicly available.”

94. Another Example of edX-based
SPOC
S HKS211.1x, HarvardX, Oct- 2013
S About “American National Security”
S “This course will be offered in an experimental format. You may apply
to be among 500 participants in the Harvard Online Classroom or
you may enroll in the course (no application required) as an auditor
by clicking the blue "Register for HKS211.1x" button on this page.
Those admitted to the Harvard Online Classroom will watch the videos,
read approximately 75 pages a week, complete ALL assignments
including three Strategic Options Memos by the deadlines set in the
course, participate in sections led by Harvard Teaching Fellows, and
contribute to moderated discussion forums with students online and in
the Harvard campus classroom. At the conclusion of the course, those
students who have satisfied all the requirements will receive a HarvardX
certificate. ”

95. Online course in Moodle
Platform
1st semester 2012
Online course – english version
http://moodle.dgidc.min-edu.pt/login/index.php (visitor free access)
Modules:
S Inclusion of SEN Pupils in Mainstream Schools
S Instructional Accomodations and Modifications
S Universal Design for Learning
S Web Accessibilities
S Assistive Technologies

96. Inclusion and Accessing
Technology

97. Portuguese Online Course
2nd semester 2012

98. S
NPTEL and GOOGLE:
MOOCs and Certification: An
Indian Initiation

99. http://nptel.ac.in

100. NPTEL Online Certification
(NOC)
S Open Online Course (Enrollment is
free)
S https://onlinecourses.nptel.ac.in
S Proctored Exam(optional for a fee)
S cities across the country
S Certificate
S e-verifiable, from IITs

101. onlinecourses.nptel.ac.in

102. Course Introduction Page

103. Course Lesson Page

104. Assessment Questions

105. Discussion Forum

106. Features of Online Course
Portal
S Usual features
S Videos, Forum, Assignments
S Unique features
S Hands-on programming
S C, C++, Java, Verilog
S Subjective assignments
S grading by TAs possible
S Mentors
S monitor student grades

107. Features of Certification
Process
S Proctored exam
S run by a partner
S centers across the country
S around Rs. 1000 per student
S programming exam for
programming courses
S Certificate
S from IITs
S e-verifiable through url
S with NASSCOM, if fitting

108. Overall Score and Types of
Certificates
Overall Score
S Online assignment scores: 25%
S Proctored exam score: 75%
Based on the overall score, we have 4 categories of certificates:
S 0-40: Participation in the course
S 40-59: Successfully completed the course
S 60-89: Elite category tab printed on the certificate
S 90-100: Elite+gold medal

109. Course Runs
S 2 semesters (or course runs) per year for online courses
• Jan-May and July-November
• Aligned to college semester
S Courses announced on portal two or three months before start date
S Users have to enrol on the portal
• Simple enrolment process, no verification, no fee
S Enrolled users can join a course that is announced

110. Types of Courses
S Half-semester: 20 hours (2 credit equivalent)
S 8 weeks
S Full-semester: 30 hours (3-4 credits equivalent)
S 12-14 weeks
S 10 hr courses (1 credit equivalent)
S 4-5 weeks
S Disciplines
S Engineering & Sciences
S Humanities /Management

111. Courses offered so far
From March 2014 till now
• 9 Course-runs, 122 Courses completed
• July 2016: 93 courses open for enrollment

112. Courses by Dept and Offering
Institute
Department Institute of Experts

113. Selected Course Titles
Computer
Science
Electrical ECE Management Humanities Soft Skills
General Design and
Analysis of
Algorithms;
Introduction
to
Programming
in C
Basic
Electrical
Circuits
Digital Circuits and
Systems
Introduction to
Operations Research
Elements of Visual
Representation
Practical
English:
Learning and
Teaching
Basic / Core –
Ist/ IInd Yr
Computer
Architecture;
Fundamentals
of database
systems
Networks and
Systems
Solid State
Devices
Analog Circuits Quantitative Finance Language and Mind Tech nical
English for
Engineers
Advanced –
IIIrd / IVth Year /
Elective
Functional
Programming
in Haskell
VLSI
Technology
Probability and
Random Variables/
Processes for
Wireless
Communications
Managing Services Infrastructure
Economics
Introduction
to Research
Job Oriented/
Skill
Development
Introduction
to Information
Security – I;
Programming,
Data
Structures
and
Algorithms
Digital Circuits
and Systems –
with Verilog
programming
Principles of
Modern CDMA/
MIMO/ OFDM
Wireless
Communications
Introduction to Data
Analytics
Film Appreciation Better
Spoken
English

114. NPTEL Online Certification:
Impact• 5.5 lakh+ unique users in the portal, 6.5 lakh+ course enrolments
• 30K+ exam registrations, Attendance in exams: 85%

115. nptel.ac.in/noc
 See statistics of
completed
courses
 See distribution of
exam score
 Verify certificate
 Reach and
connect with
certified students

116. nptel.ac.in/noc: Toppers page

117. Student profile on NOC
website

118. NPTEL Local Chapter Model
NPTEL
Local
Chapte
r
NPTEL
Office
Students
of
college
Mentors
at
college
Contac
t at
college
Faculty
& TAs
from
IITs
• 3200+6196+ students from local chapters received CSR scholarship for
exam
STATE NAME No. of Colleges
ANDAMAN AND NICOBAR 2
ANDHRA PRADESH 38
ASSAM 2
BIHAR 3
CHHATTISGARH 11
GOA 1
GUJARAT 13
HARYANA 8
HIMACHAL PRADESH 2
JHARKHAND 1
KARNATAKA 20
KERALA 20
MADHYA PRADESH 14
MAHARASHTRA 54
ORISSA 6
PONDICHERRY 3
PUNJAB 6
RAJASTHAN 9
TAMIL NADU 104
TELANGANA 8
UTTAR PRADESH 64
UTTARAKHAND 8
WEST BENGAL 15
Total 412

119. http://nptel.ac.in/LocalChapte
r

120. How colleges use NPTEL online
courses?
S Credit transfer
S From Jul 2015
S Centurion University of Technology and Management, Paralekhamundi,
Orissa
S Kalasalingam University, TamilNadu
S Madanepally Institute of Technology, Chittoor
S IIT Madras Board of Academic Courses has approved a proposal for
students earning credit from online courses
S Expected to grow with support from MHRD
S Kerala Technical University, UP Technical University Vice-chancellors
have expressed interest
S Faculty development
S Several faculty register for at least one online course per semester

121. Statistics from Jan-May 2016

122. Registration numbers
Local chapter vs individual
3203
2217
9823
2473
0
2000
4000
6000
8000
10000
12000
Mar/16 Apr/16
Individual
Local Chapter
Mar-16 Apr-16
Individual 3203 2217
Local Chapter 9823 2473
Total 13026 4690

123. Course wise results
Course
Registere
d
Attenda
nce % >90 60-89 35-59 <35
Pass
%
Project Planning & Control 610 91 80 266 142 69 88
Health research fundamentals 611 91 57 403 80 18 97
Estimation for Wireless
Communications MIMO (or) OFDM
Cellular and Sensor Networks 381 91 33 101 92 121 65
MATLAB Programming for Numerical
Computation 472 87 18 124 90 179 56
Basics of Finite Element Analysis-I 421 93 17 188 63 124 68
Design and Analysis of Algorithms 871 91 9 213 161 413 48
Engineering Graphics 178 80 8 84 35 15 89
Basics of Noise and Its Measurements 40 93 6 21 7 3 92
Fundamentals of electronic materials
and devices 496 91 3 139 160 150 67
Probability and Stochastics for finance 36 64 3 8 8 4 83
Chemistry - II 195 84 2 29 61 71 56
Application of Spectroscopic Methods in
Molecular Structure Determination 60 70 1 4 11 26 38
Language and Mind 155 87 1 51 45 38 72
Strategy: An Introduction to Game
Theory 66 85 1 28 9 18 68

124. Course wise results
Course Registered
Attend
ance
% >90 60-89 35-59 <35
Pass
%
An introduction to Haskell Programming 82 90 0 13 61 18
Analysis and Modeling of Welding 87 93 11 18 52 36
Biostatistics and Design of experiments 172 76 27 53 51 61
Fundamentals of optical and scanning
electron microscopy 105 86 26 53 11 88
Information Security- II 313 83 11 29 219 15
Introduction to Airplane Performance 189 91 73 83 16 91
Introduction to boundary layers 26 73 7 9 3 84
Introduction to Reciprocal Space 11 64 1 4 1 1 86
Introduction to Research 591 90 254 182 96 82
Manufacturing Process Technology -Part I 1085 91 168 649 168 83
Marketing Management-I 294 90 70 153 42 84
Microwave Integrated Circuits 166 91 33 84 34 77
Principles of Human Resource
Management 610 94 125 344 103 82
Programming, Data Structures and
Algorithms 2187 91 103 281 1568 20
Technical English for Engineers 2518 91 248 1544 385 117 95

125. Candidates with maximum
certificates
Number of
courses
Number of
candidates
8 1
7 1
6 7
5 18
Certified Exams (Candidate who wrote 8
courses) Exam run Score
Design and Analysis of Algorithms Jan-Mar 2016 93
Fundamentals of database systems Jul-Sep 2015 63
Introduction to Data Analytics Jul-Sep 2015 71
Introduction to Information Security - I Jan-Mar 2015 80
Introduction to Programming in C
Sep-Nov
2014 82
Programming, Data Structures and
Algorithms
Mar-Aug
2014 75
Strategy: An Introduction to game Theory Jan-Mar 2015 53

126. Enrollment and Exam registration -
audience

127. Staying with the course
S Enrolment numbers do not mean much
S Initially active students: Number submitting first assignment
S Completion with respect to “Initially active students” > 60% or
even 90% in some courses
Name Enrolle
d
HW 1 HW 2
Programming and Data Structures 20056 1061 1562
Design and Analysis of Algorithms 11065 1755 1182
Digital Circuits and Systems 9622 2658 1991
Introduction to Information Security – I 7721 1081 733
Engineering Mechanics – Statics and Dynamics 6192 1197 713
Introduction to Electromagnetism 5671 804 527
Strategy: An Introduction to Game Theory 5057 565 330
Introduction to Operations Research 3988 559 457

128. National Programming Aptitude
Test (NPAT)
S Teach, evaluate and certify basic competence in coding
S Jointly by NPTEL, Google, ACM, NASSCOM
S With blessings of AICTE
S Starting this July
S Volunteer with your time
S Create content
S Create practice assignments
S Create exam questions
S Participate in forum

130. Any queries?

131. Thank you