Open Distance Learning (ODL) is the need of the hour. COVID_2019 has compelled us to go for Distance Learning mode.

1. OPEN DISTANCE LEARNING
Dr Mayank Trivedi
University Librarian & Senate Member
Smt. Hansa Mehta Library
The Maharaja Sayajirao University of Baroda
Vadodara-390 001
E-mail : librarian-hml@msubaroda.ac.in
Date : 23rd th Sept, 2021
1

2. CORE VALUES
“As institutions and as individuals,
we seem to have forgotten
the core values of education:
sharing, giving, and generosity.”
David Wiley (2010)
‘The Open Future: Openness as Catalyst
for an Educational Reformation’
EDUCAUSE Review, Vol. 45, No. 4, pp. 14-20
2

3. ODL FAMILY
Open Source
(software)
Open Access
(scientific output)
Open Content
(creative output)
Open Educational Resources
(OER)
(learning materials) 3

4. OPEN EDUCATION
Open Learning Services (OLS),
complementary to OER, free or to be paid,
and including a variety of
online and virtual facilities for:
tutoring, advice, meetings, communities,
teamwork, presentations, testing,
examination, consulting sources,
internet navigation, etcetera
---------------------------------------------------------
!!! OER + OLS = Open Education !!!
4

5. OPEN ACCESS
Freedom of Time
Freedom of Pace
Freedom of Place
Open Programming
Open to People
Openness not as a doctrine or
dogma
but as a carrying concept
5

6. ODL
… facilitates performance improvement
along all three dimensions simultaneously:
Quality by involvement of many experts
and users in various roles
Accessibility by free online availability
of learning materials
Efficiency by not replicating other’s efforts
… and adds an extra dimension:
Innovation
6

7. OPEN DIGITAL TECHNOLOGIES
7

8. PRINCIPLES OF OPENNESS
• Transparency, and
• Freedom (free from barriers/inhibitors)
• Sharing
• Access
• Learner Agency
• Connectivity
• Open Pedagogy & Scholarship
• Collaborative & Participatory Learning
• Performance Assessments over Standardized
Assessments
• Formal Evaluation & Transparent Feedback
• Modeling & Scaffolding
• Holistic Perspectives on Learners 8

9. HISTORY OF ODL
1840: Sir Isaac Pitman’s short hand
course
1946: 1st distance teaching university
- Unisa
1969: 1st Open university - UKOU 9

10. 10

11. LICENSING: CREATIVE COMMONS
You are free:
to Share — to copy, distribute and transmit the
work
to Remix — to adapt the work
Under the following conditions:
Attribution. You must attribute the work in the
manner specified by the author or licensor (but not
in any way that suggests that they endorse you or
your use of the work).
Noncommercial. You may not use this work for
commercial purposes.
Share Alike. If you alter, transform, or build upon
this work, you may distribute the resulting work
only under the same or similar license to this one. 11

12. ODL
 Open and Distance Learning (ODL) is a general term for
the use of telecommunication to provide or enhance
learning.
 Around the world, the academic community is
discovering and exploring the Internet, teleconferencing,
and related means to achieve an extended classroom or
learning experience.
 Primary and secondary-grade students are exchanging e-
mail across continents as a supplement to their formal
studies.
 Students and teachers at all levels are taking part in
teleconferences and forming associations that would
have been unlikely five years ago.
 A number of world conferences have been held on ODL
and many experimental projects are underway.
 Open and distance learning is an approach to learning
which emphasizes flexibility and accessibility.
12

13. DISTANCE EDUCATION (OPEN AND
DISTANCE LEARNING)
 ‘Open Learning’ and ‘Distance Education’ = Open and Distance
Learning (ODL).
 Open learning is a philosophy and Distance Education is the mode used
for translating it into reality as the two are complementary to each other.
 DISTANCE EDUCATION (DE) is an umbrella term which describes all
the teaching-learning arrangements in which the learner and the teacher
are separated by space and time.
 Transaction of the curriculum is effected by means of specially prepared
materials (learning materials) which are delivered to the learners at their
doorstep through various media such as print, audio/videotapes, Internet
and World Wide Web, etc.
 Also, a technological medium replaces the inter-personal communication
of conventional classroom-based education that takes place between the
teacher and the learners.
 Communication between the institution, teacher, and learners is mainly
through electronic media (telephone, chat sessions, email, website, etc)
13

14. OPEN LEARNING
 Open learning, which covers a wide range of innovations and reforms in the educational sector
that advocates flexibility to the learner with regard to entry and exit; pace and place of study;
method of study and also the choice and combination of courses; assessment and course
completion.
 The lesser the restrictions, the higher the degree of openness.
 The Open learning system aims to redress social or educational inequality and to offer
opportunities not provided by conventional colleges or universities.
 Thus, ODL is a term that accepts the philosophy of “openness” and uses the “distance mode” of
learning
 WHY?
 ODL occupies a special place in the Indian higher education system because of its major
contribution in enhancing the gross enrollment ratio and democratization of higher
education to large segments of the Indian population particularly to reach out to the
unreached and to meet the demands of lifelong learning which has become more of a
necessity in the knowledge society.
 The major objectives of the DE system are:
 To democratize higher education to large segments of the population, in particular, the
disadvantaged groups such as those living in remote and rural areas, working people, women, etc.
 To provide an innovative system of university-level education which is both flexible and open in
terms of methods and pace of learning; a combination of courses, eligibility for enrollment, age of
entry, the conduct of examination and implementation of the programs of study
 To provide an opportunity for up-gradation of skills and qualifications
 To develop education as a lifelong activity to enable persons to update their knowledge or acquire
knowledge in new areas.
14

15. OPEN AND DISTANCE LEARNING(ODL)
ODL maximizes opportunities for
learners in terms of choice
 Who can access learning
 What is learned
 How it is learned
 If, when, and how learning is assessed
15

16. OPEN AND DISTANCE LEARNING
ODL is characterized by
 Diverse learning strategies
 Increasing emphasis on computer and
telecommunications technologies as learning
tools.
16

17. OPEN AND DISTANCE LEARNING
“Traditional” learning model:
“Bricks and Mortar”
1. Place-specific
2. Boundaried
3. All instruction and services on-site
4. Physical interaction between students
and staff
17

18. OPEN AND DISTANCE LEARNING
Characteristics of “Traditional” Learning:
Teacher/Learner relationship:
 Direct—in “real time” contact
 Active
 Synchronous and asynchronous
 Interactive
 Interdependent
18

19. OPEN AND DISTANCE LEARNING
Characteristics of “Traditional” Learning:
Materials and Technology:
 Print media—texts, handouts, notes
 Lecture
 Laboratory
 Performance
 Discussion
 Q & A
 Assessment: written/oral testing, essays, etc.
19

20. OPEN AND DISTANCE LEARNING
Characteristics of “Traditional” Learner:
 18-25 yrs. old
 Scholastically “abled”
 Affluent enough to afford university
 More males than females
 Single, w/o children
20

21. OPEN AND DISTANCE LEARNING
Open and Distance Learning:
1. “Global”—not place bound
2. Non-boundaried
3. Instruction and services delivered indirectly
4. No/little physical interaction between students and
staff
21

22. OPEN AND DISTANCE LEARNING
Characteristics of Early Open and Distance Learning
Materials and Technology:
 Print media—texts, handouts, notes,
assignments
 Assessment: written testing, essays
22

23. OPEN AND DISTANCE LEARNING
Open and Distance Learning =
Correspondence Courses
“Course in a Box”
 Asynchronous
 Indirect
 Passive
 Independent
23

24. OPEN AND DISTANCE LEARNING
Creating a Virtual Classroom
1. Synchronous--Real Time
2. Direct—Teacher-to-Learner/Learner to
Teacher
3. Active—Engagement with learning
4. Interactive—Working together
5. Interdependent—Rely on others
24

25. OPEN AND DISTANCE LEARNING
Print media: texts, notes, instructions, newsletters
(passive, asynchronous)
Computer: assignments, e-mail, chatrooms, bulletin
boards (active, interactive, passive, synchronous,
asynchronous)
Telephone: inquiries, instructions, student services,
feedback (synchronous, interactive)
Audio conferencing: discussion groups (synchronous,
interactive
25

26. OPEN AND DISTANCE LEARNING
Videoconferencing:
guest speakers, labs, performances, satellite hook-ups,
seminars, demonstrations. (synchronous, interactive)
Broadcast media:
Television, radio: value-added
programming, e.g. interviews, films, performances,
demonstrations. (asynchronous, passive)
26

27. OPEN AND DISTANCE LEARNING
Internet: world wide web, e-mail (passive, active,
and interactive.)
Multi-media: CDs, DVDs, websites (passive,
active, interactive)
27

28. OPEN AND DISTANCE LEARNING
Open and Distance Learning Materials:
Printed text and graphics
Audiotapes
Videotapes
Computer programs and files
CD ROM Disks
Multi-media websites
Practical kits
Posters
Set Texts
28

29. OPEN AND DISTANCE LEARNING
Examples; (asynchronous, passive, independent)
Printed text and graphics:
worksheets, spreadsheets, explanatory information
assignments, assessments, lectures
Audiotapes:
books-on-tape, music, lectures
explanatory information, assignments,
assessments, student support
Videotapes:
films, practical demonstrations
Examples: (synchronous, asynchronous, independent,
interdependent, active, passive, interactive)
Computer programs and files:
Blackboard ; files containing course-related information
& materials (assignments, explanations, assessments)
CD ROM Disks:
Film clips, explanatory information,
assignments, assessments
(Bordwell and Thompson CD)
29

30. OPEN AND DISTANCE LEARNING
Open and Distance Learning Materials:
Multi-media website: synchronous, interactive,
interdependent
Anatomy and Physiology Website
Practical kits: asynchronous, passive, independent
All equipment needed for course
Bedknobs and Broomsticks: poisoned
dragon’s liver, Cosmic Creepers,
and the broom
Posters: asynchronous, passive, independent
Graphics, schedules, instructions
Set Texts: asynchronous, passive, independent
Required books, sets of readings,
instructions, manuals, “spells!”
30

31. OPEN AND DISTANCE LEARNING
Open and Distance Learning Technologies, cont.
Videoconferencing:
synchronous, interactive, interdependent
guest speakers, labs, performance, satellite hook-ups,
seminars, demonstrations.
Broadcast media:
asynchronous, passive or active, independent
Television, radio—value-added
programming, e.g. interviews, films, performances,
demonstrations—SIT2LRN programmes,
KEA programmes 31

32. OPEN AND DISTANCE LEARNING
Characteristics of DL Communication Technologies
and Materials
Embedded content: Information is pre-selected
by the course designer. Learner is given no
alternatives.
Interactivity: Student interacts with tutor
and/or other learners; interacts with content
(can select, omit, focus on information as desired)
Learner choice: Learner can select
assignment options, materials, etc.
Learner engagement: Learner is an active
participant 32

33. OPEN AND DISTANCE LEARNING
ODL: Materials Development Process
1. Determine your learning outcomes
2. Determine how you will plan to achieve your
learning outcomes
3. Implement your planning into:
•Design
•Development
•Production
•Quality Management
Design and Development:
Doing the job in-house
Purchasing a course
Hiring a design/development expert
33

34. OPEN AND DISTANCE LEARNING
ODL: Materials Development Process
Design and Development:
Production:
Creating and launching websites, creating and printing
hard-copy, creating DVD’s and CD’s, producing TV/radio
support programmes
Quality Management:
User evaluations, benchmarking, research
34

35. OPEN AND DISTANCE LEARNING
Open and Distance Learning: Learner Support Systems
• Enrolment Guidance
• Study
• Learning Environment
• Academic Matters
• Use of Technology
• Motivation
• Vocational Matters
• Learning Pathways
• Learner-to-Learner and Learner-to-Teacher realtionships
• Training in Study Skills
• Use of Technology
• Self-Management
35

36. OPEN AND DISTANCE LEARNING
Open and Distance Learning: Learner Support Systems
Match Requirements of Specific Learning Contexts
Learner Demographics: Characterisitics as Part of a Larger, Definable Group
Learner Needs: Demographic and Particular Needs
Learner Profile: Learner as an Individual
Creating learner data bases
36

37. DIFFERENT TERMINOLOGIES
Correspondence
education
Distance learning
Open
learning
E-
Learning
ODL
Flexible
learning
Independent
study
Blended
learning
37

38. DISTANCE LEARNING
•Separation of teacher and learning
•Time, place or both
•Institutional accreditation
•Official recognition of study
•Use of mixed-media
•Print, radio, television, computer-based, audio
38

39. SAME AND DIFFERENT TIME
 Classroom teaching
 Face to face
tutorials
 Seminars
 Workshops
 Audio and video
conferences
 Radio with listener
response capability
 Skype
 Learning resource
centres which
students visit in
their own time
 Home study
 Tutorial support
by email
 Podcasts and
vodcasts
Synchronous asynchronous
39

40. Open learning
40
Open Learning - is any form of learning
with strong emphasis on flexibility and
learner-centredness.
It is open in terms of access, delivery and
interpretation (Paine, 1989; Rowntree,
1992)

41. OPEN LEARNING
Giving learners the choice about:
 Medium – print, online, video, television
 Place of study – home, workplace, regional centre
 Pace of study – own pace, paced, structured etc
 Support – tutors, audio conferences, helplines
 Entry and exit points
 Methods of assessment
41

42. PRINCIPLES OF OPEN
UNIVERSITIES
Egalitarianism (open to all)
Equality of educational opportunities
(gender, race, economic status)
Lifelong learning
Flexible curricula
Learner-centredness
Autonomous learning (Heutogogy)
Learning through communication and
interaction
42

43. E-LEARNING
E-Learning - learning focuses on
the intersection of education,
teaching, and learning with ICT
(Friesen, 2009).
“E-learning is the use of electronic
media for a variety of learning
purposes that range from add-on
functions in conventional
classrooms to full substitution for
the face-to-face meetings by
online encounters” (Guri-
Rosenblit, 200)
43

44. IRON TRIANGLE – SIR JOHN DANIEL
Daniel, J., 2013
44

45. CONTACT (F2F) VS DISTANCE EDUCATION
CONTACT DISTANCE
•On campus class
meeting
•Direct contact with
both teachers and
students
•Traditional rigid
format of set times
and dates
•Widely accepted as
the standard
education
•High costs
•Technologically mediated
delivery of course material
•Non-contiguous
communication between
student and teacher
•Economies of scale
•Less expensive
•Flexibility of place, time
and venue
45

46. E-LEARNING VS DISTANCE EDUCATION
E-LEARNING DISTANCE
•Use of connected
media to deliver course
material
•Access to learning via
the use of technology
•Ability to promote
varied interaction
•Can be used in both
contact and distance
education context
•Technologically mediated
delivery of course material
•Non-contiguous
communication between
student and teacher
•Economies of scale
•Less expensive
•Flexibility of place, time
and venue
46

47. OPEN LEARNING VS DISTANCE EDUCATION
OPEN LEARNING
DISTANCE
Open learning - policies
and practices that
permit entry to learning
with no or minimum
barriers with respect to
age, gender, or time
constraints and with
recognition of prior
learning.
These policies need not
be part of a distance
education system but are
complementary to it.
•Technologically mediated
delivery of course material
•Non-contiguous
communication between
student and teacher
•Economies of scale
•Less expensive
•Flexibility of place, time
and venue
47

48. BLENDED LEARNING
48

49. A blended learning approach combines face to face classroom
methods with computer-mediated activities to form an
integrated instructional approach.
In the past, digital materials have served in a supplementary
role, helping to support face to face instruction.
49

50. DISTANCE EDUCATION MEGA UNIVERSITIES
THE TERM "MEGA UNIVERSITY" WAS COINED BY SIR JOHN DANIEL, THEN VC
OF THE UK OPEN UNIVERSITY, TO REFER TO UNIVERSITIES WITH MORE THAN
100,000 STUDENTS.
Anadolu University Turkey 880 000
Universitas Terbuka Indonesia 460 000
Indira Ghandi India 3 500 000
Sukhothai Thailand 172 000
Korean National UO Korea 142 332
National Centre for DL France 120 000
Open University UK 200 000
Unisa South Africa 350 000
Payame Noor Iran 800 000
National Centre for DL Spain 260 000
50

51. ADVANTAGES OF ODL
Overcoming physical distance
Addresses time and scheduling problems
Increased capacity – massification
Democratising education
Bringing quality education to those who would
otherwise be unable to afford it
Cost effective education for developing nations
Provides second chance to those who missed out on
higher education
Enables lifelong learning
51

52. BENEFITS
• Open learning environments are
• often flexible and motivating for learners
• good at fostering a participative community of learners
• great for modeling, removing politics from the learning
environment, and giving learners support to become self
sufficient
• centered around connections, sharing, access, transparency, and
freedom (removing barriers and inhibitors)
• often collaboratively developed and maintained, thus resulting in
a more robust design that is often more sensitive to cultural,
diversity, perspective, and other considerations
• designed systems with clear and open feedback processes and
lines of communication built in, thus reducing the prevalence of
poor instruction and improving the execution of the course
design through communication (perpetual formative evaluation)
52

53. LIMITATIONS OF ODL
• Perceived as second rate
• Quality issues
• Plagiarism
• Requires well trained
academic staff
53

54. ODL CHALLENGES
Quality of teaching and
learning
Addressing massification
Student drop out
Faculty workload
ODL research
Incorporating technology
54

55. DRAWBACKS
• Open digital learning environments are
• often more difficult to instruct in because of transparency,
unpredictability, and expertise requirements
• not yet well researched
• often somewhat complex as there are several underpinning
philosophical design frameworks
• often sensationalized by the media and other sources so as to
overemphasize the benefits and likely outcomes without
proper grounding in research
• Digital technologies are
• often not used, or misused, in the traditional learning
environment
• have different affordances than face-to-face learning that are
not often capitalized on for education
• pose challenges in the traditional and dominant quantitative,
standardized, measured perspectives 55

56. PROS AND CONS
 It builds independence. learning from
home is built for students who are
independent self-starters.
 Remote learning brings the focus back
to the learning. For some students, the
classroom is a scary place where they feel
insecure and uncomfortable and are
reluctant to speak up.
 It’s easy to get ahead/extend the
learning. Some students might find the go-
at-your-own-pace nature of remote learning
to be exciting and fun.
 Online courses are very flexible
 You can pursue a job along with studies
 You can save money
 You save time
 You can learn at your own pace
 You can study whenever, wherever
 Gaining recognition among employer
 You can learn and earn
 Forget about geographical boundaries!
 Get educated even with a tight budget
 Online courses help you become tech-
savvy
 Some students might struggle
with so much forced
independence.
 There is less opportunity for
interaction and collaboration.
 It’s easy to fall behind. Going to
school remotely requires discipline
and the teaching isn’t nearly the
same as it is in a regular in-person
setting.
 Questioning quality
 Chances of distraction high
 Hidden costs
 Complicated technology
 Quality of faculty compromised
 Questionable credibility of
degrees
 Lose out on networking
 Not enough student
accountability
 Being overwhelmed by the
material
 Lack of individual attention and
feedback
 Missing out on-campus life?
56

57. 57

58. DISTANCE EDUCATION- INDIA
 India has one of the largest DE systems in the world,
second only to China. There are six types of
institutions offering DE today:
 National Open University
 State Open Universities
 Distance Education Institutions (DEIs) at-
 – Central Universities
 – State Universities
 – Deemed to be Universities
 – State Private Universities DEIs at Stand alone
Institutions
58

59. STATUS OF OPEN
UNIVERSITIES
Over 90 Open universities around the
world
15 in India alone
1st National Open university in India
(IGNOU) established in 1985
59

60. HIGHER EDUCATION IN INDIA
60
 50000+Institutions
 1000+ Universities
 40000+ Colleges
 11,356 Stand Alone
Institutions
 (Source: MHRD, 2021)

61. CHALLENGES FACED BY THE HIGHER
EDUCATION SYSTEM IN INDIA
 Paucity of good teachers
 Inadequate infrastructure
 Lack of well-equipped libraries
 Lack of good quality instructional materials
61

62. OPEN AND DISTANCE LEARNING (ODL) IN
INDIA
 enhancing the gross enrolment ratio(GER)
 democratization of higher education to large
segments of the Indian population reaching out to the
unreached
 providing opportunities for up-gradation of skills
and qualifications
 meeting the demands of lifelong learning
 Reach to unreached
62

63. DISTANCE EDUCATION SCENARIO IN
INDIA
 14 open universities –
 1 National University and 13
 State Open Universities
 150 Dual Mode providers of higher education
 12 Open Schools
63

64. NATIONAL POLICY INITIATIVES FOR USE OF
OERS IN INDIA
 National Knowledge Commission
 National Mission on Education through ICTs
(NMEICT), launched by the MHRD in 2009.
 Twelfth Five Year Plan
 India Vision 2020
 Digital India
64

65. INDIAN SCENARIO
 Have the option of pursuing a distance learning
programme from the one and only national open
university of India - the Indira Gandhi National Open
University (IGNOU) or any of the 13 state open
universities in India.
 Apart from these there are 140+ dual mode
universities which offer programmes through the
distance mode.
 All distance programs must be approved by the
Distance Education Bureau (DEB) of the University
Grants Commission (UGC.)
 One can access the list of ODLs (Online and Distant
Learning Institutes) that are currently approved by
the DEB on their website. 65

66. TYPES OF DISTANCE LEARNING IN INDIA
 1. Open Universities: They were originally set up to only offer programms of study
through distance education mode.
 Indira Gandhi National Open University (IGNOU), Dr. B.R. Ambedkar Open
University (BRAOU), Yashwantrao Chavan Maharashtra Open University, Nashik etc.
 The Dr. B.R. Ambedkar Open University was the first Open University to be set up in
India in 1982. Now we have one national Open University (IGNOU) and 13 state open
universities in India.
 2. Dual Mode Universities: These universities offer regular campus-based programs as
well as distance learning programs like the University of Delhi (DU) and University of
Mumbai.
 After DU introduced correspondence courses in 1962, other conventional universities
began to offer various programmes through correspondence courses and thus set up
Distance Education Institutions (DEI) and/or Correspondence Courses Institutes (CCI).
 The total enrolments in correspondence/distance education in the dual mode
universities are much larger than enrolment in the open universities. Other examples
of such dual mode universities include Annamalai University (DDE), Acharya
Nagarjuna University (CDE) and the ICFAI University Sikkim.
 3. Mixed Mode Universities: Such universities offer a wide variety of modes of study to
the learners - regular campus programmes, distance education through traditional
methods like printed material and contact classes, and now the increasingly popular
technology-based online degrees.
 Amity University and Lovely Professional University (LPU) are examples of mixed
mode universities.
66

67. LEARNING MODELS
 Distance learning : The oldest of these three learning models, distance learning (or
distance education) has a long history that goes back two hundred years. Of course, this
education begins with teaching through print media, before the Internet. Educational
access for students far from a certain university became possible, simply through
correspondence by mail. For this reason, the overarching term distance learning can
include correspondence education.
 Online learning : Online learning is considered to be a form of distance learning.
Beginning in the 1980s, this method allows a variety of learners to experience
connectivity, convenience and interaction. Perhaps a more feedback-oriented version of
distance learning, online learning makes use of the Internet to connect students with
educational material, as well as instructors and sometimes other students. This
personal interaction might not be as readily available as in the other learning modes.
 A few different types of pacing may be available in online learning: instructor-led, self-directed or
self-paced. Students work independently, direct their education and manage their own progress. Self-
paced learning allows students to have flexibility in terms of time and place of learning.
 e-Learning : While e-Learning (electronic learning) is its own unique mode of learning,
it is also a type of distance learning. Though it may have become a term at about the
same time as online learning, it can be defined as sometimes including multiple formats
and methods of instruction - CD-ROM, the Intranet, the Internet and audio
and video formats. This learning methodology may vary the most, since program to
program platforms and media differ. As technology continues to evolve, e-Learning also
changes.
67

68. IGNOU
 Distance learning has evolved a lot in the last
couple decades. With advances in technology,
distance learning now also includes online
learning or e-learning. A traditional open
university like IGNOU now provides a host of
online programmes, some of which include:
 Post Graduate Diploma in Sustainability Science
(PGDSS)
 Appreciation Programme on Sustainability
Science (APSS)
 Post Graduate Diploma in Food Science and
Technology (PGDFT)
 Post-Graduate Diploma in Food Safety and
Quality Management (PGDFSQM) 68

69. DISTANCE EDUCATION
 Though two degrees cannot generally be
pursued simultaneously, a student can
pursue two programmes simultaneously
through the distance mode or combination
of distance and regular modes from the
same or different universities/institutions
in the following various combinations:
 One Degree and one Diploma/PG Diploma/Certificate
 One P G Diploma and one Diploma/Certificate
 One Diploma and one Certificate
 Two PG Diplomas
 Two Diplomas
 Two Certificates 69

70. BYJU
70
 BYJU'S is India's largest
ed-tech company and the
creator of India's most
loved school learning app.
 Launched in 2015,
BYJU'S offers highly
personalised and effective
learning programs for
classes 1 - 12 (K-12), and
aspirants of competitive
exams like JEE, IAS etc.
 With 50 million registered
students and 3.5 million
paid subscriptions,
BYJU'S has become one of
the most preferred
education platforms across
the globe.

71. ONLINE LEARNING PLATFORMS
71
 BYJU'S.
 Vedantu.
 Toppr.
 Meritnation.
 Simplilearn.
 Khan Academy.
 Wonderschool.
 Age of Learning.
 Canvas
 GoReact
 McGraw-Hill Connect
 Nearpod
 ThinkUp!
 Kaltura Video Cloud
 Pear Deck

72. UNIVERSITY18/UTS
 There are now many institutes/ colleges/
universities in India that offer only online
courses.
 University18 is such an example.
 It has been developed in a Public Private
Partnership with national universities like
Karnataka State Open University (KSOU),
Uttarakhand Open University (UOU) and IIM
Shillong.
 Another such 100 percent online education
platform is UTS.
 You can submit assignments online, access an
online library 24-7 and take exams online. 72

73. UNIVERSITY18
73
 University18 is India's largest and fastest growing
Online Learning Platform.
 Developed in Public Private Partnership with
several National Universities, since its inception
U18 has reached out to students across 5
continents, delivering quality University
accredited Continuing Education and
Executive Education Programs.
 Using the power of the Internet, the U18 platform
connects students and working professionals around
the world to Professors and Faculty from some of our
Nations finest Institutions.
 Regular Virtual Classroom sessions on the Web,
Continuous evaluation and learning delivered via
our Learning Management System, and a rock solid
learner support team working to address student
issues and queries round the clock ensures that
Students find themselves well equipped to face the
challenges of rejoining the University education
system.
 The majority of student population are working
professionals, in their 30's and 40's, typically
work in a Multi National Corporation (both
Indian and Global), and are well positioned in
their companies, with management or technical lead
responsibilities.
 The U18 platform is cloud based, with technology
presence across the world, and is managed out of the
University18 offices in Gurgaon, India.

74. UTS
 UTS College is the
premium pathway
provider to the
University of
Technology Sydney,
Australia’s number 1
young university.
74

75. MOST FAVORITE FREE ONLINE COURSES
 Graphic Designing
 Big Data Analysis
 Online MBA
 Social Media Marketing
 Programming
 Foreign Language Courses
 App Development
 Film Making
 Human Resource Management
 Photography
 Creative Writing 75

76. ECOLE 42
 The idea of 42 is to allow students to
collaborate, teach, and mark each other's
works through projects based learning.
 if they set themselves to become a
software engineer, most of the projects he
or she will be given will be related to or
revolved around this.
 Once they chose a project, they can
complete it by using any resource or tool
available on the Internet, or they can ask
their peers for help.
 Seeking help is easy since the setting is an
open-plan room filled with computers.
 Then, another student will be chosen
randomly to check their work.
 Graduation takes place when students
reach level 21 which usually takes three
to five years.
 École 42 might be one of the most
ambitious experiments in engineering
education.
 It has no teachers. No books. No
MOOCs. No dorms, gyms, labs, or
student centers. No tuition.
76

77. FUTURE
 Mobile-friendly content is going to be essential.
 This means that optimizing course content and websites for
mobile is what will make more students opt for a distance
learning programme.
 Online students need career advice. Most online college
students pursue a degree for professional reasons.
 If universities offer you online access to such services, they are
a keeper.
 Online programs are becoming more diversified.
 Degrees Business and Education are probably some of the most
popular ones among online students.
 However, more and more students are also considering other
fields of study, such as computers and IT, health & medicine,
and STEM.
 As such we can expect Institutions to diversify their online
offerings may be able to take advantage of new segments of
students they could not access previously.
 Undoubtedly, with the even wider spread of technology online
education’s potential to become complementary – or in
some cases alternatives – to traditional education
cannot be overlooked.
77

78. CONCLUSION
• Open Education practices in a different paradigm from
traditional education
• Open Education is a “Grand Experiment” where the
power is redistributed to the learners and the courses
operate under the design and guidance of educators
• MOOCs are one type of Open Education Design and the term is
often misused
• There are different types of Open Education Designs.
• Two ways forward:
National OER strategies should be develpoped.
For OUs a ‘minor’ rethinking of the course model is
required to get them in a better position
Lifelong Open and Flexible (LOF) learning instead of
Open and Distance Learning (ODL) should be offered 78

79. Thank You
 PPTs will be available on :
 https://www.slideshare.net/DrTrivedi1
 https://www.slideshare.net/mayanktrivedi21/pres
entations
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