1. Developing suitable pedagogical methods for various classes, intellectual calibers and research in e-learning Sponsored by the MHRD, Govt. of India Under the NMEICT Project NPTEL Kerala Workshop– 20-21 October, 2014 Anup K. Ray www.ide.iitkgp.ernet.in

2. A Multi Institution Project with close involvement of over 750 faculty members Anchor Institution:Centre for Educational Technology, IIT Kharagpur Partner Institutions:  IIT Delhi, IIT Bombay, IIT Guwahati, IIT Roorkee, NIT Trichi, BIT Mesra, NIT Warangal,NIT Durgapur,NIT Rourkela, SVNIT Surat, Amrita University, SASTRA University, IIIT Hydrabad IIIT Bangalore, BESU

3. Main Project Deliverables 1. 200 one semester long B.Tech level course curriculum documents in 6 Engineering disciplines [CE, EE, ECE,CSE, ME, Chem.E] 2. A web-based tool to allow development, review, monitoring and dissemination of these and similar courses. 3. Train 3000+ faculty members in Pedagogy.

4. Some features of curriculum documents under development A typical curriculum document 1. Is NOT a half page vague syllabus, but has around 250-300 pages of detailed study guides. 2. Contains: at least 40x2 pages of unit summaries and list of all needed text/ AV and other resources 3. Encourages self, life long learning, working in groups

5. Some features of curriculum documents under development A typical new curriculum document contains:  Course Overview and Objectives  Course level problems and solutions  Module Overview and Objectives  List of important learning resources  Module level problems and soluions  Unit objectives and unit summary  Unit level problems and solutions around 100 unit level problems with solutions,

6. Tomorrow’s World of Education Outcome-based Learning  At the end of a four year programme of study, graduates need to demonstrate the mastery of not only a well chosen set of domain specific learning objectives, but also a set of domain independent learning outcomes

7. Examples of Domain Independent Learning Outcomes / Attributes for 21 st Century Graduate Engineers 1. Conceptualize appropriate models using knowledge of mathematics, sciences and an engineering specialization. 2. Solve complex engineering problems with due considerations to societal and other conflicting needs.

8. 3.Investigation Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.

9. 4. Modern Tool Usage Create, select and apply appropriate techniques, resource, and modern engineering tools 5. Individual and Team work Function effectively as an individual and as a member or leader in diverse teams and in multi-disciplinary settings

10. 6. Communication Communicate effectively on complex engineering activities with the engineering community and with society at large, 7. The Engineer and Society Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering practice.

11. 8. Ethics Understand and commit to professional ethics and responsibilities and norms of engineering practice. 9. Environment and Sustainability Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development

12. 10. Project Management and Finance Demonstrate a knowledge and understanding of management and business practices 11. Life Long Learning Recognize the need for, and have the ability to engage in independent and life- long learning

13. Characteristics of Domain Specific Learning Objectives  Learning Objectives are NOT topic lists  Domain Specific Learning Objectives are knowledge skills and attitudes that a student can demonstrate on successful completion of a lesson or a set of lessons.  Must be Specific (clear and unambiguous), Achievable and Measurable.  Must relate only to Student Achievement.

14. The Challenge  How to ensure mastery over not only the domain knowledge but also over the knowledge, skills and attitudes needed for the 21 st century

15. Program Educational Objectives  Combines domain specific and domain independent learning outcomes.  Institute Mission is met through PEOs of Deptts.  PEO decides curricula and all teaching- learning.

16. Teach Less Learn More  Set learning objectives.  Promote guided independent learning.  Ensure close individual monitoring, regular tutorial and feedback by teachers.  Use ICT to overcome problems of both.

17. Outline of a learner-centric system Important Steps  Choose Appropriate, Challenging but Achievable Specific Learning Objectives  Write them down in clear and measurable terms using standard action verbs  Prepare study guides / learning strategies with detailed list of learning resources  Make it available early to all concerned

18.  Develop adequate self assessment material well matched with learning objectives to allow students monitor their progress and seek timely help.  Promote use of active learning through simulation tools, virtual labs and also game based learning.  Design courses to promote collaboration, communication and problem solving.

19.  Provide suitable technology tools to allow : ♦ students to access learning resources, interact effectively with peers and mentors. ♦ faculty to monitor progress, evaluate and provide timely remedial lessons. ♦ external experts / industry to participate.

20.  Reduce lecture hours and increase tutorial hours to :  discuss unresolved issues instead of delivering lectures. [Flip teaching]  conduct formative evaluations.  provide individual feedback.  allow more time for students to learn

21. Examples of Course Objectives Course: Structural Systems/ Architecture Authors: S.P.Bhattacharya, and Satyaki Sarkar 1. Design context based application of different structural systems in building industry 2. Develop and analyze structural geometry based on strength and stability criteria 3. Critically appraise built environment based on specific structural system 4. Create an innovative and integrated structural model using modern materials and technology for modern sky scrapers

22. Module Objectives Module 1: Introduction to Structures 1. Label components of a typical structure and their roles 2. Formulate the patterns of structural grid 3. Assess the parametric interpretation of loads on structural components 4. Design a flow chart to present the step-by- step approach of structural analysis and design

23. Unit Objectives Unit 1: Introduction to Structures and its Elements 1. List various structural elements 2. Label and define the components of building structures 3. Write down the characteristics of beam and column elements

24. Arbitrary Home Page of a Course Website Course Name : Control Systems Course ID : EE 302/10-11 Institute : XYZ Institute of Technology Department : Electrical Engineering OverviewObjectivesSummaryReferences Resources Assignment CMCMUMUCMUCMU Case Studies Projects FAQs Ask Question Self Assessment CMUAVTxtCMU Form GroupsAdd Comments SimulationVirtual Labs Take NotesAdd Resources Abbreviations : C : Course M: Module U : Units A : Audio V : VideoTxt :Text

25. Arbitrary Course Navigation View Course Name : Embedded Systems Course ID : EE 310/13-14 Institute : ABC Institute of Technology Department : Electrical Engineering OverviewObjectivesSummaryReferences Resources Assignment Case Studies FAQs Ask Question Self Assessment Form Groups SimulationVirtual Labs Take Notes Select Unit Number:

26. Future Directions 1. Large scale teacher training programmes could be designed using such curriculum documents and appropriate Technology. 2. If carefully implemented, powerful ITS systems can become a reality by analysing student learning behaviour. 3. All curricula can be kept updated at all times trough interaction of all stake- holders. 4. Can Integrate all NMEICT projects.

27. Thank You