MASSIVE OPEN ONLINE COURSES Rajeev Chatterjee

(MOOC) [email protected]
[email protected]
 MASSIVE OPEN ONLINE COURSES (MOOC)

o MOOC is a novel technique of offering a course on an online platform

that extensively uses ICT infrastructure for its implementation
o MOOC is generally offered in Asynchronous Mode of e-learning
o MOOC courses use 4-quadrant approach for implementation of learning
process.
o The details related to 4-quadrant approach is given in next slide

19-01-2024 ICT BASED CONTENT DESIGN 2

 4-QUADRANT APPROACH FOR MOOC

1st Quadrant 2nd Quadrant

Video Presentation
Lectures and and Supportive
Transcripts Materials

4th Quadrant 3rd Quadrant

Assignments Face-to-face
and communication
Assessments with Instructor
19-01-2024 ICT BASED CONTENT DESIGN 3
 FORMAT FOR MOOC COURSES
o MOOC courses are designed with normally 10 / 20 / 40 hrs of
learning and activities spread over 4 to 12 weeks.
o This means a learner on an average will spend time of 3-4 hrs per week
for completion of a course.
o This include video lecture sessions, self study of the supportive and
additional materials as well completion of various learning activities
including assignments, group work, presentations and assessments.
o Finally a learner will sit for summative evaluation to obtain a credit for
the undergoing course.
o MOOC Courses can also be taken on audit mode.

19-01-2024 ICT BASED CONTENT DESIGN 4

 PROPOSAL FOR MOOC COURSES
1. Introduction of the course in 150 to 200 words
2. Description of the Instructor(s)
3. Course Plan Week Wise (Write about the Topics only)
a. Week 1:
b. Week 2:
c. ……
d. ……
e. Week 12
4. Introductory Video of the Course (3-4 minutes): This means a learner on an
average will spend time of 3-4 hrs per week for completion of a course.

19-01-2024 ICT BASED CONTENT DESIGN 5

 PROPOSAL FOR MOOC COURSES CONTD..
5. MOOC Syllabus (Details of the Course, Discipline and Duration in Hours as
well as Weeks)
6. Contact details of the Instructor(s) including names, designation, department,
Institute / University, email id, contact number, and Website.
7. Contact details of the Teaching Assistant(s) including names, designation,
department, Institute / University, email id, contact number, and Qualification.
8. Intended / Target Audience:
9. Pre-requisite (if any):
10. Industry Support:
11. Time frame of the Course: Start date and End date
19-01-2024 ICT BASED CONTENT DESIGN 6
 Fill week-wise video lecture as per module / unit as required
Module Lecture 1 Lecture 2 Lecture 3 Lecture 4 Lecture 5
Duration
Week 1 Video Lecture 1 Video Lecture 2 Video Lecture 3
(6-14 minutes) (6-14 minutes) (6-14 minutes)
Week 2 Video Lecture 1 Video Lecture 2 Video Lecture 3 Video Lecture 4
(6-14 minutes) (6-14 minutes) (6-14 minutes) (6-14 minutes)
Week 3 Video Lecture 1 Video Lecture 2 Video Lecture 3 Video Lecture 4 Video Lecture 4
(6-14 minutes) (6-14 minutes) (6-14 minutes) (6-14 minutes) (6-14 minutes)
Week 4 -do- -do- -do- -do- -do-
Week 5 -do- -do- -do- -do- -do-
COURSE

Week 6 -do- -do- -do- -do- -do-

Week 7 -do- -do- -do- -do- -do-
Week 8 -do- -do- -do- -do- -do-
Week 9 -do- -do- -do- -do- -do-
Week 10 -do- -do- -do- -do- -do-
Week 11 Practice Work / Project work
Week 12 Practice Work / Project work

19-01-2024 ICT BASED CONTENT DESIGN 7

 Fill week-wise activities including self study, assignments, assessment as per module / unit.
Week 1 : MCQ, Quiz and Tutorials
Week 2 : Essay type assignments
Week 3 : MCQ, Quiz and Tutorials
Week 4 : Assignments
Week 5 : MCQ, case study and essay type assignments
Week 6 : MCQ, case study and essay type assignments
Week 7 : MCQ, case study and essay type assignments
COURSE

Week 8 : Essay type assignments

Week 9 : Essay type assignments
Week 10 : Case study
Week 11 : Project Work Development
Week 12 : Project Work Development

19-01-2024 ICT BASED CONTENT DESIGN 8

 RESOURCE MANAGEMENT
Resources required for evaluation (TAs, software, platform, any other special requirement –
Please mention if there is any manual evaluation involved)
Evaluation method through manual assessment.
Names of the Reviewers for the Course 1.
(min 2 nos.) 2.
Please list any special kind of item banking 1.
format that is required
(MCQ, objective type answer supported)
List of reference materials / books / Journals 1.
/ Research papers / Reports / Manuals.
2.

3.

4.

19-01-2024 ICT BASED CONTENT DESIGN 9

 SCRIPT AND STORY BOARD FOR VIDEO LECTURES
o Each video lecture should be initiated with a story followed by script and storyboard.
o The story will provide the objective of the video in brief.
o The script will precisely handle the audio / narration part of the video.
o The instructor will record the video on the basis of the script.
o The script will also be used later as transcript for subtitles in the video lecture.
o Storyboard will be used by the video editing team for inclusion of graphics / images /
animations and videos as and when required.
o The format of the MOOC proposal, script and storyboard are available with the presenter.

19-01-2024 ICT BASED CONTENT DESIGN 1

0
 SCRIPT
SCRIPT FOR MOOC BASED CONTENT

Courseware Title:

Title of LO:

Scene No. Audio (Narration) Estimated Time

(in Min and Sec)
 STORYBOARD
Storyboard for MOOC Based Content
Courseware Title:
Sequence No: Type: Branching Back: Next: Optional Data

Title of the LO: Screen Title:

Notes to Editors Text Graphics Audio Video
Thankyou
Virtual Labs
Rajeev Chatterjee
[email protected]
Agenda  About the Experiment
 Aim of the Experiment
 Theoretical Concept
 Experimental Procedure
 Results and Discussion
 Conclusion
 Timeline for the Virtual Labs

1/19/20 Virtual 2
About the Experiment

In this section, the instructor will provide

 a brief summary of what is to be
covered in this experiment?
 how it can be performed in the
Laboratory?

1/19/20 Virtual 3
Aim of the Experiment

In this section, the instructor will provide

clear statement about the aim.
i.e.: A statement that provide the
objective of carrying out this
experiment.

1/19/20 Virtual 4
Theorical Concepts

In order to carry out the experiment a

brief theoretical concept is required.
This section deals with the theoretical
background.
e.g.: To verify the Ohm’s Law the basic
concept related to OHM’s LAW has to be
presented to the learners by the Instructor

1/19/20 Virtual 5
Experimental Procedure
 In this section, the entire process or procedure of
the experiment has to be clearly stated.
 It is expected that the procedure will be video
recorded and edited to suit the requirement of the
learners.
 An instruction manual must be prepared
explaining steps by step elaboration of the
experimental procedure.

1/19/20 Virtual 6
Results and Discussions
 In this section, the results are to be explained and
presentation of the results are to be discussed in
case of conventional subjects.
 In case of programming languages, the output
of the program has to be explained.
 In case of configuration of the equipment in
software-based system the change in the
configuration must be clearly explained.

1/19/20 Virtual 7
Conclusion

In this section, a conclusive discussion is

required that will present the fulfilment of the
objective of the experiment.

1/19/20 Virtual 8
 Timeline for Virtual Labs

1 2 3 4 5
rt withPrepare
Designthe
the
Script
Virtual
and the
Lab
Record
Graphics
Experiment
your
thatVideo
are required
Clips
Create
and
forthe
Edit
Video
Web
them
Recording
pages
asPrepare
as
perrequired
thethe
requirement
Instructional
and upload the
Manual
videoand
clips
Connect
in the all the com
Youtube go Live.

1/19/2024
Virtual Labs 9
Important Tips
 It is generally observed that Video Clips of smaller duration is
more effective in for deliberation. Make Video Clips of
duration 5-7 minutes.

 It will be helpful to the learners if Theoretical Concepts,

Procedures and Results and Discussions are presented in
form of video clips.

 It is also proposed to describe the Experiment in the starting

using a small Video clips of duration 2-3 mnutes
1/19/2024 Virtual Labs 10
Thank you

Rajeev Chatterjee

[email protected]

[email protected]

www.nitttrkol.ac.in

1/19/2024 Virtual Labs 11

 CONTENT
DEVELOPMENT FOR
E-LEARNING
Rajeev Chatterjee
NITTTR, Kolkata
 What is e-Learning?

 E-Learning or electronic learning is a technology driven Teaching and

Learning process, where both the Instructor and / or Learners uses e-
electronic media for accomplishment of learning.
 It has been observed that e-learning extensively uses electronic media
especially the Internet.
 It is a newer form of Teaching and Learning System (TLS) that uses
technology, especially ICT, platforms and digitized content to extend and
enhance learning experience.
 WE can therefore say that this form of learning as Technology Enabled
Learning / Technology Enhanced Learning (TEL)

19-01-2024 Content Development for e-Learning 2

 What is e-Learning?

 Technology enabled in particular means usage of tools, platforms,

infrastructure, libraries and framework in the businesses.
 This infuses classrooms with digital learning tools, such as computers
and hand-held devices like tablets, iPad, PDAs, kindles etc.
 The most important aspect of TEL is that it is more student-centred
learning framework.

19-01-2024 Content Development for e-Learning 3

 Why TEL / Why e-Learning ?

 Technology in education enables students and learners to adjust to

their own pace of learning.
 It helps in making the tasks easier and solving many problems in real
life using simulation, pilot and such other activities..
 TEL provide easy-to-access information, accelerated learning using tools
that motivate,
 TEL also provides opportunities to practice what they learn.
 TEL increases the learner’s engagement thus promoting the learning.
 TEL also provide a medium to instructors (teachers) in monitoring
various learners especially the slow learners.
19-01-2024 Content Development for e-Learning 4
 TEL and e-Learning

 Technology in education now-a-days uses mostly electronic media for

deployment,
 In general ICT infrastructure with applications are used in TEL that
provides seamless connectivity and access,
 Due to the availability of gadgets and hand-held devices
implementation of TEL is possible anywhere and anytime.
 So we can say by use of electronic media TEL in omnipresent.
 Therefore, we can say that TEL and e-Learning are complimentary to each
other.

19-01-2024 Content Development for e-Learning 5

 Classification of TEL / E-learning

19-01-2024 Content Development for e-Learning 6

 Synchronous Mode
 In this mode of learning, normally the teacher / supervisor is connected to the
students / learners with the help of ICT.
 The learning is taking place at the same time at different geographically
located Remote Centers (RC) or Virtual Classroom(VCR).
 Student can actively participate in the teaching – learning process through
video conferencing or a system alike.
 Can extend the reach of learning process to much bigger catchment area and in
the remotest part of the country.

19-01-2024 Content Development for e-Learning 7

 Asynchronous Mode
 In this mode of Learning a learner learns at his/ her own pace at his / her own
time of convenience.
 The content are delivered to the learner with a help of a specialized software that
is responsible of content delivery, administration, evaluation and such are
activities in this domain.
 This application software is normally termed as Learning Management
System (LMS)

19-01-2024 Content Development for e-Learning 8

 Virtual Classroom Environment
 Virtual Classroom Environment (VCE) is a method of e-Learning where a
instructor (teacher) is connected to a number of learners (students) at the same time
at various remotely geographical location using some form of communication
technology primarily INTERNET.
 The instructor and learners use some video conferencing tool such as Google Meet /
Microsoft Teams / Webex / AVIEW / or any other similar application.
 This was one of the promising method of TEL in the era of Pandemic.

19-01-2024 Content Development for e-Learning 9

 Massive Open Online Courses (MOOC)

 MOOC is a novel technique of offering a course on an online platform that

extensively uses ICT infrastructure for its implementation
 MOOC is generally offered in Asynchronous Mode of e-learning
 MOOC courses use 4-quadrant approach for implementation of learning
process.
 The details related to 4-quadrant approach is given in next slide

19-01-2024 Content Development for e-Learning 10

 4-Quadrant approach for MooC

1st Quadrant 2nd Quadrant

Video Presentation and
Lectures and Supportive
Transcripts Materials

4th Quadrant 3rd Quadrant

Assignments Face-to-face
and communication
Assessments with Instructor

19-01-2024 Content Development for e-Learning 11

 Format for MOOC Courses
 MOOC courses are designed with normally 10 / 20 / 40 hrs of learning and
activities spread over 4 to 12 weeks.
 This means a learner on an average will spend time of 3-4 hrs per week for
completion of a course.
 This include video lecture sessions, self-study of the supportive and additional
materials as well completion of various learning activities including assignments,
group work, presentations and assessments.
 Finally, a learner will sit for summative evaluation to obtain a credit for the
undergoing course.
 MOOC Courses can also be taken on audit mode.
19-01-2024 Content Development for e-Learning 12
 Video Lectuer
 Video lectures are available in various digital and analog media including
YOUTUBE and other platforms.
 Generally, these video lectures are available in short duration of 6-14 minutes or
for duration of 30 minutes to 1 hour.
 Each lecture will either addressed to a single Instructional Objectives (IO) or may
addressed to a set of IO.
 These lectures may provide demonstration of a skilled activity or may
provide a concept, theorem or related knowledge chunk.
 Even video lectures are also used in MOOC Courses.

19-01-2024 Content Development for e-Learning 13

 Flipped Classroom
 In Flipped Classroom, the content are delivered to the learners(students) a few
working days in advance, so that they can peruse through them.
 In the scheduled class session, instead of discussing the topic(s) / concept(s) at
length the instructor (teacher) ask the participants about the lacuna / difficulties in
those concepts or knowledge.
 This enhances more participation among the learners
 The contents / knowledge chunks are delivered in form of presentation like
.ppt file, interactive presentations, video lectures, documents such as .pdf files, etc.
 The contents are generally disseminated through email, LMS or application such as
Google Classroom.
19-01-2024 Content Development for e-Learning 14
 Spoken Tutorials
 Spoken tutorials are linear multimedia presentation or video lecture of short
duration addressing one or more concept,
 These content are delivered in multiple languages,
 Generally spoken tutorials can be made available, through digital
repositories, dedicated websites or any other digital media.

19-01-2024 Content Development for e-Learning 15

 Learning Objects (LO)
 Learning Objects (LO) are chunk of learning materials ideally addressing to one
Instructional Objective (IO).
 LOs are designed and developed using multiple media objects such as text, audio,
graphics, images, animations or video clips.
 It can be a combination of multiple media objects.
 LOs are widely accepted as a independent learning chunks that can be used in
standard LMS.
 LOs are also used to transfer of credits or similar activities.
 LOs can be used for deep as well as surface learning approach.

19-01-2024 Content Development for e-Learning 16

Learning Object Design

Rajeev Chatterjee
[email protected]
[email protected]
What is a Learning Object (LO)?
• A LO is a small chunk of learning content that ideally address to one
Instructional Objective (IO), Learning Objective or Objective in
general.
• A LO can be a collection of a small content along with illustration,
practice-based content and a set of items for assessment.
• Ideally, a LO should contain learning content that can be generally
accomplish learning within 6 to 14 minutes.
• The principle of Learning Objects is the creation of instructional
components that can be reused numerous times in different learning
contexts.

19-01- Learning Object 2

What is a Learning Object (LO)? contd..

• According to Gallenson, Heins, & Heins (2002), a Learning Object is a

unit of instructionally sound content centred on a learning objective
or outcome intended to teach a focused concept.
• It is a fundamental building block composed of all the instructionally
necessary components to comprise a self-contained instructional
unit.
• It is primarily made-up of digital multiple media object such as text,
audio, video, graphics, images, animation, etc. and we normally called
these media object as assets.

19-01- Learning Object 3

Synonym for LO

• Content objects, • Learning components,

• Learning chunks, • Reusable learning objects,
• Educational objects, • Testable reusable units
• Information objects, of cognition,
• Intelligent objects, • Training components, and
• Knowledge objects, • Units of learning.

19-01- Learning Object 4

Properties / Characteristics of LO
• Reusability,
• Interoperability,
• Accessibility, and
• Durability.

• Scalability,
• Discoverability, and
• Interchangeability.

19-01- Learning Object 5

Reusable LO
• Reusability is the property of an LO that will allow to include the
existing LO in a course or aggregation as an active component.
• In case of Technology Enabled Learning (TEL) it is generally observed
that LOs are designed and developed using multiple media object
authored through some multimedia authoring software.
• This led to a requirement of substantial time and cost for
development. Hence, the more the LO is reused cost in terms of
money and time can be justified.
• This property of LO is present due to availability of certain
information we called Metadata or precisely Learning Object
Metadata (LOM).

19-01- Learning Object 6

Interoperability
• Interoperability is the property of an LO by virtue of which a LO
remains valid and usable even though there is a version change of the
software like LMS or other application or the LO can perform well in a
variety of hardware such as Laptop, Tablet, Smart Phone, Kindle, etc.
• In today’s scenario an LO should have the property of interoperability
so that users can use them in a variety of hardware system and does
not require modification for version change of a software.

19-01- Learning Object 7

Accessibility for LO
• Accessibility is the property by virtue of which, a Learning Object
get legal access to the content of others.
• In this regard, we require learning object metadata to access a LO
in the vast repository.
• IEEE LOM is the standard to access LO based on metadata.
• IEEE LOM has 9 elements that also include a few sub-elements
in them.

19-01- Learning Object 8

Durability of LO
• Durability is a very important property of an individual LO.
• It provides the LO to remain valid and usable through the years of
its existence.
• It also promote reusability and other features.

19-01- Learning Object 9

Benefits of LO
• Learning Objects allow the creation of highly effective learning
experiences for students and enhance students’ learning environment,
• Learning Objects can be assembled into a larger collection called an
aggregation in advance by an instructional designer,
• Learning Objects allow experiences in problem-solving and exploration
and collaboration with fellow learners,
• Learning Objects allow universal access to online instructional
materials without dependency on Applications (LMS),
• Learning Objects provide solutions for individualising learning.

19-01- Learning Object 1

Benefits of LO contd..

• Learning Objects are highly interoperable and reusable modular

building blocks or e-learning content based on widely shared
specifications,
• Learning Objects promote better collaboration among developers,
• Learning Objects can be combined in nearly infinite ways to construct
collections that might be called lessons, modules, courses or even
curricula,
• Learning Objects allow for sharing knowledge within and across
disciplines, and
• Learning Objects engage faculty in a dynamic community of practice.

19-01- Learning Object 1

Why Standardization of LO is required?

• Learning Objects were designed and developed based on some

standardization.
• This makes the LO independent of use in any standard computer
applications.
• We call this type of applications as Learning Management System.

19-01- Learning Object 1

What are the standards available as of today?

• Sharable Content Object Reference Model (SCORM) from Advance

Distributed Learning (ADL) initiative.
• Learning Technology System Architecture(LTSA).
• Aviation Industry CBT Committee (AICC).

19-01- Learning Object 1

 Learning Object Design

19-01- Learning Object 1

What Learning Object Should have?
A learning object is the smallest independent structured Content /
Learning Chunk that contains a properly aligned
• Objective,
• A learning activity, and
• An assessment that truly measures the stated objective

19-01- Learning Object 1

 Learning Object Components
In order to have effective learning a LO can
have the following components as given in
the figure.
a) Concepts/terminologies/taxonomies
b) Extra knowledge / references
c) Examples / illustrations
d) Assessment
e) Pre-requisite

19-01- Learning Object 1

Learning Object and Learning Approach

A learning object may be designed Evaluation

keeping in mind the learning
approaches. Synthesis
Deep Learning
There can be two types of learning Analysis
approaches. They are: Application

 Deep Learning, and Comprehension

Surface Learning
 Surface Learning Knowledge

19-01- Learning Object 1

 Phases of Learning Object Design
• Phase 1 Develop clear Instructional Objectives for each course
• Phase 2 Consider all existing content
• Phase 3 Classify all existing content into discrete objects
• Phase 4 Identified common element of content across courses
• Phase 5Development of a Learning Object for Each Discrete
Content Element
• Phase 6Course Construction

19-01- Learning Object 1

 Design Objective
• Every Learning Object should focus on Instructional Objective and
Target Audience
• The content developer should clearly mention the media objects
used for development, including
• text,
• audio,
• video,
• animation,
• Graphics, and
• images.
• Learning Object should follow one of the wide acceptable standard
such as SCORM, or LTSA.
19-01- Learning Object 1
 Design Objective contd..
• In order to development Learning Objects at a large scale it is
advisory to define a standard that will be followed at Institution or
Organization Level.
• Every Learning Object should have adequate LOM so that it is
accessible by various applications for different courses.
• Each LO should be atomic in nature and should be aggregated into
larger units called aggregation or units.
• The Development of LO process should be documented and stored
for future use to accommodate interchangeability.

19-01- Learning Object 2

 Story, Script and Storyboard for LO

In order to develop a Learning Object the following activities are to be

performed:
• Create a story that describe the LO at a macro level
• Write down the script for the story
• Create a full-fledged story-board where each instance or scene is
described at a micro-level.
• A example of Story-board is given in next slide.

19-01- Learning Object 2

 Sample Storyboard for LO
Storyboard for Multimedia Development
Courseware Title:
Sequence No: Type: Info / Assessment Branching: Back: Next:

Title of LO: Screen Title:

Notes Text Graphics Audio Video

19-01- Learning Object 2

 Thank-you and Question (if Any)?

19-01- Learning Object 2