Symbiosis Centre for Distance Learning (SCDL)

Organized by
Symbiosis Centre for Distance Learning (SCDL)
Panel Discussion
Government Policies for ODL - Future Path
Prof.(Dr) DN Reddy
Chairman
RAC/DRDO, Min. of Defence
Member UGC, MHRD
Chairman NBA, Appellate committee
Former Vice Chancellor, JNTU, Hyderabad
Email: [email protected]
19th Sep 2014
PUNE
SCDL
Distance Learning
Under Section 20(1) of UGC Act
• Regulatory Functions of Distance Education
comes under purview of UGC
• UGC regulatory body for ODL programme
(MHRD order 25th Feb 2014)
• New regulatory mechanisms applicable from
2015-16 academic year
-
Institutional Recognition
Program wise recognition
Type of Universities/Institutions offering ODL
 Central Universities
 State Universities
 State Open Universities-15
 Deemed to be Universities- No approval for C
Category
 Private Universities- within state jurisdiction
 Stand alone institutions
Recognition upto 2014-15
 Institute wise recognition -63 Universities
 Programme wise recognition-73 Universities
Enrolment in Conventional System
 Arts
43%
 Science
19%
 Commerce
18%
 Engineering
13%
 Medical
2.2%
 Professional(others) 4.8%
Enrolment in ODL
 ODL
21.9% of conventional
 State open universities 10-15%
 DEI
6-10%
 Professional
<10%
Enrolment in Post Graduation
 Conventional PG
 ODL
 DEI
 Affiliated Colleges
 Research
11%
15-20%
30%
72.7%
0.7%
Requirements under ODL programme

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Program to be offered
Faculty and support staff
Teaching learning processes
Evaluation System
Delivery system
Infrastructure facilities
Library and resource Centre
Audio Visual production facility
ICT facility
Management of the Directorate
Training of counsellors and personnel
Study centres
Global trends in Open distance learning

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Knowledge society/ Knowledge economy
Open courseware/open source
Wiki economics
Technology enabled learning
ICT enhanced higher education

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ODL
Virtual Universities
e-learning
open educational resources
Worldwide growth and increasing demand for
access for higher education

Growth and impact of open and distance universities

Diversification of distance and higher education providers

Changing learning demographics, experience and demands

Increasing focus on accountability, quality, performance

Increasing
access
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New developments in technology- Mobile learning

Changes in cost, affordability and economic models for ODL
Information
Communication
Technology(ICT)
Impact of ODL

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Providing educational opportunities to broader
segment of society
Formalizing independent and lifelong learning
opportunities
Promoting use of multimedia and new ICT
Achieving cost effectiveness
Promoting internationalisation of higher education
through cross border delivery
Issues related to ODL programmes
 Quality
 Access
 Equity
 Technology
 Interaction
 Placement
 Equivalence of degrees/diplomas
Mission and Goals of ODL


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
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More number of graduates , increase in GER
Provides for greater equality of educational
opportunities
Provides access to adult students
Provides professional qualifications
Assists in the development and democratization of
program
Meets the aspiration of learners
Strategy/policy Framework on ODL

Technology enabled learning for lifelong learning for
ODL

Open Licence framework for sharing educational
resources

Adopting online courses in universities

Collaborative approach for delivery of ODL
courses/programmes
Use of Technology
 Audio/Video
 Tele-Conference
 Satellite Based Telecast
 E- Resources – NPTEL /e-Gyankosh
Strategies and Approach
 Understanding ODL
 Ensure
 Improve Access and Equity
 Use of Appropriate Teaching
 Strengthening Institutional Capability
 Improving perception of ODL
Education in the 21st Century
Forces Driving the Transformation
Tech Savvy Students
Internet & Information Age
DIGITAL SOCIETY
Social Networking
ICT reducing Geographies
More Driving Forces ….
RAPID
ADVANCES IN
TECHNOLOGIES
Lifelong Learning Needs
RAPID ADVANCES IN
TECHNOLOGY
Need for Asynchronous
Learning
ICT is remaking the education
Online Technology-mediated learning environments.
Increase the faculty Student ratio – Reduced cost of Education.
Online Courses.
Evaluation and Grading Systems for
Credentializing the Learning
Remote labs and Resource Utilization.
Teaching – Learning
New Thinking
TEACHING
LEARNING
Teacher
Mentor
Student
Learner
Synchronous
Asynchronous
Passive
Active
Linear
Scheduled
Nonlinear
On Demand
ICT
Opportunities in Technical Education

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Internet
World Wide Web

Course Management Systems
Learning Management Systems

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Collaboration tools
◦ Audio/Video Conferencing
◦ Virtual Classroom

Mobile Learning
What can Technology Enabled Learning Do?
Expand the number of students ( Improved Access)
Facilitate quality assurance, learner-centred
pedagogy, life-long learning
Reduce costs
Facilitate mobility , joint study programmes and
cross-cultural communication and international
networks
New Thinking in Education
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Simulations
Game Theory
Animations / Multimedia
Collaborative / Peer to Peer Learning
Ubiquitous learning
Personalized Learning
Blended Learning
Higher Education Institutions
 Prepare for Change
 Develop Expertise
 Lead in the Knowledge Economy
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Knowledge creation
Competence and Capacity Building
Use of ICT for Teaching-Learning
INNOVATION
Creation of New Id
Collaboration
CONNECTIVITY
Increased Interaction
Integration
Information Sharing
Communication
PROGRESS
Teaching - Learning
Learning
E – Learning with AI Tools
Traditional
D/E
Conventional
F2F Learning
Instructor Led Teaching
Standardised / Individualised
Teaching
e- Learning and WWW
Web 3.0
3D Virtual Learning Space
Increased
Web 2.0
Blogs, Wikis, RSS Feed
Share / Collaborate
Web 1.0
Publish
Time / Maturity
Transcript
Ideal Learning Environment

Learner – Centred

Connectivity

Flexibility

Intelligence

Personalization
Evaluation of Delivery Mode
DISCRETE
MODE
MIXED
MODE
BLENDED
MODE
F2F
O
R
D/L
O
R
ON LINE
F2F + D/L + ONLINE
F2F / D/L / ONLINE
Programme
Qualification
Adopted e-Learning Model

Content Delivery
◦ e- learning with specialised platform

Learning Support
◦ Course News and Schedules
◦ ONLINE Submission / Homework Assignments

Communications

Confirming
Design Features of e-learning
Core Content, Small
Chunks
Use Audio/Visual aids/
Multi-media
Modularity
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Learn ability
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Interactivity

Facilitate Interactions

Collaboration
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Encourage group Sharing
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Digital Ubiquity – University Transformation
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LMS and CMS
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Virtual Classrooms
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Remote Labs
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Online Assessment

Virtual University
Virtual Classrooms
Digital Ubiquity – University Transformation
• LMS and CMS
• Online Assessment
• Virtual Classrooms
• Remote Labs
•VIRTUAL UNIVERSITY
VIRTUAL UNIVERSITY - EVOLUTION
Virtual University
ELEMENTS
REQUIREMENTS

Creation of teaching material

Studio, Resources and course
development team
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Delivery Mechanism
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Certification
Management
Feed back
Research VU research & advisory
committees
Video Conferencing, Webconferencing, Edusat, Streaming
Media, Web based system

Web based Certification System
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Virtual University Management
System
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Web based (input) feedback
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form

Online Collaborations
Generic Elements of Virtual Universities
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Flexibility in delivery
Learner’s Friendly Technology
Redefining Pedagogy
learners support mechanisms
Appropriate software infrastructure
Robust hardware infrastructure
Assessment methodologies
Adequate legal policies and procedures
Elements of Virtual University
Elements
Requirements
Creation of Teaching material
Video studio, Virtual studio. PCR, Resources
and course development
Delivery Mechanism
Video Conferencing. Web-Conferencing.
Edusat, Streaming Media, Web based system.
Certification
Web based Certification system
Management (Man. Machine and
Resource Management)
Virtual University Management System
Partnerships & Collaboration
Forming a consortium
Feed back
Web based (input) feedback form
Research
VU research & advisory Committee
Quality assurance
Quality assurance system
Placement
E-Placement Cell
Principal elements of Virtual University
Content/Course development
 Pedagogy

 Teaching actions, Strategies and methodologies
 Effective Organization of classroom experiences
 Use of prior conceptions and student interests to promote
new learning

Infrastructure
 Internet network
 Information and Communication Technologies infrastructure
 Media Servers, video servers, data servers and application
servers.
Elements required for Content Development
 Through provocative opening in the content
 Recall of previously held knowledge and repetition
of content
 Balance between the contents
 Precise, illustrative, focused and motivating content
 Example and application supported content
 Smooth flow and progression of the content
 Logical linking between the contents
 Curiosity building and engrossing content
 Compression of content (knowledge)
 Effective and communicable presentation
of the content
 Interactive, customizable, personalized and media rich.
Learning Methods vs Knowledge Retention
Learning Methods
Knowledge Retention
Lecture
5%
Reading
10%
Audio Visual
20%
Demonstration
30%
Discussion group
50%
Practice by doing
75%
Teaching others
90%
Immediate application of
learning in a real situation
>90%
Who can benefit from Virtual University?
 Small and Medium Sized Enterprises (SMEs)
employers and employees
 The unemployed
 University students
 Foreign Students
 People with difficult to go the University centers
 People lacking of time
 Provide a second chance to those people who
weren’t able to initiate or finish their studies
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Advantages of Virtual University (VU)

Difficult to create a realistic, participatory learning environment in
virtual University based learning. Actually formal campus based
educational setup is a culture which is very difficult to cultivate in
a virtual mode.

Virtual classrooms do not have the feeling of Physical nearness
among those doing a course of study

Virtual University based education lacks competitiveness
amongst students, which inspires the good students to
become better and the better ones to become the best

Getting practical work done has not been a completely resolved
problem in a virtual university environment.
Centre of Excellence in E-Learning Solutions

Innovative research centre promoting e-learning
solutions.

Excellence in teaching and blended learning

Strategic partnerships and collaboration with key
industries and similar institutions.

Contribution for standardization efforts in e- learning
system

Design, Develop and deliver customized and cost
effective e-learning solutions.
Global Initiatives
MIT Open Course Ware
 e- Campus at Stanford University
 Virtual Labs

◦ MIT
◦ CMU

Virtual Universities
◦ Canadian Virtual University
◦ Berkeley
◦ California
Technology Enabled Learning – Initiatives in INDIA

Education and Research Network (ERNET)
◦ first initiative by Govt. Of India on ICT for Education & Research
Community
◦ Bought Internet to India
◦ set up a high-speed network with a back-bone bandwidth of
2.43 Gbits/sec connecting 45 institutions

CDAC
◦ completed the Proof of Concept phase of GARUDA
Teraflop Grid

NPTEL
◦ Standardised e-Content.
Technology Enabled Learning – Initiatives in INDIA
 National Knowledge Network

10 Gbps High Speed Communication backbone

facilitate access & exchange of knowledge in a cost effective
manner

Interconnect all National Research & Education Institutes,
Leading National Labs, Universities & IITs etc

Connect more than 5000 nodes across the Country
 E-Sakshat

MHRD Project to support e-content creation and

Establishment of Remote Labs
Conclusions
 Education today is undergoing metamorphic
Changes
 ICT provides a variety of technological solutions to
enhance Learning
 Institutes of Higher Learning should prepare for
change
 Virtual Labs, Virtual Class rooms and Virtual
Universities would be replacing traditional
Institutes
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THANQ
52