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New Developments in Technology Enabled Education

3/19/2012. Centre for Continuing Education IIT Madras. 2. IntroductionNational Programme on Technology Enhanced Learning (NPTEL)!Remote Controlled Laboratory (R

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New Developments in Technology Enabled Education

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    1. 3/20/2012 Centre for Continuing Education IIT Madras 1 New Developments in Technology Enabled Education Prof. M. Singaperumal Chairman Centre for Continuing Education Indian Institute of Technology Madras Chennai – 600 036

    2. 3/20/2012 Centre for Continuing Education IIT Madras 2 Introduction National Programme on Technology Enhanced Learning (NPTEL)! Remote Controlled Laboratory (R – Labs) Product Based Learning (PBL) Conclusion

    3. 3/20/2012 Centre for Continuing Education IIT Madras 3 working definition: higher education It is a socio-technical activity that: identifies a learning need; defines a teaching opportunity and; specifies the curriculum experience; that will enable others to learn; and evaluate their own performance.

    4. 3/20/2012 Centre for Continuing Education IIT Madras 4 focus on learning because high performance teams are high performance learners (Leifer & Mabogunje’96); learning is the only sustainable competitive advantage (Senge’95); knowledge sharing is the only resource that grows with use (Frank’99); and because commonly identified performance barriers are learning dependent: communication collaboration innovation creativity project management cycle time

    5. 3/20/2012 Centre for Continuing Education IIT Madras 5 Clear and easily documented need: 450000 seats; 35000 reasonable ones; demand increasing exponentially! India has no choice: even to maintain the current levels a new major university needed every week! Massive online education is an important emerging market and therefore a business opportunity. Distance Education

    6. 3/20/2012 Centre for Continuing Education IIT Madras 6 TEL – an Opportunity Technology already available and will only improve. Communications band-width and computer power per unit cost will continue to increase TEL offers an opportunity to provide reach as well as exciting improvement in quality

    7. 3/20/2012 Centre for Continuing Education IIT Madras 7 TEL’s Premises Today's students prefer to plunge in and learn through participation and experimentation in a media-rich environment Faculty members should become facilitators and designers of learning experiences, processes, and environments Intelligent software agents that can browse far and wide through robust knowledge networks effortlessly may replace specialists. Role of the library will be more that of a knowledge navigator, a facilitator of retrieval and dissemination

    8. 3/20/2012 Centre for Continuing Education IIT Madras 8 Do TEL Students Learn? The average grade point average of distance learners in NTU is 0.3 grade points above campus-based students taking the same courses (based on a 4-point scale). Silicon Valley distance learners in engineering courses TV from Stanford University have traditionally scored about 2 points higher than regular students The evidence indicates that TEL students do learn, and some learn better than their campus – based counterparts.

    9. 3/20/2012 Centre for Continuing Education IIT Madras 9 Modes of TEL Offer of Multimedia based courses in Technology assisted modes - NPTEL Offer of Laboratory exercises for Remote access (R – Lab) Project work through Virtual Design teams (PBL)

    10. 3/20/2012 Centre for Continuing Education IIT Madras 10

    11. 3/20/2012 Centre for Continuing Education IIT Madras 11 VCTEL A Virtual Centre for Technology Enhanced Learning with 5 IITs, 4 IIMs & CMU,USA as Partners formed to promote internationalization of engineering & management education provide TEL opportunities to students / professionals identify joint opportunities for carrying out research on the role of technology in learning

    12. 3/20/2012 Centre for Continuing Education IIT Madras 12 National Programme on TEL Based on VCTEL’s proposal First phase to involve only IITs and IISc as resource institutions 15 crores funding by MHRD for 100 video and 100 web-based courses Engineering college students as target audience

    13. 3/20/2012 Centre for Continuing Education IIT Madras 13 Objectives Improved manpower development for the Indian industry by improving the quality of engineering education Operational objective: To make high quality learning material available to students of engineering institutions across the country by exploiting information and communication technology Target audience: Students of UG programmes in India (and later abroad)

    14. 3/20/2012 Centre for Continuing Education IIT Madras 14 Educational Goals Web based supplementary material through web portals tailored to meet the subject needs of engineering students. Video lectures to provide quality content to be broadcast through the Ekalavya channel and through a video streaming server - asynchronous mode. Provide recommendations on software / hardware /e-learning servers and set up web sites for resource materials under one umbrella (NPTEL) - digital library for free courseware.

    15. 3/20/2012 Centre for Continuing Education IIT Madras 15 Deployment Strategy Host the e-content on a web site accessible to students Distribute the e-contents through CDs to run on college/University servers. Where needed, convert to print forms for distribution. Video lectures broadcast through Ekalavya at specific times and accessed after initial broadcast, through video (streaming) server using low band width solutions. A combination of the above and new technology if any.

    16. 3/20/2012 Centre for Continuing Education IIT Madras 16 Design Issues Target audience: initially professors in the user institutions; finally students Identifying the appropriate educational level - higher than their current levels, but not at the IIT level Selecting and building the courses around the demand in user organizations Modules as units of change in education - flexibility Role of exams in creating value for the user organizations

    17. 3/20/2012 Centre for Continuing Education IIT Madras 17 Assessment Specifying levels of analysis (i.e., program/ target level/ specific course level/ module level within a course) Articulating outcomes early in the design process Spelling out clearly the kind of skills students are expected to acquire and be able to demonstrate Factoring in time when specifying outcomes

    18. 3/20/2012 Centre for Continuing Education IIT Madras 18 Implementation Issues Large number vs smaller number of courses of a higher quality in the first year A mix of standard lecture videos and more innovative interventions Incentives to generate, to re-calibrate the materials, to remove poor materials Getting the college Principals on board increases to help introduce changes in the system.

    19. 3/20/2012 Centre for Continuing Education IIT Madras 19 R-LABS Remote Controlled Laboratory

    20. 3/20/2012 Centre for Continuing Education IIT Madras 20 Why Remote Control? Laboratories are expensive Accessible for more students Quite harmless More Fun!

    21. 3/20/2012 Centre for Continuing Education IIT Madras 21 Project Definition Connect lab to the Internet Standardized Internet based lab-platform

    22. 3/20/2012 Centre for Continuing Education IIT Madras 22 System Structure Overview

    23. 3/20/2012 Centre for Continuing Education IIT Madras 23 RSLE, R-Labs Standard Lab Environment

    24. 3/20/2012 Centre for Continuing Education IIT Madras 24 RHAL, R-labs Hardware Adaptation Layer

    25. 3/20/2012 Centre for Continuing Education IIT Madras 25 Product Based Learning

    26. 3/20/2012 Centre for Continuing Education IIT Madras 26 Product-based learning

    27. 3/20/2012 Centre for Continuing Education IIT Madras 27 Starting with 4 oxymorons (not) Working ? Performing Knowledge ? Practice Teaching ? Learning Learning ? Good

    28. 3/20/2012 Centre for Continuing Education IIT Madras 28 Philosophy… A brief history of Design Division activities Some of the strong, ongoing activities in the Design Division date to its inception (Product Design, Robotics). Smart Product Design is also suprisingly old - started in the late 1970s by Prof. Larry Leifer. However, it has only recently grown to become a dominant part of the design graduate and undergraduate curricula. The 1980s brought an emphasis in manufacturing and design for manufacturability, with sponsorship from the Stanford Integrated Manufacturing Association (SIMA). The 1990s brought a new emphasis in mechatronics and micro-electromechanical systems, as well as 3D rapid prototyping. Most recently, two Design Division faculty have assumed the directorship of the Stanford Learning Lab where some of the ideas and techniques for “project based learning” that the Design Division has pioneered are being refined and extended across the university.A brief history of Design Division activities Some of the strong, ongoing activities in the Design Division date to its inception (Product Design, Robotics). Smart Product Design is also suprisingly old - started in the late 1970s by Prof. Larry Leifer. However, it has only recently grown to become a dominant part of the design graduate and undergraduate curricula. The 1980s brought an emphasis in manufacturing and design for manufacturability, with sponsorship from the Stanford Integrated Manufacturing Association (SIMA). The 1990s brought a new emphasis in mechatronics and micro-electromechanical systems, as well as 3D rapid prototyping. Most recently, two Design Division faculty have assumed the directorship of the Stanford Learning Lab where some of the ideas and techniques for “project based learning” that the Design Division has pioneered are being refined and extended across the university.

    29. 3/20/2012 Centre for Continuing Education IIT Madras 29 how it all started President of Stanford University - 1994 stressed the following factors as requirements for preeminence in 21st century higher education: technology must be used to attract, retain and engage the brightest and most diverse student community; technology must be used to assure that these students have the finest possible learning experience; and technology must be used to forge new world wide partnerships with industry, government and educational institutions;

    30. 3/20/2012 Centre for Continuing Education IIT Madras 30 Background: Two kinds of project courses Projects specified by instructor Pedagogically inspired Everybody does same project Content introduced Just in Time Results: Effective content injection High enthusiasm Potential for burnout “organized” Sometimes questions about “real world” Projects taken from outside (e.g. industry) Every project is different Process introduced Just in Time. Results: Real world Mixed enthusiasm Potential for burnout Sometimes “not organized” There are basically two kinds of project-based design courses at Stanford and elsewhere. In the first kind, the instructor chooses the project, for pedagogical reasons, and every team works on the same project. Examples of such courses at Stanford include our Smart Product Design sequence, Integrated Design Manufacturing and Marketing (joint M.E. and Business School) and our undergraduate Machine Design course. These courses are very popular. A competitive spirit develops between the teams and the students work very hard (sometimes to the detriment of their other classes). These courses have some of the highest teaching evaluations in the School of Engineering. The second kind of course includes ME210/310 (about which I will say more), the Design for Manufacturability course taught by Prof. Kos Ishii, and a special 4th quarter option for the Smart Products course. In these courses, each team works on a different industry-sponsored project. The advantages include more resources and a clear real-world application. The disadvantages are that it is harder to design a uniform content that will be valid for all teams. (For example, one team may be most concerned with reducing manufacturing costs while another is most concerned with sensing and instrumentation). The challenge is to create a “community” atmosphere that promotes learning between teams as well as within each team.There are basically two kinds of project-based design courses at Stanford and elsewhere. In the first kind, the instructor chooses the project, for pedagogical reasons, and every team works on the same project. Examples of such courses at Stanford include our Smart Product Design sequence, Integrated Design Manufacturing and Marketing (joint M.E. and Business School) and our undergraduate Machine Design course. These courses are very popular. A competitive spirit develops between the teams and the students work very hard (sometimes to the detriment of their other classes). These courses have some of the highest teaching evaluations in the School of Engineering. The second kind of course includes ME210/310 (about which I will say more), the Design for Manufacturability course taught by Prof. Kos Ishii, and a special 4th quarter option for the Smart Products course. In these courses, each team works on a different industry-sponsored project. The advantages include more resources and a clear real-world application. The disadvantages are that it is harder to design a uniform content that will be valid for all teams. (For example, one team may be most concerned with reducing manufacturing costs while another is most concerned with sensing and instrumentation). The challenge is to create a “community” atmosphere that promotes learning between teams as well as within each team.

    31. 3/20/2012 Centre for Continuing Education IIT Madras 31 The Problem Students’ intellectual experience of higher education is fragmented due to: Lack of curricular coherence Increasing demands of an information-rich environment Growing importance of out-of-class learning experiences

    32. 3/20/2012 Centre for Continuing Education IIT Madras 32 The Approach Provide structured opportunities to: create learning portfolios reflect on learning experiences Enable students to: integrate and synthesize learning enhance their self-understanding make deliberate choices in their learning career develop an intellectual identity

    33. 3/20/2012 Centre for Continuing Education IIT Madras 33 goal: develop global design-development team LEADERS given: few incoming students have complete engineering product design experience, fewer have been encouraged to examine the intellectual foundations of design; approach: corporate partners drive technical learning and motivate product development instructional team oversees process-management and intellectual skill development/learning. technology accelerates the learning curve. Goals & Approach

    34. 3/20/2012 Centre for Continuing Education IIT Madras 34 Product Based Learning

    35. 3/20/2012 Centre for Continuing Education IIT Madras 35 The learning community Community learning is an essential part of ME310. If the course is functioning correctly, the students will learn as much from all of these sources as they will from the teaching team. The greater Design Division community of alumni is particularly valuable -- both for generating good projects and as a source of coaches. This is the resource that would be most time consuming to duplicate at another institution. Community learning is an essential part of ME310. If the course is functioning correctly, the students will learn as much from all of these sources as they will from the teaching team. The greater Design Division community of alumni is particularly valuable -- both for generating good projects and as a source of coaches. This is the resource that would be most time consuming to duplicate at another institution.

    36. 3/20/2012 Centre for Continuing Education IIT Madras 36 A slide from George Toye (Design Division alumnus and creator of PENS and Pan For a -- two tools for design documentation capture and retrieval). The picture today: The original design process is complex and involves various branches that are pursued and, perhaps, ultimately abandoned in the search for the final solution. The saved information at the end is a small subset of what was uncovered by the design team and is not well organized. Reconstruction is quite limited.A slide from George Toye (Design Division alumnus and creator of PENS and Pan For a -- two tools for design documentation capture and retrieval). The picture today: The original design process is complex and involves various branches that are pursued and, perhaps, ultimately abandoned in the search for the final solution. The saved information at the end is a small subset of what was uncovered by the design team and is not well organized. Reconstruction is quite limited.

    37. 3/20/2012 Centre for Continuing Education IIT Madras 37 We are working toward a design environment that: 1. Captures much more information that is usually captured in industrial or academic design projects. 2. Provides more structure to the information (about both the design itself and the design process) so that reconstruction is much more complete. Two manifestations of this work are PanFora (from WithINC) and reCALL Software packages.We are working toward a design environment that: 1. Captures much more information that is usually captured in industrial or academic design projects. 2. Provides more structure to the information (about both the design itself and the design process) so that reconstruction is much more complete. Two manifestations of this work are PanFora (from WithINC) and reCALL Software packages.

    38. 3/20/2012 Centre for Continuing Education IIT Madras 38 So... what is PBL really about? But PBL is not about those things... It is about how to organize a creative product development team manage the project for excellent results document the process to produce a record of lasting value

    39. 3/20/2012 Centre for Continuing Education IIT Madras 39 Technology Enabled Education Combination of Capabilities to overcome the challenges of education

    40. 3/20/2012 Centre for Continuing Education IIT Madras 40 TEL - learning lab in context

    41. 3/20/2012 Centre for Continuing Education IIT Madras 41

    42. 3/20/2012 Centre for Continuing Education IIT Madras 42 dual opportunities

    43. 3/20/2012 Centre for Continuing Education IIT Madras 43 one focus

    44. 3/20/2012 Centre for Continuing Education IIT Madras 44 e-learning = minds in communication

    45. 3/20/2012 Centre for Continuing Education IIT Madras 45

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