Jagdish Arora Director, INFLIBNET Centre

1. Jagdish AroraDirector, INFLIBNET Centre E-learning, Knowledge Management and its Dissemination CEC, New Delhi

2. Four “Cs” in Education • Connectivity • Content and Content Creation • Coordination • Capacity Building CEC, New Delhi

3. Connectivity: Knowledge Delivery CEC, New Delhi

4. Content: Access to Scholarly Content CEC, New Delhi

5. What do offer (Under UGC-Infonet): • 7,500 electronic journals from 20 publishers including: • 2 University Presses (OuP and CuP) • 7 Scholarly Societies (ACS, AIP, APS, AR,IoP, SIAM, RSC) • 1 Indian publisher (EPW) • 7 Commercial Publishers (Elsevier‘s and Wiley added in 2011) • 3 Aggregators (Jstor, Project Euclid and Project Muse) • 12 bibliographic and factual databases including: • SciFinder Scholar (1907+) to 25 universities • MathSciNet (1940+) for 50 universities • Web of Science to 50+50 universities (through N-LIST) • 9 Bibliographic and Factual Databases from RCS for 100 universities CEC, New Delhi

6. What do offer (Under UGC-Infonet): • First 50 universities (Phase I) and central universities in NE get access to all resources • Next 50 universities (Phase II) get access to 15 resources; More can be added on request • Remaining universities: as per their requirement • New central universities and new 12(B) universities: 5 e-resources of their choice. • Access is enabled on IP addresses assigned by ISPs (BSNL / Powergrid / Railnet, etc.) • Shibboleth-based Access Management System is being launched shortly to support off-campus access to e-resources. • Private universities / other institutions can join as Associate members by paying subscription on their own. 97 universities have already joined as AM. CEC, New Delhi

7. CEC, New Delhi

8. Measuring Research Output • The Science Citation Index (SCI), Social Science Citation Index (SSCI) and Arts and Humanities Index (A&HI) are internationally recognized database that works as a filtering mechanism as it indexes qualitative research output from selected journals. • The source articles appeared in three indices for 50 first-phase universities of the Consortium was searched in blocks of five years from 1975 to 2009 with an aim to compare the research output in the last block year, i.e. 2005 – 2009. • A un-precedental increase in research productivity in terms of number of research articles is evident during 2005-2009 as compared to previous block of five years, i.e. 1975-1979 to 2000-2004.

9. Increase in no. of articles in past 35 Years (In block of Five Years) Access to E-resources to University and Colleges in India

10. Correlation Coefficients: 0.65 Access to E-resources to University and Colleges in India

11. National Library and Information Services Infrastructure for Scholarly Content (N-LIST) funded by theMinistry of Human Resource Development (MHRD)under its National Mission on Education through ICT CEC, New Delhi

12. Beneficiary Institutions CEC, New Delhi

13. What do offer (Under N-LIST): • 3,000+ electronic journals from 11 publishers including: • 2 University Presses (OuP and CuP) • 5 Scholarly Societies (AIP, APS, AR, IoP, RSC) • 2 Indian publishers (EPW and IndianJournals.com) • 2 Aggregators (Wilson and IndianJournals.com) • One bibliographic database • MathSciNet (1940+) • 75,000+ electronic books • E-brary (60,000) • Oxford Scholarship Online (902) • Cambridge University Press (1000) • NetLibrary (986) • McGraw Hill (1,308) • Springer (1500) • Taylor and Francis (1000) • Hindustan Books (65) • Institute of South-East Asian Studies (ISAS) (382) CEC, New Delhi

14. Implementation Methodology One subscription each for a cluster of 200 colleges, i.e. 30 subscriptions for 6,000 Govt. / Govt.-aided colleges Access enabled through proxy servers at INFLIBNET College 1 College 2 Proxy Server at INFLIBNET College 3 College 4 Publishers CEC, New Delhi

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16. UGC-INFONET Digital Library Consortium and N-LIST: Basic Model CEC, New Delhi

17. What do we expect from universities? • Make best use of e-resources made available to you through UGC-INFONET. Studies on publication output reveals that there is strong correlation between availability & usage of resources and research output. • Organize UGC-INFONET E-resource Awareness Programme (funded by INFLIBNET) • Request colleges affiliated to your university to join N-LIST Programme and avail access to scholarly content. • Organize N-LIST Awareness Programme (funded by INFLIBNET) • Upgrade your network connectivity to 1Gbps and Internet connectivity to 120+ Mbps through NKN / NME-ICT (UGC-INFONET will get subsumed into NKN / NME-ICT) CEC, New Delhi

18. What do we expect from universities? • Set-up requisite computing and networking infrastructure to enable users to access e-resources • Impart training and encourage users in universities and colleges: • To use e-resources accessible to them • Use of e-media for conducting research and its applications in curriculum development and pedagogy CEC, New Delhi

19. Content Creation for E-learning CEC, New Delhi

20. Immersive Learning and Interactive Content • Best Form of Learning: Student is kept engaged through the process of imparting education • Traditional Class Room Environment • Teacher may pose questions • Conduct formal assessments • Provide practical demonstration, etc. CEC, New Delhi

21. Immersive Learning and Interactive Content • E-Learning • Include interactive features to facilitate “immersive learning” by: • Introduce “interactive elements” that students can engage with as they progress through the conceptual learning materials • Full-fledged simulation that tests both understanding and skills within the context. CEC, New Delhi

22. Immersive Learning and Interactive Content • Simply offering tutorial videos and / or audio content is not good enough. Educational materials in these formats do not ensure student participation • Four Quadrant Approach (NME-ICT): Combination of text, graphics, animation, video, interactive quizzes and Wiki is a better approach. • The most appropriate content format may be determined based on the student learning outcomes required, i.e. simulations, debates, discussions, etc. CEC, New Delhi

23. Components of Online Courseware • Web-based courseware programs are product of coordinated and concerted use of variety of software applications, graphics, images, pictures, photographs and tutorial instructions. Basic components of a web-based online interactive courseware are: • Basic Lecture Materials: Basic building blocks of online courseware; • Algorithm Animations: To provide understanding by means of interaction and experimentation; • Computer Programs: Links to run programs and view program output; CEC, New Delhi

24. Components of Online Courseware • Listing of Programs: Links to listing of program at relevant points with a provision for manipulating them for experimentation; • Questions, Quizzes and Exercises: The courseware may include variety of questions, exercises and links to their solution; • Local, National and International Resources: Links to other resources of information • Asynchronous Communication: E-mails, bulletin board, News groups, listserv, etc.   • Synchronous Communication: Online chat rooms, video conferencing • Wiki CEC, New Delhi

25. Coordination CEC, New Delhi

26. Meta-University Framework for Institutions involved in content Creation • Set-up a meta-university framework involving all institutions to create synergy between them • Share domain and ICT expertise available in these institutions and avoid duplication of efforts, etc. • A national level institution (CEC) to take up the overall direction, coordination and management of the overall framework for content creation, aggregation, LMS, providing access and enabling usage • The coordinating institution would set up policies, guidelines, systems, processes and manage the tasks which are needed to be centralised to meet the objectives of using e-content. CEC, New Delhi

27. Meta-university Framework • Meta-University may employ national and global experts having experience in content development, instructional design and its management. • Responsibility involved in the process of content creation may be distributed amongst participating member institutions with appropriate roles to be played by the external agencies. • Evaluate and study the areas in which e-content could have high impact, with respect to student population, coverage, subject areas where teachers need more support and any other such factors. • New Generation Technology-enabled Colleges (TECs) CEC, New Delhi

28. Filling the Gap? • Content Creation is a team work. The team should include: • Domain experts, • Web designers • Instructional designers. • Web designers and instructional designers are not generally employed by the universities / EMMRCs / CEC CEC, New Delhi

29. Filling the Gaps? • Explore the possibility of deploying a panel of external agency having expertise in content development. • These external agencies may work with domain experts, and would be responsibilities for • providing interactivity to the content • Assign metadata to courseware at different levels • Host the content in LMS and provide features to take online examinations, quizzes, etc. • Timely delivery of content. CEC, New Delhi

30. Effective Delivery and Dissemination CEC, New Delhi

31. Managing E-content: Common LMS Platform • Content creation and its delivery can best be done using a SCORM 2004-compliant Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). The LMS should support: • Text, audio, video, animation and graphics; • Metadata schema and Ontology with facilities to tag content type, language, level of content (PG / UG), etc. • Search and browse all the content hosted on an LMS • Track and report on learning progress of learners CEC, New Delhi

32. Managing E-content: Common LMS Platform • Centralised assessments and flexibility to faculty to host their own assessments and quizzes for students • Multiple languages and translation services • Role-based log-ins for content creators, moderators, users • Qualitative assessment of content through rating mechanism by the users and reviewing by experts; • Mechanism for moderation of uploaded content • Innovative financial models to reward content creators. CEC, New Delhi

33. Capacity Building CEC, New Delhi

34. Capacity Building • In the age of life-long learning, the content in digital format should be addressed to the requirement of: • Students enrolled in traditional class-room based learning; • E-learning courses as part of degree-based courses to enhance student choice, • Teacher assistant-mediated e-content learning in a class room environment, Technology-enabled Colleges • professional development of teachers and teacher education, i.e. e-content are used for professional development by the teachers themselves to upgrade their own knowledge and for capacity building for new pedagogy. CEC, New Delhi

35. Infuse Young Blood in EMMRC / CEC • Collaborate with hosting university (in case of EMMRC) and impart courses at postgraduate level in relevant fields, i.e. content development, mass communication, journalism, Web publishing, etc. • Collaborate with sister institutions: CEC-INFLIBNET • Initiate PhD programme in these fields with provision of scholarship CEC, New Delhi

36. Video Database of CEC CEC, New Delhi

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