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I-MOOCS FOR ENGINEERING

CLASSESBRINGING INDUSTRIAL EXPERIENCE INTO THE CLASSROOM

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MASSIVE OPEN ONLINE COURSES

• Coined in 2008 to name a course introduced by the University of Mannitoba, Canada

• First open courseware started by Massachusets Institute of Technology (MIT)• Became a buzzword by 2012 – talked about by media and academicians alike• Launch of Edx – a collaborative initiative by Harvard University and MIT• Followed by other platforms like Coursera, Alison, Khan Academy, Future Learn, etc.

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“MOOCS ARE ONE OF THE 10 TECHNOLOGIES THAT CAN REVOLUTIONIZE THE WORLD BY 2022”

- IEEE CS 2 Report on 2022

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IMPACT OF MOOCS

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1. One of the most popular mode of education2. Reaching millions of students

across more than 150 countries everyday3. India stands next to China when it comes to

its proportion of studentsparticipating in MOOCs

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WHAT DOES THE TREND SUGGEST?MOOCS AS A TRIGGER FOR IMPROVING TRADITIONAL EDUCATION

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UNIVERSITIES ACROSS THE GLOBE ARE ENTERING THE MOOC SPHERE

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Countries like India , in the developing world, has the knowledge capital that can sustain the model of online (universal) education

”“

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Can MOOCs be used as a model for bringing Application into Engineering Classrooms?

Bridging the gap between theory and practice that is rampant in Indian engineering institutions today

The framework talks about a possible model that can be experimented with for training engineers in a practical, feasible and seamless manner…

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WHAT WILL BE THE DIFFERENCE?

MOOCs - as we know• Teachers to students• Enhancement of theoretical

understanding• Model catering to all fields of

knowledge• Standalone concept• Open access for all• Creates education in a whole new form

I-MOOCs – as suggested here

• Industries to students• Enhancement of practical understanding• Model specifically designed for engineering• Collaborative approach• Open access for engineering students• Complements traditional education and

opens new channels for improving its efficacy

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DO WE HAVE EVIDENCE?WE DO.

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A PART OF WHAT IS KNOWN SO FAR…

• The benefits of MOOCs have been thoroughly understood by means of systematic reviews [1]

• MOOCs were born inside traditional educational settings in order to cater to a specific population of the academic – students and/or teachers [2]

• Having breached the institutional setting the intensiveness of the model has been affected, including its representation of actual education [3]

• THE REVOLUTION OF MOOCS continues to extend to farther and many more deserving students, who seek qualitative and affordable education [4]

• MOOCs are on the road to more useful and practical innovations [5]

• Such changes will allow it to meet the real world requirements of its students [6]

• Frameworks that can improve current education model can be found in the arena of online massive and open education [7]

Based on extensive research…

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OBJECTIVES OF THE FRAMEWORK

• To enhance the quality of engineering education by inculcating applied knowledge into classroom instruction

• Allowing students to work in mutual collaboration with industrial teams, enhancing application and learning seamlessly and simultaneously

• To suggest a collaborative platform for innovation, research, education and training between academic and industrial teams

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OUTLINE OF THE MODEL

• Team formulation• Content identification• Content integration• Content development• Content enhancement• Content broadcast• Online collaboration• Test and evaluation• Feedback and assessment• Change integration• Re-launch

In brief…

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MODEL CHARACTERISTICSBOTH STRENGTHS AND WEAKNESSES HAVE BEEN KEPT IN MIND

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WHAT REMAINS TO BE EXPLORED ARE…

• Source of content• Model characteristics• Scope• Involvement• Richness• Stability• Sustainability• Future advancements

Focal points of the model

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CHALLENGES?FACTS THAT NEED TO BE KEPT IN MIND…

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MACROSCOPIC CHALLENGES

• Acceptance of the model• Policy changes within industries and academic

institutions, in order for them to accommodate the model

• Softening of Intellectual Property Regulations (IPR), to enable easier accessibility and sharing of informative resources

• Government intervention for expansion of the initiative across several engineering colleges across the country

• Swift and priority-based execution of the model in real time

Microscopic difficulties cannot be predicted at this point in time…

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SCOPE AND CONCLUSIONWHAT IT MIGHT HOLD FOR THE FUTURE?

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• This model paves the way for education to cross the walls of institutions (bureaucracy) in a systematic way

• The model, once executed, would act as a bridge for students to the real-world of engineering applications

• Further research is sought• Both sustainability and innovativeness needs to

be ensured• Bringing students closer to their work field• Re-modeling education to offer a qualitative

today and a productive tomorrow

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REFERENCES

• [1] Desai, D., "Usage of Online Educational Courses by Undergraduate Engineering Students in Karnataka," Technology for Education (T4E), 2013 IEEE Fifth International Conference on , vol., no., pp.200,203, 18-20 Dec. 2013 doi: 10.1109/T4E.2013.54

• [2] Iqbal, S, Zang, X, Zhu, Y, Chen, YY, & Zhao, J. (n.d.). On the Impact of MOOCs on Engineering Education. Retrieved from http://www.researchgate.net/profile/Sajid_Iqbal5/publication/269854019_On_the_Impact_of_MOOCs_on_Engineering_Education/links/5497f13e0cf20f487d319788.pdf

• [3] Liyanagunawardena, T. R. (2012). Inform ation com m unication technologies and distance education in Sri Lanka: A case study of tw o universities (PhD Thesis). University of Reading, Reading.

• [4] Liyanagunawardena, TR, & Adams, AA. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review …. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1455

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REFERENCES CONTINUED…

• [5] Morris, S. (2014, November 18). A Misapplication of MOOCs: Critical Pedagogy Writ Massive - Hybrid Pedagogy. Retrieved May 15, 2015, from http://www.hybridpedagogy.com/journal/misapplication-moocs-critical-pedagogy-writ-massive/

• [6] Perelman, LJ. (2014). MOOCs: Symptom, Not Cause of Disruption: MOOCs and technology to advance learning and learning research (Ubiquity symposium). Ubiquity. Retrieved from http://dl.acm.org/citation.cfm?id=2591680

• [7] Tsai, FS, & Wong, KH. (2013). The State of Massive Open Online Courses (MOOCs) in Engineering Educa-tion: Where do we go from here? Proc. 120th ASEE Annu. Conf. Expo. Eng. Edu. Retrieved from http://www.asee.org/file_server/papers/attachment/file/0003/3914/6416.pdf

• [8] Yixing, X. (2014, June 1). The Flipped Classroom Method in Programming Courses Based on MOOCs Pattern--《 Journal of Hangzhou Dianzi University(Natural Sciences)》2014年 06期 . Retrieved May 15, 2015, from http://en.cnki.com.cn/Article_en/CJFDTOTAL-HXDY201406023.htm

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THANKS FOR YOUR PATIENCE…

BY, AARTHI RAGHAVAN