Challenges of MOOC courses

[jsmamchow...@gmail.com]

Hi,

I have a question about what is happening in this video at 00:05:50 -

http://www.youtube.com/watch?v=zADcVz9md6E#t=350s.

1. Don't you think that creation of market linked MOOCs for every discipline running in different universities in India, is the biggest challenge? 2. Will you encourage creation of discipline specific MOOCs, specially for vernacular languages like Assamese, Bengali, Bodo etc. which may increase both intake and completion rate in near future?.

Thanks!

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[Amritpreet Kaur]

Dear Sir,

Yes you are absolutely right in terms of the challenges faced in MOOCs. This video summarized with the present known challenges along with the adoption of MOOCs by various researchers, practitioners and administrators.

The creation of market-linked MOOCs for every discipline in Indian universities indeed presents a substantial challenge. The diversity of disciplines, coupled with the need for industry relevance, poses difficulties in developing and maintaining high-quality courses. However, by fostering collaboration between academia and industry and adopting a flexible framework, we can navigate these challenges and harness the immense potential of MOOCs to enhance education and meet the evolving needs of the workforce.

In response to your second point, I strongly advocate for the creation of discipline-specific MOOCs in vernacular languages like Assamese, Bengali, Bodo, etc. This approach has the potential to significantly increase accessibility, enhance cultural relevance, and ultimately boost both intake and completion rates. To make this vision a reality, collaboration between educators, government bodies, and local communities is essential. By investing in content development and technological infrastructure, we can pave the way for a more inclusive and effective educational landscape in the near future.

Mr. Chowdhury, please feel free to share the challenges you feel if you create a MOOC for your regional language.

Here I urge all other learners also to post your viewpoints about the above stated points by Mr. Chowdhury so that we can have more learning form each other's experiences. 
Thank you for your deep insights about the MOOCs.

Regards
Amritpreet Kaur
DFM LCM-24

[RAVI SHANKAR PRASAD]

Dear All,

The creation of contents in the vernacular languages is a big challenge, as one will have to find a expert in both of these language and the specific subjects. Finding technical terminology in these language is another big challenge.

Best regards,

Ravi Shankar Prasad 

[Jyotirmoy Sengupta]

Dear all,

Yes it's a big challenge to develop content in vernacular languages but not impossible. We need an expert who has ample knowledge both on the language and the topic (subject matter) and above all utmost interest to develop such MOOC courses. For example, if I want to develop a course on Proofreading or Copy Editing in Bengali, I must know the rules of proofreading or editing as well as the technical terms used there. Apart from that I must have a grip on the language. Then I must get the opportunity to use technological infrastructure available with any agency, interested in the same. This course will obviously be inclusive as well as market linked in nature.

So there is no question of expertise in more than one language as Ravi Shankarji mentioned. Only the proper collaboration between educators, government bodies and proper technological support is essential.       

[Ms.R.Abeetha Asst.Prof.]

Dear sir,

Absolutely, you've hit the nail on the head. Developing content in vernacular languages have challenges, but with the right expertise, resources, and collaboration, it's definitely achievable. Your example of creating a course on Proofreading or Copy Editing in Bengali highlights the importance of subject matter knowledge coupled with proficiency in the language. Collaboration between educators, government bodies, and technological support can indeed make such endeavors successful and market-relevant. It's about leveraging expertise and resources effectively to bridge language and knowledge gaps.

With regards

Abeetha.R

DFM,LCM-24

[Jyotirmoy Sengupta]

Thank you for your support. 

[Ms.R.Abeetha Asst.Prof.]

Dear sir

It's our pleasure to be actively involved! If there's anything specific you'd like to discuss or any questions you have, feel free to let us know. We are here to help and contribute however we can. 

With regards

Abeetha.R

DFM,LCM-24

[Jyotirmoy Sengupta]

Thank you for your response. 

[Jyotirmoy Sengupta]

Dear All, I have some questions. Though we are thinking of inclusive education through MOOCs, is it actually possible? Can we wipe-out the 'laxman-rekha' in between Science-Arts and Commerce? Is it fair to ask all learners, irrespective of their need, interest, upbringing or socio-cultural profile etc. to go for a specific course which is thought to be massive by educators? 

Moreover, If we can't think for discipline and subject specific MOOCs in large numbers, it will be difficult to raise the completion rate. 

Thank You. With Regards. -- Jyotirmoy Sengupta  

[Anthony Gomes]

Greetings, 

Mr. Jyotirmoy Sengupta's comments and questions are thought-provoking. Here are my thoughts on the same.

Inclusive education through MOOCs may be challenging if the choices are not well made. Choices such as, the modes of content transmission, tools, etc. In this scenario, it would be great if the said-MOOC provides some flexibility without compromising on the content. For example: This Learner Centric MOOC provides a transcript of the video just under the video. For a learner who finds it challenging to access the video due to data constraints, can download the transcript and read it. Thereby, through slight flexibility/options, certain level of difficulty of the learner is mitigated. 

Personally, a complete shift to MOOCs may be a little too ambitious. Hence, the Instructor/Teacher can integrate a MOOC as a part/module of a course, thereby creating a sort-of hybrid eco-system. 

Regards,

Anthony GOMES

[Amritpreet Kaur]

Dear Jyotirmoy Sengupta 

You have initiated a provocative point of discussion that striving for inclusive education through MOOCS is commendable but eliminating traditional divides between Science, Arts and Commerce poses challenges. 

Is it possible to impose a one-size-fits all approach. Please comment on it

Regards

AmritPreet Kaur

DFM LCM-24

[Amritpreet Kaur]

Dear Anthony Gomes

Yes, it can be possible for an instructor to integrate a MOOC as part of a course, creating a hybrid ecosystem. 

Can you imagine the completion rate of MOOCs in this scenario? Will it increase or will it remain the same?

Your insights will be helpful for our peers.

Happy Learning!

Thanks 

Amritpreet Kaur

DFM LCM-24

On Wed, Jan 31, 2024 at 10:37 PM Anthony Gomes <gomesa...@gmail.com> wrote:

[Anthony Gomes]

In my opinion, the hybrid ecosystem would enhance the completion rate of the MOOC as the module from the MOOC or the whole MOOC would be made mandatory.

For example: During COVID, in one of my courses, a module from a certain MOOC was made mandatory. The students could complete it at their own pace. They could contact me if they had any problems/questions. But what was most important to validate that they completed this module, was that they provide 'Course Completion' certificate. Since this certificate is issued only after successfully completing the course, the students completed the whole MOOC. 

It would be interesting to hear the views of my peers with regard to the correlation between hybrid ecosystem and completion rate.

Regards,

Anthony GOMES

[Jeanette Barbosa Noronha]

Dear Anthony,

You’ve actually touched upon a number of important issues here. I’m interested in knowing the assessment pattern in this hybrid course. Did your students take the summative assessment of the MOOC? If yes, how was their performance integrated into your course? If no, would love to get to know the methods of evaluation. Thank you.

Best wishes,

Jeanette

DFM, LCM - 2024

[Anthony Gomes]

Dear Jeanette,

Thank you for the very pertinent question. 

The summative assessment of the MOOC was not mandated by me. If the students desired, they could take the summative assessment of the course which would give them 'Attestation de réussite' (Passing Certificate). But the students had to pay a small fee to have this certificate. 

On the flip side, 'Attestation de suivi' (Completion Certificate) was provided to the learners after successfully completing the MOOC (sans evaluation). This certificate was necessary to prove that they had completed the course.

Before incorporating a module of the said MOOC in my course, I had checked and completed the course myself. Thus, I was aware of the content and the learning trajectory provided in the MOOC. Thus, the evaluation of that module happened offline which was designed, monitered, and validated by me. 

Thank you.

Regards,

Anthony GOMES

[Jeanette Barbosa Noronha]

Thanks for your response, Anthony! This is very interesting to know, and it has surely given all of novel ideas.

Would love to know if any other participants here have had similar experiences. Do let us know!

Best wishes,

Jeanette

DFM, LCM - 2024

 

[Siddu Jigajinni]

Dear Chowdhuryji and other participants

1. https://ssameers.wordpress.com/2020/05/17/blenderers-of-rajkot/

2.  https://ssameers.wordpress.com/2020/05/30/blenderers-of-rajkot-the-final-film/

Please watch the above two videos relating to “Blender”ers of Rajkot, with MOOC Course Instructor Prof. Sameer S. Sahasrabudhe on “Basic 3D Animation using Blender”.

The number of students enrolled for this course is not only big in number, but the passing percentage is also very high which is better than the global MOOC average.

We request you and the participants to share your thoughts relating to above two videos

1      1. How many Reflection Spot questions can be inserted for video 1 and video 2.

2      2. When the reflection spot questions can be inserted in the above two videos?

3      3. How the impact of English Language as a potential barrier compared to local language is overcome in this                    course?

        4.  How the localisation and contextualisation is achieved in this course without diminishing the content that is                 being delivered online from IIT Bombay (IIT BombayX)?

Happy learning!!

Regards

Dr. Siddu Jigajinni

DFM, LCM-2024

 

 

On Wednesday, January 24, 2024 at 10:30:11 PM UTC+5:30 jsmamchow...@gmail.com wrote: