LxI - Week 7

[NOC24 GE12]

Learner Experience Interaction 7 (LxI - Week 7)

Focus Question:

The video engagement statistics of the LCM course, till date, is given in this sheet . Compare this stats with the enrollment and certification stats available in the NOC page and the participation data that is visible in the current forum.

If you were able to recommend one orchestration suggestion to the LCM team based on these analytics, what will that be and why?

After giving your response, please go through responses of your peers and look at the similarity or differences between each of your recommendations.

To submit your response, please open the discussion forum by clicking here and reply to this Focus Question in the same thread by clicking on the "Reply All" button.

For more details on how to participate in the discussion forum click here.

[Anthony Gomes]

Greetings,

I would like to share my insights regarding the video engagement statistics of the LCM Course up to date, gathered both from the excel sheet and the statistics from the NOC Page.

Firstly, considering the data from February-March 2019 to January-March 2023, the total enrollment for the LCM Course stands at 10,445. Out of this, 822 individuals have registered (7.8%), with 643 certified learners (6.15%).

Examining video viewership, the most viewed video is "Designing Learner-Centric MOOCs Introduction," with around 9,646 views (92.35%). Conversely, other videos maintain an average of 1,150 views (11%). The least viewed video thus far is "Recommendations for effective LbDs," with only 269 views. Despite its relevance to LeD, this video's engagement seems low, especially considering its incorporation of practice questions. However, it's worth noting that these videos include transcripts, possibly indicating some learners prefer reading the transcript over watching the video, especially if it lacks crucial visual elements.

Another intriguing example is the video titled "LxI- Types of focus questions 2," currently categorised under LeD 6.4.2, which has garnered 620 views since its upload in January 2020. With a total enrolment of 6,481 since the video's upload, the engagement rate is 135% of the total registered learners (458). This anomaly could be attributed to the video's inclusion of a Reflection Spot (RS), prompting learners to contribute to the Discussion Forum with their responses. Consequently, learners are incentivised to engage with the video content, either upon initial viewing or prompted by discussions initiated by peers, thereby elevating overall video engagement.

Based on these observations, I propose an orchestration-level recommendation to incorporate more videos with interactive elements. By fostering such engagement, the LCM would not only stimulate viewership but also encourage active participation in the discussion forum.

I look forward to hearing the thoughts of my peers on this matter.

Best regards,

Anthony GOMES

[Ms.R.Abeetha Asst.Prof.]

Dear Antony Gomes,

Your insights on the video engagement statistics for the LCM Course are thorough and well-written. You've provided a detailed analysis of the enrollment numbers, viewer percentages, and specific examples of video engagement anomalies. Your proposal to incorporate more videos with interactive elements  is  highly recommendable and helps to achieve the  goal of encouraging active participation in the discussion forum. Your message effectively communicates your findings and recommendations, inviting discussion and feedback from peers. Great work!

With regards

R.Abeetha

DFM-

[Shruti Sidhaye]

Dear All,

Based on the data available my observations and suggestions are as under:

• As also pointed out by my peer Mr Anthony Gomes, the Introduction video has highest views.  Though its a less than 2 minutes video, unfortunately couldn't even foster 50% of its audiences for the next videos.  The basic reason may be attributed to mass spread of this introductory video and then the contents may / may not be found useful by the audience and hence couldn't create the engagement.  This can also be seconded by number of views for the perception video which is second in number in terms of viewership.
• In view of the utility and valuable contents created by LCM team, as they say - "The first one lasts longer" and the present era of creating interests amongst the viewers sharing few strategies, basis the information available so far:

• • Introductory video to include key highlighting features of LCM like -
    • Available for free / Open course
    • Course contents
    • To be presented in more engaging way (e.g. animation, credentials of resources involved, benefits etc)
    • Eligibility for taking the course
    • Benefits of course
    • Effects of LCM for learners in their professional life (Before / after)
    • Feedback videos from alumni (It works a lot, can say from experience)
  • The chronology of contents of course may be changed to provide the basic about the contents and its usage.  For e.g. LeD, LbD, LxI, LxTs meanings and its orchestration may come in flow but its basis/ purpose/ brief outline, if presented at the beginning of the course might create more engagement for the users.
  • It is also observed that few contents like what is LxI could get views about 1k, the reason may be attributed to just a purpose to understand specific content.  A sharp strategy to encash this opportunity and enhance the learner's engagement is -
    • An embedded contents within the course can help
    • e.g. In module of LeD, if some contents about LxTs are included, then the learner might develop interest to take up module of LxT and so on..
    • May a RS be included in module of LeD to take the viewer to another component like LxT of LxI by way of link
• Assessment methods for course completion may include different levels like - low, medium and high.  Sometimes, the sense of achievement of getting assessment correct helps to foster to take up next modules and so on.  Adding of different levels may address diverse group's expectations / needs for taking up the course. 

Do not know how far above suggestions are practically implementable, but thought of sharing as a learner.

Request all peers to provide your comments!!

Thanks

Shruti Sidhaye

[Srunika Kannan]

Dear Shruti,

Your suggestions are very insightful. Could you please explain the following point and try to come up with some potential challenges?

• The chronology of contents of course may be changed to provide the basic about the contents and its usage.  For e.g. LeD, LbD, LxI, LxTs meanings and its orchestration may come in flow but its basis/ purpose/ brief outline, if presented at the beginning of the course might create more engagement for the users.
  

Regards
K. Srunika
DFM - LCM 2024

[Ravi Palekar]

The insights shared by Mr. Anthony Gomes are very helpful and I agree with him.  

From the excel shared below we can understand the viewership change from the 1st video to the last video of course.

Video Title	Publish Date	Channel	Views	Comments/Replies	Likes	% of Views
Designing Learner Centric MOOCs Introduction	30-11-2018	IIT Bombay July 2018	9646	0	18	96.46
Course Introduction	25-02-2019	IIT Bombay July 2018	835	0	2	8.35
Evolution of MOOCs	20-02-2019	IIT Bombay July 2018	1415	1	2	14.15
Known Challenges	20-02-2019	IIT Bombay July 2018	904	0	1	9.04
Why LCM	20-02-2019	IIT Bombay July 2018	867	0	5	8.67
The LCM Model	20-02-2019	IIT Bombay July 2018	1403	0	9	14.03
Perceptions of MOOC	28-01-2019	IIT Bombay July 2018	3768	3	9	37.68
Learner Expectation	28-01-2019	IIT Bombay July 2018	1923	1	5	19.23
Learner Engagement	28-01-2019	IIT Bombay July 2018	583	2	1	5.83
What is an LeD?	28-02-2019	IIT Bombay July 2018	928	0	4	9.28
Chunking a Lecture into LeD	28-02-2019	IIT Bombay July 2018	547	0	2	5.47
Introducing Reflection Spot	28-02-2019	IIT Bombay July 2018	468	0	3	4.68
Making Your Own LeD	28-02-2019	IIT Bombay July 2018	522	0	7	5.22
Do’s and Don’ts - Part 1	28-02-2019	IIT Bombay July 2018	700	0	3	7
Do’s and Don’ts - Part 2	28-02-2019	IIT Bombay July 2018	589	0	3	5.89
LeDs Takeaway	28-02-2019	IIT Bombay July 2018	595	0	4	5.95
What is an LbD?	08-03-2019	IIT Bombay July 2018	648	0	6	6.48
Creating LbDs	08-03-2019	IIT Bombay July 2018	388	0	2	3.88
Constructive Customized Feedback in LbDs	08-03-2019	IIT Bombay July 2018	333	0	0	3.33
Giving Feedback for Open Ended Questions	08-03-2019	IIT Bombay July 2018	320	0	1	3.2
Recommendations for effective LbDs	08-03-2019	IIT Bombay July 2018	269	0	0	2.69
What is an LxT?	08-03-2019	IIT Bombay July 2018	400	0	2	4
Creating LxTs	08-03-2019	IIT Bombay July 2018	370	0	1	3.7
Creating an Assimilation Quiz	08-03-2019	IIT Bombay July 2018	491	0	4	4.91
What is an LxI	15-03-2019	IIT Bombay July 2018	1854	0	5	18.54
Creating LxI with Reflection Quiz	15-03-2019	IIT Bombay July 2018	1253	0	2	12.53
Orchestrating your MOOC	15-03-2019	IIT Bombay July 2018	1347	0	3	13.47
Orchestration Dynamics in LCM	15-03-2019	IIT Bombay July 2018	957	0	2	9.57
Assessment	15-03-2019	IIT Bombay July 2018	1382	0	5	13.82
From Regular course to LCM	15-03-2019	IIT Bombay July 2018	461	0	0	4.61
Course Design in MOOC	15-03-2019	IIT Bombay July 2018	966	1	7	9.66
Maintaining Learner Connect	15-03-2019	IIT Bombay July 2018	390	0	3	3.9
Implementing the Learner Centric Approach	15-03-2019	IIT Bombay July 2018	437	0	3	4.37

 My observations are as below:- 

1.  Normally it is expected to have higher views (viewership) in the beginning of course and then it drops . But it again catches due to efforts by the course coordinators & peer's influence participants again joins. So, here in this case the first  video has 96%, then it drops ( to 7% to 9% to 14%) and suddenly at  the 7th video ( Perception of LCM) we can see an increase in views ( from 14% to 37%) good he video of What is LxI has better views (18.54%) than the previous videos. But Interestingly, for What is an LxI video there was a sudden increase in views from 4% to 18%. 

So, there is some logic we can apply to  see the changes in views. But they need to understand why there is an increase in the views for the above videos. What are the efforts or reasons behind the increase of views? From the statistics we can not get the complete clarity. 

2. From the course statistics,  we can understand that the percentage of registration by the participants  for the exam ( 8.5%) and the percentage of passing (Certification), which is 6.15%.. The statistics show that the figures are not at all encouraging. Very few who get enrolled in the courses are able to complete the course and get the certification. The only positive part is that around 72% of participants who get registered for the exam clears the exam and achieve the certificate.

Personally what I observed was that  the course was interesting and nicely designed. But while attending the course I find it difficult to connect with my peers and DFMs, maybe due to the large no. of participants and that is why I lack a personal connection with them.  So, is it possible to find ways to break down large no. of participants into small groups like  WhatApp Groups or Communities or  Email groups of participants for offline connection and sharing information? We can assign DFMs to each group to keep control & connect with them.

Personal connect and group members communication will help individual participants to stay connected, updated and  feel supported by the course. Especially, timelines of assignment, challenges in assignment, clarity over few issues, etc.

Regards,

Ravi Palekar

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[Avinash Pandey]

Hello!

I observed two patterns: 

First, the number of views was quite high at the beginning and then at the end of the course. (I have taken a number of around 1000 views or more to be high). There was a sag in the middle. Hence, there is a need to create a "pull" in the intermediate section of the course. Given our national obsession with assessment (more of a moral panic), I suggest that an assessment exam kind of activity somewhere mid-course would help heighten excitement around the course and hence arrest a sag in interest levels.

Second, "Introductory" videos have received more views than others. "Creating" videos have fewer views. Creating something can be considered to be more demanding than being introduced to a topic. Hence, the cognitive ease is higher in the latter kind. In general, learners derive pleasure out of cognitive ease. Hence, having an intermediate level (between introduction and creation) of activity such as commenting on existing Leds, LbDs etc. should help increase learner's engagement with the course content.

I believe that if steps are taken to arrest the sag during the middle of the course and increase the cognitive ease of some of the activities then the ratio of enrollment to certification should only get better.
'

best,

Avinash

[Renuka Ozarkar]

Hello everyone. 

I concur with almost of my peers who have observed that wavering number of video views. I agree with the pattern noticed by Avinash that the views for the 'creating LeD/LbD/LxT/LxI' videos is low as compared to the introductory videos. In addition to the reason of the cognitive ease that Avinash is talking about, I also feel that these middle videos all follow a pattern. For each of the four modules, there is a 'what is X' type of video, followed by 'creating X' type of a video which is then followed by videos on important features of the X. Looking at the titles alone, the pattern seems like a routine. That may be another factor in failing to attract more viewership. My suggestion would be to find some ways in breaking the routine pattern of these four videos. A mid-course recap assessment after LeD-LbD and before LxT-LxI content) may be able to keep the learners engaged, as Avinash points out. I think this may be low-weightage assessment activity, and it may be of some innovative format such as self-assessment with reporting the reflection on the Forum or a peer-review activity or even some fun quiz. 

In terms of enrollment and registration proportion, I see that there is only a small section of the enrolled participants who are registering for an exam. This may be indicative of the drop-out or leakage. But the number of viewing are usually higher than the registered learners' number, which may suggest that even those who are not registering for the exam are often motivated enough to view the videos. So, unlike Ravi Palekar, I think the course organizers can take heart in this pattern. 

[manoj srivastava]

Dear all,

I have gone through the deductions drawn by a few of our esteemed colleague based on the analytics of Sheet and the NOC page. It shows how things quantitatively stand in terms of engagement. However, there are various other dimensions that cannot be discounted as discussed below:

1. In terms of %, there is nothing to dispute about the visible downward or the inconsistent trend. However, the viewership % topic-wise, cannot be a definitive indicator for a course or a video to be adjudged as good or bad impacting engagement. 
2. ‘What counts a YouTube view’ : Is this an aggregate count of several individual distinct watchers who intentionally initiated playing of video ?  OR multiple rewatching? OR a combination of Both ? (Officially no specified threshold for a YouTube Video watching to be counted as a ‘View’. Google search suggests 30 seconds watching as the benchmarked threshold for a video to be counted as one ‘View’).
3. This being the case, a deduction drawn in absence of a nuanced dataset, would not be fair. 
4. Repeated watch may mean (a) either the content (visual content) is interesting or (b) is difficult entailing multiple watch for a greater clarity. Sheet indicates a random pattern of viewership. Any relational reference vis-à-vis 1^st Video Link (Designing Learner Centric MOOCs Introduction) would conclusivity in itself. We may, rather focus on the viewership pattern from the Week 2 Onwards where it looks somewhat consistent.
5. In Feb-March 2019, the enrolled is 2451, registered is 188 (7.67%) and the certified is 147 (78.19% of the registered numbers). The views counts for any single topic at any given point in time should ordinarily not be less than 188 (i.e. the registered number who have opted for examination). From that standpoint, the least views 269 (higher than the 188 registration size) for the topic “Recommendation for effective LbDs” stands validated since it is safe to assume that 188 learners must have individually surely watched the content as part of mandatory course fulfilment. The number is slightly high which could be because some registered learners might have watched twice, thrice.
6. In an almost similar phase in 2024 (current year) Jan-March 2024, the course started on 22-Jan and the enrolment closed TWO WEEKS later on 5 Feb 2024 and the Registration closed TWO WEEKS later, on 16 Feb 2024. Total Enrolled (Jan-March 2024) is 1203. The total registration is 151. Thus, the drop in viewership from Start to Enrolment to Registration is not to be taken as something very unusual as the course module is advancing from its basic intro stage to the specifics of the course. That is where onboarding and deboarding seems to be occurring that too for a course that is offered free, such voluntary exit cannot be ruled out or predicted. Non-continuation in the course or fluctuating viewership can be attributed to a variety of reasons which includes the individual’s choices, preferences, feasibility and to the course orchestration itself. From the table below, we find an average annual enrolment 1740 and average annual registration as 149 (8.56%). Annual average certification is 71.92 % (of the annual average registration). This average certification % indicates positive about the course.

 

Time-line                   Enrolled                    Registered                  Certified Numbers (Pass % out of Registered) 

Feb-Mar 2019                2451                              188 (7.67%)                       147 (78.19%)

Jul-Aug 2019                 1513                               246 (16.26%)                   187 (76.02%)

Jan-Feb 2020                2114                               45 (2.13%)                       31 (68.89%)

Jan-Feb 2021                 1547                              141 (9.11%)                    119 (84.40%)

Jan-Feb 2022                 1617                              106 (6.56%)                    66 (62.26%)

Jan-Mar 2023                 1203                             166 (13.80)                      93 (56.02%)

Thus keeping the overall numbers and the viewership pattern, May I suggest following recommendation for an orchestration

 Recommendation 1 :  A Pause of ONE WEEK may be considered immediately after the Exam Registration comes to an End. Please put all the ongoing sessions on-hold just for a week and send a google form (A Reflection Spot for the Course team itself much on the lines of your weekly feed-back form but appropriately customized to reaching out to those who had initially enrolled but have not registered. This would help the course team figure out reasons. Are there procedural issues or non-clarity or some other difficulty relating to the course. We must include tangible benefits of the course underlining cohesive learning prospects due to peer learning. I agree with the views of Shruti Sidhaye including her idea of videos of Alumni.

Recommendation 2 :  The primary objective of the LxI is to provide a discussion forum so as to be able to interact with the peers and instructors for clarity and for a dynamic learning either through aggregation or correction. In my views, if the LeDs and LbDs have done its bit efficiently, the reliance on LxI need to be only minimal and selective since it consumes substantial time in connecting the dotted lines. I have spent major portion of my time in LxI whereas I would have preferred to focus on course revision right from the Week 1 contents and onwards. LxI cannot be allowed to be case of Missing the Wood for the trees. The off-topic threads take us away from the course which is otherwise so coherently designed.

I agree with the entire set of views of Ms. Shruti Sidhaye as well as the idea of offering a cognitive ease at suitable interspersing suggested by Shri Avinash keeping in mind the learning diversities and the learners background.

Suitable Regards,

(Manoj K. Srivastava)

[Gulsan Behera]

Greetings,

 I have gone through the  analytics of Sheet and the NOC page,  and the deductions drawn from these can be:

1. Firstly considering the data from the NOC page, there is drastic declines in terms of enrollment from feb-mar 2019 to Jan-Mar 2023.

2. The same goes for number of registrations.

Hence, there is a need to create a "pull" in the intermediate section of the course. 

Second,  "Introductory" videos have received more views than others, which is also pointed out by my peer Mr Anthony Gomes. "Creating" videos have fewer views. Hence, having an intermediate level (between introduction and creation) of activity such as commenting on existing Leds, LbDs etc. should help increase learner's engagement with the course content.

A mid-course recap assessment after LeD-LbD and before LxT-LxI content) may be able to keep the learners engaged, as Avinash and Renuka  pointed out. I also think this may be low-weightage assessment activity, and it may be of some innovative format such as self-assessment with reporting the reflection on the Forum or a peer-review activity or even some fun quiz. 

Best Regards.

Mr. Gulsan Kumar Behera

[Amritpreet Kaur]

Dear Gulsan Kumar Behera

Thank you for sharing your insights from the analytics of the Sheet and NOC page. It's concerning to note the decline in enrollment and registrations over the specified period.

The suggestion to create a "pull" in the intermediate section of the course seems apt. I agree that fostering engagement through activities like commenting on existing LeDs and LbDs could be beneficial.

Moreover, the idea of a mid-course recap assessment seems promising, as suggested by Avinash and Renuka. A low-weightage, innovative format like self-assessment or peer-review could indeed enhance learner engagement.

Let's discuss further on implementing these strategies to improve course engagement.

Please note down the Due dates

1. AQ based LxT 7.2 ( today i.e,13-03-2024, 11.59 pm

2. KQ for week 7 ( tomorrow 14-03-2014, 11.59 pm)

3. RQ for week 7( 22-03-2024, 11.59 pm)

Regards,

Amritpreet kaur 

DFM LCM-24

[Dr Alaknanada Shringare]

Dear All,

It is very difficult to suggest any one orchestration method for Learner Centric MOOC as the course has modified over a period of time and includes most of the things which the learner needs in MOOC setting. I do not have much to comment on the statistics. Definitely the Introduction and LxI has highest views.

However, if pressed to suggest one orchestration suggestion, I advocate for incorporating weekly video uploads or any other activity where learners demonstrate their understanding of the material covered and to provide in brief which video/part of the MOOC of that week helped them the most while preparing it. Participants would be encouraged to create brief one or two-minute videos or any other activity showcasing their grasp of the weekly content. Feedback and comments would be provided by fellow participants, as well as dedicated moderator teams, as previously established. Importantly, this activity should remain ungraded to encourage voluntary participation and prevent overwhelming Discussion Forums with video submissions, while still facilitating valuable peer-to-peer learning and feedback exchanges.

Regards

Alaknanda

On Friday, March 1, 2024 at 5:50:43 PM UTC+5:30 NOC24 GE12 wrote:

[Aravinthan K]

Dear All,

Greetings,

Based on the data available, and the detailed discussion posted by peers, Mr Anthony Gomes,  Shruti Sidhaye,   Ravi Palekar ,  Avinash,  and, Manoj K.Srivastava, I am herewith shared my observations as follows:

• There is drastic declines in terms of enrollment from feb-mar 2019 to Jan-Mar 2023.  
• As pointed by  Anthony Gomes "Introductory" videos have received more views than "Creating" videos. In this case, I am coincided with my peer Shrti Sidhaye's perception.
• Meantime, we able to see the "video Perception of LCM" an increase in views compare to previous topics.  Similarly "What is LxI has also good number of views than the previous videos. Usually, Higher views in the beginnng of the course and the  it drops.  It may be reason of activities inclusion in the orchestration.
• A mid-course recap assessment after LeD-LbD and before LxT-LxI content) may be able to keep the learners engaged.
  
• Apart from this, I strongly corralated with Srivastava recommendation on  "if the LeDs and LbDs have done its bit efficiently, the reliance on LxI need to be only minimal and selective since it consumes substantial time in connecting the dotted lines. I have spent major portion of my time in LxI whereas I would have preferred to focus on course revision right from the Week 1 contents and onwards."

Thanks

Dr K Aravinthan

[Jyotirmoy Sengupta]

Dear All, Greetings to everyone. Here are my observations on engagement and enrollment statistics as given in 'Sheets' and 'NOC' 

1. Viewers engagement starts with greater interest on Designing LCM but diminishes as the course (NOC 19ge15- February-March 2019) advances except a little spike in lower middle part beginning from 'What is LxI' to 'Orchestrating your MOOC'. Assessment part gets the higher viewer engagement, maybe due to getting more marks in the examination scheduled after.

2. YouTube viewer engagement of 33 videos for the same course have not been increased so much during the last four years. Even the introductory video, which possesses the highest engagement rate, only a mere increase of 57 number of viewers have been observed for the period from Feb-Mar 2019 to Jan-Feb-2023. Other videos, which are considered to be most important for orchestration of a MOOC, namely LeD-LbD-LxT, have got 'zero' viewers during this period, except videos on What is LxI and Orchestrating Your MOOc. These two videos got almost 100 viewers in the last four years. This particular trend in YouTube for the LCM sounds unusual in comparison to the trend as shown in the sheet for the 2019 course.

3. As per datas found in 'NOC', mainly a declining trend has been observed in enrollment, though some ups and downs are there. According to the chronology of the courses NOC19ge15, the first one, has recorded an enrollment of 2451 learners and NOC23ge02, the last one in the row, has the lowest number of enrollment, i.e 1203. This is the identical enrollment figure for the current course (NOC24ge12) too. However, a decrease in the number of learners who have registered for examinations has also been observed. 188 learners had been registered against 2451 for the first course and 166 had been found against 1203 enrollment for the last course. And till date only 151 learners have been registered for the examination to be held as per schedule for the current course. Here also a declining trend is found. 

My suggestions to stimulate the viewership and active participation by the learners would be --

A) General: 

1.Introduction of Designing LCM Course as a 'must' for the instructors who are willing to be the creators of any online course in future, through the local chapters of NPTL. This may also increase the YouTube viewership.

2. A liberal approach to course duration may attract more active learners. An extra FOUR weeks may be permitted to complete an eight week course. Some study materials may be sent to the registered learners for preparation of the examination. Final examination date may be scheduled on the last day of every fourth month of an academic year (session).

B) Orchestration:

1. Personal contact between the learner and the peer during the eight week course will create a bonding. Even a peer interaction through personal contact in between final examination date and final-day schedule of the eight-week course surely will bring a feel-good atmosphere for the learners.

2. Inclusion of videos with interactive elements in regional languages surely will attract more learners and will help to increase engagement.

3. More videos on how to use effective and easily available tools to be incorporated in the course for successful creation of LbD's by the learners. 

4. In an eight week course, a recap week should follow the creation week (How to create LeD, LbD and the subsequent RS questions) of four main components of a MOOC, such as LeD, LbD, LxT and LxI. Even a LxT content may be included in a LeD module. The recap week must have two consecutive  live interactive classes, and not from 6 to 8 pm but from 7 to 9 pm, on weekdays.

 Comments on PEERs:

I have gone through the peers' observations on the focus question in the DF. Suggestions given by Anthony Gomes, Shruti Sidhaye and Ravi Paleka are to some extent similar to my responses. But I don't agree with 'Mid-course assessment' as suggested by Avinash Pandeyji. The present course is designed for continuous evaluation of the learners by means of submission of assignments, AQ, KQ, RQ every week. The same may be followed in creation of online courses on a topic. I believe, examination-centric course definitely loses attraction and may create a phobia. Weekly video upload as suggested by Alakananda also may not attract people who are specially slow learners.  

Thank You. Regards -- Jyotirmoy Sengupta            

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[Amritpreet Kaur]

Dear Alaknanda

Thank you for your insights on orchestration methods for the Learner Centric MOOC. I agree that suggesting a single method can be challenging given the course's evolution and comprehensive content.

Your suggestion of incorporating weekly video uploads for demonstrating understanding seems promising. Encouraging participants to share brief videos showcasing their grasp of the content could foster valuable peer-to-peer learning and feedback exchanges.

Maintaining the activity as ungraded is wise to encourage voluntary participation and prevent overwhelming Discussion Forums.

Let's explore this further to enhance the course experience.

Regards,

Amritpreet Kaur

DFM LCM-24

[Amritpreet Kaur]

Dear Dr K Aravinthan

Thank you for compiling and sharing your observations based on the course data and discussions from our peers.

The drastic decline in enrollment from Feb-Mar 2019 to Jan-Mar 2023 is concerning, and I echo the sentiment regarding the popularity of "Introductory" videos over "Creating" videos, as highlighted by Anthony Gomes and supported by Shruti Sidhaye.

It's encouraging to note the increase in views for topics like "Video Perception of LCM" and "What is LxI." This could be attributed to the inclusion of activities in the orchestration, as you mentioned. The suggestion for a mid-course recap assessment after LeD-LbD and before LxT-LxI content to keep learners engaged seems valuable.

Let's discuss further on implementing these insights to enhance the course experience.

Regards,

Amritpreet Kaur

DFM LCM-24

[G Vamsi Krishna ED12B022]

Hi all,

Suggestions to improve youtube viewership:

1. Youtube shorts can be made - which are 1 minute in length but hooky enough to watch next shorts. 

2. Story elements may be added in the videos, hook - load - payoff format can be followed.

3. Accessibility of the videos can be made more easier by simplifying the interface of the Swayam portal.

Ritenow, it is very tuf to find where the course is, though the steps were recognisable, the UX can be improved much.

Design thinking approach may be utilised, to listen and improvise the orchestration dynamics of the course.

Thanks,

Vamsi.

[Dr. Jyothi Sankar]

Dear Friends,

 I have gone through the analytics of Sheet and the NOC page, and following inferences can be made from these:

 

 

The course improvement can be done by taking care of little attention at LbD and LxTs. As pointed out by my peer Mr Anthony Gomes. "Creating" videos have fewer views.  Being LbD involves a creative part from the learner, a micro teaching learning module has to be introduced and or may be incentivised for developing a micro LbD model for learners’ choice. More than two-week time should be granted for developing such a micro LbD model. This time factor and incentivising may ensure higher participation from the active learners. Additional resources regarding the effective tools for creating LbD to be incorporated in the course for scaling up learner engagement. I also welcome Shruti Sidhaye idea of including videos of Alumnus.    A pause of one week for exclusively doing LbD modelling is also an option to think of.

 

Also inclusive of diversity demanded more learner engagement for LxTs . The course design team may review/ recheck for any clarity or difficulty issues related to the course learning. Creation and Assimilation of additional resources requires more time. It seems from the statistics that this also struggled some active learners. In fact, LxT management is one of the head burning element in designing MOOC as the docu drama points out. This is not only true for an instructor but also for the learner. Hence granting some more time to assimilate the extra resources would help to improve the learning process.

If a dynamic data showing the learner fall out is visible, just like reducing the content delivery and seeks for greater students’ participation by interaction with them /or revising the fundamentals till that date thus enabling the slow learner to catchup in conventional class room, in MOOCs a similar practice of pausing one week for revision and give time for the submitting the lapsed tasks will pull up the slow learners to the programme. The course design team can come up with suitable strategies to give a hand to bring up the slow learners by motivating them via granting small incentives.

 

Finally, apart from the above statistics, a suggestion from my side, If an active learner missed up any week activity due to whatsoever reasons (most of the time, it was due to their institutional tasks), a provision may be given to re-enter the programme assessment by reducing an reasonable margin of weightage. For this programme middle week and or the last week may be set up for catching up the assigned tasks to a learner. I believe this would definitely connect the active learner engagement to the course and would benefit the purpose of taking the course.

 

Regards

Jyothi Sankar P R

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[SURBHI SHARMA]

Hi Everyone! 

For this week's focused discussion, I am in complete agreement with my 'peers—Anthony Sir, Shruti ma'am, Ravi Sir's descriptive elaborations, and Avinash ji's observations for a rapid increase in the beginning of the course content. The following graph is indicative of it: 

 The introductory video has the highest number of views, which is, for obvious reasons, significantly high for any online course. The branding and advertising videos will be accessed by almost everyone who is curious to know or peep into the course content to get an idea of it. But I differ from my peers on the view—to state that the views have decreased; rather, I understand and interpret from the statistics that the video content on What is an LxI? Orchestrating your MOOC, Course Design in MOOC What is an LeD? have successfully contributed to course views. This could be because of the interest and motivation of learners to know more about these topics. 

The less viewed contents have even crossed the 250 marks, which can be significant to understand the scope of including those content for the learners who actually benefited from it. The fewer views could be due to various reasons:

1. Lack of time on the learner's part. They might be engrossed in learning or doing some other work.

2. The content doesn't interest them. They might not use it in their courses or fields of work.

3. They already have an understanding of the topic.

4. The content was too hard to understand.

Now, if the question of no comments and few likes is concerned, then it depends upon the learner's familiarity with the technology or interest in pressing the like buttons for every video. In a MOOC setting, we don't provide this option, like on any social networking site, to like, share, comment, and subscribe.  

The second analysis, as per my understanding with this year's course enrollment so far is quite similar to noc23-ge02. This year also 1203 enrolled participants and actually 151 have registered for exams. That means on MOOC platform the number of curious learners who actually want to peep into the content is significantly High. The ones who want to formally become part of the course and get certification is moderate to low. 

Average enrollment of the provided data is 1741.

Average registration is 149.

Average certification is 107.

Recommendation(s):  The observations and recommendations stated by Manoj Sir are quite accurate. I too agree with the fact that LxI's are quite time consuming and has shifted our focus more on discussing and preparing for RQ's than actually figuring out the main content and principles discussed in LeDs and LxTs. 

As per my understanding I would recommend maintaining a proportional balance while orchestrating the elements of the LCM model. 

My observation from Week 5 is that the increased number of problem-solving sessions, constructors, and live sessions are creating confusion.  Therefore, fewer learners turn up for the same. LeDs are less discussed for each module. Focus is more on what other peers are discussing about something instead of the exact focus question (which I might find confusing).

Though LxT for week 7 has been designed to decrease the complexity problem, which has helped us.  

Regards!

Surbhi Sharma

[Jeanette Camilla Barbosa Noronha]

Dear Mr. Vamsi, Mr. Jyothi and Ms. Surbhi,

Thank you for your spot on observations, and very constructive feedback and suggestions! The inclusion of content in the form of YouTube Shorts is very interesting, or rather, as summed up by all of you, something that could make some components less time-consuming. Mr. Jyothi's suggestion to have revision/slower weeks is also a great one, that enables learners to catch up. In fact, this was implemented in the LxI of Week 5.

Looking forward to reading the views of your peers here too!

Best wishes,
Jeanette
DFM, LCM - 2024