OPEN DISTRIBUTED TECHNOLOGY

ENHANCED LEARNING (ODTEL)

IGNOU’s Open Unified e-Learning Framework
for “Quality Education to All,
Independent of Geography”

K.R. Srivathsan,
Pro Vice-Chancellor, IGNOU
srivathsan@ignou.ac.in
Babasaheb Ambedkar Open University
Ahmedabad
Aug. 02, 2009
 Some Facts About IGNOU
 IGNOU – the university with the world’s largest
enrolment of learners: ~2.2 million students.
 Only Central Open University established by an Act of
the Indian Parliament; Works with 14 State Open
Universities.
 Has over 300 Programs with over 2800 Courses.
 Reaches the unreached: Over 65% of our students are in
the Rural Areas.
 IGNOU’s learners reached through a network of 60
Regional Centres, over 2,300 Study Centres spread
across India and Partner Institutions.
 IGNOU’s International Presence growing with Study
Centres hosted by partner institutions in different
spread over 35 Countries and the Pan African Network.
 IGNOU’s Inclusive Education - A
Testimonial From IGNOU Graduate
"My name is Sumit Mehta. I am pursuing BCA-MCA Integrated
Program of IGNOU and belong to BCA 2005 batch.  Due to
the fact that I am suffering from Muscular Dystrophy, I had
to opt for correspondence studies and at that time I was
not sure about the standard of the content of subjects in
correspondence studies. But IGNOU's courses and
curriculum is very competitive. The programs are
recognized by the companies, as I have heard of and their
content is also challenging that makes it relevant to the
education standards. However, everything is good but in
my view, if IGNOU can improve on its management by
adopting modern mediums of communication and providing
timely information to students, it will reach the standard
that will be approximate to the regular institutions'
standards."
Sumit Mehta – BCA Graduate, pursuing
MCA from IGNOU
 THE CHALLENGES FOR THE INDIAN HIGHER
EDUCATION SYSTEM
Aug. 2008 at IIT Guwahati, Dr. Manmohan Singh said
 “We are one of the youngest nations and, according to
observers, India has the potential to create over 500 million
trained people by 2022 which is over a fourth of the global
workforce. The big opportunity for India would come from an
education revolution that we must undertake as our most
important national endeavor.”
 Our Challenge: How Open and Conventional Education Scale
up and upgrade to provide quality education to such large
numbers of youth in need of employable cognitive skill-sets ?
 IGNOU’s Vision 2010+: “QUALITY EDUCATION TO ALL,
INDEPENDENT OF GEOGRAPHY.”
 Some Requirements in Higher Education
 Spirit and functioning of universities and colleges must change.
 Practice Inclusion: Anyone in a local area/region asking the local
university/college/training institutions in that region and has
prerequisite must get the training he/she needs/asks.
 At least 70% of Education are of the vocational nature – certificate
courses, Voc. Training, Diploma or Associate Degrees may come
from Community Colleges, ITIs, Polytechnics, NGOs, Extension
Programs.
 Universities must have strong Open Education based Extensions
Services for Education and support the Diploma/Associate Degree
programs in the Community Colleges.
 Opportunities for Learners to move laterally to formal degrees from
Diplomas/ Associate Degrees.
 IGNOU has already launched the Community Colleges Programs
 Requirements in the University/Colleges System
 Education in colleges must get out of the system of preparing
students for university exams.
 In Inclusive Education, there is no real need for entrance tests.
Students will do a screening (online) test to verify if they have the
prerequisite for a course/program. If they pass that they get the
courses they seek. If not, they may do preparatory programs,
come through the screening and get admitted.
 Universities should establish and evolve systems to establish
and practice inclusive education.
 Education should relate to developments – opening the students
to face problems of national development, frontier areas in the
subjects, interdisciplinary interactions and social empowerment.
 How will ICT in Education help in achieving all the above?  the
IGNOU ODTEL initiative.
 Towards Unified E-Learning Framework
1. Instruction delivered to students using a blend of delivery modes:
(i) Conventional: Teacher taking the class uses rich content;
(ii) Tutored Video Instruction using Recorded Video Lectures (RVL)
(ii) IGNOU’s Self Learning Materials (SLM) and suppl. content.
(iv) Web-accessed/DVD based content and interactive study.
1. Instruction Delivery augmented by effective engagement of
Learners through systems and processes over Convergence.
2. Supported by Discussion Forums, E-mail and Mobile Alert Systems,
Learning Management System, online self-test and access to
supplementary rich web-accessed content and assignments.
 INTRODUCE THE OPEN DISTRIBUTED TECHNOLOGY ENHANCED
LEARNING (ODTEL) FRAMEWORK.
 Recall the ever growing content on Web
 Online journals and publications, Digital Libraries
 SOS Maths and Wolfram Mathematica sites for Maths.
 Organized and orchestrated online open e-content: K-12,
www.curriki.org, Wikiversity, etc.
 MIT’s Open Courseware Consortium; Online E-Learning Content
by several research groups, University academicians and
industry.
 IGNOU’s e-Gyankosh and associated youtube/IGNOU content.
 India’s National Program on Technology Enhanced Learning
(NPTEL: http://nptel.iitm.ac.in)  Over 6,000 Hrs. of Recorded
Video Lectures covering about 140 courses, 1000s of pages of
high quality e-content in more than 130 courses – for the
Engineering Education.  and much more.
 Present use of ICT in ODL
 Several categories of ICT Systems and Tools
(i) Administrative: Students Registration and Database Management.
(ii) Content Generation and Management: Course Content, Self Learning
Materials, Recorded Video Lectures, Web-content, Rich content,
Interactive, Multimedia, …
(iii) Collaboration: Discussion forums, Wikis, Groupware, Adobe Connect,
(iv) Broadcast and Interactive Broadcast: TV, Remote Classrooms,
(v) Learning & Evaluation Support: Using Learning Management System
like Moodle, Blackboard, Acado, Online examinations, etc.
(vi) Others: Online Libraries and Publications, Scientific databases and Web
Resources and Computational Sites in different areas, Wikipedia.
 Present ODL uses different mix of above in fragmented ways.
 Is there an effective framework that focuses on Learning, and
Quality of Education delivered using the above different systems?
 Education To Exploit Convergence in
IT and Telecom
 For over 10(20?) years e-learning is evolving.
 Plenty of Technology: Laptops and Netbooks, High cap
thumb drives, IP-TV, iPods, iPhones, GPRS, 3G,
Broadband, Satellite, Virtualization, Green IT, etc.
 Whole world of new Internet services/applications:
Google & ever improving search engines, Open Source
systems, LMS, SCIENTIFIC DATABASES, Open Content,
Open Access Publishing, e-Books, …
 Google’s Slogan: “My other computer is a Datacentre”.
 India adding 10 Million Mobile Phones everymonth.
 IGNOU going ahead from CONNECTIVITY & CONTENT to
formal systems of Tech Assisted Learning, Teaching And
Evaluation (TELTE)?  Quality Assured Instruction.
 ODTEL Focus on Quality Education
 To make our graduates
EMPLOYABLE; to be PRODUCTIVE
ON THE JOB and in LIFE.
 To observe REAL WORLD
PROBLEMS, abstract the issues and
Qu tru ach

la ity e
Ins Te
ali cti ers

c apply what they have learnt and

Qu ien es
ty o n
By

b ss their innate sense to solve them.

m
A oce
Pr Foundations,
&
IO

Concepts,
CG

Contextual
ty ces
Qu t s b t s
Ef tud

l i Skills
a ur
fo en
ali y

u
Q eso
r
S

ty

R Professional Self-development
Competence, Responsibility,
Maturity Accountability

 IOCG: Proposed IGNOU Open Course Guide System

 IGNOU’s ODTEL Framework
IOCG: the key
Set Instructional objectives Evaluate against
integrator of ODTEL Instructional Objectives Final Marks,
2. IGNOU
Grade
+ 1.Instruction Open Course 3. Online/ 5. Exams &
J Delivery Guide: Learning Self Tests Evaluation
_ Activities,
Exercises +
Teacher – Learner Involvement in all stages 6. Assessment
4. Feedback
to learners

 ODTEL Emphasis on growing out of exams-centered

education to engaging students in Learning Activities and
assessing their learning outcomes.
 ODTEL integrates multiple modes of reaching out through
ICT: Internet, TV, IP-TV, Community Radio, Mobile Alerts,
Education Kiosks in Railway Stations, Rural Areas, …
 On the IGNOU Open Course Guide (IOCG)
 Recall that we propose to advance the present Open Distance
Learning to the Open Distributed Technology Enhanced Learning.
 ODTEL may as well be used in conventional education.
 Key to quality instruction is to engage students in learning activities
that are pedagogically structured and sequenced.
 Content alone (be they in SLM, textbook, Recorded Video Lectures,
Web based or multimedia) helps mainly in instruction delivery.
 IOCG articulates the engagement of students in sequenced and
pedagogically structured LEARNING ACTIVITIES.
 IGNOU Uses Wiki with suitable extensions to host the IOCG.
 IOCG is developed by experts in the subject.
 IOCG assures fairly uniform engagements of learners in learning
activities across geographically distributed Study Centres/Colleges.
 Quality in ODTEL: Developing the
IGNOU Open Course Guide System

Instruction
Management
2. IGNOU Cycles
Course 4. Colleges
Management & Study
Group (CMG) Centres

Course
Design Cycle

1.SLMs,RVLs, Students &

3. CMG to develop Teachers
MM Content, & Deploy IGNOU
NPTEL, 24 X7 access
Open Course Guide
Open Web (IOCG)
 Course Home in
IGNOU Open Course Guide
Course Home Page
About the Course, Prerequisites, Syllabus
Instructions to SCs, Tutors
Course Objectives
Course Evaluation approach
Course Support and Counseling details.
Sequence of Articulated Learning Modules
 Calendar & Alert Systems
 Course Concept Map linking Learning Modules
Recommended Text Books,
References, Web References IOCG is
Course Calendar implemented
Instruction Team and Contact details in IGNOU using
Mediawiki
On Designing Learning Activities: Challenge of
building Quality Learning Environment
 At the end of a learning effort, a Learner should be able to
say ‘I understand’  Add to his/her Tacit capabilities.
Codified
People’s Knowledge and
Competencies, Processes
Communications, E accessible over
Feelings, T X the net, paper…
A P
C L
Intuitions, Social I I Global
interactions, T C networked
Judgment, I Information and
Guestimation, T computational
People’s Real base
World
 IOCG Supports Different Categories of
Learning Activities
 Adapt Nonaka’s four types of Learning Activities:
Tacit Explicit

Tacit Socialize Externalize

Explicit Internalize Combinational

Thinking
 Quality Learning with Learning Ambience nurtures above SECI 
Innovations Driven Learning Environment (IDLE).
 CMG to build the IOCG rich with pointers to case studies, learning
activities, multimedia illustrations, real world situations, term
papers, projects and field work.
 Use LMS for course events management, interactions, discussion
forums, assessment activities & for feedback to students.
 SAMPLE IOCG MODULE
Module Topic
Motivational/anecdotal content
Instructional Objectives
Learning Activities Sequencing: RVL to be played, SLM Unit,
textbook sections, recommended problem set,
practice, experiments, etc.
 LMS used for asynchronous Interactions and
directives to students.
 Use of TV Sessions, IP-TV, Webinar driven by Calendar
Guidance for Tutorial
Monitored Self test and counseling classes for learners.
Module test (part of continuous evaluation).
 Mid-term and end term tests conducted.
 Computer Assisted Evaluation methods may be used.
 IOCG: The 4-Way Bridge
Calendar, Alerts &
M Gateway Systems

IOCG Over
Open Wiki
Course and Learners
Instruction Distributed
Management Over
Team Geography

SLM, LMS (Moodle), VoD, e-Books Open Web

Content, Discussion Forums, QMS, etc.
 IOCG guides course related learning activities management
 Use of Tutored Video Instruction
 Tutored Video Instruction (TVI) was introduced by Prof. J.
Gibbons, Stanford University in 1970s.
 TVI involves Group Listening by students to Recorded Video
Lectures and followed by interactions.
 Weekly contact, or Interaction Classes held for tutorials, small
tests, answering common doubts (as expressed in a discussion
forum), conducting continuous evaluation exercises, motivational
topics, case studies and problem solving, etc.
 TVI changes ‘Distance Learning’ and classroom learning to
COLLABORATIVE LEARNING.
 Studies show performance of students as a whole increases by ~
0.6σ shift in the mean of the class.
 Adding Real Time Scheduling in IOCG
Regional Services
Support for
Study Centres SMS Alerts &
M-Learn support
IOCG Events
Scheduler for Students, CMG,
& Instruction Team
eGyankosh &
IOCG
NPTEL &
(Front)
Multimedia
Content on Discussion
Demand Forums, LMS
& Collaboration

Education &
IT Services
Web Resources
(EITS)
Support
 Tier –5: Counsellors/Teachers Guided by IOCG

Course
Management
2. IGNOU
Cycles
Course 4. Study
Management Centres &
Group (CMG) Colleges

Course
Design
Cycles
Students &
1.SLMs,RVLs, 3. IGNOU Open teachers
MM Content, Course Guide 24X7 access
Open Web (IOCG)
IGNOU Open Course Guide (IOCG): leverages on
Convergence for Learner Engagements

Course

em ge
Exercises

t
ag led
en
an w
M no
Self Study / Discovery

Course Map

K
TV &
& Library Webinars

QMS &
LMS
SLM, Web Web Mentoring
Content
IOCG Discussion
Personal Forums
Dash Board E-Mail
& Alerts

Web SMS Alerts

Resources M-Learn

Group Interactions/ P2P Learning

 IGNOU’s Educational Technology and
Information Services (ETIS) to service ODTEL

Course Management Teachers &

Group Students in
the subject

IOCG anchored
Course Community

Capacity Building & Subject related

Linkages to R&D, Library, e-Journals
Communities & and open access
Industry ETIS publications
Education Technology and Information Services (ETIS)
IGNOU Open Course Guide (IOCG)

Discussion Forums, Online Calendar and Alert Systems

TV &TVWebinar Sessions
& Webinar Sessions Community
CommunityRadio Sessions
Radio Sessions

File/Assignments
TV & Webinar SessionsU/D QueryCommunity
Management System
Radio Sessions

Counsellors Support & Web Mentoring System

Online Library and Multimedia Publishing System

Regional/Study Centres Support System

ETIS: Back Office Support for ODTEL Management

IGNOU Education Grid (IEG) for ODTEL
IGNOU/Universities/
Institutions Open
Education Grid Gateway Systems Study Guide & Web
Study
University College Collaboration
Centres
Services
* *
Tier–5: Instruction/Evaluation Management Space Experts,
(Colleges, Study Centers) Mentors

Tier-4: Content Alignment & Capacity Building (AU)

R
A Academic
S E Tier–3: Content/Web Resources (IGNOU, NPTEL, …)
Management
I T R
L P N Tier-2: Systems, Applications (Over Clouds and LAN)
Managed
T I E Services
E T Tier-1: ICT Infrastructure (RailTel, TelCos, STPI, NKN)
L
 IOCG supports Integrated Multi-modal
Engagement of Learners in ODTEL
2 4
Learners Anywhere
1 3
5 6
IGNOU
Schools & Kiosk/CSC access
TV Internet Accessed
Centres A B
Services
C
Agriculture, IOSG
Health, … & ETIS Internet
7
(((
Access D
State’s
Colleges Call F E Phone

Institutions Centre 8
9
IGNOU Education Grid
Over RailTel OFC
Broadband Network
Root Data Centre in IGNOU
Delhi
IGNOU Regional Centres to
be connected over the
Education Grid.
Study Centres and Partner
Institutions to be linked over
Web Services.
Selected Regional Centres
Strengthened to service
State Open Universities.
 The IGNOU Proposal for SOUs
 Establish a Regional Centre for Networking and Innovative Learning
(RCNIL) jointly between IGNOU and Gujarat in Ahmedabad/
Gandhinagar.
 RCNIL with the ACIIL of IGNOU will service the ICT facilitations
required for ODTEL implementations for :
IGNOU’s Regional Programs, State Open University Programs,
Local Universities’ ODL programs, NPTEL-IGNOU’s programs for
Engineering Colleges in the region.
 Add educational programs that links to and support development
programs in the region.
 Build important online scientific databases systems and community
portals under different local development programs in capacity
building, real time data collection, agriculture empowerment, etc.
and host/promote services for the programs.
 Serves as a Strong link between Education an Development.
 On the ODTEL Advantages
 IGNOU’s ODTEL framework provides the distributed ‘Education
Grid’ fostering COLLABORATIVE WAYS of conducting ‘Quality
Education to All, Independent of Geography’.
 Anchor of the ODTEL is the IOCG System available openly on Web.
 IOCG guides effective course management by engaging students in
pedagogically structured and sequenced learning engagements.
 Possible to assess students on such engagements in learning
activities.
 Provides the way forward to get out of the present excessively
exams centered education system that goes against learning.
 ODTEL will serve as reference framework for open, conventional
and blended forms of education.
 Pilot of NPTEL courses using ODTEL will be started by IGNOU in
the next few months.
It is time we get out of the false notion that education is
about ‘covering’ the syllabus and conducting
examinations.
As per our Indian Tradition, True Man-making Education
is built upon the three processes of
SRAVANA, MANANA AND NIDHIDHYASANA
The ODTEL Framework will help in building the content,
declaring and assisting the processes that immerse the
learner and the teacher in these three processes.

 ‘The End of Education is Character.’ – Sai Baba

 ACKNOWLEDGEMENTS
First to IIITM-K for the years spent experimenting
with diverse systems of eLearning, the
Education Grid, KISSAN-Kerala and others.
Second to all those colleagues at IIITM-K, specifically Dr.
Venkatesh, Shri Radhakrishnan, Shri Ajith Kumar, Shri
Pradeep Kumar, Dr. Dinesh, Shri Arvind Mohan, Shri
David Mathews, and several others.
Third to Vice Chancellor and Board of IGNOU and now Shri
Sukant Kole, Ms. Divya Raj, Shri Rejith. R, Dr. Sanjay
Mishra, Dr. VSP Srivastava and others for supporting the
ongoing initiatives.
T OGETHER
E VERYONE
A CHIEVES
M ORE
Thank You