OAsis :: Browsing by Author "Prabhakar, T V"

Browsing by Author "Prabhakar, T V"

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Open Access
Architecture of a MOOC: Analytics
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 5 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Architecture of a MOOC: Assessment
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 4 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Architecture of a MOOC: Certification
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 6 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Architecture of a MOOC: Event Management
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 7 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Architecture of a MOOC: Identity
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 3 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Architecture of a MOOC: Interactions
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 2 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Architecture of a MOOC: Video lectures, best practices, and content
(2014-09) Prabhakar, T V
Week 2: Architecture of a MOOC, module 1 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Contemporary information and knowledge management: impact on farming in India
(2011) Kumar, R Ajith; Balaji, Venkataraman; Guntuku, Dileepkumar; Prabhakar, T V; Yaduraju, N T
Farming is an important part of Indian economy and it involves a wide range of stakeholders, of whom the small holder farmers are the largest group. Information sharing on new production processes with farmers was prominent in the ‘sixties which was key to the success of the Green Revolution. Agricultural extension, the process of enabling farmers and experts to exchange information with each other, has since been institutionalized to a high degree and is assessed to be not as effective as it had been a generation back. The advent of digital, technology-mediated information and knowledge management was thought to offer significant new opportunities for knowledge exchange in Indian farming as a whole. These hopes led to the launching of a number of initiatives in different parts of India, which has emerged as the host of the largest number of rural development projects where contemporary information and communication technology (ICT) play a pivotal role. While analyzing the outputs of such initiatives, many studies have pointed out that farming is not a priority concern of most of them. On the other hand, we can notice a noncomplimentary strand of ICT in agriculture projects operated by a number of institutions with ICT resources playing a key role in some of them. These efforts, generally speaking, do not promote user participation in information flows quite unlike the contemporary trends. Almost two decades later, the original hope remains unfulfilled. The nation-wide availability of digital content in relation to the farming sector is small when compared to equally important development sectors such as public health. This has considerably limited the opportunities for various stakeholders to build viable online services on production, marketing and meteorology for farmers and other stakeholders. What we now have is a collection of projectized activities that are fragmented in their overall understanding and approaches. What we need is an approach that can bring together the two strands, namely, of ICT in rural development and ICT in agriculture. Such an effort, however, needs a new IT architecture to be developed for aggregation of content and to make services available in multiple modes. Two groups of projects in India, namely, the Agropedia and the KISSANKerala, have built large prototypes and human capacities using unprecedented innovations in web technology areas and in integrated services delivery (including mobile telephony). With their advent, a wider range of solutions to the challenge of developing a novel architecture for information services for farming in India are now feasible and need to be researched upon. Countries that offered extension models for India in in an earlier generation do not require innovations for mass outreach for prosperity through farming and are thus in position to offer models for the present India needs to build solutions, processes and structures of its own so that the advantages accruing from its rapidly advancing ICT and mobile telephony infrastructure and export-oriented IT sector can flow to the benefit of its farmers. Formation of synergies with non-traditional partners such as those in ICT sector will be essential. There is a task to be accomplished, and it is contrary to the prevalent understanding in the leadership of farm education, research and extension sector that all the ICT solutions needed are available.
Open Access
Correlations and Tradeoffs Between Courses and Cognitive Skills
(2019-09) Srivastava, Siddharth; Prabhakar, T V
In online education, it is often not possible to assess the suitability of a course for a particular student. We need a handle on how to decide if a student is ready to do a course. This research is aimed at arriving a framework for doing so. // Courses have been identified to fall under four categories viz. Logic Intensive (LogI), Numerical Computation Intensive (NumI), Memory Intensive (MemI) and Application Intensive (AppI). For example, Programming would be classified as LogI, Linear Algebra as NumI, Management Information Systems as MemI and Projects would be AppI. // The data is gathered through a questionnaire and standard tests for IQ, Emotional Quotient, Mental Age, Left/Right brain scores. The students were from National-P.G. College, Lucknow, India. // Data obtained is subjected to K-Means algorithm (with K=3) resulting in three clusters - High, Moderate, and Low performing students. Each cluster was further analyzed concerning course categories and cognitive score using correlation analysis. We calculated pair-wise correlations between the performance of students in the various categories. One example observation is High correlation of LogI with MemI and AppI. That means students who performed well in LogI type courses also did well in MemI and AppI courses. // Our next investigation is based on Blooms Taxonomy we compute correlations between Course Category and Lower-Level skill in the Cognitive domain. Based on scores achieved in each Category, we construct a strength-vector for each student indicating what subjects they scored best. The strength-vector for High-performance students is {LogI, NumI, MemI, AppI} whereas for Low-performance students it is {AppI, MemI, LogI, NumI}. High and Low-performance students are left and right-brain dominant, respectively. Moderate-performance students have balanced brain dominance. This aligns with well-known theories of the brain. We believe an understanding of this kind will enable online educators to design appropriate courses for their audience. // Paper ID 145
Open Access
How to Run a MOOC: How to Run a MOOC
(2014-09) Prabhakar, T V
Week 5: How to Run a MOOC, module 1 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL), September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
Innovations In MOOC Platforms for Improved User Experience
(2019-09) Vadlamani, Aditya; Revathy, K T; Prabhakar, T V
Massive Open Online Courses or MOOCs quickly established themselves as important components of education. The software for delivering MOOCs is a MOOC management system - a well-known example being openEdX. A MOOC management system is a sophisticated piece of software and is typically designed to deliver MOOCs for an audience with good internet connections. Often this is not the case in a developing country - the bandwidth is limited, costly, and intermittent. With this in mind, we designed and developed a MOOC Management System, mooKIT, with innovative ways of addressing this issue. We also address the problem of students being dependent on the credential issuing authority for verification.// Paper ID 146
Open Access
Massive Open Online Courses for Development (MOOC4D) Video Series
(2013) Prabhakar, T V; Indian Institute of Technology Kanpur
What are the implications of MOOC and online interactive learning in developing countries? A 6-part video report prepared by Professor TV Prabhakar, IITK. Commissioned by the Commonwealth of Learning 2013.
Open Access
MOOC for Capacity Building in Indian Agriculture
(2014-03-05) Balaji, Venkataraman; Sodhi, Balwinder; Prabhakar, T V
Presentation slides of the National Academy of Agricultural Sciences Brainstorming Session in partnership with COL, New Delhi, India, 5 March 2014. By Venkataraman Balaji, Commonwealth of Learning, co-written with Balwinder Sodhi, IIT Ropar and TV Prabhakar, IIT Kanpur.
Open Access
The MOOC Landscape: Taxonomy/Ecology
(2014-09) Prabhakar, T V
Week 1: The MOOC Landscape, module 2 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
The MOOC Landscape: What is a MOOC?
(2014-09) Prabhakar, T V
Week 1: The MOOC Landscape, module 1 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
The MOOC Landscape: What is Inside a MOOC?
(2014-09) Prabhakar, T V
Week 1: The MOOC Landscape, module 7 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
MOOC Platforms: Flipped Classroom
(2014-09) Prabhakar, T V
Week 4: MOOC Platforms, module 1 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL), September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
MOOC Platforms: Low Bandwidth Scenarios
(2014-09) Prabhakar, T V
Week 4: MOOC Platforms, module 6 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL), September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
MOOC Platforms: MOOConomics Business Models
(2014-09) Prabhakar, T V
Week 4: MOOC Platforms, module 2 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL), September 2014. This resource contains a video link, slides as well as a document of the transcript. // MOOC on MOOC explores key concepts, methods and practices in the MOOC paradigms. It is meant for both a non-technical and technical audience.
Open Access
mooKIT - A MOOC Platform for Developing Countries
(2018-06) Prabhakar, T V; Balaji, Venkataraman; Revathy, K T
IIT Kanpur and Commonwealth of Learning (COL) have been working on Massive Open Online Courses since 2012. During this collaboration we developed a MOOC Management system and delivered close to 30 courses to about 200 000 users, in over 100 countries. Our understanding of what features a MOOC Management System should have and how to engage the students in a course has also evolved. In this paper we describe our experiences and trace how some of our software features have evolved. One of the core features is the development and integration of an advanced analytics module. We also discuss how to reduce dropouts from an open online course, a common concern for all MOOCs. // Presented at the International Conference on Multidisciplinary Research (MyRes), Pointe aux Piments, Mauritius, 22-23 June 2018.