Browsing by Author "Vadlamani, Aditya"
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- ItemOpen AccessHow is a MOOC Management System Different from a Learning Management System?(2022-09) Vadlamani, Aditya; Ravichandran, Lavanya; KT, Revathy; Tadinada, PrabhakarPCF10 Sub-theme: Inspiring Innovations // With lockdown-induced campus closure in northern India, there was a need to reuse an existing MOOC management system to offer campus-based courses in an online mode. We did so successfully in our institution (F2F mode) with over 400 professional courses in a single term covering about 8000 students in UG and PG programmes. There are serious differences between a MOOC management system(MMS) and a typical LMS. We overcame serious challenges through technological innovations: We needed to develop a “content bubble” for video content to avoid using platforms like YouTube (for copyright reasons) and had to provide nearly all the features that this platform can provide (such as multiple resolutions and range of access devices); In a MOOC, lectures are pre-recorded and released in batches; in our courses, Faculty are required to deliver them live; we therefore integrated a video conferencing platform with many automated features (e.g. scheduling the lecture, recording attendance); An MMS does not require strict ID management; however, access to our courses is restricted; we did an advanced integration of ID management with institute’s own IT systems (LDAP servers) to facilitate ease of log in; Assessments require to be completed within the time limit, but this can be affected by network conditions at student’s end (failures can occur when uploading answers); we developed an innovative procedure to facilitate ease of submission; Analytics in the MOOC MS was modified to measure student engagement rather than content engagement. Differently abled students need special features on the platform. // Paper ID 9342
- ItemOpen AccessInnovations In MOOC Platforms for Improved User Experience(2019-09) Vadlamani, Aditya; Revathy, K T; Prabhakar, T VMassive 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
- ItemOpen AccessMoving An Institute Online - Challenges and Experiences(2022-09) Singh, Neeta; Ravichandran, Lavanya; Vadlamani, Aditya; Kt, Revathy; Tadinada, PrabhakarPCF10 Sub-theme: Inspiring Innovations // This paper covers issues in moving an Institute of 10,000 students and faculty online and managing the services. Here are some of the processes and innovations we set up to achieve this: Laptops and internet connections were arranged for needy students through Alumni donations. A Help Desk operated from 800am to 1200 midnight. The highest call load was observed at the beginning of the semester and during exams. Typical problems were ‘password not working’ and ‘not able to take the exam due to connection problems’. Faculty were trained on pedagogical issues in online teaching, and best practices on How to engage students in live lectures, especially for large classes that needed attention. LMS enhancements and integration with video conferencing platforms enabled automatic attendance marking for live lectures. Assessments posed issues. Student bandwidth would be erratic, creating problems while submitting the answer scripts. Platform logs were analyzed to check if the complaint was genuine (due to bandwidth) or spurious. Cheating during exams: Apart from proctored platforms like ProctorU and Codetantra, innovations like using Zoom simultaneously with the LMS were tried. Low value and continuous evaluation seem to reduce cheating. Differently abled persons needed special attention. // Paper ID 1245