 Good morning and welcome to this conference to begin with for the inaugural session. I request my director, Professor Devan Khakkar, to kindly escort Professor Mantha to the dyes. Welcome sir. As you would have noticed from the conference schedule, there are so many speakers whose bio-data reads into several pages. So when I introduce them, please forgive me if I use only 30 seconds to mention a few quick snippets. We'll of course put all the bios on there. So without further ado, I invite Professor Devan Khakkar to deliver his very welcome address to all of you. Thank you, Professor Fatak. Professor Mantha, distinguished delegates, colleagues, students, it's my pleasure to welcome all of you to IIT Bombay and to this conference on this very important topic of technology in higher education. The IITs have been involved in this area for quite some time and I think it's quite appropriate that we are hosting this conference here. The whole thrust for a country like India is to have quality at a scale and technology really has a promise to deliver on that and the IITs have been trying many experiments over the years. The first one was NPTEL, which is now a huge repository of lectures. I keep going to the NPTEL channel on YouTube and I see that it's not just being used by students from India, but it's being used by students from all over the world and really so this is an important repository, a world repository and the hope is of course that there is some way that this content can constantly be updated and it can become more accessible and more useful over time. When I last looked, there were 70 million users of this content so I know that this is being used and so certainly it's worthwhile to see how we can make this content in some sense to stay alive. The second big experiment that happened and that happened in this institute was to essentially have courses which targeted first a thousand participants at a time and then 10,000 participants at a time and this was through the reach that was provided by the National Knowledge Network. This has also turned out to be quite successful and now this type of model is being replicated in many other places as well and really I mean I can't imagine bringing 10,000 participants into IIT Bombay for a course for two weeks. I mean the logistics would have been unimaginable but to conduct this in 400 different centres over the Internet with possibility of both two-way interaction over the Internet, this is a very powerful method and it seems to be quite successful and even the participants seem to like this. The third phase that we are going into and that we've just started on are these massively online open courses MOOCs. IIT Bombay has signed up with edX and this also has great promise and certainly there are many details to be worked out but we are experimenting with it and we hope that again this will turn out to be a success with the National Knowledge Network and the access that it provides to so many students at relatively low cost. I think a program like MOOCs can certainly be successful provided we can come up with ways of certification and so forth and of course you know in all of this the underlying theme that we'll be replacing teachers is not really correct so you know this can at most augment so the presence of a teacher is really important and so really this whole thing has to be woven together to keeping that in mind. We really have many people in this audience who are experts and I'm sure you're waiting to hear from them so without further ado let me welcome you once again and I wish you all the best for a very fruitful discussion here and I hope that many new ideas are much. Thank you very much. Many of you were here some time ago when I already introduced some portion of the theme of the conference so I'll not take much time. Suffice it to say that the schedule flows as follows. Initially there are some talks including some keynote addresses. This will be followed by showcase of the National Mission projects across the country and after lunch the showcase of the projects that are being done at IIT Bombay. This will be followed by perhaps the most important component as my friend Pawan Agarwal comes in. Let me welcome Pawan and Mr. Pravin Prakash. Pawan has been a thinker for many years I'll introduce him well later. Mr. Pravin Prakash leads the National Mission is the mission director. So in the afternoon session there are going to be working groups where all the dignitaries are going to be divided into four groups and we would particularly like to listen from the state technical university vice-chancellors and deans about the issues that have been flagged that paper is there in your bag. I would request you to kindly read it during the lunch time. So you see in IIT Bombay you also have to work during lunch. And after the group discussion we'll have the conference dinner in the hotel residence. All details are given there. Tomorrow schedule I will briefly comment on later on when we meet. So in order to save time let us move over quickly to the next and the most important session and that is the inaugural address by Professor Mantha. Professor Mantha is the chairman AICT. He is of course an accomplished professor. I have had privilege of personally working with him shoulder to shoulder on many of the government IT schemes. When he took over suffice it to say that apart from being an accomplished researcher he has been an accomplished administrator. He has worked as he has served as provice chancellor for ascendancy before going to AICT. Many of you are aware that AICT had become a very cumbersome organization and sort of not considered very good. So when Professor Mantha went there from his actions for the first six months I started calling him a jhadooala who was doing a cleansing job. This was much before the AAMadmi came with jhadoo. But he does not stop there. He has brought uncanny transparency by using e-governance into AICT processes. AICT is an important regulatory body which is trying to make into a facilitating body without further ado. I would like to request Professor Mantha to give his inaugural address. Professor Mantha. Thank you Professor Phatak. Professor Devan Kakkar, Shri Pawan Agarwal and Shri Praveen Prakash. First I believe we need a lot of passion to drive technology in education and we have some of the best people here. I keep working with Pawan and Praveen Prakash. They are not only passionate, they also have the wherewithal to drive the systems. So I believe we are on the right track with several other professors from IITs and so on contributing to this course. First of all, all the invited guests, ladies and gentlemen, very good morning to you all. I believe technology needs to be enabling like Professor Phatak said and facilitating wherever and whenever this is used. There is no one size that fits all and technology that works in one place may not work in another, one country may not work in another because the boundary conditions will seldom be the same. So the implementation strategies have to be different. The technologies may be available, may be usable but they have to be customized to the local requirements and that's where the success factor lies. Any implementation should look at two propositions. Any implementation for that matter, technology in education, that's the topic for today. Any implementation should essentially look at two propositions. One is palliative which means we need to look at the short term requirements. There is a preparatory stage and there are certain immediate requirements which need to be addressed and the second is a prophylactic. You look at future try and build systems which satisfy your vision, your requirements into a longer time lines. So that said, today colleges and students are connected to technology in education in ways that we could never imagine in our times. How do we take that advantage? How do we take advantage of that interest and what are the best educational programs and innovative technological programs available to our institutions and some of the discussion should essentially go around this and what are the means available to make this happen and I believe these are some of the questions that need to be answered. Reforms need to be worked out in an environment in which you work first. That's within the self and then you can push them into the environment. So therefore in a generic sense two domains are involved. One is the self or the institution from which I come from and the environment of technical education space that deals with various stakeholders. We have a large educational system. My institution all of you know is a regulator and through an act of parliament in 1987 and looks at the larger development and coordinated development of technical education throughout the country and so on. There are several objectives and so on within the and one of them is to facilitate technology into the higher technical education space. Now as far as the regulatory functions are concerned we look at almost 12,000 institutions at the undergraduate and postgraduate level in the country today which essentially talk about 14,000 programs at around 18,000 levels. Levels means PhD, masters, undergraduate program and so on. Today we have probably one of the largest enrollment in the world anywhere in the world in 13, 14 we had an enrollment of 1.26 million students just in engineering and even if you assume that one million students pass out every year you have a very large system to worry about. E-governance procedures at my institution are stakeholder driven in all the processes to bring in transparency and accountability. Fundamentally we had a manual system earlier so we moved out from that. A purely transactional based system which was transactions are prone to corruption as we all know. Transaction based system was converted to a process driven system so an entire re-engineering was required at that time which was done and today we have a process driven system open to scrutiny and also RTI compliant. Now RTI compliant means a lot which needs several functional changes within the within the development stage. Like I then we create therefore we created a web-based system secured online access to the institutions everybody gets a virtual portal and it provides reporting physical tools for AICT that which handles complex and dynamic requirements. We implemented Oracle CBRCRM and the OBI tools has obviously helped in streamlining the system. In furthering the cause of this transparency we are also we have also implemented the all the all the workflows in fact people sit at home they make an application they look at deficiencies sitting at home printing the approval letters sitting at home so that's the extent of automation that was done there and in addition to that the accounts the all the internal processes we have 10 regional offices video conferencing on the fly then tracking applications all that is a part of the development that we have done. Further electronic modes of payment the entire payment process is through any payment gateway and today more than 250 crore rupee receipts are made and about 350 crore payments are made so almost 600 crore transaction happens every year on this. So therefore we are looking at a system which in in the later times or in the last year or so we have also implemented various facilitating mechanisms for students. I am bringing out all this because I would want to kind of connect that to technology use of technology in education and where the institutions work. The entire information is in the public domain today beat land documents whatever documents that you talk about concerning an institution is there in the public domain. We have one million student database today and six lakh faculty database and every one of them has a unique ID and all the services beat uploading the projects at the postgraduate level or placement services or an education networking site that we have developed all the services go through these unique IDs. Now this is my organization today and in this process the reengineering that I talked about also it just doesn't stop at the organization but it also goes to the stakeholders. So there are several initiatives that have been undertaken and these have been mapped for the stakeholders. Now having said that the second part that how do we bring in this technology into education is something that I would want to touch now and there are probably 10 reasons which set the tone for this conference. We all know most of the things that I am saying we all know but to understand the perspective just informing and based on that what we have done in terms of interventions for higher education. One we all know technology enabled learning is something that has come here to stay and what we need to do is use it optimally so that the best happens. Now first and for there are 10 reasons for this I would want to highlight them expansion of time and place in a typical college a student access is only 60 minutes in a class and in a day which is about works out to about 10 percent with the teacher interaction and otherwise he would have about 100 percent internet time so that's 10 times better and this time is also shared between 60 students in the class so the time attention that he gets on a personal basis is slow and therefore expansion in time and place is something that's very very useful. Depth of understanding is a second point interactive simulations illustrations they can all be made and people can instead of just using a chalk and talk to the students there can be a lot of value addition that happens through using the tools which are available for technology enhanced learning. The third point is learning versus teaching you instead of driving things into a student for him to understand you can make him participate in projects in live demonstrations and instead of pushing the activity you can actually do it through a pull effect. The fourth is reason and collaboration a vital skill in the new world is the ability to work collaboratively in our technology enabled learning it's not just teacher and student but all together can participate and therefore in fact earlier there were in the early days the students used to use to discuss with each other and come out with new ideas new new ways of doing things and we at that time called it cheating today we have to bring it into the mainstream because there are several advantages of doing that like technology changes we have at one time duplicating different elements machine elements or whatever in whatever perspective you're talking about was also considered very I mean it was not looked upon in the right way today you have rapid prototyping machines which actually promote the duplication and the development that can happen on that. So therefore there are certain good features which of technology enable learning which we need to look at the going global you can boundaries don't matter of places you can reach anybody anywhere anytime individual pricing and sequence for example all information technologies can permit you know the price to come down and therefore one can legitimately use technology at a lower price and so on whereas books way the you can host everything on a on a laptop and work out so therefore there are there are benefits like that personal productivity individual productivity would stand to rise and the entire process would actually lower the cost now however in in summary if education is about knowledge and intellectual skills then information technology lies at the heart of it all now we at AICT have only just begun this transition I'll give you a few points of what the transition is and school our colleges will eventually look very different which I am sure would happen in in very near future we have we have all referred to NPTEL in the process in the AICT regulatory process NPTEL is mandatory so every institution today has a data center it uses an internet uses NPTEL and so on what probably needs to be done is look at the content that is created we need more interactive content because I believe the institutions that we have fall in three categories quality cannot extend end to end there is quality at the top there are very good institutions at the top there are there is a mid-level of institutions which have the potential to move forward and there are institutions which need a lot of intervention so providing the same content across the spectrum would probably create its own challenges and we also have an affiliation system where all the institutions are affiliated some university or the other and the the way teaching learning happens in each of those universities is is not exactly the same and therefore these these differences have to be taken into consideration while content is created and probably it's a good idea to make two levels of content one which bridges this this low end institutions into to move up and the better performing institutions to do little better how what kind of interventions are required to do that maybe the experts there are two projects which are running one with Professor Faduk and one with Professor Junjanwala I believe the efforts through MHRD would would certainly make some difference at that point university curriculum is something that that's fairly we we give a model curriculum through the regulatory process but the universities are autonomous and and there are always those changes bound to happen and therefore what we desire is that the in some essence the university content to be mapped to make a much more meaningful entry into using technology in education and we have a large number of polytechnics almost four thousand of them which act as a mid-level which is actually the bridging a little between the low end and the high end and there seems to be nothing available for the polytechnic education we through this process or some process we need to make that available we have already given a regulation for blended learning so this is a this is a process which is real today what we have done is the teaching will happen through enabled learning methodologies but the practicals we have said at this point of time should be face-to-face and the simulation methodologies they can all be explored depending on what kind of technology is available what kind of link up linking facilities are available based on that how reliable this whole business is in order to reach out to people is something that we have to explore we can use methods we already people have referred to MOOCs edX the the cloud initiatives in what form they have to happen and what way they can actually do that value addition for to the to the education that is happening in the classroom is something that we really have to work out then the most of our institutions like I said because of the initiatives that ACT pushed from its side many of the institutions are now actively into using technology but what I feel is in before before education teaching learning becomes a becomes a focal point most of the institutions should be connected and within the institutions we believe some ERP should function and we feel that some a single generic ERP module should be available which can be used by the institutions and some development efforts can be done towards that and the best practices that happen within the institutions will need to flow to other institutions and therefore I believe university network is something that we should really be working out and all the universities coming together all these institutions that I'm talking about incidentally are affiliated to at least 250 universities now and each university has its own ways of working and so on and bringing them together on single platform sharing best practice itself a challenge and we need that to be done then we have also brought in two things which I would want to mention about the quality aspect in technical education there we all talk about accreditation just two points on this we have started off the process of a quality measurement essentially driven through an input measurement the inputs were measured and and the processes were designed in that fashion today we are talking about outcomes measurement of outcomes and so on but as a system we understand that a system has several processes which go to build the system so if if education and quality of education is a concern for all of us then every element within that within that system also is of equal concern to us for example students is an important part of that system faculty is a part infrastructure is a part there are several subsystems within the total quality that we would want to define for higher education now having said that the control at the output end just measuring the outcomes in a total sense would probably not do the job what I would probably would like to see is each of these subsystems measured and working as a closed loop so there are certain outcomes of the student there are certain inputs given there are certain process built around the students and that needs to be monitored similarly faculty needs to be monitored similarly infrastructure needs to be monitored and each of those processes if monitored and and the time to stabilize is reduced probably the system objectives would be delivered and this would actually lead you into an adaptive kind of accreditation model and we should probably make an effort in order to how how the technology could be built into that is is a matter of discussion but we probably need to do that as the last thing that I would want to measure my mention is that we have brought in several MOUs which are which build that quality factor into the students the faculty or whoever for example we have signed an MOE with Microsoft which is available about three years back to all of our students in fact 7.5 million students get 25 GB space a mail ID application software free of cost so one part of that is taken care of and they progress further similarly we have MOUs with Autodesk where they give you 32 suit free of charge now all these happen through the student IDs that we have said the services that are driven and so on we have an MOE with BSNL which allows the 43 training centers of BSNL to be used for fifth, sixth, seventh semester students to be trained in those activities and similarly we have a an MOE with American Association for Community Colleges to in order to build the vocational education skills training and and so on and similarly we have a MOE with Okeri the British High Commission in Delhi and so on and finally what I would want to say is there are several initiatives happening in this country MHRD has been playing a very active role now what needs to be done is there's needs a system integrator somewhere who looks at all the pieces of development that are happening build them together and bring it as a single unit to the table so that every stakeholder in this process benefits and technology in higher education is here to stay and probably we need to change ourselves or before the before the environment starts changing us thank you thank you very much Mr. Samantha I think we'll all do well to remember the 10 important points that he mentioned and I would expect those to be deliberated upon further as I said I'll introduce Mr. Raghavan in 30 seconds very difficult task like me he has been a professor at IIT Madras for a long time but he is today known as the architect of the National Knowledge Network he is trying to move across information and knowledge to every book and corner of the country there are many other accolades and I would request to read his bio with the website later without further ado let us listen to the architecture of the National Knowledge Network Mr. Raghavan all yours thank you professor Fatak it's a pleasure to talk to an elite audience in the academia that too using technology about a subject which is basically technology enabled learning in fact for MHRD I believe the journey started about 10 years ago when Professor Anandthan company tried to do video recording of lessons with IIT Madras as a nodal agency and many other institutions participating in that exercise now over years things have changed quite a bit and we have come from offline recording to online delivery of lessons like Professor Mantha mentioned towards the end of his lecture that let us change ourselves before technology and the associated eco environment to forces a change on us I think that is a very powerful statement from Professor Mantha taking cognizance of that I think we have to look at efforts at MHRD as the government of India is putting in as of today in fact there is a presentation that I made to some group a year ago where I found that NME ICT NKN DTH NYFN together constitute something like 34 35000 crores of investment which can directly impact education and healthcare in this country the infrastructure that is being developed is nothing less than the national asset for the whole country for generations to come in fact the kind of infrastructure that NME ICT MHRD NKN have put together is going to have a very very long impact on the country in time to come I am extremely happy that MHRD has found my association and services quite useful during these years from 2003 upwards it has been my passionate association with whatever MHRD is trying to do in fact in a brief sweep of the camera I saw Pavan who is sitting there who initiated me into this whole interaction sitting in the guest house in IIT Madras so my wife told me that there is one gentleman from MHRD who is wanting to see you urgently and I went there Pavan was there he explained to me we want to do some large-scale networking what is the solution your name is being talked about as the guy who can provide a solution in fact that was the starting point for me that I can be useful to the country and since then it was called a Vishu Rupa at that point in time Vishu Rupa is essentially the large image that God assumes spanning the entire universe that was a name that was given to the project at that time when I submitted to MHRD which later became integrated national knowledge network and then national knowledge network and then NME ICT started an exercise alongside and brought the entire academic community university sector along and now it's a single large framework now what's the advantage of this is that our approach to education changes I keep mentioning that education is a process I don't have to repeat it to this August audience but nevertheless I will say it as my personal belief in a talk education is a process teaching is an individual action it can be done as best as one can but learning is an individual's experience in 30 years 35 years of teaching what I have learned is my teaching very well does not mean student will learn that requires a different passionate approach to the end user that the student directly dispassionately so that he can run at the race himself it's not generating a usine bolt who can do the 100 meter dash in so many seconds but it is helping that individual in an inclusive framework that he's able to cross the 100 meters without any difficulty I mean that is the essence of education it is actually the manifestation of perfection already in man fact it's not my words it's a wake on the other words so given that we have a framework today in the form of NKN where we can reach everywhere in the form of all the connected universities in the form of DTH where multiple channels will be available irrespective of the location you are in it will come through the education channels that are going to come you know all these are going to happen in one go where does technology play a role it is may facilitating everything very easily number one the property this technology brings in is annihilation of distance that means there is no difference between where you are and where the teacher is you know you can feel that one-to-one interaction the second one is instantaneous observation of events whatever happens at a distance site you are able to see and if you want to bring in some experimental results from certain Geneva and then show it to your class in IIT Bombay it is possible with all these kinds of technologies that are put in place and people can have experience which are highly enriched because of this technology environment that makes a whole lot of difference in the learning process and that is where this technology plays a major role second thing that happens is the whole process of education undergoes a major change you don't have to repeat the same exercise everywhere and we can do something about the languages and the dialects we can actually reach everybody in their own language and in their own dialect simultaneously and that too in real time in fact having created such a powerful infrastructure which is going to stay for perhaps tens of years or 10-15 years it will stay there and then the whole technology will undergo a massive transformation beyond that during these 10-15 years we should be able to see that as India which is a diverse country in terms of culture and languages we can bring together all technologies associated with these languages and dialects and then if I speak in English I should be heard in all languages and all dialects simultaneously what does that mean a whole load of technologies have to be generated lot of research has to be done many supercomputers will be kept busy all over the place and all these are simultaneous and today what happens is we generate we deliver online we deliver in real time we make it available through the web media we make it available through the DTH channels at the same time we capture the whole thing and preserve it in a server which can be archived at a later point in time and if somebody misses a lecture and he wants to go through it 10 times that is available now that the technology enabled the learning the slow pace learners are is also at the same level as the fast learners the second thing that happens a teacher if he wants to say the same concept differently he can edit it and put it there so that archival becomes easy so the DTH transmission the IP transmission archival purposes editing creating contents all these are getting done in one go which is I think a phenomenal saving of labor the other side of it is that we have to be extremely prepared about what we are saying we were we had to be extremely prepared about the lectures we had to be extremely prepared about the 40 45 lectures that we give about the subject during a semester and we also have to make sure that multiplicity is available so that the university system the IIT system and other collegial system does have the content that they require in our lectures that's also a very very detailed academic planning exercise by the individuals if you feel that it is a huge opportunity then it is a pleasure to do that of course if it is seen as a liability as larger law more work for one hour lecture than it is a serious issue I think there are enough people in this country who feel this is a pleasure there's a huge opportunity the technology provides that you are leaving your lectures for posterity in fact from tomorrow when we lecture we must remember that not just the 40 people in front of you are watching the country is watching the whole country is appreciating what you are saying the whole country is behind you the whole country is listening to you the whole country is learning from you you know that's a change that is coming into every teacher of tomorrow and these infrastructures are providing that kind of facility that is where professor mantas statement becomes extremely important that we change our technology will change us in fact it is I see that as a very powerful statement we change our technology will change us because we will have no option than other thing that is going to be a serious problem is about the perception management related to examination and certification because examination correction of papers conducting exams giving results giving marks is not going to be easy when you do such a massive levels of education in fact when class sizes go beyond 100 200 and so on people find it very difficult to evaluate the students themselves in a given semester in a place like IIT you need a lot of teaching assistants and the uniform quality has to be ensured so that evaluation quality evaluation process examination systems automation required therein researchers required there are going to be important steps where mh rd will be investing I suppose in future because these are adentums that are required for consolidating the gains that are coming out of the technology enhanced learning if you look back in 2003 or so we started by doing cold storage you know record lessons keep it for somebody and then give a cd out and where we are now online lectures on the go and where we are going to go is that when you present it is also going to be preserved edited to archive our future so we are actually transiting in our own lifetime over a period of 10 12 years the entire spectrum and the powerful technology like you know what is used in nkn or nme ict is that annihilation of distance which is coming out and the low latency which gives you a high level of interaction with students the respective of the number is going to be a big bone to be able to talk to anybody so this is where the technology is and this is where the technology is going and this is where the academic administrative decisions have to be directed in time to come and I think with all you people I'm told always chancellors are attending from state universities and many academics are attending I think with your cooperation MHRD will be able to move fast forward and I see Praveen Prakash there who is a very dynamic JS in MHRD who is always enthusiastic about doing something extremely new and extremely fast in fact yesterday alone he must have called me three four times to make sure that he says the right things to the audience today I said don't worry I will also cover some of it and come to your lecture I suppose Praveen I have done my job and I wish you all the best in your endeavors I think between Pawan and Praveen you have the left bracket and the right bracket for technology-enabled learning that's what I see and of course in between the academic spaces the Devon Kakar is sitting there so I think the left bracket the material and the right bracket are there and the supporting system side I think Professor Mantha is sitting there who is a regulatory supporting system that is required for the entire process thank you for this intervention and the enabler Dr. Fathek who is always a brilliant very enthusiastic unbeatable a personality I've known him for maybe 30 40 years now we have been together in many occasions thank you Professor Fathek thank you IIT Bombay thank you Dr. Kakar Praveen and Pawan thank you very much Mr. Raghavan for that excellent talk and for complimenting whatever Professor Mantha said as I said I'll take two minutes I like the left bracket and right bracket you know what brackets do they chew up anything that stands in between so my director and my director represents all that is happening not only in IIT Bombay for the national mission projects but in all the academy everywhere else we are fortunate that under his leadership we have taken big strides as he said massive online open courses will be offered I'm tempted to mention something up front before taking it up later our own MOOCs courses will start getting offered from 29th of July but what we have decided to do additionally is to offer a blended MOOCs as directly benefiting a course to the students whose grades for their universities will come from this blended talking about the required efforts I can tell you that some of us we have tried these things ordinarily if we require let's say two to three hours of work for one lecture then while preparing our lectures for teachers training program the massive teachers training program that he said and many of us who have participated Professor Vikram Gadra is here it takes anywhere between five to six hours to prepare for one of those of us who have tried a flip classroom like Professor Kannan and my colleague Kameshwari and those of us who are preparing for MOOCs let me tell you it takes 25 to 30 hours of work to prepare one hour of content 25 to 30 hours of work now that is the kind of effort that is required we are trying to facilitate that effort by using teams and technology and that is where what Professor Raghavan said and what Professor Mantha said is to mainstream the usage of such effort mainstream the usage of NPTEL contents for example by appropriately modifying it to suit the requirements of the users these are going to be the major challenges thank you very much Professor Raghavan for participating from a distance and I will end by saying one thing I first suggested to him why doesn't he come on Skype he says Skype does not give us good quality and I said but my friend Anand Thagarwal from Australia is speaking on Skype he says Australians might be willing to compromise on quality but India shall not and thanks to my team led by Sajjan and his team there yes nobody can but let me tell you wherever the 300 remote centers where we deliver our teacher standing program wherever those colleges have lashed on to NKN with good bandwidth the interaction is exactly of this quality and that is what we should obtain in all 5000 Indian colleges so thank you very much Professor Raghavan please join us for tea you have you sip your tea there we'll have the tea here remembering you thank you so much good morning and welcome back so friends I hope all of you have settled down now we have now another set of exciting presentations and this part of the session is led by none other than Dr Anup Gupta as I said I I will take about 15 minutes to read his entire biography suffice it to say that he is the president of India gold medalist from IIT Delhi which was our director professor Devan Khakkar's earlier institution he was a teacher like us he taught at Stanford for many years before stepping out and joining the corporate world but he stuck to research he has some extraordinary accomplishments to his credit the one which I liked most is not what he has done subsequently in Microsoft but what he did earlier in terms of compression of audio video piece of information which is so vital today instantly another PGM from your own college Professor Vikram Gadre who is a teacher with us is continuing to work on scalable encoding of video material and so on so without further ado I would request Dr Anup Gupta to deliver his keynote on this Anup all yours thank you Dr. Parak so can everybody hear me is the part so it's wonderful to be here to be amongst so many distinguished colleagues and old friends our professor B. and Jane who's there he used to be my thesis advisor at IIT Delhi and Dr. Parak have known for such a long time and for all of us you know what we have achieved what we have done education has been such a fundamental component of where we are so it is you know it is the thing that empowers so and we have to see how do we enable that for everybody you know around the world in the country so it's something a really core core mission that is there so I want to talk about you know trends and actually go fairly deep and what I thought I would start with is I will tell you my punchline to begin with there are four key messages that I want you to go away with okay so there are as we look at what we are talking about today the fundamental issues of access for everyone how do we assure scale you know that in this country is so important how do we ensure quality and in a cost effective way so I won't emphasize a lot I just have one slide later I'll go into it but everybody knows you know this is the key promise that we need to deliver on the second is that how we teach and learn today has remained the same now for hundreds of years in the digital world the same pedagogies don't apply different ways we need to rethink all of that we have to look at the learning science and say what needs to be done differently we all know at some level the way we teach at most institutions around the world including Stanford Harvard and IIT the lecture model is not a good model to communicate really so we got to see how we do things differently in the digital world the third point is around MOOCs and there's certainly a lot of talk about MOOCs Anand Thagarwal is actually a close friend of mine who's going to talk later he and I were together at Stanford a little bit of time and I think he would agree MOOCs are a great start but we should also understand there is a lot of evolution that still needs to happen before the dust settles and what is going to be there and finally I think one key to success now the only key to success is going to be powerful tools and platforms that really enable both the faculty the administration the students to participate in this digital revolution so this one I won't spend a lot of time this is about a scale quality access you know my friends in MSR India Vidya and Anand tell me you know five thousand colleges fifty thousand faculty I was looking at one of the notes that got sent around sort of a lack of we need four lakh faculty more in the country how are you going to train them with four million engineering students one of the things actually Dr. Sikir Pralad then he was there and he was working with the government I wrote a white paper for the prime minister at that time which was around how are you going to train four hundred million in vocational training so it is not just about the engineering students if you look at the larger population and what we do technology and what we do and how we achieve scale is just fundamental that's the only way we have in terms of you know what we can do so across engineering across all the subjects looking at scale looking at quality you know as we get to tier two tier three broader institutions is fundamental so I wanted to next jump back as I said so that part everybody knows I don't need to emphasize I wanted to talk a little bit about the pedagogy in the digital age what is happening what are some of the things we are learning and what can be different so the first thing is that actually the traditional lecture model is not a great way to teach so this is actually a so you know this was done you know professor's cutting us over at Harvard and Carl Weiman who's a Nobel Prize winning physicist at Stanford currently they've looked a lot at science education and the red bars show how many concepts students remember at the end of the lecture one week later two weeks later and the fact is less than 30 percent of the concepts they didn't already know are learned in terms of what's taught in the classroom and using different techniques you know from how you do clickers in the classroom with everybody to how do you even in a lecture room like this how do you get small group discussions going with people that are sitting next to each other you know it shows you can almost double the amount of learning that happens in the classroom okay so regardless of what we look at so you know the lecture model as is is not the greatest model it's sort of very interesting that people learn despite the lecture model that we have and so how we try and improve is you know a pretty fundamental part we need to think about and I think there are things that we can do the second thing is around what the learning science tells us and what we can do it's on the left hand side I talk about a group that you know the guy who heads all of our technology in education for Kaplan learning systems in the US and Rick has is another famous person done so there are a few different things so firstly thinking about short-term memory and long-term memory in humans and the whole notion that as we practice things things become pretty obvious intuitive that when you have to do multiplication and you have to drive a car you don't have to think about it and how do you get more stuff into that long-term just pattern matching memory of the students becomes the foundation as they learn higher concepts and how are we going to enable that and thinking deeply about that the second is the value of multisensory multimodal what we see with our eyes what we write down what we hear all of these things when they come together what's your emotional state become important factors to how we learn and what happens and totally fundamentally the notion of deliberate practice where you're continuously trying and trying again to get it into your long-term memory and the notion of immediate feedback what doesn't work is you know I listen to a lecture or something gets confusing I do my you know I get an assignment I do it at the end of the week the graded one comes back two weeks later by the time it comes back you've lost context you're not interested the fact that immediate so if you look at MOOCs right today where they insert quizzes every three minutes and say are you learning as you do the mastery learning process becomes fundamentally important and there's a whole lot of things you know that technology can do from access to affordability efficiency data richness that are there the fundamental thing we have to think about is that technology doesn't change how humans learn how we learn has been developed in terms of evolutionary processes what technology does is facilitate and in particular in terms of you know digital technologies one of the core things is that there are a lot of things where we have no feedback loops you know so what this audience that we have here is thinking learning what are the confusing things are simply not known to the instructor or to the students themselves or and digital technology so from the single 6.02 MOOC that the edX people this this is the first course that the non taught you know there were a 230 million interaction points that came out from which we can finally start learning whether it is how students learn or how the course design happens or how the learning science itself advances all of these things become really important just like how amazon works facebook works google works microsoft works these things are being driven by data finally education can start coming into the same age becomes so the main thing this is kind of a summary slide in some sense that you've talked about you know we live in this traditional world that is there and it's not about just taking technology to emulate this world and that many of you have sort of you know talked about it how do we get to personalize learning and mastery learning the notion that you master one concept before you move on to the next concept that makes a big difference in how much students learn everybody doesn't have to go at exactly the same pace the notion of flipped classrooms where the broadcast mode can be done at home with lots of embedded quizzes and simulations and the classroom time becomes much more where you do your homeworks you know how do you get interactive how do you get continuous feedback into the loops become fundamentally important things that you need to go towards so the opportunity of course is you know how do we get to quality education for everyone and the beauty in some sense today is that many factors are coming together both what is possible through technology what we understand for learning science you know can be delivered in pretty unique ways so let me go on to the next topic and talk a little bit about MOOCs and what's happening there so MOOCs are really exciting you know one of the biggest thing that's happened certainly I can say about a lot of faculty and institutions and the universities there is people didn't use to talk about learning at universities you know they used to talk about their research they used to talk about advancement how students learn how the thing has to advance was not a discussion topic in the hallways of major universities suddenly it's becoming hot topic everybody's talking about everybody's asking questions and that's a wonderful first step to getting to transformation and making things happen so certainly you know online education is becoming more accepted as you can see over the years so these are some slide I picked up from Mary Meeker who's the client of Perkins bar see she does an internet report every year you know so you can see that almost 20 percent people think it is even superior to the lecture more a lot of people think it's the same so the perceptions are changing you know which is a good thing there is an increasing number of people who are participating in this process again this is you know US data we're almost 30 percent of students are taking at least one online course you know so that's goodness too there's greater acceptance out there now my own view on where things are is you know they're generally three phases in terms of the adoption of digital technologies the first is we just take whatever we did before we put them online so you know I would say the MIT open courseware project in 2001 2002 was that we took our lectures we just put them online and said wonderful magic will happen it doesn't really happen so easily but you know that's just a natural first step the second is where you do some value added features on top of what you did used to do before I think that's where MOOCs are today you know so we have taken them we've added a lot of quizzes we've added some peer-to-peer grading discussion forums we've added then made them more interactive and that's where we are but the fundamental things happen there is a whole process redesign that happens because of the way digital technologies are there how entertainment is distributed how commerce is done is now in a fundamentally different and change process that is there and I think many of these things will be important there was very interesting of waltz free journal article on october 18th which talked about an early report card on MOOCs and discovered what edX is doing coursera is doing judacity is doing many of these companies so firstly they said you know who the students are most of them are already in four-year colleges or they are doing their master's degree or their employee okay it's not reaching a lot of students you might say who are not in college in some way I think they're still benefit to all of this okay the second thing is you know many of them are dropping off and when it is free it's not required you know I was very busy to finish 38 percent the best I like is the 6 percent which is I forgot about the course you know it's very easy to do and you are you know sitting in an online world that is there you know and we get data like in terms of passing grades of course there are early teaching challenges so when judacity did the MOOC with san jose university the first time around in spring 2013 the passing rates were low but by the time they did it the second time around with some other interventions the passing rates were as good as were there you know in their regular classroom things and we get also wonderful data in terms of you know so this is the length of the video that was authored and this is the length of the video that people watched so if it is six to nine minutes people watch 6.25 minutes but as you start making longer they don't watch longer they actually start coming down the total amount of time that people watch so the basic fundamental thing on the internet is you know don't make one hour lectures people are not going to watch them okay they simply so the wonderful you know this thing of data we can start doing it and you know from our friends in msr india who are doing the massively empowered classrooms then you know some of the data i got from them is basically in india the people who are using these MOOCs that are there are the self-motivated people who are already you know passionate and desires and as you're trying to cover the vast majority of people who need to be trained educated the current revolution is missing them out okay the syllabus is different when you take an mit at x course and what you need to learn from the class it doesn't help what questions are going to be there i want to see what my professor is teaching because that's what the exams are going to be there uh you know the industry is not using them so there are a lot of challenges that we have and so my main message of this kind of third element of my talk was around it is a journey okay and we are at the beginning stages of the journey you know we don't understand how do we motivate local faculty to engage and tell their students and act in terms of getting things done what should be the modularity of content courses do they have to be 10 weeks 14 weeks long and you know whatever number of 2030 locked lectures so do we want to follow that model versus the wikipedia model where you say it's a lot of small pieces that people can assemble or what the con academy does so if you look at the con academy content everything is five minutes long and then you know basically as you follow the competency based model and the pathways people pick up concepts that are very useful you know to them where they're having a difficulty so there are many different ways that we can do are the MOOCs just media rich ebooks okay just like the textbooks have been very useful to education but they haven't fundamentally changed education and what happens are MOOCs something just like that so lots of exciting questions I have a few viewpoints on you know so my belief one is around empowering local faculty okay that you can't take the human out of the loop you can't say here are professors just a few people at IITs or harbors or MITs or Stanford's and everybody's going to do that the needs are different the needs are distinct what needs to be covered is different and getting those people enrolled and take ownership of what they do is really important the second thing again these are just my beliefs people may differ and that will be interesting discussion as we go through the rest of the days is it on modular content I actually very much like the wikipedia con academy like model in terms of broad enablement of learning where sections are there available for people to learn and they can then be sequenced you know for a variety of ways larson and tubro need something and so you know they piece together things what needs to be there and clear rights just means you know copyright and all those kinds of issues if it's clear and you know it's all creative comments it works then the third thing is around can you have powerful tools that allow people to take these modular elements that are there you know and look at them as atoms and sort of weave them into molecules you know bigger chunks are still bigger chunks that can be assembled in variety of ways to create the mashups so people start owning the local faculty those content we need to think about you know what I call about non siloed analytics so as you think about a lot of simulations you know like in the 6.02 course at MIT they had the circuit simulator and they had other tools so if I in my lecture or lesson I include something from MIT something some other app somebody's done something another app that a third party is done what usually happens in these cloud-based things is the analytics just goes to each of those three different things the analytics don't come by I as a teacher or a faculty member have to go to many many different places versus designing the system so the analytics come back to me and I think there are some really good ideas there what we can do and then the final two I had were around you know how do we put embedded social and collaboration things so that they keep people motivated and how can we do personalized learning and credentials that make a difference all of these motivating factors are really important sorry I'm sort of rushing through a little bit to stick but so the final topic I wanted to cover is a little bit about powerful tools and platforms you know as humans we have advanced as there have been more powerful tools that have enabled us to do so we have got a simple similarly think about in this world you know what we can do to enable things Microsoft is working on a lot of different things the massively empowered classrooms project that is going out in MSR India Rakesh Agarwal is working on how to enhance books I know some of you people know summit Gowani who was the president gold models from IIT Kanpur who has been working on how do you automatically generate problems and great problems a guy named summit boss who is working on if you start doing short answer and questions how do you grade when they're 10 thousand people much much more effectively so there's a variety of things that we are doing here I wanted to talk about one project in a little bit more detail and this one addresses many of the things that were raised in the morning of how content is produced how do you get interactive elements inside how do you get analytics and feedback inside of it it's hard for me to demo it here I was thinking of doing it but just the way the internet connections and everything were what I couldn't I'll try a little bit of that now there are a few different pieces in that so firstly it is not about MOOCs as a small number of people doing it is about democratizing online blended learning and trying to span both K through 12 so you know elementary middle high schools and the college level it is about creating online lessons and I will show you an example in a second and hopefully the internet is all still working on what it looks like the experience and the interactivity that you can generate and how you can generate in five to 10 minutes versus the 20 hours how you can take your existing stuff build it online and I'll be happy to show demos how do you engage it with embedded interactive how do you publish and share how do you consume on any arbitrary platform how do you get analytics to drive personalization so let me take you to a demo and I'm going to try and sit down a little bit see if we can make it work so the first thing I'm going to show you is the consumption experience right so I've created something what does the interactive experience look like for the user okay so let's see I will go here so this is something I created in a very short time it looks like a lesson that you know you would have an edX or corsair or any other thing basically what you have is PowerPoint with audio video inking narration uh that's there a brief introduction to project atina okay so the high-rally standard lifting goes you know this was the slide I had around on the education side there is a tremendous movement on what is called one to one computing where every child has a you know computer and how it can enhance their learning and the task that we face is how do we move from this traditional model of assembly line learning you know a lot of lecturing going on in the classroom so there's all this kind of stuff the capabilities animation so everything just seamlessly works but let's go to the interactive elements okay so I will start talking a little bit about them and then I'll show you how this gets going and through all of this the instructor or the author gets feedback so let me go to the first interactive element so this is just a quiz that I had created and so you know I can go I can submit get wrong hints and everything that I had been doing while experiencing the lecture is going into databases which will get turned into analytics for the professor and teacher to go and see okay so everything every interaction just like in the edX corsair or everything is there so I can do I can say you know about how particles require mass I can submit that correct I can continue so not only can we do these kinds of quizzes and arbitrarily sophisticated questions we can also get a lot of interactive labs there and labs created by others but embedded insights okay so I will quickly uh in terms of time so here is a Khan Academy lab that is there and so the work was done really by Khan not by us in this case but it makes it very easy as I'll show you a little bit on the authoring side you know how these get created and I can even you know do this and I can say you know 18 is the thing and so I can do nine here plus six so this is 15 over 18 and I can you know put the answer there so that is five over six and I can submit and check answer get another take a hint so arbitrary amounts of interactions can be built right into the same we can have more sophisticated problems again I'm showing you you know what Khan Academy has done and the core concept is that you leverage yes so so these are being imported and these can be imported from anybody because it is essentially an iframe that is embedded inside with backward linkages that are there and so you know I can interact there I can have lots of other elements that are there and animation allows you to add other types of interactive elements and what is playing here is really part point in the background so it's not taking video bandwidth for that only the little video piece that I have or the audio piece and the inking is coming through in that and I'll take you to more interesting things so instead of just giving a pointer to a Khan Academy video we're first exposed to the idea here I have embedded a Khan Academy video in the sequence of the lesson that I am creating so this guy has a larger x and a larger y let's start with him so the change in y so you know these things can be there you can do screen recordings right inside so this is a screen recording that is there so it's just taking a little bit of time coming through this is just a very short video showing that so this is a screen recording you can have web pages embedded inside so if you have web based exercises and tools and games that you have generated and so you have a fully interactive web you can embed video so there's just all kinds of things that you can do in this world and you can also go and get analytics so if I look at this particular thing that I was just showing you I can see on each slide how many people have watched it this one you know 70 88 people have watched it 168 minute 0.8 minutes spent per slide you know or one minute out of 1.6 minutes spent or I can look by users as to who all have visited and how much time they spent how many quizzes they did what did they get right what did they get wrong so it is just automatically generated all of that from the back end that is there and to share something like that you just share the way you might on a youtube or something it's actually not timeline based because timeline based is actually pretty complex for a lot of people you know especially younger teachers etc to deal with this is laid out in the sense of a PowerPoint slide sequence so if you reorder the slides it reorders it you insert another slide add something you can modify it you think about your PowerPoint deck as the source code and when you publish you're essentially compiling and creating a lesson that what you were just watching again so in the afternoon sessions let me not take time I'm going to just watch through right now I'll be happy to show you and actually create some things for you and you can see how simply it can be done I wanted to show a little bit of the creation experience because you can't I couldn't do it so in the authoring experience this is a standard you know PowerPoint deck that is there in this PowerPoint deck you will see there's an Athena tab that I went to in the Athena tab I just pick a camera you know that I can pick I pick a pen and I can start writing into it I can either ink or you can see that I am now recording out there okay so I write whatever and that's the kind of stuff that you were seeing earlier that then I was doing once I come out the video is associated with each slide I can reposition the video I can re-edit the video I can you know reduce the size I can reorder slides it will reorder those things you know that deck is on your device you can go and change it and republish it you can do all of those kinds of things and so you know here I was just thinking I reordered some things I can go here I'm going and adding a quiz inside the slide so this is just a way to add a quiz I can similarly add videos interactive labs I hit a single button publish and boom you get this online video that you can use and create this as I'm inserting a Khan Academy video right now it's actually a lot more than that but again because it's not just enriching the thing there's a publishing process there is a analytics data it's basically taking it to the web world rather than just being in the powerpoint world and it's doing so you know here I can share and things like that so I'm going to actually go past where we are so if you look at what it allows you to do in some senses you know so part of this personalized mastery learning so the purpose of this bringing this slide back is it addresses several of the concerns you know areas that we said so if you're trying to do personalized mastery learning you're creating these objects you know just like Khan Academy that other people can watch they can take different pathways through they can interact it lets you it helps you support the flipped classroom it allows by inserting simulations as easy as inserting flip art into your powerpoint something that people are familiar with lets you take much more interactive courseware or if you author assimilation once it can be used by every teacher even in the local colleges you don't have to one of the ways they talk about it is imagine we were in the world where we had typing pools right so when I did my thesis actually in 1980 we didn't work process it ourselves we took it to a typing pool and I took it and I wanted to change it and it was such a thing and she had to reorder and the page numbers went wrong everything went wrong so when you work today in producing a video and what takes 25 30 hours is you have to work with these videographers who are in control and every change is expensive next time you want to teach it you want to add a new example it's expensive you know it's troublesome you don't take the effort to do it this just totally makes it simple how you do it and in bad continuous feedback so back to my key messages so this is the last slide and we're really done so I think the issues really are well known everybody knows what we are trying to do with access scale quality I think we need to rethink the pedagogy it is not about just capturing lectures you know me standing here and sharing that there's value in that but I don't think we should stop there I think we need to go beyond that I think for all of the reasons I said we don't understand MOOCs too well there is nothing that says they have to be 10 weeks long there's nothing that says they have to be 45 minutes long how do we rethink you know how education is what's the role of the teacher what happens in the classroom and as I said again one set of key factors you know there are many other social and policy matters that are there I think will be powerful tools and platform that allow us to use some of these digital age technologies and thank you I hope I didn't go too much over time