The document discusses designing effective learner-centric e-content for open and distance learning from an Indian perspective. It addresses creating contextualized and learner-centered online content that engages learners and fosters collaboration, reflection, and links to real-world job skills. Effective learning design integrates individual self-paced learning into the overall program. The status and models of open universities in India are also examined.

1. Designing effective learner-
centric e-content for ODL:
Indian perspective
Professor Santosh Panda
Indira Gandhi National Open University
www.santoshpanda.net
Santosh Panda 1

2. Designing contextualised
learner-centered learning for
learner engagement,
collaboration and reflection,
and link to world of work.
Santosh Panda 2

3. Learning Design:
Individual-paced /-based learning
integrated to the whole.
(If not: Resulting in linear self-
paced learning, but not relating to
integration)
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4. Models of distance education delivery
• Examination preparation model (University of London, UK)
• Correspondence education model (University of South Africa)
• Group distance education model (CRTVU, China; University of the
Air, Japan)
• Learner centred model (Empire State College, SUNY, USA)
• Multiple mass media model (UKOU; IGNOU)
• Network-based distance education model (FernUniversitat,
Germany; UKOU; SUNY)
• Technologically-extended classroom teaching model (University of
Maryland University College, USA)
• Virtual university model (University of Phoenix Online, USA)
[Peters, O. (2003). ‘Models of open and flexible learning in distance education’. In
S. Panda (Ed.), Planning and Management in Distance Education. London/
New York: RoutledgeFalmer.]
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5. Status of open universities in India (2010-11)
Indicators IGNO BRAO VMOU NOU YCMO MPBO BAOU KSOU NSOU UPRTO TNOU KKHO PSSOU UOU
U U U U U U
Programmes 445 62 110 9 206 74 71 412 16 90 101 51 15 115
Courses 2900 625 707 102 1632 74 644 5200 78 891 1041 457 33 -
Students 614.2 192. 93 107. 83 26.8 320. 29 214 41. 63 200 28.84 25.8 163. 32 26.3 11. 83 7.8
(‘000) 4
2677 - 200. 00 2327. 423*** 207. 56 137 230 136.8 339. 31 37.5 - 13
On 150 66
Rolls(‘000) 62 23 06 09 3 10 1 05 11**** - 04 & 8
n.a 9 155
RCs and 3107 219 92 1824 557 110 172 563 563 191 224
SRCs 31 3893 -
(300
SCs others )
30,000 6470 6000 983 5600 4713 5733 n.a 1700 1000
n.a 200 7786 01
1549 49 30 409 30 9670 227 - 195 0
ACs n.a 50 311 -
3569 47 140 360 - 67 - 97 57 7
Audio n.A 60 381 -
Video
Teachers 752 56 21 23 42 (P)* 100 06 (C) 65* 20 20 24 6 - 45
Academics 447 15 20** n.a 32 (C) * 10 05 (C) n.a 7 22 40** 28 - -
Admin./Tech 2191 398 273 63 235 (P) 40 83 (C) 400 88 59 47 + 47 03 64
./ 47 (C) 87#
Professional.

6. IGNOU: Second largest mega university
• Established in 1985; programmes offered: 1987.
• Students : 3.2 million (12% of total higher education;
about 50% of total distance education)
• Graduates: 11,08,452
• Academic programmes: #445
• Courses on offer: #3,000
• Audio: 1549; Video: 3569
• Regional centres: 62+
• Study centres/tele-learning centres: #3107
• TV Channels: 6; FM Radio stations: 32
• Teachers & academics: 447; Admin staff: 1219
• Tutors/counsellors: # 36,000
• Offer outside India: 36 countries / 67 centres

7. Existing:
• National Policy on ICT in Schools
• National Mission on Education through ICT
Need for:
• National policy on ‘distance education’
• National QA framework for distance education for in-
country and cross-border offer (DEC accreditation indicators
for ODL—only guidelines for OLL)
• Norms for ISO certification for
distance/open/flexible/online/blended learning
# Confused interpretation of distance education:
Distance learning; Open learning; Flexible learning; Online learning;
Blended learning (Face-to-Face within Distance Learning)
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8. • Supplementary (non-integrated) use of
various media (transferred to Blended
Learning )
• Stand-alone provisions of modes of learning
(Therefore, benchmarks of all components are
taken to online/ blended learning (without
integration)
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9. IGNOU Online

10. Virtual Classroom Configuration
EDUSAT REMOTE CLASSROOMS
TEACHING END
ROT
TV/Monitor
Teacher
/Board
Touch Screen
DVD Player SIT
PC/ Web-Camera
PTZ Camera
RETURN LINK WLL
(Live Voice/ Voice Mail/Text Message)
TEACHERS/STUDENTS

11. Thank you . www.santoshpanda.net
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Santosh Panda

12. Thank you . www.santoshpanda.net
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13. Learning Design: Behaviourism VS Constructivism
• Instructivist---Constructivist
• Abstract---Concrete
• Mastery learning---Experiential learning
• High structure---low structure
• Low learner control---High learner control
• High goal orientation---Unfocussed
• Instructor---Facilitator
• Low individual differences---High individual
differences

14. Design across chaos

15. Design Framework for Online Instructional design for e-learning
Learning (PGCMMR)
•Pparticipation in discussion
forums
•Email contact
•Reading of lessons
•Assignment/ quiz
Learning Activities
•Objective-based
course units
•Self-assessment
online
Constructivism
Behaviourism Cognitivism
Content Learner Support
•Learner guide
•Mentor support online
•Online library
•Social interaction
15
•Synchronous chat-counselling

17. Reflection
• Designing content in print and in asynchronous
learning is as important as designing technology-
enabled learning environment.
# Indivisualised learning with pre-produced (mass-based) courses/
learning resources VS. provision of learning environment for
individual meaning making and group negotiation of meaning.
# Some students need more interaction while some others need less
(Vrasidas & Glass), and even none.
# Some student-teacher interaction will migrate to student-content
interaction; and this can be individualised to meet learner
competency level, needs, and personalised interaction (Anderson,
2003)

18. Framework of online learning (Panda, 2003)

19. Panda & Mishra, 2008, Interactive Discourse

20. Reflection
• Design for facilitating student learning
VS.
Design of technology use for learning.
# Some learn by independence.
Some learn by interaction.
Some others learn through networks.
# Different media for addressing different learning tasks (Laurillard).
# Design of authentic activities.

21. 21
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22. Reflection
• Pedagogic repurposing of open
content/ resources with
contextualised networked learning.
# Technology is not value free:
creation within open technologies
and open resources need to be
viewed from critical design vis-à-vis
culture.

23. Blending strategy
Open
Occasional
Web 2.0: Education
Physical
Informal Resources,
Presence and
Network and Formal
Meetings
E-Courses
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24. Online reflective resources framework: Home page

25. Self-study of Open Education Resources on
the Web with copyright clearance).
Doing online activities, Collaborative
discussion at Discussion Forum, assignments
on Moodle LMS.*
Interaction through specially created Google
Groups.
IGNOU/STRIDE Post-
Graduate Diploma in E- Weekly/fortnightly teaching/lecture and
Learning interaction online (Virtual Class) through
Blended Learning Adobe Connect.*
Compulsory F2F hands-on for a week for
media, technology, software, open
resources/open technologies design.*
Exam through projects, e-portfolios, and
presentations online to external examiners
through Adobe Connect.*
* All these are evaluated for grading (formative & summative).
25
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26. Reflection
• Social technologies and networks:
# Authentic knowledge; comprehensive learning
environment.
# Facilitating leaner control over creation of own
network through a recursive process of internal
dialogue with self and external dialogue with peers/
teachers.
# Access & equity: Pedagogic and assessment strategies
towards identity congruence (exclusion vs inclusion).
# Technology support and facilitation: Community-

27. ________________________________________________________________
Social Networking Technologies
_______________________________________________________________________
Distributed, participatory, collaborative, Blogs, moblogs, wikis, podcasts, open,
student-centred, constructivist, vodcasts, RSS feeds, search
social learning engines, mobile learning, intelligent
publishing, etc.
Social software, open software, open Communication over Internet
education resource, social networking Protocol (CIP)
Text + Voice + Video
, Internet
Cell phone PDAs Computers
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28. Online CoP with social networking tools
28
Santosh Panda Gunawardena et al, 2009

29. Reflective space Collaborative
Blog space Wiki
Personal space Negotiation of Community space
meaning
Figure: Learning spaces and negotiated meaning. (Steve Wheeler, Future Internet, 2009)
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30. Sakshat:
National learning
resource repository
and interactive
learning platform
Technology, ODL
and LLL: Social Technologies
and Social Networks:
EduSat, eGyankosh,
digital FM radio, Self-learning, non-
online broadcasting, government
virtual education organizations,
and training, mobile voluntary sectors
lg, IGNOU wiki
Networked and converged lifelong learning scenario

31. Concluding reflections
• Teacher pedagogic beliefs and philosophies are of
utmost importance.
# Teacher as designer—continuing professional development and
action research—reflecting on practice.
# Teaching presence: Teacher as subject expert, and designer of
learning sequence and interaction (Garrison et al).
# Teacher’s technological-pedagogical-content knowledge.
# Students undertaking some of the functions relating to: subject
expertise, design of sequence and interaction.
# Teacher as researcher—reflective practitioner; and research on
own context.

32. CPD: TPACK (Extended rectangle)
Pedagogic knowledge
Teachers’ values Curriculum Learning
Knowledge of
and beliefs knowledge environment
learners
ICT knowledge

33. The golden triangle
Quality Assurance
Staff Action
development research
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34. Thank you . www.santoshpanda.net
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Santosh Panda