National Programme on Technology Enhanced

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National Programme on Technology Enhanced
Learning

(NPTEL

Phases II and III
)

Project duration:
July 2007 to June 2012


Proposal

Under the National Mission on Education Through ICT

B
y

Professor M. S. Ananth

Chairman, Programme Implementation Committee
,
N
PTEL Project Phase I

Director, IIT Madras, Chennai


and

Professor
K.
Mangala
S
under

National Web Courses Coordinator, NPTEL Project Phase I

Department of Chemistry, IIT Madras, Chennai


Proposal Document submitted to

The Joint Secretary
, Distance Learning

Department of Higher Education

Ministry of Human Resource Development

Shastri Bhavan, New Delhi


The Na
tional Programme on Technology E
nhanced Learning (NPTEL) Phase
s

II

and III

Project duration: July
2007 to
June

20
12




2








Executive Project Summary


Proj
ect Period:

July
2007


June

201
2

Budget:

Rs 96.0

crores

Partner Institutions
:


Seven IITs and IISc Bangalore

Number of faculty likely to participate
:

6
00 or more.

Beneficiaries:

All e
ngineering and physical sciences undergraduates/postgraduates in the
cou
ntry; all teachers /faculties in science and engineering Universities in India.


Project goal:

To build on the engineering and core science courses
launched previously in NPTEL Phase I by
the Ministry for Human Resource Development, Government of India
on September 03, 2006
and create online course contents and interactions between faculty members in science and
engineering using the best academics in India.


Project Deliverables:

1.

Conversion of NPTEL phase I video courses in streaming video

lecture fo
rmat and
setting up eight

distributed national video server
s

fo
r delivering lectures on demand in
each of the eight partner institutions (PI).

2.

Creation of additional 6
00 web and video courses in all major branches of engineering,
physical sciences at the
undergraduate and postgraduate levels and management
courses at the postgraduate level.

3.

Integration of College curricula in engineering education with NPTEL contents through a
large number of course specific workshops and interaction with Colleges in Ind
ia for
improving TEL infrastructure.

4.

Creation of discussion forum for each course created under the NPTEL using a grid of
computer servers and setting up FAQ’s for each course.

5.

Indexing of all video and web courses and setting up powerful search engines to

enable
content and keyword search on all topics in science and engineering developed under
NPTEL.

3








6.

Setting up internal infrastructure in each IIT for implementing virtual online certification
programmes in science and engineering.


Budget Proposed:


Creat
ion of 6
00 web and video courses in 15 disciplines and
enabling streaming format for all video courses developed:

Rs. 7 lakhs per course and Rs. 2 crores for preparation of streaming
media content for courses from Phase I


Rs 44

crores


Storage of
raw video files size between 300 TB to 500 TB

Rs. 5.0 crores

Servers for 24/7 access throughout the country with large
bandwidth.

Rs. 5.0 crores

Infrastructure up
-
gradation for eight participating Institutions

Rs. 1
2

crores


Travel, coordinator Ho
noraria and the conduc
t of 300 workshops in
four
years for

approximately 5
0 p
articipants in each workshop
(duration 2
-
3 days) Rs. 4 lakhs per workshop


Rs. 2
4.0

crores


Web support services to enable effective usage and creation

of digital supplemen
tary indexes (like Wiki)

Rs. 6.0

crores


Total
budget for five

years for all seven IITs and IISc Bangalore


Rs. 96.0

crores



4









1. Introduction:



The National Programme on Technology Enhanced Learning (NPTEL) was initiated by the
Indi
an Institutes of Technology (IITs) and the Indian Institute of Science (IISc) Bangalore in
1999 through a joint workshop organized by IIT Madras with participation from four other IITs,
four Indian Institutes of Management (IIMs), industry and Government o
fficials and Carnegie
Mellon University, Pittsburgh, USA. The workshop proposed four major initiatives on digital
library, core curricula or core courses development on the web, joint Ph. D. programmes using
distance education and a virtual University. The

core curriculum development was later
approved under the NPTEL programme and funded by the Ministry of Human Resource
Development in 2003 for a total budget of 20.5 crores of Indian rupees for the creation of 120
web based course supplements, 115 video co
urses and encapsulation/conversion of existing
110 video courses. Each web course developed comprises of supplementary learning materials
for 40 hours and video courses contain approximately 40 one
-
hour lectures per course. The
(115) new video courses were

prepared in a broadcast format and are currently telecast through
the Eklavya channel made available by the MHRD exclusively for this purpose.



The project

has ensured

a near

complete coverage of all core courses of undergraduate
curriculum in five majo
r engineering branches, namely, Civil, Computer Science, Electrical,
Electronics and Communication and Mechanical engineering. These were supplemented by the
core science and management programme, languages and other basic courses such as
electronics, nume
rical methods etc. which are mandatory for all engineering students. The
model AICTE curricula in engineering adapted by major affiliating Universities such as Anna
University, Visweswaraiah Technical University and Jawaharlal Nehru Technological Universit
y
were used to design the course content.


With more than 80 percent of content designed and developed for dissemination through the
Web, the Programme was formally launched by the Honourable Minister for Human Resource
Development, Shri Arjun Singh, on S
eptember 3rd, 2006 in IIT Madras. The contents are
currently made available

free

to everyone in India and abroad through the website
5








http://nptel.iitm.ac.in

maintained by IIT Madras. More than 140,000 students/teach
ers /working
professional
s from across 140 countries

registered with the site

earlier

for free access and the
sit
e has recorded more than 2 million hits in the last two years

since launch. The site is being
updated continuously to ensure that the first pha
se of the programme delivers all the contents
by June 2007. The video lectures are currently being broadcast through the Eklavya channel
and approximately 50 engineering institutions in the country have set up their own receivers with
a dish antenna to rec
eive the signal in their own campuses.


2. Programme Implementation so far:




In order to ensure that the courses were made available on the Internet in a form most
suitable for the users, the following activities were carried out by all the eight Partner
Institutions (PI):




Identifying a group of faculty members from all IITs / IISc as TEL Coordinators at the
national level, responsible for the overall management of content development process
in each branch of engineering.




Identifying one or two faculty
members in each PI in each discipline as the discipline
coordinators to steer the content development programme.




Identifying core subjects / topics in each discipline and distributing the development of
content between PIs with minimal duplication between

contents developed across the
institutions and disciplines.




Evolving common minimum requirements for a web / video course and ensuring that all
courses under this programme adhere to them.




Identifying suitable Subject Matter Experts (SME) for each cours
e and interacting with
them regularly to ensure smooth and satisfactory progress in content development.


6










Conducting workshops for user faculty from representative colleges in each region for
collecting feedback during intermediate stages of content develo
pment and applying
mid
-
course correction required.




Creating suitable IT support infrastructure in the form of studios /web content
development labs (web studios) and software, ensuring the training of project staff in
software skills who would assist the
faculty in content creation in electronic form and
updating the faculty on technology developments in the area of e
-
learning / distance
education from time to time.




Reviewing contents developed under this programme to ensure error
-
free and quality
learnin
g modules suitable for students and teachers at large.




Updating the release of these materials periodically and ensuring constant usage by
faculty and students for whom they were intended.




Creating a suitable distribution package for institutions which d
o not have dedicated high
bandwidth internet connectivity, for example, in the form of CDROMs/DVDs for the web
courses.




Two committees were constituted to coordinate the activities of the national project: the
National Programme Committee (NPC) and the Pr
oject Implementation Committee
(PIC). The former was concerned with policy matters and funds allocation to PIs while
the latter was concerned with all the technical issues associated with the development
and implementation process. The NPC includes represe
ntatives from AICTE, Ministry of
Information and Communication Technology, University Grants Commission, Technical
Teachers Training Institute, Indira Gandhi National Open University and representatives
from IITs and is chaired by the Joint Secretary for T
echnical Education in the HRD
Ministry. The PIC consists of TEL coordinators from all PIs and representatives from
three User Institutions and was chaired by Professor M. S. Ananth, Director IIT Madras.

7









Converting the video courses developed in Phase I

to MPEG4:


In NPTEL Phase I
,

110 courses with approximately 4800 one hour lectures were developed.


Apart from the well known and popular Open Courseware (OCW) Initiative by the
Massachusetts Institute of Technology, USA
, which has provided access to abo
ut 800 video
hours,
there are no open resources with so many lecture
-
hours of video courses. In contrast to
OCW which showcases available MIT educational resources under open resources, NPTEL is a
curriculum development exercise in electronic form with the

specific objective of improving the
quality of engineering education in India through distance mode. The contents can of course be
used freely by anyone anywhere in the world with a similar academic programme. The video
courses are therefore of high resol
ution and are large in storage space. In addition, a large
majority of 110 courses from the earlier recording of lectures in the Educational Technology
Cells of IIT Madras, IIT Kharagpur and IIT Delhi for the past several years have also been
converted to
the digital form. Thus in Phase I the total number of video courses is far more than
the number of web courses as it was felt in the year 2003 that TV medium was still the most
accessible medium to students and teachers outside of IITs and IISc. The Intern
et bandwidth for
network connectivity using broadband in most colleges was about 512 Kbps then which is
abysmally low. A large number of these institutions are slowly enhancing their network
bandwidth to about 2 Mbps at present which is still less than tha
t needed for incorporating
developments in web technology and assuring effective delivery of visual and audio content
worldwide in class rooms. Video courses are made available in a form that can be accessed ”on
demand”, the advantages being:


User requir
ements for different courses differ with place and time.


The display of video lecture segments relevant to the class needs to coincide with class
scheduling in colleges.


Colleges can set up a local area network in their libraries or computer centres and

stream the
video lectures on demand for students.

8









More than 40 percent of NPTEL website access is by working professionals who are interested
in updating their knowledge in specific areas related to their work. They would be benefited by
the availability

of video lectures either through video streaming on demand or in the form of
DVDROM.


It is therefore important to convert all the video lectures in MPEG4 format with a streaming
speed of 512 Kbps to ensure easy and wide access to all NPTEL courses throu
gh the Internet..
The Video On Demand (VOD) facility must be accessed through a distributed and networked
system of computers housed at various locations with dedicated connectivity. For colleges it is
proposed to make the contents available in the streami
ng format in the form of a hard disk
which can be installed in local servers in the respective colleges. The video courses to be
developed in Phase II must factor this additional expense in the budget for Phase II.



The programme on Eklavya TV channel nee
ds to be continued with the addition of a CAS
system for effective delivery. This will enable those without sufficient internet bandwidth to
access the video contents.


So far more than 1100 lecture hours have been converted into MPEG4 format and uploaded
in
YouTube Channel which hosts free academic sites from several North American Universities.

The video channel has been integrated with the official NPTEL website. Many of these videos
are also being published as DVDROMs for students and teachers to obtain

them for their
personal use. The charges levied will cover only DVD and shipment and copying costs. It is
expected that the process of making all courses available as DVDs will be completed by July
2008. Taking into account both comments of Planning Commi
ssion, the IT Ministry and Finance
Ministry, there will be a charge for private institutions and industries which want to use the
NPTEL as an in
-
house digital repositories. The contents will however, continue to remain
available through the internet as par
t of the open and free access.


3. Proposed Activities for NPTEL Phase II (Summary):

9








The following activities are proposed to be carried out in NPTEL Phase II starting from April 1,
2007 for a period of three years.


Converting the video courses developed

in Phase I to MPEG4

format and setting up
streaming of video courses through a distributed and networked website management. (All IITs
and IISc Bangalore will host the streaming content for the video courses). The DVDROM
distribution of the courses to use
rs may be taken up at a much later stage when a large number
of video courses are complete.


Assisting in the effective use of all the courseware developed in phase I

through constant
interactions with user institutions and registered users. Feedback forms

and web forums /
discussion boards will be created for each course.


Creating DVDROM versions of video courses

for distribution to colleges and individuals for a
fee to ensure widest possible reach of the NPTEL content. The fee cannot and should not be
ha
ndled by any bookseller in my opinion but IITs must find their own way of distributing.


Creating 500 new courses in a number of disciplines not covered in Phase I

and widening
the intellectual, open access resource base of the IITs to ensure the role as
global players in the
knowledge dissemination process. The course base will cover at least 10 disciplines for which
an undergraduate degree programme is offered by the IITs and which are accredited by the
AICTE as well in Institutions in India.


Creating 1
00 additional courses on elective subjects in the five disciplines covered under
phase I

(Civil, Computer Science, Electrical, Electronics and Communication, Mechanical) to
ensure that content repository in these five disciplines is complete.


Encouragin
g faculty to design question banks, add more case studies and illustrations

and update course contents.


10








Setting up physical infrastructure in each IIT
, creating a permanent team in each IIT for
ensuring quality of content as per internet standards. The s
torage requirement for video files
(raw is about 75
-
100 terabytes for a total of about 600 terabytes. The raw files are of broadcast
quality and enable us to prepare files for the Internet in different bandwidths to cater to the
variations in broadband con
nectivity worldwide. It is important to make the video files accessible
in different formats in order to ensure wide reach and availability. Hence the storage
requirement is a must.


Providing a range of web enabled services to the courses

developed under
NPTEL with
associate partners such as the Indian Institute of Information Technology and Management
Kerala (IIITMK) and enabling development of IT tools for online dissemination of contents.


Conducting 240 course specific workshops

for all courses develop
ed in NPTEL Phase I with
teachers throughout the country and using the feedback for building courses of Phase II.


Research in online education, open resources and open standards

for design of
educational processes through the Internet are very important i
n the immediate future. It is
desirable to create a team of at least one full time faculty member who is a specialist in
instructional course design and cognitive learning, two full time technical managers who are IT
specialists and office staff in each II
T. However separate additional funding will be required.


4. Details of the Proposal:


4.
1 Designing

Feedback and Interactions among Content Developers and Users for
Effective Implementation of NPTEL Courseware:


The development of web and video suppleme
ntary materials in 239 new courses and 110
existing video courses in NPTEL Phase I jointly by PIs in India is a unique nation
-
wide exercise,
it is important to ensure that course contents are effectively used by the target group of
teachers, students and w
orking professionals This has to be done in several ways
simultaneously and each of those processes must be implemented for a long period of time as
11








there is no clearly defined or unique process for effective utilization by users at a distance from
the tra
ditional class room. Some of those methods are described here. However, prior to
implementation of various strategies for effective usage, information dissemination must happen
and the requirement of the target audience must be understood.


The following s
teps have already been taken:


All the user institutions (more than 1500 at present) have to be informed about the objectives of
the NPTEL programme, the target audience it is meant for, and the ease of use of contents by
various teachers. With this object
ive, a detailed programme document was made for circulation
to all colleges and University departments. The Indian Society for Technical Education has been
requested to carry feature articles on NPTEL and announce periodically the updates of course
content
s that are available.


The website
http://nptel.iitm.ac.in

was officially launched on September 5, 2006, and it has been
updated with course materials periodically. Visitors to this website have been requested to
re
gister themselves free of charge. The site is being continually updated and during the period
January 2008 to January 2009 1,041,218 visits have been recorded. This is a sign of the
expectations building up among the users and their interest in using the
contents developed so
far. More than 70 percent of the users are from India. The users outside of India are mostly from
the United States, United Kingdom, Canada United Arab Emirates and Singapore with the
remaining being distributed globally. The number o
f registrants to this website has been seeing
a steady increase on a daily basis and the trend is only likely to continue. However, in view of
the number of students currently enrolled in engineering programmes throughout the country
(approximately 1.6 mil
lion) and the number of teachers (approximately 20.000) the access rate
of the NPTEL website must be enormously improved over the current numbers through
information dissemination. The numbers will increase at least by an order of magnitude if the
video m
aterials are converted into a streaming format and made available at a bandwidth of 512
kbps across all IIT / IISc websites in a distributed manner. This is possible if each IIT / IISc is
given an adequate Internet bandwidth (50 Mbps) dedicated for this pu
rpose. In addition, a large
12








number of working professionals who are interested in specific courses should be able to get
them in DVDROMs.


It has been a year since the site was registered with Google to provide extended data on users.
The following figure
s suggest that the site (both the web and the video courses) is used quite
well by students and teachers worldwide. The data on video through exposure to a limited
number of the video courses and on all web courses for a short period indicate that the acce
ss
rate has also enormously improved in the last few months. In the Appendix the comments by
the viewers of the video channel are enclosed.


NPTELHRD
-

youTube.com Channel Summary


Channel

http://www.youtube.com/iit

Channel created on

November 27, 2007

V
ideos uploaded

3563

Number of courses

95

Number of Channel views

503338 (0n March 1, 2009)

Number of Video views

6,968,578

(upto Feb 15, 2009)

Number of subscribers

12364 (on March 1, 2009)


LIST OF VIDEO COURSES

Subject

S.No

Course Name

Videos

Biote
ch

1

BioChemistry I

28

2

Enzyme Science and Engineering

28

Civil

3

Environmental Air Pollution

39

4

Fluid Mechanics

40

5

Pre
-
stressed Concrete Structures

40

13








6

Water and Waste Water Engineering

40

7

Water Resources Engineering

28

8

Structural A
nalysis II

40

9

Surveying

40

10

Strength of Materials

40

11

Introduction to Transportation Engineering

41

12

Engineering Geology

40

13

Civil Engineering
-

Building materials and Construction

41

14

Mechanics of solids

39

15

Soil Mechanics

57

Computer

Science

16

Computer Graphics

43

17

Discrete Structures

40

18

Computer Graphics

35

19

Introduction to Problem Solving and Programming

24

20

System Analysis and Design

40

21

Artificial Intelligence(Prof.P.Dasgupta)

28

22

Computer Network
s

40

23

Computer Organization

33

24

Internet Technology

40

25

Design and Analysis of Algorithms

34

26

Database Design

43

27

Principles of Programming Languages

40

28

Data Structures And Algorithms

36

29

Computer Architecture

38

30

Software
Engineering

39

31

Artificial Intelligence

40

32

Data Communication

41

Core

33

Basic Electronics and Lab

40

14








34

Engineering Chemistry I

10

35

Mathematics I

32

36

Numerical Analysis and Computer Programming

38

37

Concept of Management and Evoluti
on of Management
thought

40

38

Engineering Physics II

9

39

Engineering Mechanics

31

40

Quantum Physics

11

41

Classical Physics

2

42

Physics I
-

Oscillations & Waves

44

Electronics

and

communi
-
cation

43

VLSI Circuits

55

44

Digital Circuits an
d Systems

40

45

High Speed Devices and Circuits

41

46

Solid State Devices

42

47

Transmission Lines and EM Waves

42

48

Wireless Communication

39

49

Digital Signal Processing

43

50

MEMS and Microsystems

32

51

Probability and Random Processes

40

52

Digital Communication

32

53

Electronics for Analog Signal Processing
-

I

38

54

Electronics for Analog Signal Processing
-

II

39

55

Basic Electronics

13

56

Digital Voice & Picture Communication

40

57

Digital Image Processing

40

58

Broadban
d Networks: Concepts and Technology

28

59

Digital Systems Design

40

60

Adaptive Signal Processing

41

15








61

VLSI Design

40

Electrical

62

Electromagnetic Fields

42

63

Intelligent Systems and Control

32

64

Power System Generation, Transmission and Dis
tribution
(Encapsulated from earlier Video)

35

65

Power Systems Operation and Control

35

66

Basic Electrical Technology

39

67

Industrial Drives
-

Power Electronics

37

68

Embedded Systems

37

69

Circuit Theory

51

70

Networks Signals and Systems

3
6

71

Industrial Automation and Control

40

72

Networks and Systems

50

73

Power Electronics

43

74

Digital Integrated Circuits

40

75

Power Systems Analysis

40

76

Industrial Instrumentation

40

77

Control Engineering

47

78

Analog ICs

28

79

Ill
umination Engineering

20

80

Energy Resources & Technology

40

81

Chaos, Fractals & Dynamic Systems

40

Mechanical

82

Advanced Strength of Materials

40

83

Dynamics of Machines

44

84

Finite Element Method

38

85

Kinematics of Machines

39

86

Mechani
cal Measurements and Metrology

50

87

Refrigeration and Air Conditioning

46

16









NPTEL Website Analytics Summary



Overview

Number of Visits

1,041,218

Average number of Visits per day

2845

Page views

7,549,020

Average number of page views per visit

7.25

Average Time on site

6.05 minutes


88

Project and Production Management

41

89

Introduction to Finite Element Method

33

90

Robotics

40

91

Design of Machine Elements I

40

92

Principles of Mechanical Measure
ments

26

93

Manufacturing Processes II

41

94

Heat and Mass Transfer

35

Ocean

95

Performance of Marine Vehicles at Sea

40

Channel url

http://nptel.iitm.ac.in

Analytics tracking Period

January 25, 2008


January 24, 2
009

Number of Web courses

126

Number of Video Courses

95

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Top 10 web
cour
ses



Top 10 video

courses



18










Traffic sources



19












The data clearly indicate that the NPTEL project and the contents are being received very well
and that a majority of its users (ab
out 85 percent) are residents in our country.


Designing a message (bulletin) board or a course workspace specific for a given course is a
logical next step. This space must be continuously updated with information relating to the
course contents, other s
ites which offer similar materials, advances happening in the area and
industry requirements as seen by industrial experts. In addition to providing an extended
knowledge workspace as above, the board must permit threaded discussions by the users
through q
uestions and answers. Moderators for the board need to be appointed from the
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research scholar pool and from among the bright M.Tech students attending programmes in
each PI under the SME for that course. The SMEs will be encouraged to take an active part i
n
the discussion related to their content from time to time, but given the responsibilities of faculty
in PIs to do teaching, research, student guidance and consultancy all at the same time it is
necessary that one or two Ph.D. scholars and those M. Tech s
tudents who aspire to become
faculty are nominated as moderators for each course space. They will be encouraged to
organize queries and discussions into a repository of Frequently Asked Questions (FAQ) with
appropriate answers. Providing a direct, interact
ive response to user queries is the first and
foremost exercise in encouraging the use of NPTEL contents. The whole process for each
branch can also be moderated by a separate group of faculty members from among the retired
faculty from IITs/IISc/Universit
ies whose experience in teaching and learning environments of
user institutions can be a valuable supplement.


Different levels of teacher training workshops will be conducted for each course. Each PI will be
encouraged to identify 3
-
5 principal user (nod
al) institutions in their region and will offer
intensive training to their faculty in all the NPTEL contents, who may be trained in the use,
adaptation of the contents to their teaching requirements and also make new modules for their
own environment. The

technology for doing this needs to be made available to them for a short
period at least until the nodal institutions themselves set up the necessary infrastructure. The
institutions will be encouraged to host the contents in their own mirror sites and w
ill be
encouraged to offer training to faculty from institutions in the vicinity. The process will have to be
carried out for all the courses developed in Phase I within the first year of Phase II and must
begin for courses being developed in Phase II in t
he last year of Phase II.


SMEs (Faculty) from PIs will be requested to design detailed online and face
-
to
-
face feedback
from users of specific courses, which might include inputs and expectations of the users
(differentiated as teachers, students or pro
fessionals) and request the users to identify the
specific strengths/weaknesses of every course. The parameters that may be considered are
from among the following primarily.



Content level



Content presentation styles

21










Content clarity



Difficulty level for
users (categorized as above)



Adaptability of the course to the environment of the users



Adequacy of question banks



Adequacy of case studies



Relevance of contents to University examinations



Relevance of content toward career placement



Relevance of content t
owards professional entrance examinations for higher studies
such as GATE, Advanced GRE, etc.



Relevance of contents towards industrial practices in the area



Suggestions for improvement


In video courses, in addition to the above, the quality of the video,

the suitability of the video as
substitute for expert teaching that may not be available in the user institution etc. must also be
assessed. The feedback must be done for all the three years of phase II with different samples
for each year and the data co
llected must be analyzed in a cumulative fashion.


One of the most important parameters for effective utilization of coursework of any kind is the
design of questions and examinations which are relevant from the user’s perspective. In the
present instance,

the relevance of NPTEL content to University examinations must be
addressed, even though from the outset, it must be recognized that NPTEL contents are not
examination centric. They are in principle, designed for technology enhanced learning and for
provi
ding uniform and standard modules for science and engineering curriculum in India.
However, use of the contents of NPTEL by students and teachers in university affiliated
institutions is unlikely to have a major impact unless the process includes well
-
des
igned
question templates and a sufficient number of question banks for each course. In fact, such
questions can be used as models for University examinations over a period of time as the
Universities revise and update curricula. The course contents must be

used as a major source
of learning/preparation for the GATE examination, to begin with. In addition, question templates
22








must be made available, with solution manuals wherever possible to benefit college teachers for
their internal use in improving the qua
lity of their students.


4. 3 Creating additional courseware in the five disciplines from Phase I:


The five branches of engineering for which contents were developed in phase I are among the
branches that attract the largest number of students. In these
areas, a majority of colleges also
have difficulty finding suitable number of well qualified faculty and the attempt in Phase I was to
provide assistance in the form of modularized and accurate supplements through web and
video. However it is equally impor
tant to develop many more courses in these disciplines and
pay attention to the increasing demand for highly specialized courseware in many sub
-
areas of
these branches in which M. Tech. programs are offered. An estimate of this over several
specialized br
anches in each discipline for M. Tech curricula led to the necessity of developing
at least twenty more courses in each branch covering many electives. There are several
benefits when this is accomplished in Phase II.


A majority of teachers in engineerin
g institutions who are not well trained in highly specialized
elective courses will have the opportunity to improve themselves by using these supplements.


The Indian industry for manufacturing and infrastructure development requires skilled engineers
and
technologists in several specialized areas and will stand to benefit considerably from
courseware in elective subjects.


Core competence of faculty in special areas is a rarity and the specialists in all areas are not
present in all IITs and IISc. Therefor
e, development of courseware in special areas will permit
students from institutions of higher learning to be benefited by the expertise available from other
institutions.


Many leading industries have experienced individuals whose expertise in a chosen f
ield can be
made available to the student and teacher through content development process for advanced
courses in which they can contribute through case studies and special skills relevant to their
23








employees. This will enable postgraduate engineering stude
nts to acquire skills relevant to the
industry they may choose to work with after their degree program.


The other important factor is the inability of IITs to increase the student intake into their B. Tech
and M. Tech programmes drastically over a short
period of time despite the increasing demand
for more employable engineers than are available at present. Development of a complete set of
supplements for all B. Tech and M. Tech programmes in these branches currently offered by
IITs and IISc, in the form
of web and video supplements is a much awaited solution for IITs to
offer online degree programmes using technology through the Internet. Supplementing these
courses with direct, synchronous video lectures, allowing interactions with the teacher on and
off
-
line through e
-
mail and conducting examinations also online are the necessary steps in the
creation of a virtual IIT with a student enrollment substantially higher than that permitted by the
current infrastructure and faculty strength of each IIT.


A tota
l of 100 courses is proposed for the above with approximately 20 (10 web and 10 video)
courses in each of the five branches (Civil Engineering, Computer Science and Engineering,
Electrical Engineering, Electronics and Communication Engineering and Mechan
ical
Engineering).


4.4 Creating additional courseware in other disciplines:


In the current phase, it is proposed to create web supplements and video courses in the
following disciplines in addition to the course contents already proposed. The objective i
s to
provide a comprehensive suite of coursework in all major branches of science and engineering
by the end of Phase II. The Table below contains the branches and the number of courses in
video and web format which will be prepared in Phase II.


S. No.

B
ranch

No. of Web
Courses

No. of Video
Courses

1

Aerospace Engineering

15

15

24








2

Chemical engineering

30

30

3

Chemistry and Biochemistry

35

35

4

Mathematics

30

30

5

Physics

30

30

6

Materials and Metallurgical Engineering

30

30

7

Management, Social Sc
iences and
Design

30

30

8

Biotechnology

15

15

9

Ocean Engineering

10

10

10

Textile Technology

15

15

11

Nanotechnology

10

10


Total

250

250



*
Some more departments may be included depending upon the willingness of the faculty to
develop courses.


Th
e existing organizational structure of discipline coordinators and Principal Discipline
Coordinators will be extended to ensure that there is overall coordination in each of the above
subjects. The detailed list of courses will be prepared after the commit
tees are constituted in
each of these branches. It is proposed that the faculty expertise available outside of IITs/ IISc be
utilized in both the formation of these monitoring committees and in seeking SMEs for content
development.


The course contents to
be developed in these areas will have the following as the main guiding
principles:



E
-
Learning material in the form of web supplements are being created so that it can be
expanded and updated continuously. Initially it consists of one or more of the fol
lowing:




Localization of examples



Elaboration of key concepts and theorems to facilitate clearer understanding

25










Case studies to provide more comprehensive design experience than that offered by
simple numerical examples



Examples that require the use of dif
ferent categories of engineering knowledge under
different sets of assumptions.



Question banks to assist instructors to design good tests and examinations



Additional reading material for underperforming students, especially those with
difficulties with En
glish



Simulation of concepts through graphical interfaces standardized within a course using
open source tools and plugins



Animations of concepts using two and three dimensional tools in engineering and
science and in an output form that does not require c
ommercial or proprietary software
tools



Additional reading material for over
-
achievers



Historical information and anecdotes related to specific topics



Creation of the e
-
learning material in those formats which ensure that the content
creation and course m
anagement platforms are decoupled.



Simple course management packages that provide features like e
-
mail queries by
students, bulletin boards and Frequently Asked Questions (FAQ) are being incorporated.



Every module to be prepared preferably by a team of fac
ulty.



The material to be suitably organized to create CDs/DVDs to meet the needs of students
of different universities.



The same material can be suitably restructured for printing if needed.





For video lectures:




The course consists of around 40 video l
ectures.



Each video lecture is of one hour duration.

26










To enhance the longevity of the video lectures, it was suggested that they should not be
too specific to syllabi but should be confined to core concepts. Its content were
suggested to be distinct from te
xt book and web support material.



The video lectures should fully utilize the facilities of the video medium and might contain
interviews with professionals from industry as appropriate.



The lectures should motivate the student by emphasizing why he/she is

studying a topic
in a subject and should be related to industrial practice as appropriate.



Creation of video lecture units need not be tied necessarily with the scheduling of regular
courses in the Institution.

The video lectures need to be supplemented w
ith lecture notes and text materials along with
animations and all presentation slides used in the video for incorporating them as web
supplemented video lectures. In addition, problems, quizzes and assignments need to be
included so as to make the learnin
g a complete experience.

27








Budget:


Content Development:

Streaming video content preparation from Phase I video
lectures (approximately 8,000 lecture hours at a unit cost of
Rs. 2500 per lecture and includes a real
-
time encoder and
a server for each PI)

Rs. 2 crores

Web and video courses 600 (Unit cost Rs. 7 lakhs per
course)

Rs. 42 crores

Infrastructure up
-
gradation

Infrastructure up
-
gradation of the video studios / AMC +
Spare parts, Additional software (Rs. 1.5 crore per institute
for a period o
f five years)

Rs. 12.0 crores

Storage of raw video files for sizes between 800 TB and
1000 TB (2.5 crores) for the Coordinating Institute and 100
TB each for all other participating Institutes (2.5 crores)

Rs. 5.0 crores

Streaming video servers in each
PI as mirrors to provide
adequate intranet/VPN bandwidth to users on demand
(approximately Rs. 0.65 crores per Institute for all five
years)

Rs. 5.0 crores

Workshops, Honoraria, Travel

Workshops (300 workshops) (Unit cost Rs. 4 lakhs per
workshop with

40
-
50 participants)

Rs. 12 crores

Coordinator Honoraria (7.5 percent of total courseware
production costs)

Rs. 3 crores

Travel (Rs.1 crore per Institute plus 0.5 crore additional to
the Coordinating Institute) + NPTEL Office (0.50)

Rs. 9.0 crores

Othe
r Services

Web services to enable effective usage of NPTEL Contents

6.0 crores

28








Hiring of retired faculty and professionals for query
management for all NPTEL courses (800 of them including
Phase I)

Total for Phase 2 (three years for all eight PIs)

Rs. 96
.0 crores



Break
-
up of the Budget in terms of Unit Costs:

Web / Video


Courses

Unit Cost for one Course: Rs. 7 lakhs

Project Assistant salary

(1/3 Assistant for four years) Rs. 2.0 lakhs
+ 25 percent HRA (IIT norms)

Honoraria to faculty for producin
g content
for 40 lectures or more

Rs. 2.50 lakhs (Rs. 2.0 lakhs was
sanctioned in 2003 for NPTEL Phase I)

Consumables and Contingencies for the
Web Studio for four years

Rs. 1.0 lakhs


Upgradation of web Studio hardware and
software for four years


Rs.
1.0 lakhs



Infrastructure upgradation:


Purchase of newer state
-
of
-
the
-
art cameras and digital video mixer, audio, and cables for a new
studio
= Rs. 100 lakhs

(Rs 65 lakhs was sanctioned in Phase I and the rest was taken from
the video course allocatio
n as was discussed in the meeting in March 26, 2003)


Salary for three to four technical editors, camera crew and onsite recording crew for three years
(Rs. 1 lakh per person for 12 man years) + 25 percent HRA
= Rs. 15 lakhs


29








Purchase of video editing s
tations, video storage (approximately 13 GB is required for raw
storage of one lecture and 0.25 gb required for MPEG 4 file of a lecture) for 25 video courses
per Institute
---
15 TB storage + 25 percent for RAID architecture =
Rs. 25 lakhs



Power / UPS
and Air conditioning =
Rs. 5 lakhs

for three years.


Contingency and consumales

video tapes and video master hard disks for recording and
transmissions =
Rs. 5 lakhs



Storage solution for each IIT and retrieval for video encoding

requires storage to

be
integrated with the video encoding server through fibre channel and through a RAID
architecture. The minimum projected cost is Rs. 1
-

1.25 lakhs for 1 TB storage (after RAID 5)
on SATA /SCSI systems. Each Institute will need a server with the capab
ility for large storage
for video and interactive contents.


Total cost for eight servers with 32


64 nodes and sufficient storage + RAM =
Rs. 500 lakhs



Workshops:


Unit cost: Rs. 4.0 lakhs
.


Number of participants: between 30 and 50 per workshop.

Numb
er of
Days:

2
-
3

Travel expenses: Rs. 2.5 lakhs.

Boarding and lodging charges: Rs. 0.8 lakhs

Stationeries

and contingencies: Rs. 0..4 lakhs

Faculty
honoraria Rs
. 5000
for 4

-

6 faculty

members: 0.3 lakhs






30


























Proposed Timeline of activiti
es for NPTEL Phase II



Activity

Deadline

1

Streaming media conversion (of all video courses developed
in Phase I to MPEG4 format )

March
, 200
9

2.

Up
-
gradation of Studio and online videoconferencing facility in
all PIs

March, 2009

3.

Setting up Discipl
ine Coordinator Committee and formulation
of syllabi for all new courses (web and video)


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31








5.

Development of content in three phases:

Phase I (25 percent completion)

Phase II (50 percent completion)

Phase III (100 percent completion) and feedback obtained


March, 2010

October, 2010

June, 2011

6.

Updating al
l websites hosting NPTEL contents
with streaming
media, web contents

Continuously from
September 2006
(ongoing activity)

7.

Workshop
s in each PI: Completion of ten

workshops by each
PI and training of teachers using phase I content both web
and video

(t
otal: 80 workshops)

December 2009

8.

Completion of ten workshops by each PI

December 2010

9.

Completion of all remaining workshops

March
, 2012

10.

Setting up Web portals for course support and appointment of
faculty and student team for management of e
ach discipline
through online support and building up FAQs for Phase I

June 2009

11.

Web portals for online support for NPTEL Phase II courses

December,

2009

and
continuous monitoring