{"title":"A Critical Evaluation of the National Programme on Technology Enhanced Learning (NPTEL): The Flagship Indian Massive Open Online Courses (MOOCs) Programme","authors":"Pramath Kant, Anurag Mehra","doi":"10.22492/issn.2188-1162.2022.43","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.43","url":null,"abstract":"NPTEL is a prominent Indian example of an online learning system backed by the Indian State. Driven by the government regulatory policy and learners' needs, NPTEL has become popular with students enrolled in the Indian higher education sector, especially in engineering and science disciplines. This paper critically evaluates NPTEL among Indian learners using NPTEL and field survey data. The data analysis for various engineering and science MOOCs is based on parameters such as registration rate, completion rate, type of users, and the reasons for using NPTEL. Firstly, the study shows a high completion rate for Computer Science and Engineering (CSE) and Professional Communication courses, but low completion rate for Physics and Electrical and Electronics Engineering courses. Secondly, most students have pursued programming courses of CSE in NPTEL. The field survey revealed positive student feedback on their institute's effort and help to pursue and complete NPTEL courses. However, it also highlights the disparity between students of public and private colleges in receiving monetary aid for pursuing NPTEL courses. Finally, the last section discusses the implications and observations of NPTEL based on our findings and the future scope of work on MOOCs policy.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"58 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132581692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Salim Hasshu, S. O’Connor, Simon Colreavy-Donnelly, Stefan Kuhn, Fabio Caraffini
{"title":"EmotiMask: Mapping Mouth Movements to an LED Matrix for Improving Recognition When Teaching With a Face Mask","authors":"Salim Hasshu, S. O’Connor, Simon Colreavy-Donnelly, Stefan Kuhn, Fabio Caraffini","doi":"10.22492/issn.2188-1162.2022.49","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.49","url":null,"abstract":"The Covid-19 pandemic has led to the adoption of face masks in physical teaching spaces across the world. This has in-turn presented a number of challenges for practitioners in the face-to-face delivery of content and in effectively engaging learners in practical settings, where face coverings are an ongoing requirement. Being unable to identify the mouth movements of a speaker due to the lower portion of the face being obscured can lead to issues in clarity, attention, emotional recognition, and trust attribution, negatively affecting the learning experience. This is further exacerbated for those who require specialist support and those with impairments, particularly those centred around hearing. EmotiMask embeds an LED matrix within a face mask to replicate mouth movements and emotional state through speech detection and intelligent processing. By cycling through different LED configurations, the matrix can approximate speech in-progress, as well as various mouth patterns linked to distinct emotional states. An initial study placed EmotiMask within a HE practical session containing 10 students, with results suggesting a positive effect on clarity and emotional recognition over typical face masks. Further feedback noted that it was easier to identify the current speaker with EmotiMask, however speech amplification, additional led configurations, and improved portability are desired points of refinement. This study represents a step towards a ubiquitous solution for tackling some of the challenges presented when teaching in a pandemic or similar situations where face coverings are a requirement and has potential value in other sectors where such scenarios present themselves.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127263311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carinda Christien Williams, C. Mostert, Marieta Jansen van Vuuren
{"title":"International Collaboration in Higher Education: A Reflection of Student and Lecturer Experiences","authors":"Carinda Christien Williams, C. Mostert, Marieta Jansen van Vuuren","doi":"10.22492/issn.2188-1162.2022.34","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.34","url":null,"abstract":"The influence of international collaboration opportunities on student and lecturer experience in higher education is unmistakable. Not only do international collaboration projects provide the opportunity for internalisation, the improvement of cultural sensitivity and understanding, as well as problem-solving in culturally diverse teams, it also provides a reflection opportunity for lecturers on current lecturer teaching practices and how teaching practices can be improved. As a result, most higher education institutions are starting to include international project-based learning projects. This paper is based on one of the international teaching mobility projects of the NWU, Centre for Teaching and Learning, that focuses on transforming university teaching, learning and research, which is in line with the National Framework for Enhancing Academics as university teachers (DHET, 2018), the UCDG (Draft Ministerial Statement 2012-2023) and the NWU Annual Performance Plan (APP). The project entailed that students from different international universities, including students from Indonesia, South Africa, the Netherlands, and Canada, work together in teams on a 24-hour design thinking project. This paper outlines the international collaboration project, provides the background of the project, a reflection on the student and lecturer experiences, and concludes with an action plan for future international collaboration projects.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116976172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
