Recently University of Delhi (DU) has introduced a new four year based undergraduate programme (FYUP) wherein all (> 50,000) newly admitted undergraduate students have been given laptops that are powered exclusively with Ubuntu OS (12.04 LTS) and other freeware including Open Office, Firefox, VLC and Rythmbox. Out of a batch of 52 students selected for case study 26 were introduced with concept of high quality OER (HQOER). The present investigation seeks to analyze pedagogical impact of the same on the twin effects of a) students utilizing internet enabled laptop computers during real-time classroom teaching and b) using OER content linked with resource based learning so as to leverage both most effectively. The investigation concludes that topic specific OER ought to be available preferentially through a dedicated search engine for HQOER. Further, an independent OER regulatory body should recommend chronological listing of HQOER sites after a thorough evaluation of the quality of their content. The future of teaching-learning process bodes well for hybrid education that includes HQOER as a built-in standard.

1. A novel OER initiative underA novel OER initiative under
University of Delhi’s new FYUP:University of Delhi’s new FYUP:
an investigation into the Pedagogical Impactan investigation into the Pedagogical Impact
Arijit Chowdhuri & Charu K. Gupta
Acharya Narendra Dev College
University of Delhi, INDIA
23 – 25 April, 2014 Ljubljana,

2. OERs in teaching-learning process: New approach on
learning horizon
Focus is on development of cognitive skills vis-à-vis
mentoring approaches adopted
Dynamic learning, teaching and assessment strategies
Engaging, easy, effective and collaborative learning
techniques
PreamblePreamble
OCWC Global 2014

3. Recently University of Delhi (DU) has shifted to new Four
Year Undergraduate Programme (FYUP) from conventional
three years
All (> 50,000) newly admitted undergraduate students have
been given laptops for promotion of E-learning through
access to HQOER
Laptops are exclusively powered by Ubuntu OS (12.04 LTS)
and other freeware include Open Office, Firefox, VLC and
Rythmbox
Laptops are internet enabled with 40 mbps connections in
college
BackgroundBackground
OCWC Global 2014

4. Overcome barriers to participation, especially those absent
in class, employed or differently-abled
Another chance to understand classroom teaching for those
who did not comprehend it the first time – time versus pace
issues
Student can be separated from the mentor for a substantial
part of the total learning time
Students have opportunity to access printed texts or other
media, such as video, audio and multimedia, real-time
Option for full-duplex communication between the student
and mentor
Perceived advantagesPerceived advantages
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5. Becoming technology enabled at home with more hours
spent on accessing OER
Moving from abstract theories described in text-book to
becoming stakeholders in OER development
Opportunity for parents at act as resource persons
Simultaneously bolstering the ‘technocrat’ as well as the
‘academic’ in the student
Internet is expected to help rethink and reorganize the
process of knowledge dissemination between education and
research
Collateral AdvantagesCollateral Advantages
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6. University of Delhi’s take on FYUP using OER
Exemplar shift in curriculum with augmented tenure of
study
Entails training students to possess greater flexibility
Develop qualities for autonomous learning
Cultivate taste for opening up to wide-ranging career
choices
Combining knowledge with practical skills
Why OER ?Why OER ?
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7. Introduction of Free and Open Source Software (FOSS)
Furthering Open Education: circumventing licence fees or
royalties
An upgraded course content
Ingenious idea to make students stakeholders in accessing OER
Popularizing use of OER with pre-incorporated licence for reuse
and/or adaptation sans copyright holder’s permission
Policy implementation: multimedia applications, streaming
videos, textbooks or any other media used for teaching-learning
process, free for dissemination.
Initiatives taken by DUInitiatives taken by DU
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8. The present investigation seeks to analyze the pedagogical
impact of the twin effects
a)students utilizing internet enabled laptop computers during
real-time classroom teaching
b)using OER content linked with resource based learning so as
to leverage both most effectively
The Study……The Study……
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9. Investigation of access, licences, awareness and
understanding of Open education materials
Awareness about Open EducationAwareness about Open Education
0 5 10 15 20
Understand Open environment
concept
Awareness about Creative
Commons licences
Understand licences by Creative
Commons
Access educational materials
under Open licenses
Somewhat
No
Yes
Number of students
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10. Teaching-learning process under FYUP is seen to be
dependent on the availability of information and material
content.
Students with exposure to HQOER are seen to possess a
different take within the existing framework.
Students’ access to Open educational materials on the
internet, associated licences and awareness of Creative
Commons are noted to be important.
Introduction to HQOER substantially affects their
pedagogic approach.
Open Education…..Open Education…..
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11. Investigation of awareness about various licences
of Creative Commons
Creative Commons LicencesCreative Commons Licences
0
5
10
15
20
25
CC-BY CC-BY-SA CC-BY-ND CC-BY-NC-SA CC-BY-NC-ND
Yes
No
Somewhat
Types of Creative Commons licences
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12. Students introduced to HQOER gain valuable insight about
different types of licences proffered by Creative Commons
Students become aware about usage of various licensed
HQOER materials while preparing assignments &
presentations
Citation of appropriate sources as deemed necessary is
followed.
A fine balance is seen to emerge about usage of
copyrighted and OER materials while accessing course
materials from world’s top sites / universities
Creative Commons…..Creative Commons…..
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13. Effect of fast internet access on autonomous learning, past-
class stay back and educational material access
Effect of fast internet availabilityEffect of fast internet availability
0 5 10 15 20 25
Educational materials preferentially
accessed in college
Has high-speed internet access increased
college stay post classes
Concept of autonomous learners
Somewhat
No
Yes
Number of students
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14. Availability of fast internet connection and free software
enabled laptops is seen to motivate students embrace the
concept of autonomous learning.
Autonomous learning is seen to result in stay back by most
students post regular college class hours.
Traffic on the sites hosting Journals and HQOER material
is seen to grow post regular college class hours thereby
indicating the following:
Preferential use of the University of Delhi enabled network
Access of the sites by the students in the college premises
which otherwise are inaccessible from home
Internet Connectivity….Internet Connectivity….
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15. Google
73%
Yahoo
15%
Bing
8%
Delta
4%
Preferred Search engine for HQOER
Choice of web-search engine preferred by students for HQOER
Preferred Search Engine for HQOERPreferred Search Engine for HQOER
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16. For assignments requiring HQOER students reported
using search engines including Google, Yahoo, Bing, Delta
etc.
Google was rated the most preferred search engine by a
whopping 73% of the students.
However, an in-depth investigation indicated that even
Google was unable to address requirements for HQOER
based content at all times.
Google was noted to short-list results according to the
choice of keywords besides primarily promoting its own
affiliates including but not limited to Wikiepedia etc.
Google etc….Google etc….
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17. Subject Matter
31%
Explanation of
Principles
23%
Authenticity
23%
Originality
11%
Clarity
8%
Media usage
4%
Usefulness of HQOER
Parameters governing choice of particular
HQOER material by students
Usefulness of HQOERUsefulness of HQOER
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18. For the students specifically choice of
HQOER was found to depend on:
 Subject matter
 Explanation of principles
 Authenticity
 Originality, clarity
 Media usage
HQOER choice….HQOER choice….
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19. Effect of listing sequence and preferential
listing of HQOER by Google
Effect of listing sequenceEffect of listing sequence
0
5
10
15
20
25
Does Google provide
results for HQOER
Is sequencing of HQOER
important for access
Does Google give
prefrential shortlisting of
certain HQOER sites
Yes
No
Somewhat
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20. Sequencing of HQOER material listing by the search engine is
seen to majorly influence its use by students.
This in turn is seen to be depend on the choice of keywords
besides preferential use of a particular search engine.
Mismatch with Google search algorithm can relegate a dedicated
HQOER hosting site deep down short-listed results.
Paucity of time and natural reluctance to skim through all search
results leads it to not being accessed.
HQOER site is therefore inherently never accessed by students
and they make do with whatever content is available in the first
few pages
Search Results…Search Results…
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21. Harnessing of HQOER is seen to be influenced by:
Authenticity of the OER material
Specificity of topic
Sequencing of HQOER hosting sites
Students notice preferential short-listing of certain sites
at the top specially those belonging to a specific
conglomerate
HQOER HarnessingHQOER Harnessing
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22. Need for a dedicated tag and keyword search
interface for HQOER
 Providing widgets and APIs that can be used to insert
“more….” recommendations into HQOER pages
 Allow access to HQOERs and their full-text
 Allow creation of profiles such that personalized
recommendations can be received
HQOER InterfaceHQOER Interface
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23. Despite OERs being available under Creative Commons licensing
Actual adoption and adaptation by another institution wishing to
include them in the local context remains a challenge
Mentors routinely reuse content however, connecting with OER
demands more groundwork
Learning objectives in HQOER ought to have clear outcomes and
objectives with details of learning resources, activities and
assessments
License wording ought to be simple and clear-cut preventing
multiple interpretations in different countries
Challenges AheadChallenges Ahead
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24. Content completeness: HQOER re-user may have to remix materials
to revise content before it can be redistributed
Relevance of Local content: HQOERs ought to be self-contained
with option to customize and include local content
Seamless website navigation: Navigating HQOERs on web
becomes difficult because of materials hosted on LMS and
truncated addresses linked to local servers
Sources on the web: HQOERs on websites are optimized for web-
access and sources are obscure preventing customization
Local issues in OERLocal issues in OER
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25. Savithri Singh, Principal, Acharya Narendra Dev
College (University of Delhi) for continuous guidance
and support.
University of Delhi and University Grants
Commission for travel grant
Organizers of OCWC 2014 for registration fee waiver
AcknowledgementAcknowledgement
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26. Thank youThank you
HvalaHvala
Contact Email:
Charu: charukgupta@gmail.com
Arijit: arijitc123@gmail.com