Project Closure Report

Open Source Courseware Animation Repository

Submitted to PRSG constituted by MHRD

Investigators

Prof. Sridhar Iyer

Department of Computer Science and Engg.

Prof. Sahana Murthy

IDP in Educational Technology

Indian Institute of Technology Bombay

CONTENTS PAGE NO.

I. Preamble 2

II. Executive Summary 3

III. LO Creation Process 5

IV. Instructional Design for OSCAR LOs 8

V. Classification and Features of LOs 12

VI. LO Repository and OSCAR Website 17

VII. Evaluation of OSCAR LOs 18

VIII. Blender :Training workshops, tutorials, repository of models 22

IX. Overall Contributions of Project OSCAR 24

X. Project Completion Plan 25

XI. Minutes of the last PRSG meeting 26

Appendix A : LO list 30

Appendix B: Blender Spoken-Tutorial list 37

Appendix C : Research papers 38

Appendix D : Pilot phase statistics 40

Appendix E : IDD template slides 41

Appendix F : Project OSCAR staff members 49

Appendix G: Utilization Certificate 50

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I. Preamble:

The main aim of Project OSCAR is to develop high quality interactive animations and simulation

(Learning Objects (LOs)) for college level Science and Engineering courses. In Project OSCAR,

the LOs are based on L’Allier’s definition which states: A Learning Object is an independent

structural experience that contains an objective, a learning activity and an assessment1. Figure 1

shows the structure of an LO.

Figure 1: Sample OSCAR LO

A brief timeline of the project is as follows:

Date Activity

24 Feb 2009 Pilot proposal submitted to NMEICT

31 Mar 2009 Pilot sanction received

20 Feb 2010 Pilot project completed

20 Feb 2010 Main phase DPR submitted to NMEICT standing committee

Feb - Apr 2010 Review comments received

28 May 2010 Revised Main phase DPR submitted

24 Jan 2011 Main phase sanction received – First installment

26 Nov 2011 Review presentation made to NMEICT standing committee

03 Jan 2012 Second installment received

31 Mar 2012 Summary report submitted

11 Apr 2012 All NMEICT projects extended till June 2012

05 Jul 2012 All NMEICT projects extended till December 2012

29 Jul 2012 PRSG constituted

03 Oct 2012 First PRSG meeting

31 Dec 2012 Project closure date as given by NMEICT

1 [1] L'Allier, James J. (1997) Frame of Reference: NETg's Map to the Products, Their Structure and Core

Beliefs.

Animation Demo

Learning objectives

Glossary of keywords

References for further

reading

Glossary of keywords

Self-assessment

questionnaire

3

2013-2014 Project completed but few Los awaited & corresponding payment pending

2014-2015 Follow up with vendor for delivery of LO's and Payment to Vendor

Feb 2016 Final Project Closure Report

The project documents are uploaded at: www.it.iitb.ac.in/oscar/reports.html

This site has the following:

• Pilot Report

• Main Phase DPR (after revision based on reviewer comments)

• Intermediate Reports sent to MHRD so far

• ID Templates and other documents generated

• Report and presentation for this PRSG meeting

• Video presentations for PRSG members attending remotely

Our goal during the pilot phase of this project was to come up with a mechanism to quickly

develop high quality LOs on a large-scale, for college level Science and Engineering courses.

We experimented with 5 different production models (See pilot phase report for details) and

settled down on what we call the ‘Domain Owner Model’ for implementation in the Main phase.

A summary process chart of this model is given in Section III.

The completed LOs are uploaded at: http://oscar.iitb.ac.in .

II. Executive Summary

A. What is a Learning Object (LO)?

There are various definitions of Learning Objects (LO). An OSCAR LO is an animation or

simulation having the following properties:

Learning objectives

Interactivity: Ranging from basic (pace control and navigation control) to advanced (multiple

variable manipulation)

Text: Explanation of the concept and Glossary of terms

Self-Assessment: Questions and feedback on responses

Audio narration and transcript (available as per user’s choice)

Playing time (time to simply click through the LO): Ranging from 5 to 15 minutes.

Learning time (time to work through the LO activities): Ranging from 20 to 60 minutes.

B. Deliverables

The main deliverables that were approved and sanctioned for Project OSCAR are:

300 Instructional Design (ID) Documents to be created

300 Learning Objects to be developed.

12 workshops to be conducted – 4 ID, 8 Blender

600 people to be trained

Research papers and reports on evaluation and quality assessment to be written

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C. Budget Status

Budget Amount

(Rupees)

Remarks

Budget requested 3,74,00,000

Amount Sanctioned 3,00,00,000

Funds Received 1,50,00,000 Rs. 90,00,000 (1st installment)

Rs. 60,00,000 (2nd installment)

Payments (A) 1,06,98,903 IDD creation, LO development, workshops, manpower

Blocked (B) 13,56,311 Pending payments, manpower

Commitments (C) 19,00,000 Pending LO development, manpower, travel

Net Expenditure

(A + B +C)

1,39,55,214 Till January 2013

Funds remaining 10,44,786

Funds requested – next installment Nil

D. Activities Completed

The deliverables achieved in the main phase from March 2010 till September 2012 are divided

into 3 components: content generated, training activities conducted and research. The status of

each of these is presented below.

Content generated

Table 1: Content Generated – ID Documents and Learning Objects Content Developed Under

Development

To be

developed

Total

IDD 335 - - 335

LO 300 - - 300

Appendix A contains the complete list of LOs .

Table 2: Content Generated – Blender spoken tutorials Content Completed Total

Blender Spoken-

Tutorials

15 (script-writing, video capture, audio dub) 15

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Appendix B contains the complete list of the Blender Spoken-Tutorials.

Training Activities

Table 3: Workshops Conducted Sr.

No.

Workshop

type

No. of

workshops

conducted

Skills taught Target audience No. of people

trained

1 Instructional

Design

4 Principles and

application of

instructional design

Visual

communication

principles

Faculty and P.G.

students of IITB and

other science and

engineering colleges,

OSCAR team

members

236

2 Blender

Training and

awareness

11 Creating Blender 3D

animations

Awareness of

Blender as open

source 3-D

animation tool

Faculty, UG and PG

students of IITB and

engineering colleges

323 (Blender

skills) +

924 (Blender

awareness)

TOTAL 1247

• Research activities

16 research papers were presented in national and international conferences. The papers

addressed various aspects of OSCAR LOs including production model, Blender repository

creations and use of OSCAR LOs. The complete list of papers is given in Appendix C.

• Completed pilot phase objectives (till February 2010) are given in Appendix D.

III. LO Creation Process

A typical LO creation process involves several team members, each playing their role at various

stages of the process. The team members include:

• SME – Subject Matter Expert – provides the raw content

• ID – Instruction Designer – takes the raw content, incorporates pedagogy and multimedia

design principles, and creates the detailed storyboard for the LO (which we call IDD)

• GD - Graphic designer – incorporates visual design principles in the IDD so that the

corresponding LO has high usability

• Animator – takes the IDD and programs the LO

Successful creation of high quality LOs requires frequent face-to face interactions between the

team members. Usually there is synchronous discussion among all team members and the entire

team is stationed at the same place. This makes it difficult to scale the production – that is, rapid

creation of a large number of LOs is difficult in the above process.

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In the pilot phase, we experimented with various models of LO creation:

I. Online Model

II. Individually Contacting Faculty

III. Tendering Model

IV. Using Instructional Designers

See pilot phase report for details.

The model of LO development we finalized for the current (main) phase is the ‘Domain Owner’

model, that we devised to scale production of LOs. The Domain Owner model minimizes the

SME time involvement as well as interaction between ID and Animator, and allows scaling at

low cost. We have found this process of LO development to be successful to scale production of

LOs across a wide range of domains in Science and Engineering. Figure 2 shows an overview of

the Domain Owner Model.

Figure 2: Overview of “Domain Owner” model for the process of LO creation

The ‘Domain Owner’ model is an asynchronous model of LO development. In order to scale up

the production, the team comprising of SME, ID, Designer and Animator/Programmer could be

geographically dispersed. The process of seamless integration of all the sub-processes into a

coherent whole was achieved as outlined below –

Stage 1: Concept Specification

We conduct 2-hour workshops to find faculty interested in using LOs for their courses. We train

the participating faculty to identify ideas that are suitable for LO creation, using a concept

proposal form (CPF). Some of these faculty become domain owners (SME for a set of related

topics). The domain owner identifies a set of concepts for which LOs will be useful to students.

For each concept, the domain owner fills a ‘Concept Proposal Form’ (CPF) which has guidelines

to clearly define the objective of the LO.

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Review: The CPF is reviewed by OSCAR team to confirm that there is no existing open-source

LO already available for that concept.

Stage 2: Content specifications in form of Instruction Design Document (IDD)

The ID writers are typically post-graduate students or research assistants of the domain owner.

We conduct 2-day workshops to train these ID writers in pedagogy, instructional design and

visual communication, so that they keep both the animator’s and learner's requirements in mind.

We provide them with an ID Template which has guidelines and checklists to help them with the

detailed content specification for each concept. The product at this stage is the ‘Instructional

Design Document’ (IDD).

Review: The IDD is first reviewed by the domain owner to ensure that the content is correct,

adequate and authentic. An ‘IDD Review Form’ provides a checklist of points that tend to be

weak in such IDDs in general. Then the IDD comes to OSCAR team for review. Pedagogy

experts review the IDD further to check if appropriate instructional design principles have been

followed, such as sequencing and chunking the content, introducing analogy (if required),

interactivity to promote active learning for the learner and assessment activities aligned to higher

levels of Bloom’s taxonomy. After a few iterations of review, the IDD is finalized.

Stage 3: Interface Design

For some IDDs, we create the LOs in-house. For other IDDs, we create a tender for inviting bids

from LO creation companies, and identify a suitable vendor. We provide visual communication

guidelines (Graphic, Animation, Multimedia and Interaction design) for Graphic Designer (GD).

For each IDD, the GD writer (either in-house or at vendor location) creates a ‘Storyboard’ to be

used for programming the LO. The Storyboard specifies the user interface for the content, screen

by screen, based on the instructions given in the IDD.

Review: Visual Communication experts in the OSCAR team review the Storyboard, based on a

‘Design Review Checklist’. After a few iterations of review, the Storyboard is finalized.

Stage 4: Implementation

The Developers (either in-house or at the vendor location) now develop the LO based on the

Storyboard. They communicate with the ID writer or SME once or twice, in asynchronous mode.

Review: The LO is reviewed by the ID writer and the Domain Owner based on review checklists

and LO review forms. Often the Domain Owner also gets the LO peer reviewed. Any refinement

hence suggested is then incorporated by the developer. The final approved LO is uploaded in the

OSCAR repository where the source code is also available for the open source community to

develop further.

We are documenting this process in detail so that it may be useful to other similar projects.

Figure 3 shows a view of the LO production process from the perspective of the well-known

software development V-Model.

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Figure 3: Detailed ‘Domain Owner’ Production Process

IV. Instructional Design for OSCAR LOs

The instructional design stage of the LO development process is bridge between the subject

matter expert (SME) and animator. It is a challenging stage from the LO production perspective,

since the goal is to create materials (such as the Instructional Design document (IDD) and

storyboard) which capture the domain knowledge of the SME, contain details of the instructional

concept to be visualized in the LO and integrate suitable learning strategies. This knowledge and

expertise needs to be entirely present in the materials so that the animator, who is not a domain

expert, can develop the corresponding LO (often without interacting with the SME). Creating

high quality ID documents is key to the achieving LOs with high effectiveness and usability.

Typical LO production efforts have professionally trained instructional designers who create the

IDD. Also, as described in Section III (LO creation process), in typical processes there is

frequent face-to-face interaction of the instructional designer with the SME, graphic designer and

animators. This interaction is minimal or absent in our process. The instructional designers in

OSCAR are usually post-graduate students of the SME, who do not have professional expertise

in ID. Hence, we have a two-fold goal for the ID stage of OSCAR LOs:

1. Create a template for writing ID documents that automatically incorporate some ID and

multimedia design principles

2. Conduct ID workshops to train OSCAR IDD writers in principles of ID and multimedia

design

(Henceforth we shall refer to the instructional design documents and storyboards as the ‘IDD’).

A. Template for Instructional Design Documents

We created a template for instructional designers to develop IDDs containing features to promote

effectiveness and usability of the LOs created from the IDDs. The template is in the form of

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presentation slides that alternate instructions with blank areas that instructional designers can fill

out as a worksheet. Figure 4 shows some slides of the OSCAR IDD template. Appendix E

contains the entire IDD template.

Use of IDD Template by instructional Designers

After communicating with the SME, the instructional designer decides the pedagogical steps and

strategies for the treatment of the LO topic. The instructional designer then explains the detailed

steps and strategies, along with images, using the template. . The template offers scaffolding to

the instructional designer in the form of prompts to include features based on ID principles. For

example, the template contains a prompt to include learning objectives, and provides the stem of

the learning objective statement: “After interacting with this LO, the learner will be able to …”

Other prompts in the template based on ID principles are: explaining the concept using

analogies, including interactivity options (instructional designer is given a choice of slider bar,

drop-down menu etc), and writing self-assessment questions.

In the LO production process, the completed IDD is to be passed on to the animator, who needs

to create the LO – a primarily visual object. To aid the animator comprehend the IDD and create

appropriate visuals (including animation) for the LO, the template offers prompts to include

images and details of motion.

Figure 4: Sample slides from OSCAR IDD template

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IDD Template creation:

We created the IDD template using a design-based research methodology. This is an iterative

research and development process in which the product (here, the IDD template) is created using

design principles, and its effectiveness is evaluated in each iteration with various stakeholders. In

the OSCAR LO creation process, the important stakeholders for the IDD template are the

instructional designer who uses the template to write the IDD, and the animator who uses the

IDD to develop the LO.

The template was iteratively revised over three cycles. In each iteration, we refined the IDD

template based on results of user evaluation (for example, how usable is the IDD template by a

novice instructional designer? how comprehensible is the IDD to the animator?). In addition, the

SME and the student are stakeholders for the LO created from the IDD. Hence the LO created

from the IDD (created from the template) is tested for SME review and student perception.

Figure 5 shows a schematic diagram of the design based research methodology applied to the

creation of the IDD template.

Figure 5. DBR applied to OSCAR IDD template

The Instructional design template (IDT) was further modified, based on the user studies

conducted for the various stakeholders: Instructional designers, Subject matter experts and

animators. The IDT was iterated based on the feedback received and the final template (V3.0,

Appendix E) was released. This was part of the doctoral research work carried out by Mr.

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Sameer Sahasrabudhe (Project manager, OSCAR), who submitted his thesis in December 2013.

<http://www.it.iitb.ac.in/~sri/students/samss-thesis.pdf>

B. Instructional Design Training Workshops

The goals of the ID workshop are:

i. to create awareness about ID principles and its importance

ii. to train participants to develop IDDs that incorporate ID principles, contain precise

information for the animator on the steps of the LO (for example, what exactly has to be

shown in the LO, for how long and in what sequence)

We have conducted 2-day ID workshops for post-graduate students and faculty from

science/engineering colleges and IITB We have conducted 4 such workshops which are

summarized in Table 4.

Table 4: ID Workshop Statistics Workshop Venues IIT Bombay; NMIMS, Mumbai; MS University, Baroda

No. of ID workshops conducted 4

No. of faculty participants 74

No. of post-graduate students 162

Total no. of participants 236

Workshop details

The workshop was conducted by OSCAR team members who collectively had expertise in

instructional design, visual communication and animation. The workshop roadmap contained

mini-presentations interspersed with discussions and hands-on activities to promote active

learning.

The workshop topics include:

What are the different stages of ADDIE model

How to write Learning Objectives

How to choose concepts for animation

What features are required in a good learning object

How to write learning objectives

How to chunk content for presentation

What are the types of interactivity possible

Integrate interactivity while explaining the concept

Present the concept in a form understandable to the animator

Include Visual Communication principles

Frame questions that support the higher levels of Bloom’s Taxonomy such as

Application, Analysis, Synthesis, and Evaluation.

12

We consciously placed all examples and activities in the workshop in the context of subjects for

which the participants of the particular workshops were domain experts. Since it is often difficult

for subject matter experts to give instructions without technical jargon, we brought in

experienced animators to give constructive feedback on which instructions they did not

understand in the IDDs written by the participants.

The activities in the workshop include:

• Worksheets to practice application of ID principles such as worksheets on performing

need analysis, context analysis and learner analysis

• Think-pair-share activities to analyze and compare LOs on the basis of ID principles

• Group activities to apply pedagogical principles for LO design

- choosing appropriate topic for visualization

- deciding visuals and animation

- incorporating appropriate interactivity

- writing self-assessment questions and feedback

• Writing IDDs using OSCAR IDD template for chosen topic

• Peer-review of IDDs created in the workshop

• Revising IDD based on feedback given by OSCAR animators

Appendix F describes the detailed roadmap and activities in the ID workshops.

V. Classification and Features of LOs

A. Domains represented by OSCAR LOs

We have successfully used the Domain Owner model to develop LOs in various domains of

science and engineering. Each of the domains represented in Table 5, except for Civil and

Environmental Engineering had a ‘Domain Owner’ who proposed the concepts, guided the IDD

development and reviewed the LOs. We have used Flash, Java and Blender to animate OSCAR

LOs. 32 out of the 247 main phase LOs were developed in Java, 5 in Blender and 210 in Flash.

Table 5: Domains Represented in OSCAR LOs and IDDs

Domains Learning Objects (LOs) Instructional design Documents (IDDs)

Biochemistry 81 8 1

Biology 24 2 4Bioscience & Engg. 1 1Mechanical Engg. 33 33

Electronics 1 1

Electrical Engg. 39 39

Chemistry 19 33

Physics 18 27

Computer Science 22 22

Earth Science 25 25

Material Science 28 31

Chemical Engg. 13 15

Civil Engg. 1 1

Environmental Sc. 2 2

Total 307 335

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B. LO features

OSCAR LOs have been designed based on pedagogical principles. They contain a range of

features that have been known to promote learning. All OSCAR LOs contain:

• Learning Objectives stated at the beginning of the LO

• Visualization as an animation or simulation of a scientific concept, process or principle

• Multiple representations (visuals, graphs, text, equations)

• Scaffolding through a glossary for keywords

• References to websites and books for further information

• Self-assessment via multiple choice questions and feedback to user’s responses

• Varying levels of user interactivity (see sub-section C) to allow students to explore concepts

We have applied principles multimedia design of educational material, which lead to the

following features:

• Chunking and segmenting of content

• Audio narration through human voice (user controlled option)

• Availability of audio transcript

Figures 6a, 6b, 6c and 6d show screenshots of a typical LO and its features.

Figure 6a: Learning Objectives and other features of a typical OSCAR LO

Click for

Glossary Click for self-

assesment

Click for

further reading

14

Figure 6b: Multiple choice questions and feedback

Figure 6c: Simulation with user controlled variable manipulation. The different representations

– graph, text explanation, and equations are dynamically updated based on users’ choice of

variables.

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Figure 6d: Glossary

C. Classification of LOs by Interactivity Level

OSCAR LOs have been classified into three levels of interactivity: Basic, Intermediate and

Advanced. Table 6 describes the various interactivity levels.. Figures 7a and 7b show examples

of Intermediate and Advanced interactivity level.

Table 6: LO classification – Interactivity Types

LO Type Interactivity Features Number Example

Basic Animation with play- pause

Audio option

Human voice as audio

narration

Audio transcript provided

Multiple choice questions for

self- assessment with feedback

107 (43%) Functions of DNA http://oscar.iitb.ac.in/onsiteDocu

mentsDirectory/Functions%20of

%20DNA/Functions%20of%20

DNA/index.html

Intermediate Features of Basic +

Variable manipulation from given

set (radio buttons, drag-drop)

102 (41%) Ensemble Averaging http://oscar.iitb.ac.in/onsiteDocu

mentsDirectory/Ensemble%20A

veraging/Ensemble%20Averagin

g/shell.html

Advanced Features of Intermediate +

User- defined variable

manipulation (slider, input boxes)

38 (16%) 2R Manipulator http://oscar.iitb.ac.in/onsiteDocu

mentsDirectory/2R_Manipulator

/2R_Manipulator/shell.html

16

Figure 7a: Intermediate interactivity - Variable manipulation from drop-down menu

Figure 7b: Advanced Interactivity OSCAR LO

D. Classification of LOs by Animation Effort

During the production stage, OSCAR LOs have been classified according to the estimate of the

production complexity of the LO (programming time and expertise required of animator). Table

7 presents different levels of animation effort: Simple, Medium, and Complex.

User –defined variable

manipulation through

slider bars or by moving

the link arm through

mouse

Output values

Drop-down menu for

user to choose

Graph depending on

user’s choice

Output values depending

on user’s choice

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Table 7: LO classification – Animation Effort LO Type Definition Number

of LOs

Simple Time taken to develop = 3 days

Expertise required = Basic programming for play and

pause + multiple choice questions

158 (64%)

Medium Time taken to develop = 6 days

Expertise required = Programming knowledge for Simple

+ drag-drop/drop-down menu/ radio buttons for variable

manipulation

63 (25%)

Complex Time taken to develop = 12 days

Expertise required = Expert knowledge of programming to

execute user-defined variable manipulation through slider

bars, input boxes which is represented visually.

26 (11%)

VI. LO Repository and OSCAR Website

The IDDs and LOs are uploaded at: oscar.iitb.ac.in . These are classified according to subject.

Users can search for individual LOs within specific subjects or browse the repository. Users also

have the option of downloading all the LOs for a given subject. Figure 8 shows screenshots of

the website.

Figure 8 : Screenshots of OSCAR LO repository

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The backend is developed in Struts platform with Apache Tomcat 5.5 as the web-server and

Postgres as the database. The technologies used are Java, JSP and Netbeans. The approximate

size of the LOs uploaded so far is 59GB and that of the backend code written is 1.4GB.

VII. Evaluation of OSCAR LOs

In this section we present the summative evaluation results of OSCAR LOs along the dimensions

of implicit and explicit evaluations. Implicit evaluations of OSCAR LOs were based on usage

data of the LOs from the repository like number of visits and number of downloads. Explicit

evaluations, on the other hand, involved collecting direct feedback from various users.

A] Implicit Evaluation

The view count and download count of each LO is captured on the OSCAR website

www.oscar.iitb.ac.in . Figure 9 shows a screenshot of the view and download counts of LOs

from electrical engineering

Figure 9: Screenshot of Download and View counts of Electrical Engineering LOs

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Table 8: Visits to OSCAR websites from various countries

Country Visits India 15936

USA 334

Dominican Republic 142

United Kingdom 79

Brazil 62

Singapore 50

Saudi Arabia 37

Canada 33

Spain 31

B] Explicit evaluation

Explicit evaluation of LOs is a necessary condition since it reflects LO users’ opinion and leads

to increased user confidence in these LOs (Freebody, 2007). Robust evaluation instruments were

created to capture users’ perception of quality of OSCAR LOs from 2 stakeholders – Subject

matter experts (SMEs) and students. The instruments used (questionnaire for students & rubric

for peer-review) were developed from survey of existing LO quality evaluation instruments and

were customized to OSCAR requirements. They were tested for inter-rater reliability and validity

(Table 9). Both instruments addressed the 3 constructs of Pedagogy, Technology and Content

with focus on Pedagogy.

Table 9: - Statistical Tests performed to test robustness of OSCAR evaluation instruments

Student Questionnaire developed for OSCAR

Purpose Statistical Test Result Summary

Internal Reliability of

items within each

criteria

Cronbach’s alpha Above 0.6 for almost all criteria,

Good internal reliability

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Internal Reliability of

the questionnaire items

Cronbach’s alpha Above 0.75, Strong internal

reliability

Convergent Validity Pearson’s correlation

coefficient for correlations

within the Pedagogy criteria

Statistically significant (p<0.01)

correlation (0.3 - 0.6)

Construct Validity Principal component analysis

of the instrument items

Orthogonal varimaxrotation

corresponded well with the

grouping of the items into

criteria. Overall, good construct

validity.

Face Validity Agreement frequency for the

question

“the instrument effectively

captures my feedback”

63.3% (N=320) Respondents

agreed that questionnaire items

measured what they aimed to

measure.

Peer-review rubric developed for OSCAR

Purpose Statistical Test Result Summary

Inter-rater

reliability

for rubric

Intra-class correlation coefficient

(ICC)

4 items : Strong agreement (ICC:07-

0.8); 5 items: Moderate agreement

(ICC: 0.33-0.84)

Percent agreement at modal value Range of 50% - 66.67% for moderate

ICC. Good agreement.

Face

Validity

Agreement frequency for the

question “the instrument effectively

captures my feedback”

97.8% (N=46)

Construct

Validity

Expert Interview - “Do you think the

questions effectively measure each

of the constructs?”

Positive response from 100% (N=46).

Good construct validity

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(i) Peer review from SMEs

20 OSCAR LOs from varying domains like Chemical, Electrical, Mechanical Engineering,

Physics and Bioscience have been peer-reviewed based on an analytical rubric. This OSCAR

rubric consisted of 10 items with both qualitative and quantitative descriptors sourced from

rubrics developed by CEMCA2 and LORI 3. The OSCAR rubric was assembled from both

instruments since none of them individually covered all of OSCAR’s goals. The number of peer

reviewers involved in this evaluation process was 42 faculty members from IITB as well as other

engineering colleges of Mumbai. Peer-reviewers were also asked if they had feedback to give

which was not captured by the questionnaire. 88% (37/42) of the peer-reviewers affirmed in the

negative. Overall 98% of faculty members were satisfied with the accuracy of the content and the

pedagogy in the LOs.

ii) Feedback from teacher-users

We have received feedback on 61 OSCAR LOs that have been used in classroom teaching in IIT

Bombay and other engineering colleges in various domains like Bioscience, Earth Science,

Electrical Engineering and Mechanical Engineering. We conducted interviews of 12 teacher-

users and observed 2 teachers in the classroom during use of LOs. Instructors used LOs in

different instructional settings such as classroom, in the laboratory as a pre-lab activity, for

distance education (included in NPTEL videos) and as homework activities (given as reference

with assignment).

iii) Student review

Students responded to the evaluation questionnaire after interacting with OSCAR LOs. This

instrument was assembled from LOESS instrument and LITE. Additional questions were framed

to evaluate the assessment section of OSCAR LOs. The sample size of students covered in the

evaluation study was 320. These were undergraduate students from the domains of Mechanical

Engineering, Electrical Engineering and Computer Science from IITB and Engineering colleges

in Mumbai. Table 10 shows the results on some items of the questionnaire.

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Table 10: Result of Quality Evaluation of OSCAR LOs with students

Questionnaire Item Agree Neutral Disagree

The graphics and animations from the learning 84.2% 14.6% 1.2% object helped me learn

The instructions in the LO were easy to follow 82.2% 16.2% 1.5% The learning object was easy to use 83.8% 13.1% 3.1% The learning object was well organized 84.9% 14% 1.2% Overall, the learning object helped me learn 85.8% 12.7% 1.6%

VIII. Blender: Training, Tutorials and Repository of Models

Blender is open-source 3D animation software especially suited to create educational animations

of topics where 3-dimensional visualization is required. For example, cross section of a machine

with fluid flowing inside, or concepts such as chirality which intrinsically need 3D visualization.

Blender contains a complete 3D animation suite. It can be used to create 3D models, animate

them and add interactivity. Blender is able to match the technical and aesthetic expectations of

animation creators, and is comparable to proprietary tools. It is becoming increasingly popular in

the entertainment domain, but its use for eLearning purposes has been on the rise worldwide.

This has been showcased in for biology, medical, molecular and other visualizations. BioBlender

(www.bioblender.org) is one such example.

A. Workshops for Blender training and outreach

While Blender can be a powerful tool for educational animations, it is primarily being used in the

entertainment industry and is not being exploited for the education domain. A main reason is the

lack of training programs. Hence Blender training is vital to build awareness about how blender

can be used to model objects and develop 3D animations. It will also help in enhancing skills of

the student community and professionals.

We conducted two types of Blender workshops within Project OSCAR:

1) Blender Awareness and Outreach Talks

The goal of these talks (2-4 hrs) is to raise awareness about Blender as an open-source 3D

animation software with a wide toolset available that enables it to define a complete pipeline

(from modeling to sequence editing). The talks were conducted for different target audiences

such as, faculty members, engineering students, fine arts students, and open source enthusiasts.

2) Training in creating Blender 3D models

In these 5-day workshops, participants get hands-on training to create basic 3D models in

Blender. They also gain programming experience in developing 3D animation using Blender

models. Participants learn topics of modeling, texturing, lighting and rendering. The workshops

23

are conducted via drill exercises, activities and assignments at appropriate stages to help

participants obtain practice.

The workshops were conducted in various parts of Maharshtra - IIT Bombay; PICT,Pune;

WCE,Sangli; DJ Sanghvi,Mumbai; DonBosco,Mumbai; VJTI,Mumbai; J.J.School of arts,

Mumbai. Table 10 summarizes the number of workshops conducted and the number of people

trained in the workshops.

Table 11: Blender workshop statistics

Expertise No. of workshops

conducted

No. of people (faculty & students)

trained

Blender (3-D) Basics 6 281

Blender awareness 5 904

Total 11 1185

3 Blender awareness talks and 5 Blender workshops were conducted during 2012-2014.

B. Blender Video Tutorials

We created videos to teach the basics of Blender. The learning materials are in the form of

Spoken-Tutorials which include screencasts of the software with running audio commentary. The

tutorials contain the recording of a computer session where the use of Blender software to create

models and animation is demonstrated in a step-by-step manner, with visuals and audio. These

tutorials can be easily used for self-learning, as well as to conduct training workshops by

facilitators.

We created 15 tutorials on various basic topics (see Appendix B for a detailed list of topics).

Tutorials on advanced topics are available from Blender site http://www.blender.org/education-

help/tutorials/.

The Blender tutorials created by Project OSCAR, were used by the Spoken-Tutorials team to

conduct online workshops. During the period of Oct 2012-Dec 2014, 239 workshops were

conducted thereby training ~9000 participants.

<http://spoken-

tutorial.org/statistics/training/?training_planner__academic__state=&training_planner__academi

c__city=&training_planner__academic__institution_type=&training_planner__academic__instit

ution_name=&course__category=&course__foss=1&sem_start_date_0=2012-10-

01&sem_start_date_1=2014-12-01#>,

In all, 458 workshops have been conducted till today (Feb 1st 2016) training over eighteen

thousand participants.

24

C. Repository of Blender models

We devised a methodology for creating Blender 3D models to use in animations (see item 4 in

Appendix C – Research papers: “Creating Open Source Repository of 3D Models of Laboratory

Equipments using Blender” for details). We created 40 models of 3D objects used in Physics and

Chemistry domains, such as Vernier Callipers, ammeters and voltmeters, graduated glass beakers

and flasks. The models are available on a repository of virtual laboratory components at

http://oscar.iitb.ac.in/blenderrepository.do. We have created 25 animations using Blender models

from this repository, for example: Distillation Column and SN1 reactions .

Figure 10 shows samples of 3D models created using Blender.

Figure 10: Blender Models

D) The animation videos of various concepts created using Blender were uploaded on YouTube,

and have been received very well. One particular video of Distillation Column

<https://www.youtube.com/watch?v=BaBMXgVBQKk>, has been seen by ~4 lakh users.

IX. Overall Contributions of Project OSCAR

We have been able to achieve the goal of scaling up production of high quality LOs to a national

level. We have been successful in achieving effective asynchronous communication between

SMEs, instructional designers, graphic designers and animators/programmers via the OSCAR

developed IDD Template.

Project OSCAR has resulted in the creation of different types of instructional material, all of

which are freely available as open-source educational resources. OSCAR LOs are based on

principles of pedagogy, multimedia design and graphic design. Their quality has been evaluated

with students and peer-reviewers. A wide range of domains in college level engineering and

science have been covered. The Spoken-Tutorials in Blender that we have created can be used

by novice and intermediate animators intending to create 3D animation. Table 11 summarizes the

instructional material developed via Project OSCAR.

25

Project OSCAR has contributed to the development of human resources in terms of personnel

trained in instructional design and Blender animation. Through various workshops and talks,

several hundred students and teachers are now aware of the role of animation and Learning

Objects in effective instruction. Table 12 summarizes the training programs and workshops

conducted within Project OSCAR. In addition, 20-25 BE students have been trained via projects

related to OSCAR.

Project OSCAR has provided a platform for conducting research in learning and teaching. Ph.D.

research scholars and other researchers are investigating educational problems such as, the

design of effective e-learning material, integration of animations and simulations in teaching, and

effectiveness evaluation of learning objects. Current research studies have resulted in the

publication of articles, which are listed in Appendix C.

Table 12: Instructional material created Instructional item Number

Learning Objects(Los) 316

Instructional Design Documents(IDDs) 355

Blender Spoken Tutorials 15

Table 13: Workshops conducted Workshop type Number No. of people

trained

Instructional Design 7 322

Blender training -cum-awareness 11 1185

LO skills 9 213

Flash 2 14

Total 29 1734

Project OSCAR has contributed know-how and material beyond the stated DPR deliverables.

These can be used by other project teams which intend to create LOs for education. Available

materials are:

• 15 Blender video tutorials

• Documents related to LO creation process

• Template for ID document creation

• Checklists for quality assurance of IDDs and LOs

• ID Workshop materials

• Outreach activities

X. Project Completion Plan

We have successfully completed and closed the Project as per PRSG approval given on Oct

2012.

26

XI. Minutes of the last PRSG meeting

Minutes of NMEICT PRSG Meeting held at IIT Bombay - 03 October 2012

Project: OSCAR++ (Control Number: Se-16021010546 )

Participants:

PRSG Members: Uma Kanjilal (in-person), M. Sasikumar (Skype), Sushil Prakash

(Skype), Sanjaya Mishra (Email), Vasudha Kamat (Email), Arun Nigavekar (Email).

IITB NMEICT coordinator: Kannan Moudalya (in-person).

PIs: Sridhar Iyer and Sahana Murthy.

Project Managers: C. Vijaya Lakshmi, Sameer Sahasrabudhe and Gargi Banerjee.

Project Assistants: Swati Patil and Rekha Kale.

The meeting started at 10:15 AM.

To facilitate participation of the PRSG members who were joining through skype/email, the

PRSG meeting report, slides and video presentations were made available 2 days in advance

of the meeting. They are uploaded at http://www.it.iitb.ac.in/oscar/reports.html

Sridhar Iyer described the history of OSCAR, project goals, models tried during the pilot

phase, DPR, project execution methodology and timelines. He presented details of the

domain owner model that was developed in order to scale up from the pilot.

Sahana Murthy described the Instruction Design (ID) aspects. She highlighted the need for

the ID template and mentioned some challenges: (a) Subject matter expert (Faculty) is

thinking in terms of concepts and domain, but the Animator has no domain knowledge, and

(b) ID writers (post-graduate students) have the required domain knowledge, but they have

no training ID writing. The ID template developed as part of this project bridges these gaps

by providing prompts to the ID writers on what to draw, what to animate, what interactivity

to provide and at what level.

Sahana Murthy described the project's classification of Learning Objects (LOs) in terms of

interactivity levels - basic, intermediate and advanced – and gave demonstrations of the

same. These had also been uploaded as a 5-min movie for the remote PRSG members. She

also described the measures undertaken to evaluate the project, including site analytics,

faculty peer-review and student feedback.

Sameer Sahasrabudhe described the Blender aspects of the project. He presented details of

Blender workshops, creation of video tutorials, and gave demonstrations of models and

animations created. He also mentioned the blog that has been created to share the content in

open source. Again, the demonstrations had been uploaded as a 12-min movie for the remote

PRSG members.

27

Sridhar Iyer discussed the budget aspects. He stated that 50% of the sanctioned budget has

been released and it is sufficient to complete nearly 100% of the deliverables. He asked that

there be a no-cost time extension till March 2013, then the project be closed.

Queries from PRSG members, during the presentation:

Uma Kanjilal: Have you tried a community participation model with online template?

Response: Yes, this was tried in the pilot and was not successful. We can revisit it, if

required.

M. Sasikumar: Do the LO developer companies give full source code with permission to

replicate? Response: Yes, that is part of the tender. The complete IDDs, LOs and source

code are uploaded on the project oscar website - http://oscar.iitb.ac.in

Do we have more detail about what people did with the LO? Actual usage data? Response:

Not yet. We are going to colleges and getting into teacher use of LOs.

Sushil Prakash: Deliverables have 2 aspects – LOs and Workshops. What is the breakup of

the 300 LOs? Which disciplines and topics? Response: Participating faculty are from

Computer Science, Electrical, Mechanical, Materials, Earth Science, Bio Science, Chemical,

Chemistry and Physics domains. They take up the creation of LOs for an entire course in

their discipline, which typically results in 20-30 LOs.

Who is the target audience? Response: 1) Teachers who want ot use these LOs in the

classroom and 2) students who want to get their concepts clarified.

How do we determine the quality of work? Response: The number of hits is already there on

the website; there are various levels of rigorous review through checklists; We are also

carrying out assessment from three perspectives, using well known Educational Technology

principles.

Kannan Moudgalya: Can you convey what you want in the LO to the vendors through the

IDDs? Response: Yes, for the most part. For queries, we have 1-2 communication exchanges

where the SME is available on phone.

What is the reduction in time if you download Blender models from oscar website instead of

creating them from scratch? Response: Yes, there are 3 stages to creating Blender

animations: (i) Become familiar with Blender, (ii) Create models, and (iii) Create animations

from models. Stage 2 can be skipped if the models are available.

Comments and suggestions from PRSG members, after the presentation:

Uma Kanjilal: The progress is satisfactory. The team is to be congratulated, especially for

doing the project with 50% budget. Only project in the country which is doing animation /

simulation in higher education, so think of scaling. Revisit participatory model and try to

make it work. Alternatively, get other institutions involved to distribute management work.

For example, look at ERP and NPTEL model. Invite students to contribute. Also, think

about indexing of LOs. Include metadata either using Dublin Core or IEEE LOM. Also,

create a panel of vendors instead of tendering each time.

28

M. Sasikumar: No issues with meeting objectives. Scalability is not within mandate of

current scope of project. Since the official end date was Dec 2012, and since marginal

extension will not suffice for the kind of activities being proposed by the committee, we

could consider closing this project, and seek a phase II or a long extension of, say 2 years, or

so. I believe some work is in progress somewhere on breaking up NPTEL resources into

smaller fragments (Mangala Sundar may know better), an attempt to dovetail OSCAR into

that will be worthwhile. A model to absorb OSCAR into existing curricula is also worth

looking at. This may need some technology exploration, and framework building, to support

all technologies that OSCAR is using. We (CDAC) also have some trouble in Olabs, when

looking at flash based content. We can look at OSCAR in terms of layers, basic ingredients

(as presented in case of Blender), layer-1 resources (complete in functionality), layer-2

(customised for actual use), etc. Publicity by writing to all engineering colleges and

universities is also needed -- this may bring more useful statistics on usability. We can look

at CDAC joining hands to some extent.

Kannan Moudgalya: We have been discussing in NMEICT how important animation is.

Others are asking for Blender workshops. It is important to create spoken tutorials on how to

use OSCAR blender resources. Training teachers on how to use and create LOs is

indispensable. We should provide these services through the mission – training faculty

members and other content creators. It is ok to not scale up. No need to go from 300 to 3000.

But train 5 other groups on how to do it. Mission also has a agenda of training people. These

will be lost if the project is closed.

Sushil Prakash: Are the download counts good enough? We should do publicity to inform

people about the repository. In NPTEL also there are several videos and LOs, we should

integrate OSCAR LOs with NPTEL. What about creating a framework for quality

evaluation of LOs? Response: We are coming up with a set of guidelines.

Sanjaya Mishra: “I had the opportunity to see some of the pages from the link that you

shared. I must tell you that I am really impressed by the work, and would like to

congratulate you on achieving this, especially by using Blender Open Source software for

creating animation. I would suggest you to consider promoting the use of Blender through a

series of training programmers to help capacity building. As for the project, I think the

deliverables should be widely available in a searchable manner for others to use.”

Vasudha Kamat: “I am aware about the project and had earlier read the (DPR) Project

proposal and was impressed by the work proposed. Now that the work completed is

presented in terms of content generated, training workshops conducted as well as research

publications which seems a great contribution to the area of ICT integration in education. I

suggest that the project may be extended to complete all aspects (which are still remaining).

This can be done by the original team or by involving other teams (separate for LOs, for

Spoken Tutorials, etc). Alternatively the project may be ended and a new project may be

submitted so that the work of developing quality e-content may be continued.”

29

Arun Nigavekar: “Use of technology in education is very important and I am also of the

opinion that it takes much sustained efforts to make an impact in our very complex and huge

education system. I have seen all the documents and also the Video inputs. The efforts are

admirable and the approach is also in right direction. What probably is needed is to make

more intense efforts to create few more learning experiences.

Moreover I believe if we can concentrate on a curriculum that is being used in majority of

the education institutions and by analyzing them further find whether one can create an

comprehensive experience. This could then be implemented in to institutions and then check

the comfort and impact from inputs from students and teachers.

I am aware that the project is coming to an end, which is unfortunate, but I believe this be

taken as the first phase. You could create a second phase, indeed in consultation with PRSG

that looks at larger scenario. We need to spend some time on looking at right combination of

technology for making learning product more easy to use. We may also concentrate on

delivery methods. The effectiveness of the learning product would emerge as the outcome

once you have large data from several institutions. One can deliberate on these aspects, this I

feel would make second phase very focused and thus would give very valuable approach for

use of technology in the classrooms.

I am satisfied with your present efforts and progress.”

PRSG approved a no-cost extension till March 2013 to complete ongoing work.

PRSG suggested that in the meantime the PIs should reflect on the comments and try to

come up with a Phase II activities proposal.

The meeting ended at 12:15 PM.

30

APPENDIX A

LIST OF OSCAR LEARNING OBJECTS (available on OSCAR website)

DOMIN:BIOCHEMISTRY

2D-DIGE Gel Scanning Proteomics Advance

2-DE Gel Analysis Proteomics Advance

2D-gel scanning and image analysis Proteomics Advance

Advanced Protein Electrophoresis Proteomics Basic

Affinity Chromatography Proteomics Advance

Amino Acids: Building Blocks of Proteins Molecular & Cell biology Basic

Application of 2D in global profiling of the E.coli Proteome Molecular & Cell biology Basic

Basic Chromatography Proteomics

Basic Instrumentation Proteomics

Buffer Preparation for Western Blot analysis Proteomics Intermediate

Carbohydrates Molecular & Cell biology Basic

Causes of Erythroblastosis Fetalis Disease Pathology

Cell-Free Expression Microarrays Proteomics Intermediate

Commassie staining Proteomics Intermediate

Cyanine Dye Labelling Proteomics Intermediate

Detection techniques for gel-based proteomics Proteomics

Diagnosis of the ERYTHROBLASTOSIS FETALIS disease Pathology

DIGE gel Analysis Proteomics

Effect of Sonication on Serum and Bacterial Protein Proteomics

Effects of the ERYTHROBLASTOSIS FETALIS disease Pathology

Electrophoresis Techniques-SDS and BN-PAGE Proteomics

Enzyme Assay Proteomics Advance

Enzymes Basic Concepts and Kinetics Molecular & Cell biology Basic

Enzymes Catalytic and Regulatory Strategies Molecular & Cell biology Basic

Equilibration of IPG Strips Proteomics Advance

Extraction of Bacterial Protein Proteomics Intermediate

Extraction of Brain Tissue Protein Proteomics

Extraction of Cerebrospinal Fluid Protein Proteomics Intermediate

Extraction of Plant Protein Proteomics Intermediate

Extraction of Plasmodium Protein Proteomics Intermediate

Extraction of Serum Protein Proteomics Intermediate

Functions of DNA Molecular & Cell biology Basic

Fundamentals of Gene Regulation Molecular & Cell biology Basic

Gel Filtration Chromatography Proteomics

Genomics Molecular & Cell biology Basic

Genomics to Proteomics Molecular & Cell biology Intermediate

Hemoglobin Molecular & Cell biology Basic

Immunohistochemistry Proteomics Advance

Immunoprecipitation Proteomics Advance

In gel digestion Proteomics Intermediate

In Solution digestion Proteomics Intermediate

Isobaric Tag for Relative & Absolute Quantification: Proteomics

Isoelectric Focussing Proteomics Intermediate

Isotope coded affinity tag (ICAT) Proteomics Advance

LC-MS/MS data analysis Proteomics Advance

31

Lipids and Biological Membranes Molecular & Cell biology Basic

Liquid Chromatography - Ion Exchange Proteomics Advance

Liquid Phase Isoelectric Focussing Proteomics Advance

MALDI Molecular Weight application Proteomics Advance

MALDI PTM Application Proteomics Advance

MALDI-TOF Instrumentation Proteomics Advance

MALD-TOF data analysis Proteomics Advance

Matrix-Assisted Laser Desorption Ionization Time of Flight

(MALDI TOF)

Proteomics Intermediate

Matrix preparation for MALDI Analysis Proteomics Advance

Mechanism of buffer action and buffer preparation Proteomics

Methodology for the Second Dimension Separation Proteomics

Passive and Active Rehydration Proteomics Intermediate

Phospho Staining Proteomics Intermediate

Prevention of the ERYTHROBLASTOSIS FETALIS disease Pathology

Prokaryotes and Eukaryotes Molecular & Cell biology Intermediate

Protein Chemistry to Proteomics Proteomics

Protein Folding and Misfolding Molecular & Cell biology Intermediate

Protein Quantification Proteomics Intermediate

Proteomics Molecular & Cell biology Advance

Quantitative and qualitative estimation of amino acids Proteomics

Quantitative estimation of DNA and RNA Proteomics Advanced

Recombinant DNA Technology Molecular & Cell biology Intermediate

Removal of Abundant Protein in Serum Proteomics Advanced

Removal of Salt by Desalting Proteomics Intermediate

RNA structure and function Molecular & Cell biology Intermediate

SDS-PAGE Proteomics Advanced

SDS-PAGE gel analysis Proteomics Intermediate

Silver Staining Proteomics Intermediate

Spot picking Proteomics Intermediate

Stable Isotope Labeling by Amino acids in Cell culture (SILAC) Proteomics

Structural levels of proteins Molecular & Cell biology Basic

Structure of DNA Molecular & Cell biology Basic

Sub-Cellular Fractionation Proteomics Intermediate

Transcriptomics Molecular & Cell biology Basic

Treatment of the ERYTHROBLASTOSIS FETALIS disease Pathology

Western Blot Assay Proteomics Advance

DOMAIN BIOLOGY

Applications of Cell-free Expressed Protein Microarrays Proteomics

Applications of Nanotechniques in Proteomics Proteomics

Bioinformatics and Protein Database Concepts Proteomics

Bioinformatics and Protein Sequence Analysis Proteomics

Bioinformatics and Protein Structural Analysis Proteomics

Cell free Expression Systems Proteomics

Fundamentals of Mass Spectrometry Proteomics

Genome Databases and Analysis Proteomics Intermediate

Interactomics Proteomics Intermediate

Label Based Detection Techniques Proteomics Basic

Label-free Detection Techniques Proteomics Intermediate

Liquid chromatography-Mass spectroscopy Proteomics Basic

32

MS Data Analysis for Proteomics Studies Proteomics Basic

Nanotechniques in Proteomics Proteomics Basic

Post-translational Modifications Proteomics Basic

Preamble to Proteomics Proteomics Intermediate

Protein Microarray Applications Proteomics Basic

Protein Microarrays Proteomics Basic

Quantitative Proteomics - ICAT Proteomics Basic

Quantitative Proteomics - iTRAQ Proteomics Basic

Quantitative Proteomics - SILAC Proteomics Basic

Recombinational Cloning Proteomics Basic

Systems Biology Proteomics Basic

Systems biology visualization Proteomics Intermediate

DOMAIN: BIOSCIENCE

Bacterial Transposons Microbial Genetics Basic

DOMAIN: CHEMICAL ENGINEERING Basic

Conformation of a single chain IDD Chemical Intermediate

Segmental Mobility, Polymeric Materials Basic

Ductile-brittle Polymeric Materials Basic

Compression and flexural deformation Chemical Intermediate

Gelation Gelation Basic

Lcpolymers Intermediate

Modified unit cell in polymer crystal Basic

Swelling Fin Introduction to macromolecules

Overlap concentration - Part 2 Chemical Intermediate

Polyelectrolyte Polymeric Materials Intermediate

Tacticity Polymeric Materials Basic

Time temperature superposition Polymeric Materials Basic

Wormlike micelle

DOMAIN: CHEMISTRY

Identification of Symmetry Elements Stereochemistry Basic

Point Symmetry Stereochemistry Basic

Tetrahedral Crystal Field Splitting Inorganic Basic

Diels alder

Cycloaddition reactions Basic

Diels alder Intermediate

Electro cyclic Basic

Felkin-Anh Basic

Friedel Crafts Reaction Advance

FT spectroscopy Basic

Isobaric Intermediate

Isochoric Intermediate

Newmann-Wedgedash Intermediate

Phase Transfer Catalyst Basic

P-V Isotherm Intermediate

The Sol-Gel Method of Preparation of Silica Intermediate

Thin Layer Chromatography Basic

33

Wedgedash Newmann Intermediate

DOMAIN: CIVIL

Wave Refraction Phase transformations

DOMAIN: COMPUTER SCIENCE

Merge Sort Data Structures Advanced

Quick Sort Data Structures Advanced

Selection Sort Data Structures Advanced

Bubble Sort Data Structures Advanced

Insertion Sort Data Structures Advanced

Basic Logic Gates Data Structures Basic

Combinational Logic Gates Digital Logic Design Basic

Universal Logic Gates Data Structures Basic

Binary Search

Bluetooth Core Protocols

CSMA/CD Simulation

CSMA/CA Demo Applet Basic

Liner Search Advanced

GSM Basic

Insertion sort Intermediate

I-TCP Networking Advanced

Process Scheduling

Select repeat ARQ Networking

Virtual memory Networking

OSPF Networking

WAP Networking

Stack & Queues Networking

SIP Networking

GPRS Networking

GSM Networking

Stop and Wait Protocol Networking

DOMAIN: EARTH SCIENCE

Boudinage Boudinage Basic

Buckle Foild Boudinage Intermediate

Coal seam Plate tectonic Intermediate

Listric fault Plate tectonic Intermediate

Seath fold Depositional Basic

Crenulation cleavage Rock Microstructure Basic

Dominos or Bookself fault Structural Geology Basic

Faults Structural Geology Basic

Fold Mechanism Structural Geology Basic

FPF Structural Geology Basic

Fracture Structural Geology Basic

Gondwana_breakup Plate tectonic Basic

Isostasy Plate tectonic Basic

Isostatic rebound Plate tectonic Basic

Well Logging Petroleum Geoscience

piggyback thrust sequence Plate tectonic Basic

34

Prophyroblast Structural Geology Basic

Salt dome Structural Geology Basic

Sea floor spreading Plate tectonic Basic

Shear Structural Geology Basic

Subduction Mechanism Plate tectonic Basic

Tectonic deformation and sedimentary basin Plate tectonic Intermediate

The Himalaya Plate tectonic Basic

The Wilson cycle Plate Tectonics Basic

Transform Faults Structural Geology Basic

DOMAIN: ELECTRICAL ENGINEERING

Binary Symmetric Channel Communication Theory Intermediate

Distance vector routing protocol Computer Networks Advanced

Binary Exponential Backoff Cryptography Basic

A5/1 Stream Cipher Data Communications Intermediate

Line coding scheme Data Structures Intermediate

Maze Routing Data Structures Intermediate

Heap Sort Digital Communication Advanced

Huffman Tree Digital Image Processing Intermediate

Boundary Extraction Digital Image Processing Intermediate

Closing Digital Image Processing Intermediate

Dilation Digital Image Processing Intermediate

Erosion Digital Image Processing Advanced

Gaussian Smoothing Digital Image Processing Basic

Histogram Equalization of Grey Scale Images Digital Image Processing Intermediate

Image Sharpening using Laplacian Digital Image Processing Intermediate

Image Thresholding Digital Image Processing Advanced

Laplacian of Gaussian Digital Image Processing Intermediate

Logical operations on images Digital Image Processing Intermediate

Median Filtering Digital Image Processing Intermediate

High Boost Filtering Digital Image Processing Intermediate

Image Averaging Digital Image Processing Advanced

Lempel-Ziv-Welch Compression Digital Image Processing Intermediate

Opening Error correction codes Advance

Convolution coding Error correction codes Intermediate

Hamming Code Error correction codes Advanced

Syndrome Decoding of Linear Block Code Graph Theory Advanced

The Party Problem Information Theory Advanced

Priority queue and its Application in logic simulation Probability Theory Advance

Buffon's Needle Signals & Systems Intermediate

Continuous Time Convolution Signals & Systems Advanced

Transformation of Continuous Time Signals Signals & Systems Basic

Discrete Time Convolution VLSI Technology Basic

Diffusion

35

DOMAIN :ELECTRONICS

Introduction of Q point Electronics Circuit

DOMAIN: ENVIRONMENTAL SCIENCE

Clarification Dynamics and Limiting Flux Bioremediation Basic

Uptake Mechanisms of oil and hydrocarbons in Microorganisms Petroleum Geoscience Intermediate

DOMAIN: MECHANICAL ENGINEERING

Stirling Engine Cryogenic Engg. Basic

DOMAIN: METALLURGY AND MATERIAL SCIENCE

Clausius Clapeyron Equation Sophomore

Critical undercooling for homogeneous nucleation Phase Basic

Crystal Interfaces Phase Basic

Driving force for solidification Phase

Effect of temperature on precipitate growth kinetics Phase Basic

Equilibrium Defects Material Basic

Eutectic Phase Diagram Sophomore Basic

Gibbs-Thomson effect Sophomore Advanced

Homogeneous Nucleation Phase Intermediate

IDDCC Clausius Clapeyron Phase Basic

Interface coherency Phase Basic

Interfacial-energy Phase Intermediate

Microscopic state of meta during deformation Sophomore Basic

Nucleation Vs Spinodal Phase Basic

Peritectic Phase diagram Phase

Peritectic Free Zone Phase

Peritectic Growth Phase Basic

Precipitation Hardening Mechanical Basic

Phase diagrams and microstructure formation Phase Basic

Simple Phase Diagram Sophomore Basic

Solid solutions strengthening Mechanical Basic

Solution-models Phase

Thermal supercooling induced dendritic solidification Phase

Time Temperature Transformation Phase Intermediate

Work Hardening Mechanical Intermediate

Zone refining Sophomore

Kirkendall Effect Phase

Ledge Mechanism Phase

DOMAIN: PHYSICS

Conductivity in extrinsic semiconductors Solid State Physics Intermediate

Conductivity in intrinsic semiconductors Solid State Physics Intermediate

Energy band gap in intrinsic semiconductor Solid State Physics Intermediate

Extrinsic semiconductor n type Solid State Physics Intermediate

Extrinsic semiconductor p type Solid State Physics Intermediate

LEMA-PN Junctions Advance Electronics

Hole current version Solid State Physics Basic

Intrinsic semiconductor versions5 Solid State Physics Basic

Josephson tunnelling - SIN junction Solid State Physics Basic

36

Josephson tunnelling – SIS junction Solid State Physics Basic

Length contraction Relativity Intermediate

Meissner effect Solid State Physics Basic

Simultaneity Solid State Physics Intermediate

PN Junction Basic Electronics Advanced

Crystal Structure:Hexa Solid State Physics Advanced

Crystal Structure:Square Solid State Physics Advanced

Crystal Structure:Triangle Solid State Physics Advanced

Electrical Resistivity in Super Conductors Revised Superconductivity Advanced

37

APPENDIX B

LIST OF BLENDER VIDEO TUTORIALS

01_Blender Hardware Requirements

02_Blender Installation on Windows

03_Navigation of 3D Cursor

04_Navigation - Moving in 3D Space

05_Navigation - Camera View

06_Basic Description of the Blender interface

07_How To Change Window Types in Blender

08_Types of Windows - the File browser and the Info Panel

09_Types of Windows – the user preferences window

10_Types of windows - the Outliner panel

11_Types of Windows - Properties Part 1

12_Types of Windows - Properties Part 2

13_Types of Windows - Properties Part 3

14_Types of Windows - Properties Part 4

15_Types of Windows - Properties Part 5

38

APPENDIX C

RESEARCH PAPERS

1. “Creating 3D Animations of Laboratory Experiments U sing Open Source Tools”. Sameer

Sahasrabudhe, Sridhar Iyer. International Conference on e-learning (ICEL), Toronto,

Canada, July 2009.

2. “Creating Open Source Repository of 3D Models of La boratory Equipments using

Blender”. Shruti Dere, Sameer Sahasrabudhe and Srid har Iyer. 2nd International IEEE

Conference on Technology for Education (T4E 2010), Mumbai, India, July 1-3, 2010.

3. “Model for large scale development of learning obje cts.” Gargi Banerjee and Sahana

Murthy. IEEE Proceedings of the 3rd International Conference on Technology for

Education (T4E 2011), Chennai, India. July 14-16, 2011.

4. “Design and Evaluation of OSCAR Physics Learning Ob jects.” Anura Kenkre and

Sahana Murthy. Presented at the Physics Education Research Conference-cum-Workshop,

St. Bede’s college, Shimla. May 22-29, 2011.

5. "Embedding visual communication principles in Instructional Design phase of Learning

Object (LO) creation process" . S. Sahasrabudhe, S. Murthy and S. Iyer, Edmedia 2012,

Denver, Colorado, USA. June 25-29 2012.

6. “*Effect of Instructors’ Pedagogy and TPACK on integration of computer based

visualizations”, Workshop Proceedings of 20th International Conference on Computers in

Education (ICCE), Singapore, pp. 424-428. Banerjee G., Murthy S. (2012),

<http://www.lsl.nie.edu.sg/icce2012/wp-content/uploads/2012/11/WORKSHOP-E-

BOOK.pdf>

7. Identifying Learning Object pedagogical features to decide instructional setting.

Proceedings of IEEE Fourth International Conference on Technology for Education

(T4E), pp. 46-53. Kenkre, A., Banerjee, G., Mavinkurve, M., & Murthy, S. (2012).

8. Sahasrabudhe, S., Shah, A., Thakkar, M., Thakkar, V., & Iyer, S. (2012). Math-Mazing:

3D gesture recognition exergame for arithmetic skills. In Proceedings of 20th

International Conference on Computers in Education (ICCE) 2012 (pp. 11-17).

Singapore: APSCE.

9. Kadam, K., Sahasrabudhe, S., & Iyer, S. (2012). Improvement of Mental Rotation Ability

Using Blender 3-D. In Technology for Education (T4E), 2012 IEEE Fourth International

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10. Teaching with visualizations in classroom setting: Mapping Instructional Strategies to

Instructional Objectives. Proceedings of *IEEE Fifth International Conference on

Technology for Education (T4E), *pp. 176-183. Banerjee, G., Patwardhan, M., &

Mavinkurve, M. (2013).

11. Kadam, K., Sahasrabudhe, S., Iyer, S., & Kamat, V., (2013). Integration of Blender 3D in

Basic Computer Graphics Course, 21st International Conference on Computers in

Education 2013

12. Bhawar, P., Ayer, N., &; Sahasrabudhe, S., (2013). Methodology to create optimized 3D

models using Blender for Android devices. Fifth International Conference on Technology

for Education (T4E) 2013, Kharagpur, India: IEEE.

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13. “Learning Design Framework for Constructive Strategic Alignment with Visualizations”,

Banerjee G., Patwardhan M. & Murthy S. (2014). Proceedings of 22nd International

Conference on Computers in Education (ICCE), pp. 963-968.

14. “Customized Selection and Integration of Visualization (CVIS) Tool for Instructors”,

Proceedings of 14th *IEEE* *International Conference on* *Advanced Learning

Technologies (ICALT), *pp. 399-400. Banerjee, G., Kenkre, A., Mavinkurve, M., &

Murthy, S. (2014).

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affordances of tablet computers. In T4E 2014, Kollam, India. IEEE

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Training Application Learning Theory Based Design of Bharatanatyam Hand Gestures

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APPENDIX D

PILOT PHASE STATISTICS, SUBMITTED REPORT FEBRUARY 2010

• Experimented with different models of large scale LO development – finalized on

Domain Owner model

• 74 Instructional Design Documents developed and approved during review process

• 69 Learning Objects (LOs) developed

• 17 workshops conducted

- 9 Learning Objects awareness workshops for faculty, some faculty

identified as Domain Owners through these workshops

- 3 Instructional Design workshops,

- 5 LO development workshops (Blender, Flash)

• 322 people participated in workshops

- 213 participated in Learning Objects awareness workshops

- 59 people trained in Instructional Design workshops

- 50 people trained in Blender 3D animation creation

- 12 people trained in Flash workshops

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APPENDIX E

OSCAR INSTRUCTIONAL DESIGN TEMPLATE

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OSCAR INSTRUCTIONAL DESIGN TEMPLATE (Version 3.0)

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APPENDIX F

PROJECT OSCAR STAFF MEMBERS

Project Manager Malati Baru, C. Vijayalakshmi, Sameer Sahasrabudhe,

Gargi Banerjee,

Software Engineer Anjaly C, Aruna Adil, Shruti Dere, Rashmi Madbhavi,

Supriya Nanavare, Praveen Pal, P G Putharickal

Animator Nitin Ayer, Bhanu, Monisha Banerjee, Pooja Bhavar,

Pankaja Date, Sneha Deorukhkar, Bhairav Lahotkar,

Sucheta Phatak, Amit Vengulekar

System Administrator Swati Patil, Sarika Shivsaran

Research staff Farida Khan, Arun Nair

Web Designer Sandeep Gaikwad, Swati Revandkar

Project Assistant Rekha Kale, Vidhya Chapke, Shalu Pal, Preeti Sharma

Designer Kaumudi Sahasrabudhe

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APPENDIX G

UTILIZATION CERTIFICATE

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