Free Online Educational Resources: e-Learning / Early Learning Readiness Video Lectures and Instructional Material for all Courses
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IARE has a YouTube channel, where you can access various videos. Our directory lists 2000+ video lectures made by our distinguished faculty in 45+ subject areas. You have to enrol to study online – and it’s free!
Each course includes a full set of e-Learning / Early Learning Readiness Videos (ELRV) produced in high-quality video accompanied by other instructional material as Course Description, Syllabus, Lecture notes, Concept video topics, Tech talk topics, Open ended experiments / Problems / Project Ideas, Tutorial question bank, Definitions and Terminology, Model question papers and Previous semester end examination question papers.
ELRV lectures are recorded in the ICT studio and uploaded to the LMS portal. MOOCs and other Honours / Minor courses are specifically designed for online learning, offering further features.
Here you can find free online educational resources including ELRV audio / video lectures for academic courses, public lectures and events, and other educational materials. This section is conceptually divided into ten categories:
|1) Employability Courses: Your education may make you eligible to apply for a job but, to be successful, you will need skills that you are likely to develop over time. A collection of video lectures that primarily focuses on core employability skills such as communication, coding, problem solving, creativity and arithmetic—supported by practical components such as interview skills. These are useful if you are either looking for a job or you need to update your skills.|
|2) Programming Courses: a collection of audio/video lectures for academic courses from our distinguished faculty in C, Python and MATLAB.|
|3) Common First B.Tech Courses: a collection of audio/video lectures for academic courses from our distinguished faculty in Mathematics, Physics, Chemistry and English.|
|4) Engineering Courses (Theory / Practical): a collection of audio/video lectures for academic courses for all branches of engineering from our distinguished faculty.|
|5) Common Engineering Courses: a collection of audio/video lectures for the courses offered in Data Structures, Engineering Mechanics, Business Economics and Financial Analysis.|
|6) Courses under Honours Degree: a collection of audio/video lectures for the courses offered under honours degree program (20 credits) who wish to add some breadth to their education.|
|7) Courses under Minor / Additional Minor Degree: a collection of audio/video lectures for the courses offered under minor / additional minor degree program for all branches of engineering.|
|8) Student Testimonial Videos and Technical / HR Interview Experiences: The students offered success tips for students after being asked what do they think is key to being successful while study at college?
Meet the students who have studied with us and explore the impact their training had on their careers. Discover why they enrolled onto their training and the challenges they faced. Find out how their studies have made an impact on their future careers, and get their advice for anyone wishing to enter the tech world.
|9) Academic Facilities - Campus Life Videos: The videos describes regulations, practices and procedures regarding teaching, learning, student services, and facilities management applicable to students and staff of the college. Also, the knowledge development aspect of learning such as Makerspace, Technology Innovation and Incubation, StartUp facilities and Experiential learning.|
|10) Access to e-Books, e-Thesis and Journals: To keep students abreast with the latest developments in Engineering & Technology, the library provide access to over 2300 e- books, e-journals, conference proceedings, standards and other resources. The library started providing access to more than 300 e-resources of three publishers: ASCE (American Society of Civil Engineers), ASME (American Society of Mechanical Engineers) and IEL (IEEE/IET Electronic Library). All the student project works since the institute became autonomous are also included. E-books are books that are available in electronic format and serve the same purpose as a conventional printed book with enhanced features such as text searching, hyperlinks, embedded hypermedia etc.|
Although no course credit can be earned for courses viewed on the ELRV Courses, two of the courses made available can be taken for credit through Online.
Professors are teaching these courses to the registered students during summer semester in an online format. Both courses feature extensive interaction with faculty and fellow students.
|1||www.buildit.iare.ac.in||This platform creates an online learning, assessment and evaluation platform, focused on helping students clear initial screening tests of campus recruiters in an automated way.|
|2||www.coursera.org||Coursera is an education platform that partners with top universities and organizations worldwide, to offer courses online for anyone to take.|
|3||www.khanacademy.org||Khan Academy is a non-profit educational organization created in 2006 by educator Salman Khan with the aim of providing a free, world-class education for anyone, anywhere. The organization produces short lectures in the form of YouTube videos.|
|4||ocw.mit.edu/index.htm||MIT (Massachusetts Institute of Technology ) Open Course Ware (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.|
|5||itunes.stanford.edu||Stanford on iTunes U is an archive of audio and video content from schools, departments, and programs across the university on Apple's popular iTunes platform. The site includes Stanford course lectures, faculty presentations, event highlights, music and more.|
|6||oli.cmu.edu/learn-with-oli/see-our-free-open-courses/||The Open Learning Initiative (OLI) is a grant-funded group at Carnegie Mellon University, offering innovative online courses to anyone who wants to learn or teach.|
|7||www.udemy.com||Udemy.com is a platform or marketplace for online learning. It provides a platform for experts of any kind to create courses which can be offered to the public, either at no charge or for a tuition fee. Udemy provides tools which enable users to create a course, promote it and earn money from student tuition charges.|
|9||www.udacity.com||Learn for free with Udacity. Advance your career with courses built by industry leaders like Google, MongoDB, and Facebook.|
|10||www.codechef.com||CodeChef is a platform to help programmers make it big in the world of algorithms, computer programming and programming contests.|
|11||www.geeksforgeeks.org||Geeksforgeeks provides a variety of services for you to learn, thrive and also have fun. Free Tutorials, Millions of Articles, Live, Online and Classroom Courses ,Frequent Coding Competitions ,Webinars by Industry Experts, Internship opportunities and Job Opportunities.|
|12||www.interviewbit.com||InterviewBit is a platform to learn skills that you need for technology jobs. We help you polish your skills and get ready for the job, whether you are a fresh college graduate or a working professional.|
|13||www.spoj.com||The SPOJ platform is centered around an online judge system, which serves for the automatic assessment of user-submitted programs.|
|14||www.hackerrank.com||HackerRank is a technology hiring platform that is the standard for assessing developer skills for over 2,000+ companies around the world.|
|15||www.scaler.com||Scaler Academy is an online accelerator program that effectively enhances the coding skills of software professionals.|
|16||www.upskillcourses.com||Upskill is a free online boot camp that’ll take you from beginner to advanced developer. The main focus of the course is teaching you web development, and it’s a great place to start, even if you have no experience.|
|17||www.codeforces.com||Codeforces is a website that hosts competitive programming contests. It is maintained by a group of competitive programmers from ITMO University led by Mikhail Mirzayanov.|
|18||www.onlinejudge.org||An online judge is an online system to test programs in programming contests. They are also used to practice for such contests. Many of these systems organize their own contests.|
|19||www.edx.org||edX is a massive open online course (MOOC) provider. It hosts online university-level courses in a wide range of disciplines to a worldwide student body, including some courses at no charge. It also conducts research into learning based on how people use its platform.|
|21||www.spoken-tutorial.com||The Spoken Tutorial project is the initiative of the ‘Talk to a Teacher’ activity of the National Mission on Education through Information and Communication Technology (ICT), launched by the Ministry of Human Resources and Development, Government of India.|
|22||www.vlab.co.in||To provide remote-access to Labs in various disciplines of Science and Engineering. These Virtual Labs would cater to students at the undergraduate level, post graduate level as well as to research scholars. To provide a complete Learning Management System around the Virtual Labs where the students can avail the various tools for learning, including additional web- resources, video-lectures, animated demonstrations and self evaluation.|
IARE has a YouTube channel, where you can access various videos. Access some of those videos from this page to learn about some areas on campus that contribute to the student experience. Play the video to start the video playlist, or press the top right button to pick from various videos to watch.
When students are provided quality course materials they can use outside of class, this blended learning approach gives faculty more time in class. There’s a variety of materials that can be developed for use outside of class. Blended learning videos benefit students and faculty in several ways:
|1. They give students more time to process information, and can have them coming to class prepared to discuss and put their learning into practice.|
|2. Teachers can better maximize class time for higher-order, student-centered, collaborative learning activities.|
|3. Videos help faculty standardize content for core and required classes|
|4. Students can view and review videos at their own pace and during times convenient to them.|
|5. Blended approaches provide teachers an appropriate way to incorporate audio and visuals into the learning process.|
|6. These approaches speak the language of a digital generation.|
But these benefits don’t grow automatically. They depend on the development of quality course materials. Here is the summery on what we learned from students in making good blended learning videos:
Students preferred videos that were shorter than thirty minutes. If there is more content, we recommend creating several short videos rather than a single, longer one.
Students reported that they needed a graded incentive (such as a short pre-class online quiz) to encourage them to watch the blended learning videos. Accountability quizzes do not need to be worth a lot of points. Our students indicated that simply holding them accountable with any course points was enough to motivate their viewing of the videos.
Students appreciated that blended learning videos provided the opportunity to watch videos multiple times. This is an example of how blended learning frees up class time for teachers. Students are able to answer more questions on their own by re-watching all or part of the videos.
Students preferred that the videos did not include background music. They considered it a distraction, in part because they report watching the videos at accelerated speeds, from 1.25x to 2x, which distorts background music. The videos are easier to create without music as well.
Students preferred the use of varied visual elements. Whether providing emphasis by highlighting text, zooms, call-outs, drawing on the screen, etc., we introduce a new visual element every 10–15 seconds. Something needs to continually catch the eye of the viewers.
CORNER TALKING HEAD
Students wanted to hear the teacher’s voice and prefer to see his or her head in a corner picture-in-picture. If there’s a need for the teacher’s image to be part of the video, occasional full-screen cuts to the teacher can be incorporated.
Most students felt that a blended learning approach was an effective way to learn. Not surprisingly, our students preferred learning videos over assigned reading. They indicated that pre-class videos contributed significantly to their understanding of course content. This too, confirms their effectiveness at opening up class time for higher-order approaches to learning. Although creating blended-learning videos requires significant work, our experience and student survey responses indicate that the time and effort are worthwhile. We have more class time we can devote to activities that engage students and promote higher order learning.
When I was asked to create an online course 20 years ago, I simply transcribed my face-to-face lectures into 10–15 page Word documents that I posted in our LMS. Don’t ask me how my students managed to get through them.
I was making the mistake that is made with nearly all new technologies—looking at them through the lens of the old way of doing things. It usually takes many years of experience before people learn about the unique principles that govern the new technology and how to use it effectively. For online courses, this usually means creating videos to replace the traditional face-to-face lecture.
While this is an improvement over text, most faculty create an online video by just adding narration to the PowerPoint they use in their lectures. Once again, they are thinking in the old paradigm by reading pages of mind-numbing bullet points as if their students were illiterate. Visuals are not for projecting your detailed notes—they are for amplifying the message with images that provide an emotional emphasis and visual analogue to the concept. The imagery makes the abstract concepts easier to understand and remember.
|Questions and Support|
Mr A. Srikanth