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Education and training in India
Can technology change education and training?
We are told that the day isn’t far when a child in India can teach Hindi in real time to a child in Africa through interactive whiteboards that use touch detection. This might seem like a scene from a Ray Bradbury novel but how do we separate the signal from the noise, and distinguish gratuitous technology from technology that can solve problems?
A few months ago, an education start-up in Chennai called QED wanted to test if students learned better from bots than they did from (human) teachers. They performed a simple experiment with 100 to 150 students. Around 60% of the students performed better when their doubts were cleared by bots instead of teachers.
It’s too soon to wonder whether computers can replace teachers based on a small experiment but can technology surprise us?
Let’s say you are a student with dyslexia. You may find it easier to learn from a bot than a teacher because you could be motivated to go to the next level, like in a game. But can bots make you love a subject the way a teacher can?
Priya Ramakrishnan, a high school science teacher in a CBSE school in Bengaluru, often uses technology to hook her students in the first 10 minutes of the class. Says Ramakrishnan, “While technology has many uses, it cannot understand and fulfil the psychological need of a child. It cannot teach empathy.”
According to a recent report brought out by Google and KPMG, the online education in India will possibly grow from its current $247 million and reach $1.96 billion by 2021. Tracxn tells us that in 2012 alone, there were 2,400 ed-tech start-ups in India and more than 200 new ones coming up every year since then.
Will one of them strike gold?
Cutting a frog without cutting a frog
The beauty of virtual reality, or VR, in education is that in 10 minutes, it gives us an experience of a subject that a textbook cannot.
Picture this. You can cut a frog without cutting a frog. You can go inside the leaf that you are studying in botany class. Let’s say you are in class and the teacher is explaining one of the laws of friction in physics. He or she gives you the definition but won’t you retain the information better if you can actually apply force in the virtual world with your hand and see how far the block is going?
Vipin Goyal heads strategy and operations at Veative, a Delhi-based company that’s bringing VR into education by building a lot of VR content aimed at the education market. A lot of VR modules in science and math are currently already available for middle and high school. The laws of friction module in physics is one such example that Veative has experimented with.
Goyal insists that the idea is not to disrupt the way we all learn. “VR and AR (augmented reality) can enhance course material to a point where learning abilities grow multi-fold and students retain much more than they would with just textbooks,” he says. “In short blasts of 10 or 12 minutes, VR changes the way a student experiences a subject.”
Anand Gurnani is the founder of Vamrr, a company that is trying to integrate the companies in India that are using virtual, augmented and mixed reality. Gurnani says, “With AR, all you need is a mobile phone experience information from multiple disciplines at the same time. All content will be in the form of asset libraries, which an educator can use to immerse students in a learning experience.”
Last year, I worked on a project for I Love Mondays, a company that uses VR to help teenagers make educated career choices. Interested in medicine but don’t know what it’s like? No problem. You can put on a VR headset and experience a bypass surgery by Dr Devi Shetty at Narayana Hrudayalaya. The cost won’t be a problem forever. You can always use a controller in the lowest cost bracket.
We were able to cut costs drastically because we found more affordable software and hardware.
Mala Mary Martina, CEO of I Love Mondays, says, “VR provides immersive experience and helps one visualize almost accurately, thereby accelerating learning and decision making.”
Learning communities of the future
The biggest way technology has enabled education in India? It’s the massive open online course revolution. A MOOC, as they are commonly called, is a course that is open to participants from anywhere in the world and is delivered online. Coursera and Udemy are famous examples.
Last month, 16-year-old programmer, designer and entrepreneur Harshita Arora launched Crypto Price Tracker, a cryptocurrency price tracking app. A self-taught designer who lives in Saharanpur, Uttar Pradesh, she got her inspiration from her computer science teacher at school but learned how to use software like Affinity Designer on her own from Youtube and Udemy back in 2015. She learned iOS app development in Swift from Treehouse and a course on Udemy.
Arora left school during Class IX because she wanted more time to focus on learning technical skills and build projects. Her journey to a successful app at such a young age is due to all the learning she got from MOOCs.
The downside? “A lack of 1-on-1 mentoring, which is often the most effective to learn new skills. But I like websites like codementor.io, which do a great job at matching people with questions in programming with people who have answers,” says Arora.
Can MOOCs rejig the education ecosystem? Arora explains, “It would be good to do an in-depth survey on what happens to students after months or years of their life and how taking that online course transformed their lives. More feedback would mean better technology and products.”
Seventeen-year-old Harsh Deep from The International School Bangalore (TISB) credits MOOCs with changing his life. Deep was nine when he started learning how to program. His journey began when he took Michael Hartl’s tutorial Ruby on Rails, a website development backend framework that allows developers to build databases and other backend functions.
A few years later, he decided to give Harvard’s CS50x a try to learn computer science fundamentals, and in Class XI, signed up for the University of Washington’s Machine Learning track.
Deep even used what he had learned in his IB school extended essay and thinks that it was his self-learning that led to great internships, one of which was a remote internship for a photography firm in the US that specialized in 360-degree panorama footage. The self-learning also helped him get into University of Illinois at Urbana–Champaign, which is ranked fifth in the US for its computer science undergraduate programme.
Deep is sceptical about Indian universities opening up to the MOOC culture: “Universities abroad give significance to the overall value of a candidate and what they do outside, instead of just schoolwork. I feel that India's processes don't do that at all and are only based on grades.”
Deep is not sure about schools aligning themselves with this trend either. “In my previous school, they tried implementing this online learning program for math. It was made by a high-profile company, but it was not effective and had many bugs. The teachers did not know how to use it too well. The system was rather poorly designed and didn't really reflect the same things the students were learning,” he says.
The biggest complaint against MOOCs is that people don’t complete the courses. Deep has a different take on it.
“Completion rates don't matter when you got what you wanted from MOOCs. For example, I am not the sort who finishes a MOOC, but I take the sections that give the right amount of background and intuition on the topic that allows me to put it in practice,” he says. “It might be disheartening for a MOOC teacher to see numbers decline towards the end of a course but there are people who enormously benefit from it and whose lives and career paths change because of it.”
Abhinav Tripathy is an 18-year-old student from Greenwood High in Bengaluru who lives off MOOCs. He was 14 when he tried the CS50 course offered by Harvard University and loved it.
“Today, the MOOC ecosystem has come a long way. We have active discussion groups, community meetups by the course, local hackathons, and hackathon tours by the course staff,” says Tripathy. “I did a project at IIIT Bangalore where we were developing a web portal to digitize rural medical facilities in India. All the students there talked about MOOCs and how institutes need to take initiatives to incorporate them. Also, my previous school was Delhi Public School in South Bangalore. My math teacher there, Ms Sayeesubbulakshmi, actually won an award for using Khan Academy in her teaching.”
Khan Academy is the non-profit online education platform, started by American educator Salman Khan (no relation to the Bollywood actor), which provides quality learning material for free.
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The rise of AI tutors
To most of us, artificial intelligence, or AI, brings up images of adaptive software that can move one step ahead and predict test performance, scores and provide solutions to long-term learning problems, even becoming AI assistants and teachers.
But the beauty about this technology is that we can apply it in unconventional ways. For instance, a friend mentioned that he wanted to use AI to analyse a child’s drawings in order to detect early signs of developmental delays or problems.
Let’s take Khan Academy. Every “home-schooler” or teacher swears by it as a resource. Teachers can use it to provide instructions, take tests, grade the children and give feedback. Where intuitive technology comes in is that teachers can get real-time feedback on performance, both on individual and class levels.
This intelligence is key, for how else can a teacher optimize time, scale resources and achieve results? Khan Academy has also taken its tech to local language users in Karnataka.
Can AI adequately fill learning gaps in children? Many teachers stress on how learning also involves physical and multi-sensorial activities. Technology, at least in its current form, cannot exercise a child’s kinaesthetic abilities, integrate visual and tactile information, and engage global senses.
One interesting AI project in education is pushing this boundary. Anshul Bhag and Nikhila Ravi are building OpenEd.ai, a non-profit that develops and promotes open-source AI for education. Both collaborated on LingoLens, an app that lets users “see” their world described in the language they want to learn, using deep image captioning.
According to Gurnani, applications in education that use AI in unconventional ways are the ones to look out for. “Prakshep is a company that is not into education, but they use satellite imagery and machine learning to help farmers uses predict the real-time outcomes of crops and in that process, educate them about better means of optimization.”
Big problems, bigger data
A few years ago, Akshara Foundation, an NGO working in education, partnered with HP data scientists to do something interesting. They analysed data on government schools in Karnataka and data scientists were able to identify links between resources and outcomes.
They found out, for instance, that the engagement among government school girls was low in the 11-to-14 age group. Using the data and the correlations they derived from it, they were able to reduce drop-out dates by introducing separate bathrooms.
This may get us excited about the possibilities, but Ashok Kamath, chairman of the Akshara Foundation, insists that it will take at least four years before we have enough data to really know the its potential. Akshara is now building an open-source platform called the Karnataka Learning Partnership (KLP).
Kamath and his team showed how by using KLP, one could get all the data on government schools in a specific area in Karnataka, including the number of boys and girls enrolled, the programmes they have conducted, school maintenance grants, learning material and more. KLP now has 44,000 schools in its database, including child-level data for all children in these schools.
The data is collected through math workshops, assessments and gram panchayat contests. “Let’s say we find out that 20% of our teachers are untrained,” says Kamath. “You can step in and do something about it. We get reports on the percentage of children good with subtraction, multiplication, division, fractions, or decimals, as defined by the national curriculum framework. We get the complete picture.”
What makes the data more airtight is that it’s built with both on-the-ground, dynamic reporting and technology. KLP also shares its reports with the officials on the ground to strengthen the process.
How do you make the platform work better? Get more NGOs to add their data. The more you use the platform, the more intelligent it gets. It’s a great way to address the many big problems at the bottom of the pyramid.
A lot of textbook publishers like Oxford University Press, Pearson and even the very conventional S Chand have ventured into digitizing their learning content.
Last year, I visited many schools that had digitized their textbooks completely. Most of the content, though, was nothing to write home about, and the VR/AR material seemed to be rudimentary. For instance, the VR content that I saw in a school in Bengaluru was about the solar system. It was nothing but the school’s textbook lesson converted into VR format, with unimpressive animation and dull voice overs.
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The job of teachers today is changing from basically appropriating learning, to paying attention to the thorough criticism and excellent appraisal of the students. Instead of being teachers truly, they are getting to be schools in themselves, giving both information, abilities and credits to every last one. Along these lines, they deliver a whole cluster of talented and insightful students in each class that they make a beeline for. Of the considerable number of certainties, one is totally valid, "No Technology Can Replace Teachers". In any case, it is additionally the duty of the teachers, all things considered, to consolidate current education innovations like online task and video address in the classrooms to help make the investigation material connecting with, intelligent and invigorating. Aside from getting associated with concentrate through such inventive measures, students will comprehend the pertinence and significance of the whole substance, along these lines indicating more enthusiasm for studies and learning. The benefit of digital learning is additionally that it helps both contemplative and outgoing students voice their perspectives in the classroom. With the assistance of web apparatuses like message sheets, gatherings and online addresses, students who are bashful and reluctant can be enabled by the teachers in classrooms.
Innovation is prompting an upheaval in the manner in which we learn. It is taking care of the issues of scale, nature of education, and learnability of the understudy. Teachers would now be able to achieve the full classroom through digital screens, empowering every youngster to get a similar base substance. Understudy commitment is higher as it consolidates different instructional styles. What's more, every understudy gets introduction to world-class education, something that was simply not accessible in a chalk and talk approach.
On oneself learning front, we trust that it is as yet incipient stage because of parcel more school inclusion of the kid (normal understudy achieves home just at 2:30pm) and over dependence on neighborhood educational cost focus. In any case, drift here we are watching is want to have appropriate assessment of the youngster by guardians to help him in particular regions. Thusly, I trust that new pattern here will be customized learning dependent on advanced science level assessment state machine.
Today, because of hello there tech system and interactive media, the education area has risen as a quick creating field. Another conspicuous consequence of the utilization of innovation in education is that there is a broad change in the instructing and learning techniques, styles, and substance crosswise over numerous schools in India. Today, students utilize an interesting type of innovation called cloud innovation wherein they can without much of a stretch submit and audit their task routinely. At the point when a school incorporates such offices in a digital learning condition, the classroom turns out to be considerably more agreeable and inviting to students.
With PCs and digital components in classrooms, students feel discover examining more pleasant. The point of a teacher anyway ought to be to make such an air which makes each understudy need to think about. Also, considering that the youthful students today are normally encompassed by PCs, iPads and mobiles, carrying a similar innovation into the classrooms makes them feel simple and familiar.
Video-based learning makes education connecting with, engaging and investigating. The intelligent prelude of this section lights learning with a family of learning out of recreation with inventiveness, fun and diversion on cards by means of the awesome Apps, web recordings, recordings, intuitive programming, digital books and online intuitive electronic sheets. Youngsters are energized and agent with enthusiasm to deal with the exhibit by means of their knowledge, investigating the powerless techno aptitudes of teachers and help them openly with pride and respect and acknowledgment. Presently the classes are understudy well disposed, understudy worked and data pressed.
Discussing the ubiquity of MOOCs in India, India is the second greatest market for MOOCs on the planet, after the USA. It is anyway expected that India in the coming years will supersede the USA. Our nation has the second biggest populace on the planet after China and is the third as far as college enlistment around the world. Separately, the USA and China are first and second for college enlistment right now yet this may before long change.
MOOCs have opened the passages for a great deal of Indians as far as being a piece of an educational transformation. It gives an awesome chance to profit superb learning with the assistance of web availability. Two principal reasons with respect to why MOOCs is a smart thought in India is a large number of Indians live in destitution and can't manage the cost of or access an advanced education and besides there are a larger number of candidates than seats in the Indian Universities.
Amusement based learning makes a domain where the students effectively relate themselves to and get included. The world we have today is developing youngsters who are something beyond very much aware of both the advancements in their environment and their aptitudes and capacities.
Changing the k-12 division, amusement based learning without a doubt will reform the education world items and give us a superior self-prepared genext.
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