The National Programme on Technology Enhanced Learning (NPTEL) was initiated by seven Indian Institutes of Technology (Bombay, Delhi, Kanpur, Kharagpur, Madras, Guwahati and Roorkee) along with the Indian Institute of Science, Bangalore in 2003. During the first three phases of the project, the focus was on creating a repository of web/video courses that will help in self-learning.
With NPTEL Online Certification starting from March 2014, the project had slowly evolved to offer a Massive Open Online Course platform. This provides learners access to the teaching-learning contents generated by teachers within premier institutes and a certification upon successful completion of a proctored exam.
It is now possible for ANYONE outside the IIT/IISc System to be able to do an online certification course from NPTEL and get a certificate from the IITs/IISc. The premier institutions are reaching out and taking education to the homes of people through this initiative.
NPTEL is also the National Coordinator (for Engineering domain) under the SWAYAM initiative of MHRD, GoI.
To provide wider dissemination of the NPTEL efforts and integrate MOOCs to mainstream education, NPTEL had initiated an effort of NPTEL Local Chapters in May, 2015. The initial idea was to create a small community within the educational institution/organization that will support learners in the process of learning from NPTEL. Over the last 5 years, we have seen more educational institutions partnering with us by creating Local Chapters with the number of Local Chapters reaching 3700+ in May, 2020.
The SPOCATHON is one of the many initiatives that we have planned as part of the 5th year of Local Chapter creation.
As part of this effort, we are looking at ways in which faculty from Local Chapters can contribute to the NPTEL content repository. As a pilot we are running a small competition for faculty to augment the existing NPTEL video content with relevant In-Video and Practice Questions. The idea is that an existing video content can be made more learner-centric by providing content that allows learners to reflect/opine/do micro-practice. The activity is based on the Learner-centric MOOC model that recommends content creation through four different elements by following the ten different design principles.