With the largest population of the world and one of the highest enrolments in higher education, India needs efficient and effective means to educate its learners. India started focusing on open and digital education in 1980's and its efforts were escalated in 2009 through the NMEICT program of the Government of India. A study by the Government and FICCI in 2014 noted that India cannot meet its educational needs just by capacity building in brick and mortar institutions. It was decided that ongoing MOOCs projects under the umbrella of NMEICT will be further strengthened over its second (2017-21) and third (2021-26) phases. NMEICT now steers NPTEL or SWAYAM (India's MOOCs) and several digital learning projects including Virtual Labs, e-Yantra, Spoken Tutorial, FOSSEE, and National Digital Library on India - the largest digital education library in the world. Further, India embraced its new National Education Policy in 2020 to strongly foster online education. In this chapter, we take a deep look into the evolution of MOOCs in India, its innovations, its current status and impact, and the roadmap for the next decade to address its challenges and grow. AI-powered MOOCs is an emerging opportunity for India to lead MOOCs worldwide.

This paper presents a new Massive Open Online Course on Natural Language Processing, targeted at non-English speaking students. The course lasts 12 weeks; every week consists of lectures, practical sessions, and quiz assignments. Three weeks out of 12 are followed by Kaggle-style coding assignments. Our course intends to serve multiple purposes: (i) familiarize students with the core concepts and methods in NLP, such as language modeling or word or sentence representations, (ii) show that recent advances, including pre-trained Transformer-based models, are built upon these concepts; (iii) introduce architectures for most demanded real-life applications, (iv) develop practical skills to process texts in multiple languages. The course was prepared and recorded during 2020, launched by the end of the year, and in early 2021 has received positive feedback.

For the baby boomer generation and Gen Xers, the goal was to go to a traditional university, receive an education, and then find employment with an established organization they could work with for the rest of their lives. Millennials and generation Z seem less set on traditional university training. They definitely value higher education, but they are looking for alternative ways to receive said education. If they can get a degree without relying on a full time on-campus program, they will opt for that more times than not. As the expense associated with higher education continues to rise, it seems like it attracts more students to distance learning.

Massive Open Online Courses (MOOCs) have become popular platforms for online learning. While MOOCs enable students to study at their own pace, this flexibility makes it easy for students to drop out of class. In this paper, our goal is to predict if a learner is going to drop out within the next week, given clickstream data for the current week. To this end, we present a multi-layer representation learning solution based on branch and bound (BB) algorithm, which learns from low-level clickstreams in an unsupervised manner, produces interpretable results, and avoids manual feature engineering. In experiments on Coursera data, we show that our model learns a representation that allows a simple model to perform similarly well to more complex, task-specific models, and how the BB algorithm enables interpretable results. In our analysis of the observed limitations, we discuss promising future directions.

This free course is published by the Massachusetts Institute of Technology (MIT). This is a week-long, self-paced course that will introduce you to Deep Learning technology and many of its industrial applications, from translation algorithms to image and object recognition, game playing, and more.

The increasingly fast development cycle for online course contents, along with the diverse student demographics in each online classroom, make real-time student outcomes prediction an interesting topic for both industrial research and practical needs. In this paper, we tackle the problem of real-time student performance prediction in an on-going course using a domain adaptation framework. This framework is a system trained on labeled student outcome data from previous coursework but is meant to be deployed on another course. In particular, we introduce a GritNet architecture, and develop an unsupervised domain adaptation method to transfer a GritNet trained on a past course to a new course without any student outcome label. Our results for real Udacity student graduation predictions show that the GritNet not only generalizes well from one course to another across different Nanodegree programs, but also enhances real-time predictions explicitly in the first few weeks when accurate predictions are most challenging.

The effectiveness of learning in massive open online courses (MOOCs) can be significantly enhanced by introducing personalized intervention schemes which rely on building predictive models of student learning behaviors such as some engagement or performance indicators. A major challenge that has to be addressed when building such models is to design handcrafted features that are effective for the prediction task at hand. In this paper, we make the first attempt to solve the feature learning problem by taking the unsupervised learning approach to learn a compact representation of the raw features with a large degree of redundancy. Specifically, in order to capture the underlying learning patterns in the content domain and the temporal nature of the clickstream data, we train a modified auto-encoder (AE) combined with the long short-term memory (LSTM) network to obtain a fixed-length embedding for each input sequence. When compared with the original features, the new features that correspond to the embedding obtained by the modified LSTM-AE are not only more parsimonious but also more discriminative for our prediction task. Using simple supervised learning models, the learned features can improve the prediction accuracy by up to 17% compared with the supervised neural networks and reduce overfitting to the dominant low-performing group of students, specifically in the task of predicting students' performance. Our approach is generic in the sense that it is not restricted to a specific supervised learning model nor a specific prediction task for MOOC learning analytics.

In a Massive Open Online Course (MOOC), predictive models of student behavior can support multiple aspects of learning, including instructor feedback and timely intervention. Ongoing courses, when the student outcomes are yet unknown, must rely on models trained from the historical data of previously offered courses. It is possible to transfer models, but they often have poor prediction performance. One reason is features that inadequately represent predictive attributes common to both courses. We present an automated transductive transfer learning approach that addresses this issue. It relies on problem-agnostic, temporal organization of the MOOC clickstream data, where, for each student, for multiple courses, a set of specific MOOC event types is expressed for each time unit. It consists of two alternative transfer methods based on representation learning with auto-encoders: a passive approach using transductive principal component analysis and an active approach that uses a correlation alignment loss term. With these methods, we investigate the transferability of dropout prediction across similar and dissimilar MOOCs and compare with known methods. Results show improved model transferability and suggest that the methods are capable of automatically learning a feature representation that expresses common predictive characteristics of MOOCs.

SAP has released its guiding principles for artificial intelligence (AI). Recognizing the significant impact of AI on people, our customers, and wider society, SAP designed these guiding principles to steer the development and deployment of our AI software to help the world run better and improve people's lives. For us, these guidelines are a commitment to move beyond what is legally required and to begin a deep and continuous engagement with the wider ethical and socioeconomic challenges of AI. We look forward to expanding our conversations with customers, partners, employees, legislative bodies, and civil society; and to making our guiding principles an evolving reflection on these discussions and the ever-changing technological landscape. We recognize that, like with any technology, there is scope for AI to be used in ways that are not aligned with these guiding principles and the operational guidelines we are developing.

To compile this list, we explored deep learning MOOCs (Massive Open Online Courses) published by top universities, colleges, and leading tech companies. Dedicated to beginners, intermediate, and advanced learners, and covering most concepts of Deep Learning, from the most basic to the cutting-edge, all of these courses are free and self-paced, and some of them even offer certificates. It goes without saying that all of these courses come with some prerequisites: basic knowledge of mathematics, how to manipulate GitHub repositories, and a good command of programming languages like Python. Google has published an online course dedicated to deep learning via Udacity, the online course platform. Google's MOOC trains intermediate to advanced developers free of charge for 12 weeks on many aspects of deep learning, such as how to build and optimize deep neural networks.