1 Content Development & optimization of ThinkTab A PROJECT REPORT Submitted in partial fulfilment of the requirement for the award of the degree of BACHELOR OF TECHNOLOGY (B.Tech) in Mechanical Engineering by Parth Vaishnav 120503041 Mechanical Department MANIPAL UNIVERSITY JAIPUR JAIPUR-303007 RAJASTHAN, INDIA May/2016
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Content Development and optimization of thinktab (Byju's Learning)
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Content Development & optimization of ThinkTab
A PROJECT REPORT
Submitted in partial fulfilment of the
requirement for the award of the
degree of
BACHELOR OF TECHNOLOGY (B.Tech)
in
Mechanical Engineering
by
Parth Vaishnav
120503041
Mechanical Department
MANIPAL UNIVERSITY
JAIPUR JAIPUR-303007
RAJASTHAN, INDIA
May/2016
ii
DEPARTMENT OF MECHANICAL ENGINEERING
MANIPAL UNIVERSITY JAIPUR, JAIPUR – 303 007 (RAJASTHAN), INDIA
28.05.2016
CERTIFICATE
This is to certify that the project titled Content Development &
optimization of ThinkTab is a record of the bonafide work done by Parth
Vaishnav (120503041) submitted in partial fulfilment of the requirements
for the award of the Degree of Bachelor of Technology (B.Tech) in Mechanical Engineering of Manipal University Jaipur, during the academic year 2014-15.
Mr. Shyam Sunder Sharma
Project Guide, Dept of Mechanical Engineering
Manipal University Jaipur
Dr. Anand Pandey
HOD, Dept of (Name of the Dept.)
Manipal University Jaipur
iii
iv
ACKNOWLEDGEMENTS
This is a special note acknowledging all those who helped me during my project and
internship at “Think and Learn Pvt. Ltd.”.
Firstly, I would like to thank Dr. Anand Pandey, Dept. HOD (Mechanical Engineering) for
letting me carry out the project in the company.
I would like to thank my internal guide Mr. Shyam Sunder Sharma without whose
encouragement I would not have been able to learn all that I have during my time at T&L.
I would also like to specially thank Mr. Krishna Goutham and Ms. Abirame Periyasami who
have provided me with valuable support, inputs and has guided me throughout the training,
apart from helping me to conduct tests related to the project.
I would also like to express my gratitude to my external guide Mr. Arunesh Sinha, who taught
me valuable lessons in sales and marketing department.
Lastly, I would like to thank the Department of Mechanical Engineering for allowing me to
explore this line of work and the Placement department for giving me this opportunity.
I also, extend my gratitude to all the other team members who have helped me throughout and
for making my stay at T&L a very memorable one.
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ABSTARCT
The idea of ThinkTab is an innovation in itself as it allows students all across India and more
to gain access to India’s best teachers at the comfort of their home, just using the tablet.
Especially my work was important as I helped creating the content fot the ThinkTab. Also, I
used optimization techniques on the data that was provided to find optimum course and type
of tablet at a particular center location.
Also, as the company is a startup, I got to experience how a company actually works as I
worked in sales and marketing, I got to understand working of different departments such as
logistics, operations, etc.
The results that we obtained through optimization of the data are very much scalable to any
recent data that can be extracted through surveys.
Lastly, I got to use and maintain softwares like leadsquared, to maintain lead information, and
orderhive, to keep track of the orders I punched and the inventory.
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LIST OF TABLES
Table No Table Title Page No
3.1 Main question 10
3.2 1st back-up question 12
3.3 2nd back-up question 13
3.4 Sudoku 14
3.5 LR: question 16
3.6 LR: solution 19
4.1 Courses vs no. Of students 20
4.2 Courses vs no of students vs location 21
4.3 Solution 27
4.4 Type of tablet vs location 28
4.5 Solution 31
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LIST OF FIGURES
Figure No Figure Title Page No
1.1 Think and learn 1
1.2 Byju’s 1
1.3 Thinktab 2
1.4 Comparison 4
3.1 Adaptive flow 9
4.1 Analysis 20
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CONTENTS
ACKNOWLEDGEMENTS iv
ABSTRACT v
LIST OF FIGURES vi
LIST OF TABLES vii
Chapter 1 INTRODUCTION 1
1.1 Introduction to the company
1.2 Introduction to the Research and Development of the Think
Tab
Chapter 2 LITERATURE REVIEW
3
2.1 Importance of work done at the company
2.2
2.2.1
Working of the present system
Development of the Tab through content
Chapter 3 OBJECTIVES AND METHODOLOGY
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3.1 Project Schedule and Objectives
3.1.1
3.1.2
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
Project Schedule
Objectives
Methodology
Content Development Methodology
Content for scripting
Content for adaptive flow
Content for Interesting Questions
Content for NTSE
Content for BANK PO exams
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Chapter 4
RESULT ANALYSIS
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4.1
4.1.1
4.1.2
4.1.3
4.1.4
Operational Research of the Think Tab
Course vs No. of students
Course vs No. of students vs Course location
Finding the Optimum Assignment of the Courses with respect
to the course location
Type of tablet sold vs location of sale
Chapter 5 CONCLUSIONS AND SCOPE FOR FUTURE WORK
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5.1 Optimization of the production costs
5.2
5.3
Content Development
Scope for Future Work
Chapter 6 REFERENCES 34
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INTRODUCTION
1.1. Introduction to the company
Fig 1.1 fig 1.2
Think & Learn Pvt. Ltd was created in 2005 by Mr. Byju Raveendran, a Mechanical
Engineering graduate who has scored 100 percentile twice in CAT. From 250 students in
2005 to 20000 students in 2013, its phenomenal growth lies not in any coincidence but in
penchant and pursuit of setting standards of excellence and perfection in the quest for success
in aptitude exams like CAT, CSAT, GS, SAT, IIT-JEE, SAT, GRE and Campus Recruitment
Tests. We are pioneers for conducting online live classes through satellite enabling a reach to
any number of students at a time, even in remote areas. This use of technology is helping the
company to grow exponentially without compromising on quality which is its USP. It is
successfully running its training programs in 232 locations including some top engineering
colleges like NIT-K, NIT-W, NIT-Surathkal, NIT-Trichy, NIT-Calicut, MIT-Manipal, BIT-
Mesra and SRM-Chennai.
Think and Learn has become one of the most recognized brands in education. Based on
founder Byju Raveendran’s ground breaking vision, our innovative and inspirational
instruction combines the use of technology and brilliant teaching techniques. With the help of
technology, we ensure that all our students get the highest quality of education from our
highly qualified core team.
Byju Sir’s phenomenal success story can be attributed to his perseverance to pursue his
passion to teach. At the young age of 26, he trod the path less travelled by giving up a
prestigious seat at the IIM’s and a lucrative corporate career to change the way people “Think
and Learn”.
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1.2. Introduction to the Research and Development of Thinktab
Fig 1.3
The project is based on the product development through content, research and operations
with regard to the ThinkTab, which is the primary product of Think and Learn Pvt. Ltd. In the
content domain, they have to learn and apply their knowledge to make the best set of scripts
and questions to make the product a success. In operations, they have to ensure the seamless
working of all the centers, maintain accounts for the same and innovate in order to fulfill the
motto of the company “Providing best education to everyone in a simpler way”.
Think and Learn Pvt Ltd has now gone in collaboration with Samsung, wherein the Thinktabs
will be the new face of education. Samsung provides the tablet and hence the platform, and
they provide the educational content and the complete designing of the material in the tablet
vis-à-vis the needs of the customer. Through this deal with Samsung, it is their endeavor to
teach concepts like they have never been taught before. Thus, as a member of the content
team at Think and Learn, it is my responsibility to make sure that the content part of the
tablet has no issues and that the concepts that the teacher orally explains are backed up by
visual animations and caricatures wherever required, so that the learning becomes a pleasure
and studies becomes fun. The primary purpose of these ThinkTabs are to ensure preparation
for higher education entrance exams like the GRE ,GMAT ,UPSC and K-CET.
I have been developing content for the K-12 segment in general with the scripting, the
adaptive learning program and other products like NTSE and BANK PO Exams
3
LITERATURE REVIEW
2.1 Competitors and how are we different
There are quite a few competitors in the ‘edtech’ sector i.e. those companies who combining
imparting education with technology. Some of leading competitors are meritnation, khan
academy, edunext etc. Meritnation does provide with the video lectures and test series, but the
animation quality and teacher quality is not up to the mark. Also they don’t provide teacher
support for doubt solving purposes. They do provide live classes but again they are time
bound and have to be streamed using internet connection. Khan academy is essentially a non-
profit organization that uploads videos of teachers conducting lectures. There is neither the
use of animations or doubt solving solutions provided. Edunext technologies is a technology
company catering to educational institutions. It provides solutions like smart projectors and
smart boards to allow teacher to teach effectively.
We, over at Byju’s, not only provide videos lectures and test series in the thinktab, in the
offline mode, but also provide teacher solutions to solve the doubts.
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Fig 1.4
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2.2. Working of the Present System
2.2.1. Development of the Tab through Content
I joined the content team on the 12th
of January 2016. After the recent groundbreaking deal
with Samsung, I was the only intern chosen from the Marketing team to be a part of the
Content team and help it in realizing its endeavor of revolutionizing teaching through the
Samsung galaxy tab. The content team is subdivided into 3 team leaders. Each team leader
has 4 interns working under him. I was working under Mr. Krishna Goutham. We developed
the content of high school Maths. I have completed the content of the chapter Congruency in
Triangles, Quadrilaterals, Constructions, Polynomials and Coordinate Geometry
(Mathematics).I have also prepared the Interesting Questions Segment for Class IX – X
Maths.
In the Interesting Questions segment we have questions which are a little different from the
usual questions that one finds in a text book. There are different types of Interesting questions
that we’ve been preparing.
The different types of IQ questions that we came up with were :
1. Sudoku
2. Crossword
3. Drag and Drop
4. Balloon Poppers
5. Story Based Questions
We have to design questions on our own and prepare unique solutions as well .When we take
up a new project, we are given a deadline by our team leaders to complete our work on that
particular project. We update our work status on an online portal called Zoho Projects.
Content developing is a very demanding exercise which requires pinpoint accuracy and the
ability to work for long hours. There are days on which we work for 14, 15 hours at the office
as opposed to the normal 9 hours at work. All this is done to aid us in our search for
perfection. This is done with the objective of making concepts easier to understand, and using
creative caricatures and figures to help students “Connect and Learn”.
As, the school product that we had created was very efficient we are now testing it on
Engineering Topics. I was part of the testing team and we were successful in simulating a few
mechanisms. If these prove to be efficient and intuitive then the company plans to incorporate
it on a large scale.
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OBJECTIVES AND METHODOLOGY
3.1. Project Schedule and Objectives
3.1.1 Project Schedule
PART 1
January 2016
Understanding the sales and marketing concepts.
Developing content for the 9th
Class Mathematics
February 2016
Developing content for 9th
Class Mathematics with adaptive flow.
Developing content for 10th
Class Mathematics along with adaptive flow
March 2016
Understanding the company’s work flow.
Developing Content in the form of Interesting questions for Class 10
NTSE Mock papers
Review and Testing of Tablets for adaptive flow
PART 2
April and May 2016
Conducted Operations Research for Optimization of Think Tab
3.1.2 Objectives
To create good content for the Think Tab
Finding the Optimum Assignment of the Courses with respect to the course location
To allocate types of tablets sold to company centers in such a way that the maximum
number of tablets can be sold at each center.
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3.2. Methodology
3.2.1 Content Development Methodology
First we buy tablets from Samsung in bulk (Figures in thousands). After getting the tablets,
according to the number of sales , we send the tablet to another company for encrypting it.
Encryption is required so that the content is secure inside the tab and valid only for a
particular period of time. After the company encrypts the tablet, the tablet is collected back
again and sent to our technical department called Specadel, which uploads the content and
subsequently tests the tablet. The content is recorded in the studio which is inside the office.
Once the content (Teaching Videos) has been recorded , it is sent to the editing team, which
animates the video with caricatures or figures and text wherever it necessary. Then, it is
forwarded to the Specadel team which completes the uploading of the content.
3.2.2 Content for Scripting
Regarding Content for scripting, we design questions in such a way that we have two possible
answers to the same question where one would be the conventional textbook approach to a
question and the other would be a little improvised and easier to understand and would offer a
different approach to the same question as that would help the child understand that there is
more than one way to solve the same question
For eg – Taking an example of a question that I made for Class 10 Maths Chapter Real
Numbers
Q. The product of any three consecutive natural numbers is divisible by 6. [True/False]
-
- Solution (A):
Let p be our first number, so the product, say q, would be p(p+1)(p+2).
Using Euclid’s division lemma, we can write p as 2k or 2k+1. Realize that in every two
consecutive numbers, there is exactly one even number. So, in a product of three
consecutive natural numbers, there would be at least one number which is an even number
and hence q would be divisible by 2.
Now that we also know any number would be of the form 3k, 3k + 1 or 3k + 2. Understand
that in any three consecutive numbers, there is at least one number which is of the form 3k.
So the product 1 is divisible by 3.
Now that we have established that the product q is divisible by both 2 and 3, it means that it
would also be divisible by 2 x 3 = 6.
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Hence, true.
Solution (B):
Let p be our first number and let q be the product, q = p(p+1)(p+2).
By Euclid’s Division Lemma, any number can be written in the form 2k or 2k+1 or in
the form 3n, 3n+1 or 3n + 2.
Let p = 2k, then q = 2k(2k+1)(2k+2) = 2[an integer] -------- (I)
Let p = 2k+1, then q = (2k+1)(2k+2)(2k+3) = (2k+1)[2(k+1)](2k+3) = 2[an integer] -------
--- (II)
Using (I) and (II), we can see that q is divisible by 2. -------- (a)
Now let p = 3k, then q = 3k(3k+1)(3k+2) = 3[an integer] ---------- (III)
Let p = 3k + 1, then q = (3k+1)(3k+2)(3k+3) = (3k+1)(3k+2) [3(k+1)] = 3[an integer]
--------(IV)
Let p = 3k + 2, then q = (3k+2)(3k+3)(3k+4) = (3k+2) [3(k+1)] (3k+4) = 3[an integer] -----
--(V)
Using (III), (IV) and (V), we can see that q is divisible by 3. ------ (b)
So, using (a) and (b), q is divisible by 6.
The Solution (B) was given in the book and Solution (A) was what was given by me after
putting some thought behind that question.
I try looking for questions where I can give an alternative approach to the same question.
Under content for scripting, we have to make questions which are challenging to the student
and also make solutions which have different approaches.
3.2.3 Content for Adaptive Flow
Before I explain what the content is for Adaptive Flow, I’ll explain what exactly the adaptive
flow is
There are two types of Adaptive Flows, namely:
Flow 1
Flow 2
Flow 1 is followed by the Chemistry and Mathematics team.
In flow 1, when a student attempts a question, if he answers correctly, he is redirected to the
next question.
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If the student answers the question incorrectly, the student is shown a hint and then again
given a shot at the main question. If the student manages to answer it correctly, he is sent to
the next main question, however if the student fails to answer correctly even after the hint, he
is shown a question called the backup question which is a question easier than the main
question and relates to the main question. If the student answers this main question correctly,
he is sent back to the main question but if the student fails to answer the backup question, he
is shown the solution to the main question and then redirected to the main question. After the
backup question if the student goes to answer the main question, he gets his third attempt at
the question, if he gets it right he is sent to the next main question but if he answers
incorrectly, he is shown the solution to the main question before going to the next main
question.
Fig 3.1
This type of flow is used by the Chemistry and Mathematics team whereas flow 2 is used by
the Physics and Biology team.
Flow 2 is the same as flow 1 the only difference being that in flow 2 the student need not
answer all the backup questions to go back to the main question whereas in the case of flow 1
until and unless the student answers all the backup questions, the student will not be
redirected to the main question.
The content writing for the adaptive flow is a challenge in itself as the question should be
unique, i.e. should not be in any of the textbooks and the hints have to be made on the basis of
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those main questions and we need to make backups for questions on the basis of the main
question
For eg –
Table 3.1
Chapter: CONSTRUCTION
Owner : Parth
Level : Easy
Sub Topics : Constructions for Triangles
S3 Title:
Question No: Main Question
Question skill: Conceptual
Question Type: MCQ
Question Tags: Word
Quest: Pinku was a hard working student who used to mug up without understanding. He was asked
to construct a triangle say ABC and was given details like the base length of the triangle BC, one of
the base angles say ∠B and the sum of the other two sides (AB+AC) . He went about constructing the
triangle in the following way:
He drew the base BC with the given dimension, drew the angle B along the ray BX with the angle
known to him already. He then took B as center and (AB + AC) as radius and cuts an arc on the ray BX
intersecting the ray at D.
He then joins D to C. He then draws a perpendicular bisector of the line DC and the perpendicular
bisector intersecting on the ray intersects the ray at point A. The teacher then asked him as to why
he did what he did, she started from the back and asked him as to how the intersection of the ray
and the perpendicular bisector gives A.
Which of the following is the reason for him drawing the perpendicular bisector and intersecting it
with the ray?
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Fig 3.2
Option A : Since the perpendicular bisector would get AD = AC which is like flipping the point D
about the perpendicular bisector and merging it with point C
Option B : To get point A is the mid point of the line segment BD
Option C : To get ∆ ABC and ∆ ADC congruent
Option D : None of the above
Correct option: A Ideal Time:
Hint:- Take a look at the triangles AMC and AMD
Solution :
Pinku drew the perpendicular bisector so as to have AD = AC, pinku knew that BD = AB + AC and if he
got AC = AD he’d have the triangle ABC. For this to happen, he took the perpendicular bisector of line
DC and intersected it at the ray BX and named the point of intersection as A. If we take triangles AMC
and AMD,
DM=MC (perpendicular bisector bisects the line DC)
∠AMC = ∠AMD = 90° (perpendicular bisector)
AM = AM (common side)
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∆AMC ∆ AMD (By SAS Congruency)
Which means AC = AD (By CPCT)
Since AC = AD and BD = AB + AC, we have found the point A correctly so as to have the triangle ABC.
Table 3.2
Chapter: CONSTRUCTION
Owner : Parth
Level : Easy
Sub Topics : Constructions for Triangles
S3 Title:
Question No: First Backup
Question skill: Conceptual
Question Type: MCQ
Question Tags: Word
Quest: A student was given the following details while constructing a triangle ABC:
The length of the base of the triangle BC, one of the base angles say ∠B and the sum of the other two
sides of the triangle (AB+AC)
He went about the construction of this triangle by first drawing the base of the triangle BC. He then
drew an angle at the point B equal to the given angle on a ray that he drew. After completing these
steps, he got stuck and doesn’t know what to do next. Which of the following steps will he take up
next?
Option A : Cut a line segment BD equal to (AB+AC) on that same ray
Option B : Change the base length to (AB+AC) and then draw one of the base angles at one of the
ends of the line segment whose length is equal to (AB+AC)
Option C : He knows the perimeter of the triangle, he changes the base length to that of the
perimeter of the triangle and then draws one of the base angles at one of the ends of the line
segment
Option D : None of the above
Correct option: A Ideal Time:
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Solution: We have been given the base length and a base angle, which means half the job is already
done for us.
We need to draw the base with the given length and draw a ray with an angle = base angle, after that
we must cut a line segment BD equal to (AB + AC) on that same ray so as to perpendicularly bisect
that ray and have AD = AC.
Table 3.3
Chapter: CONSTRUCTION
Owner : Krishna Goutham N/ Parth Vaishnav
Level : Easy
Sub Topics : Constructions for Triangles
S3 Title:
Question No: Second Backup
Question skill: Conceptual
Question Type: MCQ
Question Tags: Word
Quest: Which of the following triangles are congruent in the main question?
Option A : ∆ ABC and ∆ AMC
Option B : ∆ ABC and ∆ ADC
Option C : ∆ ABC and ∆ AMD
Option D : ∆ AMC and ∆ AMD
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Correct option: D Ideal Time:
Solution:
If we take triangles AMC and AMD,
DM=MC (perpendicular bisector bisects the line DC)
∠AMC = ∠AMD = 90° (perpendicular bisector)
AM = AM (common side)
∆AMC ∆ AMD (By SAS Congruency)
All the other triangles given in options are not congruent
3.2.4 Content for Interesting Questions
In the interesting questions segment, we had to make interesting questions for all the chapters
to make learning fun for the student. We had different types of questions with regard to IQ
(Interesting Questions) , they are as follows :
1. Sudoku – If one would have solved the general Sudoku, you need a set of numbers given to
solve the Sudoku. These numbers that are to be provided are given in the form of clues to the
student for him/her to figure.
For eg – The IQ for chapter A.P in the form of Sudoku is given below
Table 3.4
A1 A2 A3 A4 A5 A6
B1 4
B2 5 1
B3 5 2 6
B4 1 4 2
B5 3 5
B6 6
15
Questions –
A1B1 – In the arithmetic progression, -24, -22, -20…… The value of the 15th term is __