Gurusetu
Content production and experiments
Focus. Status of video content verticals, edited course assets, and exploratory production pipelines from IIT Gandhinagar.
Internal update deck. July 7, 2026.
Part A
Content
Vertical-wise production status and course adaptation work.
Career vertical
FLY content pipeline
Our work on the career vertical work is mostly provided by the CMI team via the pedagogy that has proven successful in the FLY framework.
A part of this content went through the pilot and is being edited based on feedback. New shoots are underway and we expect edits to be complete by the end of this month for three pillars.
Done
Material cleared through the current production pass.
WIP
Editing and production work currently active.
August
Remaining portion to be taken up next month.
Pedagogy + Assessments
Three content streams
3.5h to 1.5h
Prof. Pankaj Jalote's course: raw material edited into a compact course.
Prof. Pankaj Jalote's course. Edited course duration is about 01:31:27. The sequence reframes teaching around learning, outcomes, activities, assessment, and motivation.
5h+ to 2.5h
Learner-Centric-MOOC adaptation in progress, led by Prof. Sameer Sahasrabudhe and on track for end of July.
Learner-Centric-MOOC adaptation. Current plan compresses source material into crisp sections on learner connect, LCM design, practice, feedback, extension resources, and adoption.
Pankaj Jalote course summary, 1 of 2
From teaching to learning
| # | Video | Duration | Summary |
|---|
| 1 | Teaching Is For Learning | 07:06 | Reframes teaching away from syllabus coverage and toward what students actually learn. |
| 2 | How Students Learn | 09:55 | Explains learning as durable change in knowledge, built actively by students through doing and thinking. |
| 3 | Understanding And Skills | 09:11 | Distinguishes conceptual understanding from skill development, including component skills and expert blind spots. |
| 4 | Integrated Course Design | 09:52 | Shows how learning outcomes, teaching activities, and assessment must align. |
| 5 | Writing Learning Outcomes With Bloom | 09:33 | Introduces Bloom's taxonomy as a practical vocabulary for stating course learning outcomes. |
Pankaj Jalote course summary, 2 of 2
Designing practice and assessment
| # | Video | Duration | Summary |
|---|
| 6 | Good Outcomes In Practice | 09:51 | Demonstrates how to turn vague outcomes into measurable, course-specific learning outcomes. |
| 7 | Planning Learning Activities | 09:35 | Maps outcomes into in-class and out-of-class activities that make students practice, observe, and reflect. |
| 8 | Active Lectures: The 15-Minute Reset | 07:36 | Explains how to make lectures active using short tasks, peer discussion, quizzes, and feedback. |
| 9 | Assessment That Supports Learning | 08:48 | Clarifies formative vs summative assessment and how assessment supports both learning and grading. |
| 10 | Motivating Students To Learn | 09:55 | Covers motivation through value, expectancy, support, appropriate challenge, and real-world relevance. |
Full edited course duration: 01:31:27.
Learner-Centric-MOOC adaptation, 1 of 4
Core learner-centric frame
| # | Section / video summary | Est. |
|---|
| 1 | Why learner-centric design matters beyond simply "delivering content." | 6m |
| 2 | What learners expect, why engagement drops, and what "learner connect" means. | 8m |
| 3 | The LCM model as a reusable active-learning design pattern. | 6m |
| 4 | Learning Dialogue: turning explanation into a two-way learning moment. | 7m |
| 5 | Chunking an existing lecture into short, meaningful classroom units. | 7m |
| 6 | Reflection spots: where to pause, what to ask, and how to resume. | 7m |
Learner-Centric-MOOC adaptation, 2 of 4
Format, delivery, practice, feedback
| # | Section / video summary | Est. |
|---|
| 7 | Choosing the right format: board, slides, demo, discussion, video, activity. | 8m |
| 8 | Practical delivery guidance: clarity, pacing, readability, demonstrations. | 7m |
| 9 | LeD takeaway: chunk, engage, and close the loop. | 3m |
| 10 | Learning by Doing: practice as formative assessment, not just grading. | 7m |
| 11 | Designing good practice tasks from learning goals and common student needs. | 8m |
| 12 | Feedback for objective questions: use wrong answers to address misconceptions. | 8m |
Learner-Centric-MOOC adaptation, 3 of 4
Extension and peer learning
| # | Section / video summary | Est. |
|---|
| 13 | Feedback for open-ended work using rubrics, peer review, and performance levels. | 6m |
| 14 | Effective practice design: variety, frequency, feedback, and increasing complexity. | 5m |
| 15 | Learning Extension Trajectories: supporting mixed-background learners. | 6m |
| 16 | Curating extension resources without overwhelming or distracting students. | 8m |
| 17 | Assimilation checks: small incentives to make extension resources actually used. | 7m |
| 18 | Learner Experience Interaction: making peer learning intentional. | 8m |
Learner-Centric-MOOC adaptation, 4 of 4
Orchestration and adoption
| # | Section / video summary | Est. |
|---|
| 19 | Designing focused discussions, peer critique, and reflection quizzes. | 8m |
| 20 | Orchestration: planning the learning flow, monitoring response, adapting live. | 9m |
| 21 | Assessment design: mixing formative checks, summative tasks, and peer mechanisms. | 8m |
| 22 | Maintaining learner connect through presence, timely feedback, and active tasks. | 8m |
| 23 | Responsible resource use: LLMs, OER, attribution, and licensing basics. | 7m |
| 24 | LCM Lite: a practical minimal version for real classroom constraints. | 8m |
| 25 | Short case wrap: what adoption looks like when instructors actually try it. | 8m |
Pedagogy + Assessments
Additional modules under revision
Active learning ideas
Resource person: Prof. Manish Jain
Current state: under revision.
Assessments at scale
Resource person: Prof. Madhavan
Current state: under revision.
Expected total length: about 1 hour.
Psychological Literacy + Technology
Next shoots
Psychological Literacy
Content proposal complete.
Shooting to begin later in July.
Technology
Multiple content proposals complete.
Shooting is underway.
Part B
Experiments
Production formats, language access, and interactive learning evidence.
Experiment 1
Dubbing the Sprouts video library
Testing whether high-quality Indian-language versions can extend the reach of existing educational video assets.
Original
Hindi translation
We make all our lessons, including all videos that are published on this website without background music, available under the Creative Commons CC BY-NC-SA license. This means that if you are a non-profit organization, government agency, public school, or private person without commercial interest, you can download, edit, and share these videos free of charge. You can also embed our videos in your online courses, upload them to your website, or use them for training. Just make sure you always credit us as: "Video by Sprouts (https://sproutsschools.com)"
Experiment 3
Interactive assessment
Prototype direction. Move beyond passive video watching by testing an interactive assessment layer that asks learners to respond, apply, and receive feedback.
