 Good morning, everyone. My name is Vrindan. I represent Diva Pothil University from Navi Mumbai and good morning to everyone. Luckily we are from Mumbai so we didn't have to travel but those who have travelled, it's the best time to be in Bombay. It's nicer, it's not so hot. So welcome everyone. Just to lead on to Martin's presentation, he mentioned about the teaching cultures. So slightly different in India. I'm sure everyone agrees. There's a lot of respect and people choose to be in the education profession as a teacher for 30, 40 years. Which is an upside for us. So when we have used Moodle in our university, we've seen that passion in our teachers but agree there needs a lot of support from all areas for them to be successful. So I'm just going to quickly give an overview of what we are because most of us here wouldn't know. So we are based out of Maharashtra. The three key verticals in our business is education, healthcare and sports. Our founder Dr. Diva Pothil started this in 1983. Today we have more than 150,000 plus students for university's 10 campuses. We have all hospitals in the form of charitable hospitals. So they are not for profit hospitals and yes, more than 150 programs. That's the president for Diva Pothil group who's running the show today. Unfortunately couldn't make it today but a lot of inspiration and motivation comes from him. Moodle was encouraged under his leadership last, past two and a half years back when we started. So we will just play a short video to give you a small overview of what we've done so far. The restriction of a classroom could limit a student's ability to learn. To help a student learn without boundaries, Diva Pothil University introduced a customized learning management system. My Diva. My Diva provides a unique platform for the students, faculties and the administration to interact with each other. As a result, the faculty and administration can manage the teaching process to provide the best learning experience to the student. With my Diva, a student can learn at his own pace by planning his studies, assess his performance with customized feedback from the faculties and seamlessly communicate with the faculty and staff to accomplish his or her academic goals. Students can get information regarding lecture notes in the form of presentations and case studies to reinforce the understanding of a topic. Reference reading material provides links to an online journal or article and reference video showcases information from subject experts and industry professionals. Students can check for semester-wise syllabus and subjects for the entire course and plan their studies by taking advantage from previous years question papers and question bank uploaded by the faculty. The student also stays updated about his daily attendance status as the faculty can mark attendance online. My Diva also assists students who apply for an exam online, pay fees online and save their hall ticket and payment receipts in their emails. The faculty can assess assignments uploaded by the student on my Diva to provide customized individual feedback while keeping a digital record of the same to avoid extra paperwork. The learning analytics in my Diva allows the faculty to track, comment and report on how the student is progressing and monitor the consistency in performance development. As the administration is also on board for my Diva, the online notice board and calendar is updated with official information about holidays, conferences, seminars, events and academics so the students can manage their day-to-day procedures. My Diva also allows the students, faculties and administration to contact each other effortlessly with the help of the query window without the need to share any personal contact information. At Diva Partly University, we believe one can bring innovation in education only when students, faculties and the administration work towards a common goal. So I think the video was a summary of all what we've done so far, but it wasn't easy. I think I just met a few people. So we started this two and a half to three years back, quite a shift in terms of the mindset of how you teach. So we had a lot of challenges on the way. A lot of faculty and head of departments had to be explained the value within it and we had to customize at every stage. So we have a few slides that kind of run through the same information. Key focus was students and faculty to make sure learning process is at the center. Most of the software, most of the tech that we saw otherwise was towards an ERP for the management to keep track of the backend. Well, there's heaps to do that, but we wanted to touch space where teaching and learning is benefited. In terms of administration, key deliverables were in advance learning methods, effective communication. You've seen the video. I don't want to repeat the same thing. In terms of faculty content sharing, having discussions with students. So even here we had a few faculty that were really technologically advanced and they wanted to use this to the advantage. And they came up to us to understand how they can interact more with their students. So apart from classroom teaching, they had their own discussion forums where they initiated conversations for students to ask after class questions. Some of them are shy to ask questions in the class. Whereas there was some faculty who just didn't want to adapt to this sort of learning. They just wanted to stick to their original way of teaching. So to that what we did is we had both of them to meet and talk to each other to understand how easy it is and how it kind of relieves you from having more contact points. So still I would say now that we've achieved it, it's an ongoing process for staff and faculty to understand values. Some colleges have a lot of benefit. So in terms of our students, we are almost 10,000 plus students on model right now. We have a lot of health science courses. So we have School of Medicine, which runs MBBS and BDS, which is doctors and dentists. So to offer content on an online platform is a little challenging over there because most of their learning is on job, like probably on an operation theater or things like that. But there are partners in India, which through IBBS, we've tried to integrate that have content related to health science courses. On the contrary, we have an engineering college, which is more classroom-based learning and they understand tech. A lot of faculty are advanced engineers themselves, which have no problem using the system. So point being, every course has its own challenge which you've faced and we are still evolving in the process. In terms of students, yes, attendance is the key aspect in India. So we have faculties pushing in SMS notifications just saying, hey, you're just falling back in terms of your attendance. It's also in terms of a number of weeks remaining for your exams. So just two weeks to go to the exams, question papers already on model. So we're trying to push as much in terms of notifications through email or SMS to the students. Other aspects like online fee payments, notice boards, all those go hand in hand. These are most used areas by students, lecture notes, assignments, case studies, quizzes, question banks, papers, additional reading materials, videos and discussion forums. Another institute which is our management institute, sorry, doing BBA and MBA, very friendly to the system. Because most of the content is also available in open format. So we just allow YouTube links or any other links that are out there as free to be put up on moodle so that if a faculty struggles to cover a particular aspect in that 90 minutes, the student can still go watch the video which is hosted in some other platform. It's just giving enough information. Four phases in the last two and a half, three years. Sorry for the small fonts but we started at 216 students, a lot of permutation combinations and as of today we have more than 10,000 odd students on board. These are a few learnings. I wouldn't want to read through all but the most important was the students were very proactive in terms of what they want. As Martin mentioned, we all are on Facebook and the students age group 16 to 21 probably are more active on social media and WhatsApps and all other apps. So we also felt the need that we should be on their mobile devices and not urge them to go on a desktop to log in to get their content. So we have also initiated the app. We have content streaming through the app. We have a few pictures of that as well. So the app is live from the last six months. We use the same moodle app that is available for us. It's almost similar to the desktop version but here we have crisp information in terms of what's most relevant for them. Time tables, notifications for the week, assignments coming up, attendance falling back. Also if they want to go and read through the presentation that is about to begin for the week, it's available in terms of a reader which they can just read on their mobile before the lecture or after the lecture. So we've done all these integrations. Still a lot of learning. There's a lot of feedback that comes from students throughout in terms of what they want and what for faculties want to deliver. We also have not included that slide but I'm just going to speak about it quickly. We're trying to pick up some information on gamification. So there are a few faculties from the engineering college collaborating with our MBA faculty. They're trying to devise some sort of a gamification back end where in students that are most active on LMS or who participate and have the most engaging results on LMS have some sort of coins or points which they can redeem in probably canteens or sporting areas or other. Same thing for faculty. We're trying to integrate performance reviews of the HODs of how well the faculty is rated by the student in terms of what is offered apart from classroom learning. So again, ongoing process. I wouldn't say we've reached 100% because it's not just one IT department or one faculty. It's a collaborative effort between students, faculty and us. And we are evolving in the process. So, yeah, that's what we're doing at DIY Portal and thank you, that's about it. Thanks. Any questions? Thanks. To be honest, no. But what we're trying to do is some of the students that are very active, they have come up with these ideas of making sure other students are aware because awareness is one thing. The way of teaching and learning we have here is more exam specific unfortunately in India rather than voluntary learning. Probably 10, 15% of the students are those. So gamification is in the form, let's say there are 12 presentations in a strategic management class and there are 12 quizzes to that. The first 10 takers of the quiz are probably recognized in some form or the other. It's just kind of probably end of the week or the principle of the college could probably recognize saying these are the 10 most active students. It's not a rocket science to take a quiz. The other 90% can also do the same. So just creating more awareness and excitement for the 16 to 21 year olds so that they can come on board and do more. Contribute content to what extent to the faculty? Contribute content to this platform. So what we have done is, I'm just going to go a few slides back. Every college has recommended a nodal officer for MyDY. So we call it MyDY as the name of the app. And that coordinator goes to each and every department. And these are the things that the faculty should be prepared with. And most likely they have lecture notes. They have case studies. Some of the courses, like if you talk about health sciences. So this is a no-brainer for an MBA faculty. Easy. Engineering, very easy. But if you go to a dental faculty who's a dentist or an MBBS faculty who's a doctor, probably is half of the time in an OT. They couldn't spend time on doing this. And the quality doesn't come out in a PPT for a doctor versus what they do on the table. So we have a model for that as well. We have a BBA hospital management students as interns who work half the day with them just to understand how they feel would be the best to do a presentation. And they actually make presentations for them. They actually collate all the YouTube links from other resources. They do all the hand-holding for them and upload it. So we try and ensure all these aspects are in there for every faculty. It is a fight. I wouldn't say it's easy. To a point that it is perceived as additional work for no reason. And with all due respect, teachers have been teaching this subject for the last 25 years when probably I was in school and if I go tell them, hey, this is the new way to learn. They're going to be like, hold on, boss. I know what I'm doing. So it is literally one-on-one. We have to just tell them this is no additional work. We'll give you resources. We'll work with you. This is just to make you feel even better, give you more tools for the students so that students get more content from you. So again, ongoing process. So it's part uploaded with the help of whatever students and all. And part of it is still lecture you're saying. Or this is a supplement to the lecture. Yes. So everything is classroom teaching. Everything stands as is. Once that week's content is taught in class, they're supposed to use the backend to upload all this for the students to have it as additional learning resources or to look back on what is taught in the last one week or two. Just one more question. And that is that do the students get an opportunity to upload anything here? I mean, other than their own assignments and so on. So far, no. It's a brilliant idea, but so far, no. You know, you should consider that. Sure. Because, I mean, students sometimes come out with a much better explanation than even the teacher can give, you know. I'm sure. So you should think about that. Sure. I also have that. I mean, actually it's very nice to know that you are doing a lot of things. But I just have one question is, have you made it compulsory for all the faculties of, I mean, who are involved in this to upload? Because as rightly said, that if you don't have discussions, you have written assignment case studies and discussion forums. So is it discussion forum continued for that unit? Or it is just the same. Because many times I find faculties retaliate to get into this online. Correct. Because as you said, they do not have that much time. But this is one very interesting way of engaging students, which we have done at university. I just wanted to check, have you made it compulsory for every faculty to contribute? Yeah. So compulsory is a little harsh word, but yes, we try to do that in the best possible way. So again, the president of our university, Dr. Vijay Patil, is quite young. So he attends all these meetings with the head of the institutions, with the LMS coordinators. And it's more motivation in the form, let's do this. This is different. And we try and have at least half of these things compulsory. You cannot force someone to have a discussion forum if the faculty is not active. But things like presentations, case studies, assignments, videos. So we try and, yes, do it subtly compulsory. So in the last two and a half, three years, we as an internal IT department have pushed our management to make it compulsory for all the faculty. Now, I think it's the other way around. Most of the faculty, it's this way. So a particular college would have 80% of their faculty uploaded everything in their first two weeks of the semester. Those who have not done it is like, whoa, you're falling back. What's the big deal? Some of the older faculties are doing it. It's a huge thing for the younger faculties feeling, well, if they can do it, why can't we do it? So it's a change in the way you think it's difficult. I agree. We've taken two and a half, three years for them to understand. That's why we also named it MyDY in the interim. Rather than saying it's a software, we just call it MyDY. So all of us can adapt it. They are using it for their own internal inspections, which is UGCs and NAC, as technology is one of the areas where NAC and UGCs also rate colleges. So it's working in their favor now. It's a lesson plan. All the lesson plans are available on the side. Lesson plans of all the lectures. Yes. They are made it by the lectures. Yes. And you are using it for blended form? No. It is in the blended form? Classroom plus sound line? No. It's only classroom learning. All this is available as additional learning resources or weekly quiz, weekly lectures that are taught in the class are on the system. So this system runs parallel to the curriculum in a semester. Let's say 13 weeks. Three weeks are gone. Three weeks of content will be up for the students to read. Exam coming up. There will be a question paper that will be up. So it's not blended at all. It's not an obligation. It's and. It's not, you know, a compulsion that you have to have a part of this year and part of no. Everything is taught in the classroom. Everything stays as is. This is supplementary. Thank you. Thanks. Just one second. I have a very small question. Going forward, your numbers have gone from 200 to 10,000 students using. Going forward, will it help to reduce the fees? I don't know. That depends on how much my developer charges me. If he's going to do it free of charge, the fees will come down. No, no. See, technology is costly. I agree. But the number of users have really gone up. That's why I'm asking. Because if you have to really do this in India, education has to come down. So very specific. I'm not saying the technology should come down. As it is, the number of users are large. So your question is, would it affect the fees to come down? Don't. I'm not asking you to reduce, but will you feel it will reduce? I don't think so, but it will help in reducing the fees as such. Especially being in this part of the town. And I am probably youngest in my management, but there's too many bodies in government of India, department of education that have a lot of say in who does what fees. There's AICT norms and there's so many other norms. I'm not completely aware. But this cost being an open source is not so high. It's not so less. So it doesn't really affect the fee structure model as much. We are not charging students separately for this. It's in the tuition fees. It's within the fees they pay. So it's irrespective.