 Good morning everyone and welcome to this second day live interaction session on this course on pedagogies for integrating ICT in online and blended mode for effective teaching and learning. Today's session while we are still waiting for some remote centers to join in, we will just get started because they can join in as we go along. So, today's session is about how to integrate videos, simulations and screencasts in teaching and learning. So, before we dive into it, let us consider a series of teaching learning scenarios. You will be familiar with these scenarios and there is a question at the end of the scenarios. So, in the first case, a teacher is lecturing on a topic for one hour and the students simply listen. In the second case, the teacher is lecturing, but every 20 minutes, she pauses and asks, did you understand? Now, some students nod and the teacher continues. This is the second scenario. In the third case, instead of simply asking, did you understand? The teacher asks, do you have any doubts? So, three students raise their hands, teacher clarifies the doubts and then resumes the lecture. In a slightly more involved case, the teacher every 20 minutes, asks the students to clarify their notes with each other. So, each student turns to their neighbor, discusses their notes and then the class continues. In a slightly more involved case, the teacher lectures on the topic for 20 minutes. She then poses a real-life application problem based on that topic. Now, students discuss in groups of 3 to 4 and devise solution to the problem. At the end, the teacher wraps up by conducting a discussion of challenging points and summarizes the solutions. And the final scenario is the teacher starts the class with a debate on the pros and cons of the two methods that was taught in the last class. Students work in groups, come up with pros and cons, and then the teacher summarizes which is a better method for which situation, poses a complex problem, and then students work in groups to choose the method to solve the problem. Now, while the scenarios, the latter scenarios may seem a bit complex, the question that I want you to think about is, in the series of teaching learning scenarios, some things are changing from one scenario to another. So what you need to do is, you need to think individually and write two quantities which are increasing. Quantities may be things like students' engagement or students' motivation or it could be something to the teacher, the teacher's effort and so on and so forth. So if you have had time to grasp the question, I will put the scenarios again for you to look at. So these are the scenarios. What you need to do is, go through the scenarios and identify two things that are increasing in going from one scenario to the next. So if you have spent some time thinking about it individually and identified two quantities which are increasing, what you need to do next, as we know in think-pair-share there is a think followed by a pair followed by a share. So in the pair phase, turn to your neighbor and compare your answers. See what your neighbor has written and together come up with at least one change related to students and one change related to the teacher. So now we go into the share phase where participants can share your student related change and teacher related change with fellow participants and coordinators in the RC. The coordinator is requested to facilitate this discussion and then share the most frequent answer from your center via A-view. So what I will do now is since we are sharing desktop sharing, so I will go out of desktop sharing mode and look at the chat window to see some of the answers that you are sending me. So I am seeing answers like students are more engaged in the activity, teacher's role becomes facilitators, change of student point of view, students become learners, students are more involved in active learning. So many people are saying that the student involvement increases and the teacher's role is changing to a facilitator. Some people are also saying that there is increased interaction between the student and the teacher as well as increased interaction among students. Students understanding increases, students become attentive, more and more students get involved in the discussion as we go down the strategies. Thinking ability of the student as well as the teacher gets enhanced, that is a good one. Multiple solutions may emerge, change from teacher-centric to student-centric, students are engaged in more discussion, slow learners can understand easily, more output from the teaching, teacher satisfaction can increase, attitude is addressed, students are actively engaged in learning beyond the classroom hours, somebody is saying syllabus may not get completed, we will address that question later on. Students are becoming active in class, information transmission to assimilation reduces absenteeism, that is also possible. So now that we have seen a number of responses which are falling into some categories, we will go to see what, how can we categorize these responses. So here what we see is, what is changing in the scenarios? In the first case as many of you have pointed out, students are doing more on their own. So there is a lot more activity being done by the students. There is more meaningful activities within the class. So there are students are writing, discussing, solving problems, students are more engaged with the content, there is more collaboration as many of you have pointed out, there is more collaboration increases, the discussion on the content with each other increases, there is also more reflection on what they were learning. So many of these points you have already also identified and pointed out. In the case of teacher, as again you have pointed out, the teacher there is less talking, the teacher is becoming more of a facilitator in class and the point which many have thought about is that the teacher has to now put in effort out of the class to design these activities. So that is where the effort is for the teacher, it is not in the class but before the class. So since you have already become familiar with active learning, I am happy to see that many of the responses that have come are matching with what we thought as should be the responses. So essentially in summary, what we see is that more active learning is happening in the class as we go from the information transmission towards more and more learner centric or making students do something type of a model of teaching learning. Now let us recall what is active learning. It is an approach to teaching and learning whose goal is to engage students with the content via specific activities that gets students to talk, write, reflect and express their thinking. This again we are familiar with. You have also seen two examples of active learning, you have experienced that as student mode where one of them was peer instruction and the other of them was think-pair share, yesterday also you experienced it, today also you will be experiencing it and later on in the course you will be creating your own activities for your students to do active learning. So now the question for today, the main question for today, so far we have recapped and we have warmed up. So the main question for today is now that there is a lot of multimedia content available, how do we do active learning with multimedia? This is basically the overall gist of our discussion today. So when we talk about using visualizations in class, many of you may have been familiar with the visualizations. So the picture on your left hand side is a simulation. So this is from one of our projects called Project Oscar where it is a simulation of a two arm manipulator where the student can manipulate these variables and look at things and so on. So this is one type of visualization that teachers are used to showing in class. Another type is an animation where which is on the right hand side where we are seeing some flow of particles through a system and the teacher explains about what is happening in the animation. Similarly you may have other types of videos which you use along with your teaching learning process. So now these visualizations such as animations and simulations have been shown to provide many learning benefits especially in the STEM discipline. So many teachers report using such visualizations in their class. Most of them play or demonstrate the animation in class along with a narrative explanation. Now the question is, suppose the teacher shows a visualization such as a video or a simulation or a screen cast and every 20 minutes she pauses the video and explains what the student should observe from the visualization. For example, she may say look this is what is happening in the visualization, note that what is happening and so on. So the question to you is, is this teacher doing active learning? So we are not yet discussing, we want first participants to individually write your answer in your notebook. So it is a poll, it is a yes or no poll. So once again I will repeat the scenario. The teacher is showing a visualization and providing a narrative explanation along with the visualization. Is this teacher doing active learning? So we want participants to individually think and choose your answer. It is a simple yes or no answer at this point. If you have thought about it and picked your answer, it does not matter which answer you pick because the next phase we are going to do some debate about it. So turn to your neighbor and discuss whether both of you agree on this answer or not. So if you have a yes answer and I have a no answer, you and I have to debate and argue so that both of us either converge on yes or both of us either converge on no. And the coordinator is requested to encourage discussion among pairs. Subsequently we will take responses from you. So there is no need to start sending responses right away. So if you have had some discussion on this, we can move to the next phase which is that each participant pair should indicate or converge the answer to the RC workshop coordinator. So it is either a yes or a no. And the coordinator can share the majority answer. So we have not yet set up the A-view poll. So you can just simply share the majority answer through the A-view chat window itself. So I will just take a look at some of the answers. So I am seeing yes, yes, no, no, no, no, bunch of no's. Some of them are saying yes. Some of some people are saying no. So there seem to be a lot more no's than yes's. So what I will ask now is that those who think it is yes should simply give one reason, one short reason for why you think it is yes. I will continue to look at the chat window. The no people can just hold off for a while. So if you think it is yes, why is it yes? So some people are, so the no people have actually started giving some response saying students are not interacting in this scenario. Yes, because she explains about the visualization to the student. No, because the involvement of the student is less. Yes, because teacher is looking at the reflection. Since it is a visual effect, students will be more involved. Only one side interaction. No, because the students become dependent on the videos. Yes, because of involvement of the student, students are not expressing about their understanding. Instead of listening, students see the videos and understand. No, because feedback is not there. Yes, because it is active participation. Yes, because it creates interest in students. So we can stop here. So let us see what happens. So many of you have said yes, because it engages the student. It makes the student pay attention to the class. It may also help them to remember the content and so on and so forth. However if you see the question, the question is saying is this teacher doing active learning. So when we see, the answer to this is actually no and why is it no? It is no because if you recall active learning, what we want is that the instructor to create carefully designed activities that require students to reflect and express their thinking, the students thinking and majority of the students go beyond listening, copying of notes and execution of prescribed procedures. So now in this case, if the teacher is going to show the video and give a commentary along with the video, it is very similar to doing a lecture. Except that now we have some more attractive multimedia to engage the student's attention. It is like having a textbook which explains the matter in a better manner. So we are using the affordances of multimedia simply to explain better. And as a result of which, if you look at the role of the student, the student is still in a passive role simply watching the video and listening to the explanation of the teacher. So we find that the students are not required to talk, write, reflect or express their thinking. They are simply required to watch the video and listen to the teacher's explanation. It is not much different from the teacher's simply lecturing also. So what we want is that majority of students need to go beyond listening, copying of notes and execution of these prescribed procedures. So the question is, how do we do that in a video? So we have already seen how to do that in a classroom scenario. I mean what we have already seen is that instead of simply lecturing in a teacher-centric mode, we can have students to do activities, we can create activities like peer instruction, we can create activities like think-pair-share and all of that to explain concepts which we would have normally simply explained through a lecture. So now the question is, instead of simply having a lecture, suppose you have a video or a visualization along with the lecture, what can you do to go beyond just engaging the student? Note that the video does serve the purpose of engaging the student's attention, maybe motivation, maybe also helping them to remember, but we are now talking about learning. What is it that we can do with the video to increase the student's learning, to make the student go from being passive to do some active learning? So for that, first let us see some research results on the use of visualizations. Before we get into that, there is a lot of research which says that showing a demo alone is not effective especially for student learning. So once again I repeat that it may be effective for student attracting the student's attention. It may even be effective for helping the student to remember. However, it is not effective for student learning to happen and the potential benefits of visualization is lost if students merely watch videos in a passive manner. So the point is, the way the instructor teaches with the visualization has a profound effect on the learning effectiveness. Our own research has also shown that active learning strategies along with visualization leads to improved outcomes. By outcomes we mean demonstrated outcome in terms of student learning that they can apply the knowledge that they have gained, they can do analysis and so on. So active learning strategies with visualization leads to more better outcomes than simply viewing visualization. Simply viewing visualization is almost equivalent to simply lecturing. So the question now becomes how to incorporate active learning strategies along with videos. So given this question, let us look at one video and then examine how to do that. So I will just put up one screen here. So I hope you can see the picture on the screen. So what I will do is I will just simply describe what is happening. What we see on the picture, so I am not yet playing the video and just pause the video at a point so that you can understand what is going on. So what is happening here is that there is a trolley and there is a balloon which is tied to the base of the trolley. So you can just about barely see a string here which is tying the balloon to the base of the trolley and the balloon is encased in a glass box. So there is air in the glass box and all that and now what this person is going to do is this person is going to push the balloon ahead, push the trolley ahead. So this is the direction of the motion. So what we see here as the red arrow is the direction of the motion. The balloon is freely hanging inside the cart. So it is tied to the base of the cart but the balloon is not touching the ceiling or anything and there is air in the cart and what this person is going to do is this person is going to push the balloon, push the cart ahead and the question for us now is to check what will happen to the balloon. So once again do not start discussing till you have chosen your answer. So there are three choices here. The one that we see the first one that could be is that as soon as the person pushes the trolley the balloon will move forward. The second option is that as soon as the person pushes the trolley the balloon will move backward and the third option is that the balloon will stay in the same place. So what you need to do is you need to think about it individually and write your answer in your own notebook. So we have all had such experiences of sitting in a bus, a train, a plane and so on and so using our own experience also we can imagine suppose you are the balloon what will happen to you and things like that. So having imagined what will happen or having thought about what will happen to the balloon you need to pick one of these three choices. Does it move forward? Will it move backward or will it stay in the same place? So each of you have picked the answer. We can go to the pair phase where you turn to your neighbor discuss and converge on your answer. See it is not sufficient to simply pick an answer you also need to have a reason for why you think that it will happen like that. So turn to your neighbor and see whether your neighbor also agrees that it will do what you think it will do and you need to converge. So if you have different answers you have to argue with your neighbor that no, no it is going to happen this way because of whatever reason that you think. Once again the coordinator is requested to encourage this discussion among the pairs. We will give you some two, three minutes to discuss what you think is going to happen. So while you are discussing what I will do is instead of you sharing your answers through the A to chat I will just set it up as a poll so that the RC coordinator can simply poll and then all of us can see what different people are saying. So you can ignore what is happening on the screen for a while while we just set it up quickly as a poll. So we just need to put those two, three, three options. So now what we are doing is we have created this question instead of sending your responses through the chat what you can do is you can simply send your response through the poll. So it will be kind of easier for everybody to see what the result is. So there are a whole number of people who are saying that it will stay in the same place. There are some people who are saying it will move in the forward direction and there are the number of people who are saying it is going to move back is increasing. So what we are finding is that a large number of people are saying that it is going to stay in the same place while the second option is that people are saying it is going to move backward and while there are very few people who are saying that it will move in the forward direction. So now that you have seen this choices so we have let us just note down the numbers 73 RCs thinking that it will stay in the same place. We have 45 thinking that it will move backward and we have 7 thinking that it will move in the forward direction. So what we will do is now that you have seen the answers from the other RCs let us do this poll one more time and see if people want to change your answers. So we will start the same poll again now that you have seen what others are saying just want to see whether do you want to change your answer. Once again the question is as soon as the person starts pushing the trolley. So you need to think of it at the moment when the trolley starts to move and not at you know after the trolley has come to rest again and so on and so forth. We will give you one more round of since you have seen the others answers let us see if anybody wants to revise their answers. So we have about 64 responses which say that it will stay in the same place. We have 44 responses which say that it will move in the backward direction and we have 6 responses which will say that it will move in the forward direction. So there is not been much of a change in the responses from the previous version of the poll. So now what we can do is we will watch this video and we will see what happens. So you see that the video has played I hope you are able to see. So I will play it one more time. So here the person is about to start pushing the cart and then if we pause the frame right here what do you observe has happened to the balloon. So when you see the video once again I will play it when you see the video you see that the balloon has actually moved forward as soon as the person has pushed the cart. So I will go back to the main screen. So what we find is that in this case some very curious thing has happened. So many people thought that it will stay in the same place but then also many people others the second answer was that it will move backward but we find actually that when we play the video the balloon actually moves in the forward direction. So now if this were a physics course we would get into how why does this happen we would get into what is happening to the air inside the cart we would talk about terms like inertia and so on and so forth. So that is not the purpose of our discussion right now. So our discussion is to how do we want to use the video. So typically what would happen is so if you remember when we ask the previous question that if we were doing it in this mode where the teacher shows a visualization she pauses and explains what the student should observe and so on what might have happened is that the teacher may have played the visualization all through and the teacher would have said look students the balloon is moving forward and here is the explanation for why the balloon moves forward and so on and so forth. And as teachers we would be happy assuming that our students have understood. So often this is the way we use videos in our class we play the video and we give an explanation along with the video whereas what we find now is that in this case when we pause the video and ask the question we found that is when we found what is the real understanding of our students in this scenario. So for example here we found that most people thought it is going to stay in the same place so as an instructor if I were a physics instructor that is very useful information for me because I know how my class is thinking I know where their misconceptions are likely to be by pausing the video. So essentially as a result of pausing the video what has happened is that the students have been made to think students have been made to discuss and whatever is their prior conceptions that has come out. So this is a very simple idea of pausing the video. So when we do active learning with visualization a very simple way of doing this is to divide it into multiple phases instead of simply playing the video and giving a running commentary along with it what we do is we first say that let us play the video up to a certain point. So in this case the video is played up to the point where the stimulus is shown right. So in this case the stimulus is the person pushing and what the students are asked to do is to observe the first part of the visualization. So it need not be just a video it can be any sort of a visualization it can be an animation it can be a simulation where you say that okay now I am setting the value of these variables to be such and such values and then you pause. So that pause is the important part of active learning with visualization. So having paused what you do next is exactly what I demonstrated which is you ask the students to predict. So the teacher asks what will happen if a question like okay what will happen if when the guy is pushing the cart will the balloon move forward will it is going to move backward or is it going to stay in the same place. So this is the example question that we asked along with this video right. So here is where the entire learning happens the learning does not happen while simply showing the video the learning happens when you are asking the students to think about what will happen to predict. So even if it is a video which is not a predict type for example we are saying that let us say it is a visualization it is an animation of some let us say circulatory system or something once again even when we are trying to teach a concept we can always pause the video and ask a meaningful question to trigger the students thinking so that is the idea. So in this for this particular video the question that triggers the students thinking is a question which says what will happen if in another video the question may be can you explain what happened. So having done this having made the students think then the teacher goes on to the final phase where you say okay I am now going to check okay I am now going to show the rest of the visualization and the students now check their own prediction by watching the result of the visualization. So that is when you show the rest of the movie. So it is a very simple idea instead of showing the entire movie in the beginning show the movie up to a certain point and pause having paused you ask a question to the students which triggers their thinking and there you can use any of the standard classroom active learning techniques such as peer instruction or think pair share whichever is suitable to make the students think to bring out their prior conceptions to make them discuss with each other and once they have put in some thought then you show the rest of the movie and now what will happen is some students will find that their prediction did not match with what is being shown in the video. So this is the time where deep learning happens because my prediction did not match in the video I am going to be now curious as to why it did not match what is there in my understanding which was not valid which caused me to make the wrong prediction. So there that is when the teacher can engage so if this were a physics class once again the teacher would engage in a deep discussion of why the phenomenon is happening in this manner why is the balloon moving forward instead of what we normally think it might have to move backward and so on what is the role that the air inside the cart is playing what is the role that the pushing action is doing and so on. So all of these things now what happens is because the students have already picked an answer they pay more attention to what the teacher is saying and they try to reconcile their prior knowledge with the correct knowledge so to speak in this case as to what will happen to the balloon. So instead of simply showing a video what we want to do is show it up to a certain point ask a question and then show the video and go on with the discussion as to why the predictions were likely to be wrong what is the conception that needs to be changed so that everybody comes to the same understanding of the phenomenon. So if that makes sense we will do one more example so here is an example so whatever we looked at for video also holds so the same idea so that is why I have used the word visualization instead of a video because in this case it is a video but this could well have been an animation or it could well have been a simulation and the same pause predict and continue model will work for that. So now moving to a different type of visualization many of us use screencasts so let us look at one example from a course that I teach which is CS 101 where often we have questions of this type predict the output of the following program so in this case this is a pointers question so those of you who are not from CS background need not worry about what is happening except that what is going to happen is that we are going to execute this program and what we have asked students to do is to predict what is going to be the final output so the see out statement is actually the output statement and we are asking students to predict what will be the final output of such a program. So once again when we do when we use screencasts in our class what we do is we often program this in the learning environment and we ask this question and then we say okay what values will be printed and then students have to simply say that okay the value of A will be this the value of star P is going to be that and so on and so forth. So instead of doing that now if we have a screencast once again there is a very interesting way in which we can use this mechanism so the idea remains the same the idea is still saying that okay ask the students to predict the output so what is happening is what I have done is I have taken the same program that we saw here and I have put it into a programming environment because this is my screencast environment however I have made one change to the program so the change is that I have put in play statements which makes the program pause okay so I have put in the input statement which is a dummy input statement which will make the program pause after statement well again it will make the program pause after statement 22 it will make the program pause after statement 29. So if you look at these statements these are nothing but these three statements so what I have done is I have put a pause just before the statement and just after each of these statements and what I do in the class is that instead of running the entire program at one go I run the program now but then now I know that the program is going to pause so what happens is you ask the student to predict the output at this first point so what is the output each time the output is the same we are printing the values of A, P and star P and star Q okay so when we do this when we do this in a screencast setup what happens is after the program is executed up to this point we find that there is some output which we see A is 1 B is 2 and C is 3 and then the value of star P is 1 and the value of star Q is 2 while these are the actually the memory addresses of P and Q so we need not go into the once again we need not go into the content details of what is happening what is important is to follow the teaching learning process over here what is the teaching learning process teaching learning process is make the program pause make the students predict and then move the program to the next step so here itself some students may not have this prediction correct so as soon as the students see that oh look the prediction that I made and what is actually happening in the program is different they start paying more attention they start engaging more deeply with the content and they start engaging with you also in saying that why is my prediction not true so and that gives you an opportunity to explain that look what is actually happening is what is shown here that you have A B and C as the variables which have been initialized and now initially P is pointing to A and Q is pointing to 2 so that is how these values of star P and star Q are 1 and 2 having done that part once again now the idea is not to simply play the rest of the program but to go to the next statement so it is top here and the next statement what is happening is there is an assignment that is happening C is equal to star P so we say that okay you have already seen the output of the first statement now tell me what is going to happen after this statement is executed which says C is equal to star P once again now students make a prediction having made the prediction now the teacher's role is simply to play it up to the next break point in the program so when the teacher makes goes to the next break point now what happens is again many of the students will see that okay the value of C has now changed to 1 while the values of star P and star Q are remaining the same so once again there is no need for us to get into the nitty gritty of what exactly this program is doing but simply to get the idea that when we have a program or a simulation or a screencast what we can do is this is a very strong feature that we have as teachers to be able to pause the program make the students predict something and then continue. So once again after the students are predicted we repeat the same thing for the next statement so after P is equal to Q once again now the students can check that oh look the value of now star P is changing to the same as the value of Q and they also see that the memory address to which they are pointing has also become equal and then finally when we reassign the values the students can see what is the output of their program. So what happens when we do it in this manner is that like as you can see on the screen that each of the pauses the values at the end of every pause is also captured in your screencast because now we are doing a screencast rather than a simulation so the values that are that were predicted earlier the intermediate values which are taken by the program they can also be seen and at this point at the end of the program now the teacher can engage in a meaningful discussion of saying why the behavior of the program is in this manner. So the main point here is instead of simply asking students to predict the output of the program in this case what is happening is the students have to execute the program mentally and simply say that okay what is going to be the final values of A, B and C what is going to be the final value of star P and star Q this is the traditional way of teaching with screencast instead of doing that what we do is we pause the screencast at several points. So as a teacher you will know where to pause the screencast or the simulation we pause it at several points we ask the students to predict and then as a result the students not only predict the final output which in this case happens to be one 13 and one but they are also able to see the intermediate steps and also predict what they think should be at the intermediate step. So this process of making the student predict making the student think making them reconcile their answer with the actual answer be it a video or be it a screencast this process adds a lot of value to the learning. So the main takeaway of this session is very similar to the previous one which is make students grapple with content during the class how did we do that we do that by saying that let us not only clarify doubts let us provide frequent opportunities for learners to work with the content which is use of active learning techniques let us ensure immediate and appropriate feedback to the learners which is in terms of peer discussion. There is one additional thing from the previous session so these two points you have already encountered in the previous session so now in this session what we are seeing is the additional point so the additional point is that when we want to do peer instruction there is a very simple way of doing that which is do not just keep your MCQs for the exam make the students do them during the class that is a very effective way of carrying out peer instruction in the class. The second point is about think-pair-share where the point is do not just lecture or do not just explain what the student is expected to learn make the students do first make them express their own thinking and then bring the explanation at the end so instead of having the explanation in the beginning and the problem to be solved at the end we put the problem to be solved in the beginning let the students work on it in some manner and then put the explanation at the end so we are just flipping so this is again the basic idea of a flip classroom which is being implemented within the classroom itself in this think-pair-share activity where we make the student first solve the problem and then give the explanation instead of first giving the explanation and then giving the problem and finally with visualizations the idea is we do not want to just show the visualization and provide the corresponding explanation instead we make the students predict the outcome. So pause the visualization at some appropriate point make the student predict make them discuss as to why they think their prediction is correct then continue with the visualization let them verify whether their prediction is correct or not once again pause the visualization carry out a discussion for those whose prediction was not correct as to why their prediction was not correct what might be the reason and then so on we keep continuing that process with the same visualization or the same screencast till the students have attained a deeper understanding of the phenomenon or the program. So this is the main takeaway from this today's interaction so I am going to skip this poll because this is again the same poll as what was carried out yesterday I thought we can carry out this poll again maybe I will do that so what I will do is I will reactivate the poll so now in this case instead of asking the question as will you implement active learning in your class the question is will you implement active learning with visualization in your class okay so there is a overwhelming number of people who are saying yes definitely more than once and an equal number of people who are saying that they will try at least once so it is very encouraging to see that lot of you want to try these techniques so this is very simple so in the case of visualization so what we can do is we can simply look at pause the visualization at an appropriate point and then move on so what is important now is to look at the concerns of those who said that okay we have concerns so let me now I will pause my talking since I have been talking for nearly an hour so I will stop here and then we will go into an interaction mode where we can we can actually do floor transfer to some of the RCs and then you can do a hand raise so either you can send your questions through the chat or you can do a hand raise and ask your question especially those who have concerns I would like to see what your concerns are and see if they can be addressed so we will stick to the topic of visualizations active learning with visualizations we need not talk about you know other concerns like yeah go ahead my question is class can be easy to work for a smaller classroom that we have done but for larger classroom we are having few concerns that the students who are not actively engaged will be 2% are carrying out the interactivity okay so the question is that if these ideas of active learning may work well for a small classroom but how do they make them work in a large classroom so the point here is when you set up the activity like a peer instruction activity or a think-pair share activity every student has to every student has to participate in that activity so what happens as a result is that it is not possible for students to be tuned out if we were doing this activity with in a very informal manner in that case what what will happen is we will wind up talking only to the first few benches we will wind up talking only to those students were responding to us so that is why it is important to structure these activities in a manner so that all students are forced to participate so when we say that here is a peer instruction question each one of you has to pick an answer students it does not matter what the size of the classes like for example I have used these classes in my CS 101 course where there are 450 students at one time in the class so even in such a large class because we are setting it up saying that there is an individual component and there is a peer discussion component it is possible to carry out both flip classroom as well as active learning activities in the class so the important thing as instructors we have to keep in mind is we have to create these activities we have to create these questions and spend some time in structuring it such that the entire classes involved it is not enough for us to just have the question in our mind and simply ask it it is desirable to make one slide where these questions are explicitly written and where we have said what is expected from each student to do yes actually our question was same how to implement it for larger class okay and actually we want to thank you because what we were thinking that just showing multimedia videos animation the promoting active learning but just we come to know that there must be some way to implement that okay thanks for this nicely okay so thank you very much we will go to the next RC 1299 Dronacharya College of Engineering sir sir I want to implement active learning in my teaching methodology but my main concern is that the syllabus of btc civil engineering is so vast and that it is merely impractical to apply these kinds of things in my teaching methodology okay so so can you suggest any method so that the time can be fully utilized okay along with the full completion of the syllabus yeah so the question is that in this case of active learning it appears that it takes a lot of time and this is a very common concern about whether I will be able to complete the syllabus so now there are two ways to approach this one way is that when we are lecturing we believe that we are completing the syllabus but we have not paid much attention to how much learning has happened so the first question you need to think about is what is the value of completing the syllabus if the learning of the student is less if the student still has to put in all the effort to learn on their own later on okay so that is the first thing and the second thing that you will find when you implement active learning is that because students are engaging with the content more deeply so normally what happens is students are going to come to the class they are going to sit like that listen to us we are going to assume that they are understanding but as we know the understanding is really not happened and what they will do is they will study just before they exam they will cram and they will somehow try to understand it everything on their own instead of that what we are doing is we are giving them opportunities to understand the content more deeply in the class itself so while it appears that it will take longer in fact what happens is it takes less time because students are able to grasp the contents as well as apply them when we go to the next topic we find that students are able to keep up so I can only give you examples from my own courses so I teach CS 101 I teach networking and in both of these courses what I have found is that initially it may take a bit longer for the students to get used to this format but once they get used to it we find that students engage more deeply with the content so they ask more deeper questions as a result of which a lot of the material that you would have thought that I have to cover later in the syllabus actually gets covered in a shorter time and they also progress much faster so this is something which right now you have to we can only take it on faith but when you implement it in your class you will see it happening in your classroom also that students are actually engaging more deeply with the content and because students are engaging more deeply with the content it becomes easier for you to cover the syllabus rather than more difficult. These kind of assessments are very interesting in fact but in a given course like some are through screencasts some are through videos some are through offline quizzes and kind of thing so how this summative grading can be made possible like is there any integrated software environment where all this can be taken into account and finally I should not again have a manual intervention where I did that three questions through this screencast method another through videos for a database of 60 or 100 students it's highly impossible for me to have an accountability for each question in which way what I have done so how this can be made possible. Okay so the question is that how can we integrate these questions that we are asking with the assessment so now there is the point that we have to keep in mind here one is that this is formative assessment that we are doing in the class so this is not the purpose of this assessment is to ensure that the students knowledge depends rather than to determine how much knowledge they have on the other hand so in effect what I am saying is yes you will have to write different questions for the summative assessment at the end of the class but then that also can be done in these online manner so like in the next session we will be talking about how you can use Moodle for conducting such assessments but there is really no getting away with the fact that you have to set your summative assessment question so these questions that you are using in the class they are actually for the formative assessment by formative assessment what we mean is that so that the students get to know how much they know and you as the teacher also get to know how much you know how much they know so that you can tailor your teaching learning according to the needs of the students so that is the purpose of these questions which you are using during the class at the end of the class or at the whenever the exam comes up that is when you may use similar questions for the summative assessment also but you cannot use the same questions so you can have a different video you or you can have a different question on the same video those kind of things are possible so RC1101 your video is not visible but you can go ahead and ask the question let's see if the audio comes through yeah sir I just wanted to know is there any format of how to evaluate the TPS activity okay so this question is similar to the previous one about using TPS for evaluation so the purpose like I said the purpose of TPS is learning the purpose of TPS is not to evaluate so what what you could do so the even if we are evaluating the purpose of the evaluation is for the instructor to know how much the students have learned and what is the teaching that they have to do next so the way to evaluate is when you are getting answers like for example if you take the video balloon video that we saw today most people gave the response that the balloon will stay in the same place or it will move backward whereas actually what happened in the video was that the balloon move forward so as soon as the teacher sees that okay most people are thinking that it's going to stay in the same place the teacher can do some additional teaching at that point maybe even an explanation at that point as to why it will not stay in the same place what is the reason for that misconception and why actually it's going to move forward so that is the way in which you can use TPS or you can assess what is happening in the TPS using TPS for finally in the assessment and giving marks to students is not a good idea that you would actually do using projects and then you would use rubrics for evaluating the projects whether the students have done the various steps and so on sir we wish to implement all these techniques which are very useful I think so but the one thing is how we can implement all these techniques in a class size of 70 and 90 students and one thing is how we can manage your time as you explained earlier for a previous question also how we can complete syllabus a very vast syllabus in just three months how we can complete the syllabus along with these techniques and when we create so I sometimes I think then when we create the contents we should have different team to create content and or we collect content if we have a different team in that case we can hope up with these we can apply these techniques so just some so the first two questions I've already answered earlier know how to implement active learning in a large classroom is that if you create the activity in a structured manner especially where you have every student has some deliverable some task which every student has to do write down their answer and discuss with their neighbor then the size of the class really does not matter right the second question also I have answered which says that if you use active learning it appears that it's going to take more time but in fact because students are engaging more deeply with the content it actually takes less time overall to complete the syllabus because you will be able to move faster many of the concepts the students will already discover on their own the third point that you are making of can we have a separate team which creates these activities yes we can have a separate team which creates these activities in fact that is one of the things that we will be doing as part of this course is that there will be a repository of open educational resources where you will be creating such peer instruction and TPS activities for your topic which others can also use however the thing to remember is that you cannot simply take somebody else's content and use it you have to have the lesson plan of your own so you have to know that where I am going to use that how I am going to use it what am I going to do when I get a certain response from the student so the planning nobody else can do for you you have to do on your own but the resources in terms of maybe videos even lecture material as well as peer instruction questions and TPS questions these can be created as a community and that is one of the efforts that we are doing as IIT Bombay we are trying to create these so there will be repositories that we are creating there are Facebook pages which you can join and so on so many of these things we will talk about in the later sessions so we will take another few colleges so if you have the same question then please do not ask the same question you have a different question then please go ahead sir my question is two questions are for me so the past two days we have seen some of the active learning strategies but my first question is which technique to choose to deliver a particular content there are lots of techniques you have said now which is the appropriate technique to deliver a particular content that's my first question sir okay so can you ask the second question also I will just reply to both of them sure sir these are the active learning strategies that you have listed out but my concern is so implementing this in the classroom yeah the class would be lively and it will be in interactive mode but how long it will impact on their writing skills that is our education pattern I'm talking about our education pattern is completely mark oriented okay they would learn that I surely I could ensure they would surely learn but how could they would write that's what because it's in the marks oriented all the institutions are expecting our students should get this grade this percentage of marks okay in that way I'm thinking okay so I will take the questions one by one so the first question is which technique to use when so this is a good question and there is no very clear answer I mean I can do what I am doing using peer instruction also if I use TPS but the general thumb rule to keep in mind is that if you want to check whether students have understood the concept peer instruction is a good method so if the answer is definite if it is a yes or no answer if it is not open-ended if there are only limited number of choices where one of which is the correct answer two of them may be distractors one of which is the wrong answer and we want to determine how well have the students understood the concept then peer instruction is a very easy mechanism to use on the other hand if we have more open-ended questions if we have questions where we want students to do something to create something like for example come up with the let's say the idea to solve a particular problem then it's not possible to structure it as a peer instruction because we don't know what options the students are going to come up with so in such cases think where share is a better mechanism so to summarize peer instruction is better if we know what are the options that we are expecting from students and we want to know which how many students are taking which option so that we can tailor the instruction accordingly and think per share is better when the questions are more open-ended where we want students to come up with answers and discuss and then finally evolve a unified explanation as a class the other techniques also have similar instances where they can be used but in the most case if we are able to use either peer instruction or think per share for the large part the class becomes active the second question was about the assessment that students are required to write long answers in the assessment so now the long answers actually come because the question requires you know we write questions like explain something or we write okay give reasons for so when we have questions of that type that's when students have to write long answers now unless the question itself changes there is nothing that you can do about that so what we can do is we can only ensure that students also learn the content so any questions which are of the type where students can simply mug up the answer and come and write there's really nothing you can do until you change the question itself so the if the question is coming centrally from the university then the people some of us who are involved in setting those questions now need to become aware and we need to set questions which assess actually assess the student learning rather than assessing the students ability to recall and regurgitate and answer yeah okay so perhaps the part that seems to have joined from from Meva so we will just transfer to him good morning and thank you preside here I'm delighted to be amongst the participants but this time I just wanted to say hello I will address the participants in the next session starting at 1130 I am keen to listen to the question answers which professor here is handling so very able over to you thank you okay thank you okay so let's go on to RC 1 3 4 3 yes I have one concern things parents their activity the central theme of active learning is the student maximum almost every student's involvement in the course but the concern is that if most of the students they are not they are not ready to involve suppose if we ask them to think then some students only think others remain quiet and then when I ask them to pair up and share then in every pair at least one or in some pairs both were sitting quietly they were not getting involved if I asked if I told them that you think and come up with a solution they were telling no I don't have any idea and again they were sitting quietly okay most of the students this was happening okay how can we improve that okay so this is again a very good question so clearly you have tried this so there are two things that you can do so one thing is that the think phase the question that you set in the think phase should be reasonably easy so that every student is able to give some answer or the other so for example when I tried to teach about sorting algorithms no there are several sorting algorithms you know much sort quick sort so on and so forth so the question in the think phase that I give is simply that okay suppose you had a list of numbers and you had to sort how will you do the sorting so what happens as a result of this is everybody knows how to do sorting they may not know the name of the technique that they use they may not know all the formal techniques but they know that okay I will do like this so the think phase question should not be very daunting to the student it should be reasonably easy every student should be able to attempt it somewhat from common sense itself what happens as a result of that is that the student becomes interested in the topic that you are trying to teach then in the pair phase we can go a little deeper so once everybody has an answer then I am curious as to what is your answer so when you say okay in the pair phase now look at how your neighbor has done the sorting they are always curious to say okay will my method work better or will your method work better they start getting into debate as to what for what sort of input will there will one method work better than the other and so on so the first thing to do when we are setting up TPS activities is to make sure that the think phase is reasonably easy most people can attempt it using you know more or less common sense and what they would have already be have learnt in maybe in the previous year and to connect it to the pair phase so that there is some motivation for them to discuss so there is there should be some notion of interest in saying okay what is your answer how is my answer different whose answer is better so if there is a little bit of that type of excitement then it will work one more thing that you can do if even if this does not work is to take a short round through the class so what we do is so even in a class of 450 when we teach so after having posed the question I take a quick round through the class especially to the groups which are not engaged in the discussion and just poke them a little bit saying that okay are you stuck what are you stuck they respond to something give them some quick hint and thereby bring the entire class into the discussion so it is a very important question and the there are two answers one is that ensure that the think phase is reasonably easy so that everybody can attempt and the pair phase is somewhat exciting so that everybody is curious about the other person's answer and even if that does not work just take a round through the class and encourage students to participate so RC 1266 thank you for a wonderful session and now this is about active learning with visualization now this is possible if the classroom is equipped with audio video that means the projectors now sometimes I have been I don't have the projectors in my class so it is possible that I am getting the active learning by presenting a model of any instrument I used to teach instrumentation measurement topic measurement so it is possible to achieve the active learning by model presentation of instruments thank you sir thank you for this question it's again an important question because it's talking about a different mode of teaching where there is no projector available but a model is available so once again when you are using a model so I don't I don't have too much experience in teaching with models because we work with software but the basic idea is still the same you show the model up to a certain point you give an explanation up to a certain point and then you stop and ask a question so even if you are saying that okay I mean the model that I can imagine right now is some you know chemistry molecular model or something so what we do is instead of simply saying that look when we rotate this is what happens when we rotate that's what happens we can ask the question that okay what will happen when I rotate now what do you think is going to happen let the students express their thinking so the basic goal of all active learning techniques irrespective of whether we are using it using just plain content or using a visualization or any other teaching aid such as a model or such as maybe making them do something so the basic idea is to pause it at a certain point make the students think make them give a response and then proceed with the rest of it so my question is regarding these of active learning techniques in the class rules and the activity what will be given for the students is a many case study report writing to think fair and share activity and I map these activities by designing a rubric and the rubric will involve the writing skills the individual and teamwork skills as well as the communication skills of the student can I map these and do the aspects I'm speaking with respect to OBA procedure till now we are in the OBL procedure of learning activities and all and now I would like to know how to assess these kind of activity okay so like I said earlier that the assessment so there are several types of assessment so there is assessment of learning and there is assessment for learning right so the assessment of learning is what we call as summative assessment which comes at the end of the course where we try to find out how much a student knows and give some number to that knowledge the other one is assessment for learning where we are doing the assessment so that the learning happens not off learning so most of the techniques that we are using in class are assessment for learning so either the student gets to know where their gaps are or the teacher gets to know where the gaps are and then constructs the next session in such a way so that those gaps can be addressed so now what you mentioned of this case study and use of rubric so one thing that you have to keep in mind is that this in the class these cannot be very long activities so if we say if we so what you need to do is to structure the activity in such a way that there are several pieces so you may have one long activity which stretches throughout the entire one hour it is possible but then what is necessary is for you to chunk this activity into small small pieces so you do one initial thing per share where you are asking students to do one part of the case study then there is a different question after some time where they have to do another part of the case study so instead of giving all the questions related to the case study in the beginning itself and you know letting students work for a long time on it it is desirable to give one question at a time one small task at a time so that students are familiar and they are engaged in the activity as well as the teacher can get some feedback as to how they have been doing on that activity whether the next activity is going to make sense or not and so on so that's the basic idea not to use a very large activity but to use small or break a large activity into multiple small activities and use them one by one in that case even case studies or even use of as you mentioned the use use of rubrics all of that can be brought into the classroom itself as active learning techniques good morning I have two questions regarding this my first question is like one of the question is already answered that which technique should be applied when but another question is when when and which technique should be used sometimes what happened the students are discouraged by the so many activities also or even the long activities if you're doing then also so what should be our situation then we can decide that at this particular moment we should apply the active learning that is my first question another question is that how can we remap the outcome based education to the active learning techniques so that so that the base around the student interest or their target we can we can apply the different active learning techniques so the most of the times the students may be interactive and active also thank you okay so the first question of when should we use which technique again there is no single correct answer to this question I mean you have to so as teachers we are already familiar with you know techniques to use in the class when we find that you know certain groups of students are tuning out and or sometimes you will crack a joke sometimes you will do something so you are used to dynamically adapting to what is happening in the class right most of us are already doing that so in the case of active learning also it is the same thing so what is important to keep in mind is we don't want too many activities as you mentioned we don't want too many activities at the same time we don't want too few activities so there is no good number so what I do in my class for example is I have one PI question and one TPS question in a one hour class so often that is sufficient to ensure that students are engaged with the content of that particular class so or maybe you know one PI question in the beginning to assess what they have already know one TPS question which makes them engage with the content of the current class and one PI question at the end to check whether they have understood or they have reached a good level of understanding of the topic so such a construction of your lesson plan is sufficient to ensure that students are engaged so once again our goal is not to reach 100% so the thumb rule generally is that if 80% of your class is able to follow 80% of what you want them to learn then you are doing a good job as a teacher the 100% is a very difficult target to attempt so this is called the 8080 rule where you say that okay 80% of my class is engaged 80% of my class is following what I want them to do then you are in a good situation for the second question about that OBE so once again so the there is no connection really between the technique that you use and the assessment so if it is outcome based education now what you want to do is once you know what the learning expected learning outcomes are you design activities such that those outcomes can be met and you need to design assessment questions to check whether those outcomes are met. Sir this is Nabu from Esher College of Engineering we had a doubt that how the active learning method can be implemented in problem-based teaching methods. So active learning is one way of doing problem-based teaching like for example the think-pair-share activity that I showed you is also a problem-based teaching so again these are all very broad terms active learning is a very broad term problem-based learning is also a very broad term the specific techniques that we are talking about are this TPS you know later on you know we can also have techniques like team pair solo so team pair solo is where first you pose a problem where students work on it as a team then two of them work on a smaller part of the problem but go into more detail and finally individually the student is doing the entire working out of the detail of the problem. So techniques like think-pair-share and team pair solo they are both specific ways in which you can incorporate problem-based learning in your teaching learning process. Yeah so now the time is actually 11.15 so I have already eaten 15 minutes into your tea break and since the next session is to start at 11.30 I think I will have to stop here there are a few questions a few more hand raises but what you can do is you can send your question through the chat and we will address the question either through the forum or maybe in the beginning of the next session. So once again thank you very much for joining on a Sunday leaving all your other work and it's very heartening for us also at IIT Bombay to see the amount of interest that is there and it encourages us also to conduct more and more such programs. Thank you very much for being here today.