 previous video we discussed questions regarding placement, so in this part we will be discussing questions regarding other categories. So the first question is many participants have asked like what is the actual difference between reflection spot and chunking of video, they somewhat seem similar. Okay, so this is a good question and they are not similar. So chunking the videos, so think about it this way, when you decide to take how much to teach in a lecture, when you plan a lecture, you decide how much of the content you are going to deliver in the first class, how much you will deliver in the second class, you do that right. So this parceling of the content in the first lecture class, in the second lecture class this is called chunking of the content. Now when you translate this into a MOOC setting what happens is, in a MOOC your learning dialogues are maximum how many minutes long, 6 to 8 to 10 minutes I would say. So when you have to fit in content into 8 to 10 minutes automatically you will be now deciding how much of the content to pack into a 8 to 10 minutes long learning dialogue. So let's see an example on screen. So on screen you see an example of covalent bonding from chemistry, suppose I am going to teach covalent bonding to higher secondary students that is class 11th and 12th. So I decide that in one LED I am going to cover single, double and triple covalent bonds but I won't have much time left after these three subtopics. So I will push the polar covalent bonds and non-polar covalent bonds discussion to the next LED. Now if I was teaching undergraduate level chemistry, I can have more content to deliver for triple covalent bonds. So then I can decide to have triple covalent bond itself as a single LED. So the basic thing to remember is in chunking the content as an instructor you decide how much of the content you should pack into your learning dialogue so that it is easy also for the students to follow you. Now what are reflection spots? Suppose now you see on screen we had decided that LED one will be single covalent, double covalent and triple covalent bonds. Now in this LED once I have decided this is going to my content now in this LED I decide where to insert my reflection spot questions. Suppose I decide I am going to have a reflection spot question right after I have taught them double covalent bond. Then again another reflection spot question I want to ask immediately after triple covalent bond may be a question on comparing between the double and the triple covalent bond energies. So this is the difference I hope you got the difference between LED chunking of the content for LEDs and then placing of reflection spots within a single learning dialogue. So the next question is regarding identifying where exactly like how to identify reflection spot for a given topic. Yeah that is a very interesting question I think that is also very important how do you identify where to insert a reflection spot. So if you recall the learning dialogue on reflection spots there it was told that you have to insert you can insert reflection spots at logical pause points and structural pause points. Now structural pause points are very easy to identify. Have you ever experienced when you are teaching in a face to face classroom that you have lectured for too long and you are losing your students attention. Then you break into a question right do you have any doubts you stop and ask them such questions right. Similarly in a MOOC setting now you can't see your learners in front of you. So you make the judgment if you feel you have talked too long in this learning dialogue without breaking into a reflection spot then go back and see where you can insert a reflection spot that's the structural pause point. But the more important from the learning point of view is the logical pause points. For example I have taught them a concept and I want them to now think of examples of that concepts real life application. So I am going to pause a reflection spot question there pause and ask can you come up with an example of where you have seen the application of this concept in your real life. There is another way you can locate logical pause points. For example you have taught them something important some very important principle about that concept then immediately stop and give them an activity so that they can self assess how much they have understood of the application of that principle before as an instructor you proceed and delve deeper into the concept. So these are the logical pause points always remember the purpose of the reflection spot is to give an opportunity to the learners to do micro application of the concept just start. So I hope it's clear. So the another question on reflection spot is can reflection spot have like multiple scope for multiple correct responses. Yes you can have reflection spots where you can which has multiple correct answers For example the question that we see on screen this is a reflection spot question taken from the NPTEL course on demystifying wireless network. If you read the question this says that there is a shipment to be made from source to destination but the challenge is the shipment is heavy for a single person. However it has to be delivered correctly on time. So which is a viable solution? Option A is as all shipments are modular that is you can break it down into pieces they can be taken in parts by the same person on multiple trips or option B which is since the shipments are modular you can take in the parts by multiple people in individual trips. So which one is the solution valid solution for this challenge? Now if you think about the answers both of them are correct option A is also a valid solution option B is also a valid solution. But when you give feedback as an instructor you will be explaining why option B is a more optimal solution than option A in terms of time plus cost. So yeah your reflection spot questions can have multiple correct answers. So the next question is regarding can we use kind of small puzzles addition or warmestion or match the following kind of statements or odd man out kind of thing or also like rearranging the statement or small gaming activity as reflection spots. Absolutely so these are really good ideas which have come from previous participants of our LCM course. You can definitely have a range of types of reflection spots and it is always advisable to give a variation in the type of questions you are asking. You can have questions on odd man out give them puzzles think of a gaming way or match the following. These are good ideas and I think we should be trying this in reflection spots. Thank you. It is interesting to see how my reflections are validated and sometimes what the expectations of the tutor have been as it was not the real time interaction. Yeah so this question was posed last time in the LCM course. So what the learner asked was that it is it will be interesting for me to see how my responses to the reflection spot questions compares with what other learners have given as response but that is not happening in the current format of the reflection spots. So and she called this as a passive reflection spot. So if you want your learners to be able to discuss the answers of their reflection spots then of course you can post the reflection spot question and ask them go to the discussion forum and post your responses to this reflection spot and discuss among each other. This is a good question and you can think about it. Just post a reflection spot and ask them to go to the forum and discuss that will be a nice way to answer or resolve this type of purposes. Same issue with regard to the closing the loop. So how do you close the loop of the reflection spot? Yeah this is a very important question. When we are taking our LCM workshops also we have seen many of the faculty faltering at this point. So you have a multiple choice question given as a reflection spot for example see the question from the NPTEL course on wireless networking. So you have been given three options option A B and C. Now you pose as an instructor you pose this as a reflection spot question and then what most of the faculty do is they say yes so option C is the correct answer and they proceed. Now pause here for a moment and think if you give this level of feedback that option C is the correct answer how much learning will happen for the students. So what is advisable is when you are closing the loop after posing the reflection spot that is when you are giving the feedback you give explanation as to why option A and option B are incorrect. So say option A and option B are incorrect because hence option C is the correct answer. When you give such corrective constructive feedback then students understand where they went wrong therefore definitely when you are giving a feedback keep this point in mind don't just say option C is the correct answer and proceed. Give explanation as to why the other options are incorrect and we know that the reflection spot is not a graded one. So how can a facilitator know that learner has actually understood the concepts that have been discussed? Yes so this is a valid question from an instructor's point of view but remember reflection spots in a learner centric MOOC is for the learners to self assess their understanding of the content in a learning dialogue. As a facilitator as an instructor definitely you would want to know how much they understood. Apart that you have the learning by doing activities for which is there in the LCM and which is going to come up next week in the LCM course. So this concludes the part 2 of our discussion non-questions on reflection spot. I hope we have been able to resolve many of the queries which we have been receiving over the years about reflection spots. In case you have further queries of reflection spots please post them in the discussion forum of the course. Thank you. Thank you.