 Okay. Am I right now, Sajjanji? Okay, great. Good afternoon, everyone. I know this is slightly awkward due to a very bad technical issue that my flight got cancelled today morning. I was not able to reach Mumbai. I mean, and I have to now find a location where I could do a Google Hangout with you guys and take up the queries in the office hours. But what my team has done right now is they have actually looked up at all the questions that you have posted in the survey. I know that many of you are still connected to ABU and are asking the questions over there and also in our YouTube stream. Please keep asking the questions. We will take all the questions from there and we'll be addressing them offline and also tomorrow. So we'll use both the, I mean, tomorrow also. So I'll be there tomorrow at IT Bombay to take up the questions live. But yeah. So really sorry that I have to, you have to see me in this awkward form at this point of time. I hope I am visible to you and I'm audible to you. Suddenly, can you check in ABU whether all people are able to hear me? Yeah, JK, on the YouTube channel and in ABU, both are clearly visible and audible. Great. Thanks a lot. Thanks a lot, studio team, for making this possible. I am also trying to open up ABU at my end, but unfortunately without much ado, let me go to the main sets of questions. What I'll do is I'll do a desktop share with all of you. What I'm going to do right now is these are the questions that were asked in the survey. So my course team has actually, so I hope the screen is visible to all of you. These are the questions that have come from different, all of you across the past two, three days. There are procedural questions regarding various aspects of the activity as usual. And there are specific questions regarding the pedagogical aspects of the course, the technological aspects like ABU and streaming, moodle, etc. And also there are certain questions regarding the content. Let me just show you where that is. So these are the content aspects. So what I'll do first is I'll address the content aspects first so that people will have an idea of what the various aspects that were discussed till now. Please provide video which can explain the concept of TPAC video provided earlier. It is difficult to understand. Okay, so see the video resources of TPAC per se, all you have to understand is that there are three knowledge elements, technology knowledge, pedagogy knowledge and content knowledge which an instructor should have to effectively integrate, effectively integrate teaching learning processes inside a classroom. So these three knowledges, as in the technology knowledge, pedagogy knowledge and content knowledge basically means how you should and also they are intersecting. As in there is a technology content knowledge, there is a technology pedagogy knowledge and there is a pedagogy content knowledge. These three knowledges are intersecting while you are doing a teaching learning with technology and you need all three. When all these three are effectively integrated, what you get is TPAC. I will try to give a much more lucid explanations once I'm back in Mumbai. Maybe I'll try to create a video of this by next week. But what is more important is you can actually look at the slides that are being shared by the resource team where they have explained how the technology knowledge, pedagogy knowledge and content knowledge is has been utilized in the FDP design. So this is the first major question that came regarding the TPAC. Now, the second question is how will TPAC be implemented in FDP design? I'm hoping that you are talking of how do you implement TPAC in your own group assignment, which is actually creating a module of FDP. See over here the content being basically the FDP module. You should know the technology and pedagogy. So the pedagogy is what all in what all ways will you create the technologies model. The pedagogy is the various activities in the mood. This essentially should be what you do is you will have to ensure that you have the sufficient model knowledge to create content related to the FDP appropriate module of the FDP. And you should also know the basic pedagogies that are utilized in this particular in moodle so that you can. So how do you use a workshop model, which is for peer review? How do you use discussion forums? How do you use various moodle activities like glossary database chats for that for that example? So how do you use all these? These needs to be very well understood for you to make an effective FDP design. TPAC model is good. So the third question which came from through the survey is that we show this. So I'll be switching forth between this document and my video so that all of you would be able to see the question as well as see me explaining that. So the third aspect is the third question was TPAC model is good. Whether TPAC model can be implemented for mentoring? If it is so, how an example please. Okay, so very good. A very good question as in this is essentially what we are trying for in the mentoring. So how do you do this? So for example, let us say there is something like a Google Hangout, which I'm using currently. The Google Hangout is a technology which through which you can interact with your mentees and a Google Hangout has multiple features like sharing files, adding more than one people chatting with them. So all these particular facilities is the technology knowledge of Google Hangouts. Now what is a pedagogy? Now pedagogy that you want in a mentor-mentee interaction would be that it may be a let's say you have three mentees together. You may want to have discussions between the mentees first and then followed by a summary by the mentor. Now you can use something like a think pair share where you ask them to individually think, ask them to share pair up and through chat and discuss and finally give a summary of it. So this is use of think pair share pedagogy. You know what think pair and share is and the content knowledge is basically what you interact. So the content knowledge over here would be about the OERs. Now at this point, what is required is that you explain to them about OER, clarify their doubts regarding OER and use a technology like Google Hangouts to do the TPS to explain what OER is to them. So this is the TPAC. This is how this is one instance of implementing TPAC in the mentor-mentee interaction. So let me now look at the next question. So I'm pretty happy that there are some good questions coming up regarding the content and you are asking very meaningful questions regarding TPAC etc. The fourth question is how to distinguish by going through the LEDs that it is belonging to TK, PK, CK, TPK, PCK, PCK, TPAC. For this question to answer in a better way, some more examples of some sort of exercise with answers to verify should be there. I understand why you are having this question. I'll work with the core stream over here to create more tangible examples. Essentially, it is like, what do you want to take away from TPAC is not exactly what is TK, what is PK, what is, and these are basic guidelines for you. As a teacher, you should look for knowledges at three different across these three different areas, the technology, pedagogy, and content and you should understand that all these are overlapping and for you to choose appropriate technology or choose appropriate pedagogy by using the technology, you need to just understand that each content has an appropriate pedagogy that is more effective. Each content, each technology has an appropriate feature that could be used for doing this pedagogy or carrying out the content. So this knowledge is what you should be having rather than going in a very specific scene. There is a lot of overlap when you actually think of it. I mean, you cannot think of TK, PK, CK in isolation while you are doing a class. It is essentially like you are asking about, okay, can there be clear dividing lines between, let's say, intermediate levels of boomstack sound. Okay, like is this at apply level? Is this at create level? It has a lot of sense, but at the end of the day, it is all but a guideline to you in understanding how technology interacts with content and how you as a teacher can better utilize the technology and its associated pedagogy. Okay, question number five is also about more examples for T-PAC. We will definitely bring in a lot more. Better to take a specific domain and explain, so this is query number six. Better to take a specific domain and explain how to design FTP according to T-PAC. It's also good practice and reference to all participants. I completely agreed to this point, but yeah, one challenge that we have while taking a specific domain is that, see, all of you are from very diverse domains. So the moment I select one domain, then there will be more queries regarding, okay, can you give me an example from another domain? So the queries will go on because the more closer you are to the subject, the more better it is for you. I completely understand that, but having said that, I will not deny you the chance for going through examples. Now over here, the content is the FTP model. So I think there is a lot of confusion regarding what this FTP design activity is. Maybe what I'll do tomorrow is first thing is I'll explain the entire process of FTP design once more in a more lucid manner, so that you will have an idea of what you should be doing in the FTP design activity. In the mentor-mentee interaction, all you have to provide is, provide guidelines to your mentees regarding creation of OVR, ensure that they understand the finer aspects of OVR creation as well as documentation. Now OVR documentation is one place where we have seen that people are taking a lot of time. I mean, it completely goes over their head because it's a detailed course documentation and it may take some time for people to realize what this is all about. So I'll do a FTP design overview once, so the starting session tomorrow would be a FTP design overview. Please do not worry about losing out on sessions because we will be keeping these recordings in office hours. It will be uploaded into the IIT Bombay X course. So in case you have missed out a few of these, you can always come back and have a look at specific portions in the individual. So now to the next, I think the eighth question, impact is with reference to context. Any context, I mean any level of OVR creation is permissible, OER, school, high school, higher education, et cetera. So I think over here, we are creating OERs in the context of higher aid and ideally we would want OERs from your own domain. So it is always better that we use the context of higher education, specifically your own participants own domain to create OERs, because that will be easier for them because the content knowledge is assured over there. Can you introduce some case studies so that we can analyze? Okay, so I will tell my course team to maybe search for some of the case studies. There are a lot of research papers and there are a lot of work that is there. Maybe we will take excerpts. See some of the case studies or research papers cannot be shared because it comes under a journal publication. But there are copyrights involved. But whatever we want to take, so the dpat.org is a good site where we can actually look for the case studies. But I'll try to see whether we can get other case studies which are in creative commons. And till now just observing and so this is the ninth question. I'm till now just observing and deeply going through content provided. Will it be okay if I answer questions provided below content material and participate in discussions quite later? Perfectly fine if you want to answer the questions below the content material are basically LBDs or learning by doing activities. The moment you try to do the LBDs, it will help in reinforcing the content. So we always recommend that after you watch a video, do the LBD questions immediately. Participating in discussions, it is completely up to you. But what we have seen is the more you are engaged in discussion forum, the more better your plan is. At least you will know that people are having the same doubt. You can think of scenarios. You can interact with each other. That for that the discussion forum may be quite helpful for you. I mean it is a very flexible course. I will not force or be, the course team will not force you to do this. So it's not a linear structure. It is completely up to you. But we recommend that you take part in discussions and get more benefit out of it. But yeah, if you feel that you need some more time to get into discussion, it's absolutely okay. No problem from our side. Okay, this is the 10th question. In PFAT model, when we some videos explaining students regarding course content, is it content knowledge or technology content knowledge? Other examples, where suppose we are explaining about how to make video using screencast or mapping. Is it technology knowledge or some combination? This is a pretty good question. And this is the overlap that I have been seeing to you. In any PFAT model, the more deep you go into the PFAT model, you will understand that at some point, the technology knowledge and the pedagogy knowledge merges. And maybe the pedagogy knowledge and content knowledge gets merged. And it all combines back to the PFAT. So having a very fine line drawn at certain point might be difficult. But let's take the case of screencast format. So here the question is pretty clear. So when we use some videos explaining students regarding course content, is it technology content knowledge? It is to an extent, yes, it is largely technology content knowledge. But again, it depends. Okay, here you videos are primarily used for information disengagement. So you are using that particular format for information disengagement, then yes, it is technology content knowledge. When you are making videos using screencast automatic, is it technology knowledge or some combination? So when you are about how to create video, it is actually the technology knowledge that we are transferring is not the content knowledge, you may take an example of some random content to tell people this is how you create video. But when you teach someone about how to create video, it is actually the technology knowledge that gets transmitted. Okay, let me go to the next question. This is question number 11. I need a clarification in using PFAT how the problematic subjects are handled. Okay, this is a very broad question. But what I understand, so let me take question number 11 and 12 together. So there is the 12th question which says, is there any additional methodology to take care of weaker students using PFAT content? Okay, so this is question number 11 and 12 together. So over here, let me give a heads up. PFAT refers to the knowledge that is present in the teacher. Okay, it is not exactly about, okay, is it is the content knowledge outside? It's all all these knowledges, the technology knowledge, the pedagogy knowledge, the content knowledge all resides in the in the teacher, not outside. Okay, so when we talk of PFAT, you should understand that you're talking of the your knowledge level and not somebody else's. So how do you do, I mean, what what significance does PFAT have? So only if you have good PFAT, will you be able to effectively integrate technology into the class? Now you all all of you teach subject, right, some subject, some engineering or science or arts, or some higher ed subject. Why do you teach that? Because you have the content knowledge in it. And you are trying to transmit the content knowledge or trying to make your students also understand this content knowledge. And for this, you will use various pedagogy. So the pedagogy could be something like information transmission. Information transmission is also a pedagogy. Let's say you use symbols or other representations you draw. You solve problems. That is also a pedagogy. I mean, it's like you do problem solving on your own. So you and show it to your students. That is also a pedagogy. Now, this is the pedagogy that you know. I mean, at certain point, let's say while you are doing a problem, you will pause in between and ask your students, okay, what will be the answer to this question? Or let's say, what does the answer at this point? What is the step at this point? Now, this is a pedagogy. You are asking your students some question in between so as to involve your students in the entire problem solving process. Now, this is also a pedagogy. So you know how to use a particular pedagogy for teaching that content. Now, let's say there is this third dimension of technology that comes into the picture. Let's say you have something like an animation or let's say you have a random, a new app that actually solves the problem, solves the problems step by step, wherein the links, etc are shown. So you may use that particular app. Let's say you will identify, okay, this is the step. Let me click on this app at this point. And let me ask a question at this moment to the students. So to teach content which is for which you are solving the problems, you use the pedagogy of ask stopping and asking, but you also use that particular technology. Let's say I use an animation. So you know when to use that animation during the entire teaching learning episode. And that is what T-PAC is all about. It is not that this T-PAC is outside of you need a T-PAC element into it. T-PAC is residing inside you, inside me. So when I am a teacher, the T-PAC, it's my T-PAC that is put to question. Do I know the appropriate technologies to use? Do I know the appropriate features of the technology to use? Do I know how to transmit this content? Now this is what T-PAC is about. So let's say, for example, about this office hours itself, the content of this interaction is mentoring. So I have some idea about, so I have some content knowledge about mentoring. I put this up in advance and I'm asking you, do you have any questions using Google Forms? So I know how to give Google Forms, the technology of Google Forms. I know the technology of Google Hangouts. And I use both of these to answer the queries that are raised by the participants. So this is where the technology knowledge, the pedagogy knowledge and the content knowledge intersects. And I am trying to give explanation. So you are not doing T-PAC for your students. You are improving your own T-PAC. So it is the teacher's technology pedagogy and content knowledge and not students T-PAC. Students might also have their own T-PAC if they do teaching learning on their own in peer group. But till this point, it is about the teacher's T-PAC that we are worried about. Let me now go to the next question. I need more practice questions like LED 1.1, LED 1.2, etc. When I'm viewing for LED, okay, when I'm viewing the discussion forum, some of my T-PAC for LED 1.3, 2.3, 2.6, or 5DP, 2.0 and X does not match with others. Due to that, I didn't upload my answers in the discussion forum. I'm not saying correct or wrong. But if you clarify in LEDs, what is exactly with explanation, it will help us to gain confidence and improve our knowledge. I can completely relate to you because, see, you do not have a clarity. So I think this is a problem with many of the others. So look at the questions that have come in this particular survey. Many of your colleagues are also confused about T-PAC. So my first suggestion to you is that do not hold yourself back. Do not hold yourself back to participate in the discussion forum. Maybe this is the genuine issue that we, our course instructors should also see. I mean, what we see is in the discussion forum, all of you are posting about several different things. And then we are in the under their impression that, okay, many of you are participating. Maybe after viewing the discussion forums, you might be getting a clarity. So it is always good that there are different or diverse views because that is when there is going to be more of discussion. That is when there is going to be a lot of back and forth happening. And that is when we will also learn. We, as in all of us, your peers, instructors, all of us will be are in the learning process together. So this is a perfect place for you to, discussion forums are a perfect place for you to put your ideas. Our course team is actually monitoring the discussion forum. And it will be really helpful for us also to actually understand what problems you are facing. But yeah, I mean, after looking at all these examples, I understand that there is a lot of confusion regarding PPAC. There is a lot of confusion regarding those knowledge elements, which is creating this, these particular queries. So do not worry. We will try to create some more examples from our side. This may not be all videos because video production, so studio quality video production will take time. So it could be either screencasts, screencasts that we create, or it could be voiceovers with the slide. In slides, maybe we'll add our voiceovers on top of it. In the miscellaneous, I'll first look at question number five. Accent in module one videos is not Indian. If possible, provide text along with the video. Thank you. Please provide the transcript of the videos. Okay, I'll see whether. So I will, at this point, I'll ask the course team to take a note of this question. Certain videos are having different accents. And it would be worthwhile that we add the transcripts, or at least point to auto transcript. Okay, so one feature that you can use readily is YouTube's transcript feature. You can switch on the closed captioning in YouTube. All these are YouTube links. So the captions are automatically created by YouTube, but if there needs to be more better captions, we will add that into the course. Since content is similar to FTP one and two, how 301X can be affected? Okay, I think I've answered this question earlier also, the miscellaneous question number three and four, but let me repeat. The content of FTP three is not similar to one and two. You are using FTP one and two as cases to build on your mentoring skill. And that is a more challenging, more deeper, deeper knowledge that you should be gaining out of it. So through this process, you will understand how you can use multiple technologies to effectively guide your mentees. Now, the immediate application of this is in your own teaching learning classrooms. So the moment you know how to handle multiple technologies and what kind of advice is to give to different people during the learning curve, you can use the same set of technologies, same set of processes in your own classroom, or you may be able to even refine your processes. And this is this reflection is one integral part of FTP 301. And I hope you are beginning to understand that at least by now. So please note that the content is not the same for FTP one, two and three. It is slightly different. We are using the context of FTP one and two as a scenario where you will need to mentor. Okay, so this is I think this. Okay, so my team is posting the questions from AV and YouTube. So I'll come to it towards the end. Let me first go through the survey questions one by one. So this is regarding the technological aspects specifically about course logistics. Not able to get YouTube stream in last week. Please note that all the YouTube streams, even if you're not able to get it, we are uploading them in the courseware. In the courseware under the section office hours, all these YouTube streams are available, have been uploaded and are available. In case you're not able to directly view the stream, you can then go back and see the YouTube stream over there. Okay, so somebody has repeated the same question. Will the course content be available offline? Can we access this course offline? So what do you mean by offline? So this course content is available to you 24 by seven. It is available in IIT Bombay X and all you need is access to IIT Bombay X and view this from the IIT Bombay X. For that, you need internet connectivity. By offline, what you mean is when the office sessions are not happening, then yes, this content is available. But again, per se the term offline refers to when you do not have internet. So when you do not have internet, you may not be able to access any of the course resources. So yeah, whenever you are asking questions, clarify it a little bit more so that we'll also be able to answer you more effectively. The next question is regarding, so I'll just show you the questions. So the next question is regarding FTP design. The second question, which technology should be used to design the FTP? Can we use Moodle or should we use WordPress to design FTP? Please note that you should be using Moodle as the technology choice for FTP design, because you are creating a module of the FTP. So you need to have all the type of learning activities and you need a learning management system to do that and other things. I would, at this point, would not recommend WordPress for this purpose. Try to use Moodle. How to interact with team members, any specific guidelines or we can interact through phone, WhatsApp, email, etc. So no specific guidelines per se, but what we would want is make sure that you interact with each other sufficiently. Maybe we'll come up with some recommendations or some best practices that you can follow. So we can see that first of all, you should select the technology. The most important thing about interacting with somebody else using technology is that you should be comfortable with the technology, whether it is your group member or whether it is your mentee. So they all should be very comfortable in using the technology and they should know the various features of the technology that will give rise to a better collaboration. So in that manner, it is important that all of you identify a technology of your own choice, discuss it with each others and then start using the technology. But yeah, from our end, the guideline will be that try to meet more often online. If there are any questions and other things, please put it up in the discussion forum so that others can also, I mean, course team can also look at it and give you quick answers. Yeah, the turnaround time might be slightly low, but yeah, we will try our level best to increase the turnaround time. Yeah, there are nothing, okay, some other major guidelines is like, okay, make sure that whatever you do, all the others are in loop are being informed about what you are trying to do before actually creating resources and spending valuable time for creating these resources. So make sure that you are always in sync with your colleagues, be it mentees or the group members. There are a lot of questions regarding mentor-mentee interaction. Let me show you the main questions that have come. Okay, how to do live video web broadcasting? Please let us know more free software to interact with mentees wherein we could record the interaction. See, one easy way is to ensure that you use Google Hangout the videos. So as you see right now, this is done to do Hangout. This is one way to interact with your mentees. You can add more mentees in the group. You could take intermediate screenshots or you can actually stream that to YouTube, but there are certain settings for that. I mean, you could record the interaction, you could record the entire interaction and basically use that, I mean, occasional screenshots could be taken to make sure that you are recording those interactions. The next is, okay, let me show you what YouTube has right now. So if you actually see the YouTube, there is something known as create video or post and there is a button called go live. Okay, so this is one way of broadcasting yourself to the mentees, but one unfortunate thing over here is that only you will be live and others would not be visible. But what you can ask them to do is, okay, once they are in, they can use the chat screen of the go live, I mean of the YouTube to interact with you. Now, this is at the moment, it is only one way communication. For two way, you will have to use the chat stream of YouTube to interact with your mentees. And this particular stream will always be available in YouTube in your channel. Now it will take one day. So you will have to verify your account. So important thing. So the moment I click go live. So it takes 24 hours for the thing to get ready. So it takes approximately 24 hours to activate your account for live streaming. Once activated, you can go live instantly. Now there is a verification, they will be sending you a verification code. And you could use that for doing live streaming. Yet another is useful software is OBS open broadcasting software is OBSproject.com. So this is a useful video recording and live streaming. This is a very useful software for video recording also. You could use so you could put up appropriate sources, you could mix, you could show multiple content at the same time. So you have options like start streaming, start recording. You could record your content and show it to them and make interactions live. So duration also could be increased. How much time you can do a lot of effects in this. Yeah, but all these you would need some time software and basically understand it before you actually start using it. So play with it for some amount of time before actually using it. It is also good for screen recordings also. The next question is a unique way of selecting media among available resources to communicate among mentees. There is no one unique way. Unfortunately, there is no one unique way. You will have to check with your mentees what their comfort is and then select the appropriate media. The next question is I have very low to poor connectivity in my office. Can you also make it work smoothly even for low bandwidth? See, there is a minimum bandwidth. Currently, ABU uses the minimum bandwidth in which both video and audio could be made live. We will of course speak with the Amrita team who is handling ABU. But I will not keep your hopes high in saying that there are certain limitations to enable this work in lower bandwidth because you will have to compromise on either the video or audio quality. Let's say the moment we go for low bandwidth. But with more technology access being provided through multiple channels and networks these days. I'm hoping that the situation will slightly improve pretty soon. Is possible every student can use ABU for the learning? Yes, it is possible. There is a suggestion by one person for mentor-mentee interaction. IITP discussion forum can be used effectively instead of YouTube streaming, hangouts, etc. Because IIT website will be used effectively by mentees and IIT team can track all the records of interaction. Because this time 10% mark is alerted to mentor-mentee interaction. Even we hope that mentors and mentees would use discussion forums more effectively. But see, it is ultimately a person's choice as to what technology they would want to use. So if people are uncomfortable with IIT Bombay X, I'm not sure what whether we are going to bring in more value addition rather than so are we constraining them to use a particular technology or are we giving them flexibility enough to choose the technology of their choice. So it is see the mentor-mentee interaction, etc. comes in as a hybrid mode. So there is an instructor. So you would be arguing ABU interactions with them. But even then they would need something close to an instructor to get help during the OER creation, which is a significant portion in their marks. So for their FTP grading activity. And that is why we especially have the mentor-mentee interaction so that they get all their doubts clarified to have a, they have a colleague with whom they can share. And they have a more actually an experienced colleague who has gone through this entire exercise and has created OERs, has created the OER document for their own OER creation. Okay. So this is what we would want during this time around. So unlike last year, there is a very specific OER that we want them to create. We want them to create a course of their own. Once they form a team and once they start with a team activity, we would want them to create a modal course of their own with all the necessary inputs. And we hope that people would be, what do you say, well-versed with the content and other aspects of it. Okay. Let me now go through the, share these questions with you. More information on operating modal. Okay. See, what I will do is I will create, many of your mentees have created courses and other things regarding various elements of modal. Other open resources are modal documentation, modal. So there are a lot of good playlists on modal. You should be referring to that. We are expecting you to be more informative about modal by this time. And that is one more important reason that we have selected you as mentees. But yeah, in key mentors, but in case you are not familiar with modal, there is always, see, you have 531 of your colleagues in the mentorship program. Please feel free to discuss with other people in your group, because that is what we want you to do in days to come. Otherwise, see, the important point is, as teachers, we need to realize that it is not an information transmission mode that we are looking at. So there may be things that even I do not know about modal, but somebody else would have actually experienced it by going through the process of modal course creation of doing those activities inside the classroom. And that particular thing is more valuable than me telling, yeah, you could use it in this way. I may not have actually been familiar with that particular tool at all. So there is, there is a lot of merit in using your peers' knowledge. And this is what we are actually telling teachers who would be your mentees. There are colleagues who have passed the course before you. And it is good that you use their help. So we will be introducing the Mentor-Mentee grouping, etc. by Saturday. So we will be having the first, the next AVU interaction with FDP201 participants on Saturday. And it will be live in the YouTube stream. We would want all the FDP3 participants to go through the YouTube streaming of the morning activity. And the same, there is going to be a feedback activity on Sunday afternoon. So Monday morning, 9.30 to 1. And Saturday afternoon, 2 to 5.30. We will be having AVU interactions. And you could see the changes that we have brought in in terms of after-class activities or in-class lab activities and breakout sessions. So there are going to be, these groups are going to do an activity inside lab and they are going to do breakout and present to other artists. So this collaboration is something that we want from all of you. So, yeah, so please use your, please use discussion forum in the FDP301 as well as your colleagues to better connect to know about, more about Moodle. As Moodle is one of the T-PAC resource, so the next question is, as Moodle is one of the T-PAC resource, how to evaluate different groups in the same class? Okay, I did not understand what you mean by Moodle is one of the T-PAC resource. Moodle is a technology, T-PAC is something, it's a conceptual knowledge. How to evaluate different groups in the same class? You would use some metrics, there would be rubrics, there would be evaluation criteria to actually evaluate different groups who are present in the same class. So just like how you conduct your class tests or other things, we would be using something similar over there. How many minimum, so the next question is, how many minimum number of tools usage is expected? I mean, we expect minimum of one tool to be used and what we want is, it is not the number of tools that is important. See, I mean, do not go fancy with tools or technology. The number of technology is not important, the quality of interaction is more important. So it is actually up to you to see whether you are using that particular technology effectively. So for example, hangouts, hangouts you could interact with more than one people. So are you interacting with all your mentees at the same time? You can use that hangout for that particular use. So are you doing hangouts individually or are you bringing all your mentees together and doing the hangout? So these are the things that you should be looking at rather than the number of technologies. Are you utilizing a particular technology to its maximum so that you, both you and your mentees and your group members get benefit? Okay, so the next three, the next question is, can shift this to mobile or tab as government is providing free wifi and tab to students? I mean, please feel free to use whatever technology you have access to. We are not restricting to any particular hardware or software. You are free to use. So if you want a mobile based interaction, please go ahead. And yeah, if government is providing access with free wifi, please use it because it is our own money that is coming from through government, right? So make sure that you use all the resources based on your convenience and your mentees convenience and your group's convenience. Will we get more information on the video creation like how to mix with background music along with recordings and how to present it in a new form? How can we record our own class with normal whiteboard and then sitting at home? Unfortunately, no, because this is beyond the scope of this particular course. But you could experiment a lot and share your experiences with your colleagues so that there might be people who would be actually doing this at this moment. You will gain a lot from their experience and their their learnings. And you provide a section on effectively making of video lectures for our class. Again, no, because this is not the mandate for this particular FPP. And also making of video lectures, we have provided sufficient exercises to you in forms of screencast. And that is what we would want you to do. So see, there is there is a difference between information transmission and you doing a lot of stuff learning from your peers. And that is what we are focusing throughout this particular FPP. Okay, so this is the seventh question. Honestly, speaking, I don't have any knowledge about animation creation or audio video mixing and editing, but observing lots of screencasts where teachers have created some interesting presentation for students, I do feel that we should learn that. Okay, my queries are, can we have small exercises? For example, to LEDs for this, I mean application of animation or some editing aspects. Okay, I know that animations have the wow effect. It has a lot of different charm. So you could get people engaged to animations and other things. But I would seriously want you to consider this question and reflect on why you are seeing these presentations of teachers showing animations and other things. How much did you learn? Did you learn anything from those animations? Because it is important just like, so you know that you cannot use, you cannot use something like a hammer to actually, let's say do something as small or trivial task. So let's say I have a small nut to break. So using a big hammer to do a small or trivial task like a nut seems grossly inadequate, right? And it's inappropriate, not inadequate, it's inappropriate. So like that, every technology has its own strength and weaknesses. So we'll have to see ultimately is showing glitzy videos or glitzy glamorous videos more important or giving more opportunity for your students to learn, more opportunities for your students to practice. Which one is more important? Now, if you look at this FDP, what we are actually giving you, we are giving you bare minimum content, right? We are giving you bare minimum content. We are giving you some practice, but from next week onwards, you would be fully involved in the practice. We are slowly and steadily giving you exercises. We are encouraging you to use the discussion forums. We are encouraging you to explore discussions and comment more on it so that you could learn. And this is a very conscious decision from our side. Because we want to break the paradigm that it is actually the teacher who needs to provide all the information to the students. The teacher need to give them foundation information. And from there, the teacher should ensure that there are activities and exercises after doing which the students will get large amount of benefit. If there are some more content and additional things required, we will be happily giving it to you across the coming days. So if people feel that you need more examples to clearly understand it. But what we in return demand from you is that you do lot more discussions, you do lot more practice, you ask pointed questions. These would actually help us in effectively utilizing the various mechanisms that are available in with us. And one point of advice, any animation video, any of these effects requires a lot of effort. You also need to be very sure that you are doing it accurately. There is no misconception that is being created. So for example, for creating a five minute video with animation, you will spend close to 48 hours. So you will spend close to 48 hours in doing lot of small small activities. And this is going to be a real workload. And it's not a easy task to if you want to create a course with lot of animations, you will have to do. So how people do good moves is they take a year of lead, which they call as sabbatical, and they create good content and they spend their energy in creating these video content. So it is maybe a four week move is actually created out of one years of sabbatical of a teacher. And I'm not exaggerating, but these are the efforts that we are actually talking on when you are creating these technology based contents and putting it up. But yeah, once you put it up, then you could reuse it again and again, again and again, so that more people will get benefit. Okay, let me now go to the next question. There is also another opinion that the requirement and mechanism of the content for the courses need and understandable. Thank you for that feedback. I hope you are also the person who has put in this is also interacting with others and making others also understand what this is all about. Okay, so there are a lot of procedural questions, which is understandable because all of you are worried about me, MVP design, all the other procedures that are involved in this particular course. Okay, can we get details of the topic that will be shared with us? If I'm not mistaken, the resource details are provided in the calendar. So let me just to this calendar is also available in your IT Bombay Expage. Okay, so we have mentioned only new content upload. Maybe what I will try to do is yes, so I understand where this is coming from because you do not have a clear understanding of what this is all about. So till now we have talked of TPAC and how TPAC is relevant in the course. The last day we shared something about mentoring and good practices of mentoring. The next resource that we will be putting up is how mentoring is, how do you apply mentoring, the knowledge of best mentoring practices in current FTP. So the next thing is about so the way the content will be shared is first, there is a knowledge element and the second there is element that helps you in application. So there is knowledge application, knowledge application. We will talk of first of the TPAC, second we talked of mentoring, third we will be talking of evaluation, how do you use Kirkpatrick's evaluation models and fourth is all about this FTP design activity. So the basic modules that you should be looking at is first module on TPAC, second module on mentoring, the third module on evaluation which is Kirkpatrick's evaluation model and the fourth module is the FTP design activity. The second question I am satisfied with the content delivery but only thing is that it takes too much time. We have to spend hours to get a good grab on it, much lengthy video, difficult to listen for about two hours. The content of the course is too detailed. We actually feel overload of information. Okay, so I would partly agree to it as in there seems to be an overload but what I would advise you at this moment that any time that you are feeling an overload, please take time to get off it and participate in the discussion. So let's say you first one you didn't understand TPAC then post this question in the discussion. If that also does not work then by the third day we had uploaded the TPAC resources because you have gone through the FTP content last time around that is a more understandable LED. So you select the portion that is more easy for you. So we are not asking you to go from resource one to resource from resource two to resource three etc. There are a set of resources that are available. We have tried to provide as minimum content with better clarity so that you will understand what this is all about. Even we see the thing is this idea of mentoring us and I mean assisting in mentoring process is a very challenging profile per se. The knowledge required to do effective mentoring actually requires you to delve deep into content, delve deep into the various technology aspects of it etc. So I understand your response that you feel overwhelmed or you are feeling there is a lot of information that is being thrown from here there etc and there is about FTP design a lot of things are coming in but take it slow that is why exactly why we have not divulged any more details about FTP design to all of you. First of all we wanted you to understand what this FTP was about why are we doing this how we are improving the pack of teachers to this FTP then we wanted you to understand mentoring how what are the best practices of mentoring what should you focus while doing mentoring and now you will actually start doing mentoring from next week so this is the practice aspect of it and this mentoring once it goes on then you will have the FTP design activity where you will come you will group together with your colleagues and design a module of the FTP this again is a more practice activity and each time what we are asking you is maintain a journal now this journal could be a google doc also so it would be good idea for you to share each other's journal see journal is one place where you record your learning so start interacting with your colleagues in the FTP and ensure that course journals are shared maybe what we can do is so as part of course team what we will ask you to do is create your course journals and start sharing with your friends maybe we will create a discussion forum where you can post your course journal there and you could ask responses from your colleagues about okay there are certain portions where I believe my knowledge is good you could look at it but there are certain portions which I haven't understood maybe can somebody post a course journal so that I can see what you have understood it so rather than doing a scatter of discussion forum it is good that all these course journals come under a single discussion so if Lucian and David is listening to this streaming what I would want you to do is create a single post and discussion forum you can give them the idea that they could use file sharing services like google drive or dropbox or one drive whatever be the mechanism but share their course upload their course journals and share it with others all the course journals should come under a single post so you can pin that post and put it up in the discussion forum let others also reply to that particular post do not create new posts with discussion in the in the discussion forum with your course journal if there are new posts we will be forced to delete it we need all your course journals under a single thread you don't want separate threads for each of your course journal for more discussions you can create your own posts under general about let's say discussion discussing about few aspects that you can take away from this single discussion thread and you could start discussing with your peers contact them through multiple mechanism and start start the discussion that is one possible way in which you should be looking at sharing the course journals and learning from each other okay so what is the next question okay I feel okay there is a quiet contradictory opinion that there is scarcity of resources you need more leds more lbd's more research papers etc so that's there will be more engagement and other things so regarding lbd yes we will definitely try to add more lbd's the next time around but regarding research papers at this moment I cannot completely guarantee you that we'll add more research papers we are trying to find open access research papers that everybody will be able to download otherwise there are certain copyright issues claims etc which we will be violating if we are sharing research papers through the course okay there is this valid suggestion can we have a third phase to phase in mid-oct June because after which we interact with our mentees if there is any clarification required from the course team how can we do that as through discussion forum we may not get the answer on time yes another office hours interaction would be scheduled in mid-of-June we are trying to find a suitable date for that there are multiple things that are in play due to which we are not able to say an exact date but yeah somewhere around 11th or 12th is what we are looking at for another office hours interaction yeah but the dates for this see may 14th June 14th is the last date for OER evaluation and after that is done we will definitely schedule one interaction at least one interaction with you so that we could get a grip of what is happening and we could clarify a lot of your doubts yeah but we are actually looking at what all issues are we facing and what all questions are coming in to actually schedule the interaction utility of content assessment mechanism all see utility of content I hope you will get to you would have understood by this time assessment mechanism how do you assess the course outcomes basically you bring in your metrics so if you want to assess engagement you look at how many people logged into a view how many people did a particular activity so there are various ways that we will also look at course outcomes so maybe evaluation when we talk of the evaluation the resources regarding evaluation it would be little bit more clear to you at that point there is a suggestion that it should be little specific like in grounded technology integration one thing subject wise activities are mentioned in that wish to know do we study or all or subject specific case suffice and secondly activities are for school level and we actually wish to know for a higher okay so this is actually a limitation of resources that are available in feedback currently most of the work in feedback is in done at the school level there are very less number of people who are involved in higher ed looking at feedback development of teachers in higher it because it is very complicated as the subjects complexity increases whether you need to assure that you have this correct content knowledge how do you judge for that how do you bring in evaluators so there are a lot of constraints due to which this is becoming difficult but we are trying our level best to identify resources that are more useful and we are see these office hours are one way in which we are trying to get more clarification about this feedback process the other question was do we study all or subject specific so see all the resources need not be studied or in greater detail I mean look at one specific resource things that are actually helping you because all the resources that we are providing they are all lxts or learning extension trajectories you need not go through all your source just an assimilation of the concept is required you will be doing a lot of application of the the knowledge that we need and hence it is important that you focus on the application of the knowledge how so many a times it is the reflection and application that is more important than the actual content I mean these are some guidelines to help you to understand the content better maybe you will get more insights on ppaq after you have had the first mentor mentee interaction you may get a lot more details about ppaq if you have done the first activity of fdp design and then you do a discussion so learning is more iterative it spirals you may go deep in certain areas you may be going at a top level at certain areas but yeah as the course progresses your knowledge also would increase please provide a sample reference document for each and everything needed for this fdp 301x of course we will be providing reference documents see the major thing required for our fdp 301x is the fdp design the course design that is there so we have already created a small module on peer instruction we'll be sharing that with you but what is the second thing was about the course journal very specific reason why we do not want to give you a single template for course journal is because then everyone would the direction of thought of each and every person would go by that template and that is not what we want we want you to think open think of this exercise as see as the course progresses you are learning also would increase and that is what we are actually focusing on and not about okay have you understood tk really well it is not a multiple choice question answer that we are actually looking at we are actually looking at more essential skills like have you understood how to effectively use a particular technology for a particular purpose so here the purpose is mentoring and you may be using multiple technologies so do you know how to explore different technologies so another important thing that we are checking are you able to ask bini pertinent questions are you able to question effectively so that you could get more clarity that is something that we would want you to learn so over the period of the last two officers and the current two of that is going to happen so today we are having one officer tomorrow we'll be having another officer so we'll all be learning you will all see different types of questions coming up coming in now if your questions are unclear to us then it becomes very difficult for us also to give you better answers so one exercise that you should be doing across the time period is ask very good questions so that others will also get the benefit but yeah we would be providing a lot of reference documents to you by next week because after that you are working on your own so you need a lot of support you need a lot of help till this time we are there for till for the officers but after next week it is all you and your group of students I mean group of mentees or your colleagues who are there together so for that purpose we'll be definitely creating helpful documents okay please provide some points from engineering point of view I again see so the question is so this is question number 11 I am not able to understand what this question is so please provide some points from engineering point of view I'm assuming that you need examples more from engineering see again yes we will try to bring in more examples but this is something that I wanted to highlight if you are not asking very specific questions my answers would also be at a broad level the more the more you are asking more specific questions like the previous one please provide a sample reference document for each and everything needed for this as it helps participants for effective review now this I understand why participant is asking for something and he he or she has clearly explained the rationale why she is asking he or she is asking this question now this is these are the ways in which we would want you to ask questions there for the open office hours okay I mentioned last date for completing given activity timeline need to be more clear I would want this person to carefully go through the calendar and all the previous videos I will not be repeating it because all of you know what the last date is okay this is procedural questions regarding FDP design how to interact with team members to design FDP to decide about topic and then prepare FDP need time so please make teams so that a good FDP can be developed and also send the evaluation criteria so that we can start thinking on it as in FDP 201 you upload an example we are well in advance like that please give example we are at criteria for evaluation of course we will be giving you an FDP design activity well in advance and we will be telling you the evaluation criteria also do not worry we will be providing this see the FDP design activity something that you will take up somewhere around June 5th or June 6th once you have had one set of mentor mentee interactions but we will be providing you this well in advance do not worry can you make team of mentors from same RC but different institute okay let me talk something about the logistics challenge that IIT Bombay faces by doing this FDP now all of you know that there are close to 300 now 512 RCs out of which we have 104 RCs participating in the FDP out of this 104 RCs people come from different institutes they come from different domain and also for this particular FDP 301 you have people coming from different RCs from different institutes so there are some there are a set of people who are from the same RC who are working so lot of people have registered from the same RC from the same college but see if we we do not have enough diversity at this moment in in terms of mentors or in terms of mentees to give you an exact match of what you would have like see even we would have liked more number of people from your own RC to be under you from the same domain even we would have liked you to work with people from the same domain so that your knowledge also improves but see the issue over here is so some of the domains like arts science etc there are very less number of people who are enrolling for this FDP and specifically due to this reason we are unable to get a team of these people we are unable to pull them see they all come to the mentorship after completing FDP 1 so we also are not able to assure that all these people are going to pass FDP 1 and come over to FDP 2 so there are lot of these challenges that we have to see when we think of a proper matching exercise in terms of logistics so kindly bear with us if you have got a mentee or a group member from a different domain from a different region and you need to interact with them through multiple channels I mean it is sheerly because that we don't have enough numbers with us as per your choice but we so one way of tackling this is encourage more from your region more people from your domain to enroll in this FDP so that we could have a better population of mentor mentee interactions as well as the group interactions so that is something that we would want you to explore and I mean one more thing one more reason why we would want you to advertise the FDPs in your own area I mean all of you know the benefits of these FDPs and the kind of experiments that we are trying to do trying to empower you with various technology and various pedagogy so yeah from your side if you could broadcast the news of this FDP encourage more people to register to IIT Bombay and take part in this FDP encourage more colleges to be remote centers to IIT Bombay so that they also will benefit from this faculty development exercise these are things that we would we are trying to do from our end please publicize it from your end also okay let me now go to the next question this is regarding selection of technical content so what kind of content should you focus on that is the question so selection of technical content while designing FDP which are the main contents to be included the main contents to be included are the modules themselves so the content of the FDP is already known to you it is exactly the same content and you have some sort of exercises already available so your the challenge over here is how can it be made more effective so that is where your input comes into picture at this point so the next query digital content creation and implementation I have absolutely no idea what that means yes we are all doing digital content creation and implementation through multiple ways FDP is also one such way question number five designer FDP on a topic covered in FDP 101x or 201x using t-pack model please tell the meaning of topic here is it a topic from our domain or one covered in FDP 101x or 201x and this the person who has posted this particular question let me give you a big round of applause I mean this is what exactly asking questions means I mean it is very clear you have I mean we had put a statement you have some confusion regarding specific aspect of it and you are clarifying it and this is how question should be so to answer the question let me go back to the screen share so that all of you will be able to see this question once more okay so this is the question under discussion please tell the meaning of topic here is it a topic from our own domain or one covered in FDP 101x or 201x so the answer is the topic for you is FDP 101x or FDP 201x it is not your subject so you do not have to create a modal course for your own subject we are not asking you to create a modal course for your own domain what we are asking you is suppose you are given the responsibility of designing one module of this FDP which module will it be and design a course a modal course for that particular module so some of the other questions if you actually look at it it all it all brings it all is about the same thing odd form of content has to be made where we can upload prepared FDP for the main piece the course work related to one subject will be related to someone who is specialist in other field even when rubric means the same can be amalgamate different mechanisms of lecture delivery just follow one single mechanism only if you design can it be focused to a particular topic or is has a broad area if yes can be used iDPMH videos all these are related questions to this main question so now that you have a clarity see the topic of FDP design let me write it over here for everybody's so the topic for FDP design is FDP 101x and FDP 201x content and what are the contents contents are about what press there is movie there is new cast there is flip classroom there is active learning there be talk of EI and PPS there is going to be a final thing on OER so these are the different modules that are available for FDP design you will have to select as a group you will have to select one of these and create a content okay so yeah i'll be sharing the screen again so so you saw the contents of FDP 101x and 201x this is the content on which you will have to create a movie you can you are free to use it bomb eggs videos as they are in creative comments you are free to create your own videos to explain it more clearly you are free to add more LPDs for participants to practice you are free to add so we need the entire set right from content to assessment so you know the objectives of the FDP so having created the objective we need content for that we need assessment strategies for that and we need you to create evaluation instruments both for yourself and for your participants to understand how this course is becoming more effective how that particular FDP module could be made more effective so this is where you should as a team spend your energy try discussing and we will give you sufficient time in advance and by now you know that all your other colleagues have already gone through the content and given a rubric each of your colleague would be able to give you a good so I mean all your all your colleagues have scored more than 80 percent in the FDPs so we you should have trust in your peers again you'll be evaluating it the evaluation mechanism is not yet declared but we'll be letting you know about evaluation mechanism and we'll ensure that it is it goes beyond what you say the standard questions like peer the standard problems of peer evaluation done in IIT Bombay X so we are devising mechanisms to ensure that all of you get a good reaction get a good peer review from the course so do not worry about it again there were certain questions regarding okay if yes you need to I mean one more thing is can you use your own content maybe to explain something you can use your own content so for example to explain word press creation you can use your content to use that there is no one single mechanism that we are prescribing over here you can use your own technology you can use your own content to explain the FDP 101X and 201X content so how do you create a website so for example I am from pharmacy domain I use the example I am from pharmacy domain these are some important slides that I want to share with my students so I'll be creating a wordpress web page I'll create a new page I'll add upload all these slides in wordpress so that students will be able to download maybe I'll give a comment section so that students are able to comment on top of it so these are certain mechanisms so again here the it is not a content that is important it is it is the what is important is how you are using it to the FDP 101X and 201X content that becomes more important uh so yes you can amalgamate different mechanisms so you now by now you should understand that peer review is bound to have lesser issues compared to a subject specific review yeah so most of them should be sorted now uh yeah so we'll get to start mentoring our groups menti is to be aware of the types of synchronous and asynchronous modes for the mentor-menti interaction okay so let me take uh questions number four and five uh we'll be formally introducing the mentor-menti interaction and visible to you yeah okay so uh we'll be starting the mentor-menti interaction formally on Monday uh I think that is 28 uh the first interaction has to be mandated via email because we'll be formally so we'll be formally introducing the mentors to their mentees so this is will be done via email after the first email and initial introductions you could then select the appropriate choice of technology to interact further uh guidelines will be given to your mentees about this mentor-menti interaction on this Saturday and Sunday we are having uh a view interactions with them uh so you could watch this a view interaction via uh youtube stream you need not go to RC I mean let me be very clear uh the activities in RC is all coordinated by the course coordinator uh so unless one of you is a course coordinator you need not go to the RC you can actually sit at your home and watch sit at a convenient location and watch the youtube stream of the uh fdp uh two interactions that we are having on this Saturday and Sunday the interactions are happening from 9 30 in the morning to one o'clock in the afternoon on Saturday and two o'clock in the afternoon to 5 30 uh in the evening on Sunday you could actually see these interactions again it is available in our studio's youtube channel if you are not free at that point of time you can come back at any point and uh look at what has been uh interacted and what kind of information has been provided to your mentees um okay uh regarding your next uh question whether uh okay how will the groupings be done see we are trying the primary aim for us is to ensure that uh there is a mentor mentee uh based on domains because even if you are from multiple regions uh you will understand your domain content much more well so domain is our first preference the next preference is the region because then the language barriers are less uh and then then and only then we look at uh uh other let's say at the first region in terms of city then in terms of state or at least the same zone so somebody from south zone would ideally come to you if you are also from south zone in the worst case