 So, the methodology for creating flip classroom is what we talked about in the session as well as in the lab. So all that what we have written as guidelines that is actually the methodology and if you want more information on that if you look at the references slide if you go to the links that are there in the references slide you will get more detailed information about how to create flip classroom videos and how to use the flip classroom videos in your class PSG college of technology. What is the percentage of marks allotted for each levels that is a recall level understand level in question in question purpose. So in fact there is I am glad you brought up this query because there is a formal way of systematic way of doing this and it is actually called a blueprint where what a teacher does is takes all the topics that need to be that need to have questions in the exam and also looks at all the levels and the teacher has to decide how much percent and how many marks to allocate for each topic as well as for each level. So this process starts like that however it is really up to the teacher to decide what percentage of marks to allocate and the teacher should decide based on the learning objectives again because it depends on the depth at which the teacher expects the students to learn the topic and the depth at which the teacher has done the instruction on the topic. So a lot of these decisions in fact it is the teacher who has to make but having said that what is recommended or what does not exist if you try to Google for something like this you will not find any answer because there is no single correct answer but what is recommended is that you actually have a mix over different levels and especially in the engineering and sciences disciplines a lot of the discipline involves doing and problem solving. So you should at least have some questions and some problems at the apply and analyze level. What happens currently in many university question papers is that a lot of questions are at the recall and understand level. So what we are recommending is do go beyond that go to the apply and analyze level and if you are able to do create level in the exam if it is hard to do that then do create level questions as part of the lab exams. Madam like after the teaching method or the blackboard teaching appears to be best because the students are able to follow what the teacher is able to present there in the classroom. So like I said during the flipped instruction class if your goal is information transmission and if you feel that blackboard instruction works best for information transmission then sure that is fine but if your goal is for the students to be able to assimilate the knowledge for them to be able to do something to be able to apply the knowledge then you do need to implement these active learning strategies. So it depends upon what your goal really is. Sir how this flipped classroom videos will work out for theory courses because if there is no problem solving sessions it will be very difficult to give problems or discussions on theory papers. So if a theory course has higher level cognitive objectives if it has learning objectives at analyze level or if it has learning objectives at create level for example you know even if you take a topic or it may have some proofs which have to be done or it may have to have it may have pros and cons debates of various topics. So even in a theory course all of this is possible to execute. So if you Google for flipped classroom activities you will find lot of courses in architecture and even in English humanity social sciences many such topics there are people who are conducting flipped classrooms in that. So it is possible to do so for theory courses in engineering also again it depends upon what your objective is. This is regarding the flipped classroom is it possible to cover the entire syllabus otherwise if it is going to be only for 10 to 20 minutes and there is always every day at least 25 percent of the students will be coming without seeing the video course. And what are we going to do for that and if it is only for 10 to 20 minutes is it possible for us to show the video in the classroom itself where all the students are present and then we can have the active classroom and we can conduct the activities. So this is a good question so there are two parts one is what to do if the students come to the classroom without watching the video. So different instructors do different things some instructors take a quick quiz at the beginning of the classroom to ensure that they have watched the video before coming. Some others actually do summarize whatever they have learnt whatever was supposed to be there in the video before they start. According to the question of can we have students watch the video in the classroom itself before we start see that is possible but it may not achieve the entire purpose because the students have not spent time with the material before coming to the class. So the desirable thing is that the students should watch it before coming to class do a small quiz in the beginning of the class to ensure that they know the topic at the recall understand level and then do the further learning in the class itself. So if you look at the examples that we have given in the slide so if you see the one on arrays what is done is just the simple definition and a simple demonstration example is there in the flip classroom part but in the actual classroom they are extending that example all the way to writing a sorting algorithm on an array. So this again is something which the instructor might feel that I need to tell them how to write a program for sorting but if we use the flip idea of creating a think-pair share activity it can turn out that they will discover most of it on their own and the instructor simply at the end has to compare it with their own program that they have written. So in such mechanisms the so there is no fear of not being able to complete the syllabus because the flip classroom video is short. Now whether to do the flip classroom video in class or not you will have to just try it you know you will have to do it in your course you will have to see whether students are watching how many students are watching see whether the incentives work or not and different strategies will have to be used. Good evening so we just have a related question being discussed. So do these cognitive levels relate to the undergraduate or post do they differ for undergraduate and postgraduate courses in the sense that if you have a first year student or a final year student or a postgraduate course almost every course is expected to have their learning objectives for all the orders of cognitive levels. Yes every course would have you know so an undergraduate or an early course may have a lot of learning objectives which are at the recall understand and apply level and some analyze and some create level. The higher courses you know if the second course on the same topic or you know an advanced course you may not have any learning objectives at the recall or the understand level and you may focus completely on create level where we are talking about designing of systems or you know identifying pros and cons between various approaches. But in all courses it is desirable to have a mix of learning objectives so even in a basic course it is desirable to have some at least some topics or some objectives at the create level because that is what keeps the students engaged. I want to add one point to this. If you recall today morning's assignment you all took one topic it was just a single topic from a single course and you wrote questions in all six levels. So one reason we gave that assignment was to actually help you realize that that is indeed possible and if you think a little hard you will see that you will be able to write even evaluate and create level questions for introductory courses which are not outside the syllabus and they are not something difficult to do but they are still interesting and challenging enough. So you can have a few of such questions and few of those objectives that students can do as homework or as assignment or a project or a group project but it is desirable to have a range in most courses and not say that keep only the lower levels for the lower courses. Related to concept maps, C maps which we are designing, how could the C maps be benefited to the students or are they meant for teachers only? In fact the concept maps are definitely recommended for students as a learning aid. There are a number of ways you can use this so for example once you create it as a teacher for your syllabus and for your course plan one straightforward way you can use it is in fact to help the students realize where they are in the course as a course goes on and also to show these interconnections that we discussed yesterday. So if you are in chapter 5 and when you are beginning the class on chapter 5 you can show the C map and see how the concepts of chapter 5 relate to chapter 2. So that is one thing you can do. The other way you can use C maps is actually teach this technique to students and help them or make them use it for their own learning. So you can have students create concept maps for a specific topic and in fact assess them to see how well they have understood the topic. So getting students to draw their own concept maps is again one technique you can use. First of all thanks for this learning episode it is really very informative and looking forward to implementing my teaching in forthcoming classes. There are two concerns right now coming in my mind that it is not very always possible and to motivate the student to actually go and do the homework and watch the video and all. So the next day if they come in the class and they find that a huge chunk has not actually watched the video and then discussing about the video will make this huge chunk off the hook and they will not understand what is going on. So in that case become very difficult and I don't know how to understand the situation. And the next thing is that in asking the questions I found that students mostly appreciate if the questions are just the very basic level either maybe the understanding level or recall level. Any question beyond this level it makes them that they say that it is very difficult. So how to tackle this situation actually how to make them understand that actually these are also important and they should go ahead with that. Okay so there are two parts to the question. For the first part I have already answered that for another query is that we have to try various mechanisms. What works for my university may not work for your university students. So you have to try with your own students as to how to incentivize them to watch the video before coming to class. In the worst case like the other person had suggested maybe you play if it's a 10 minute video you play that 10 minute of the video in the first 10 minutes of your class. Okay so that is the first part of or you conduct a quiz and give some one mark for every such quiz that also serves as the attendance and you can say that I will take the best 10 out of 15 quizzes something like that. So you have to try various strategies to ensure that they look at the videos and once they figure out that looking at the videos and coming to class actually helps them you will find that students start doing that more and more. Coming to the second point of students being interested only in simple questions see that is where sometimes as teachers we don't give adequate credit to our students. See students often also enjoy challenge. So the only disconnect that happens for them is that they need a situation in which they can implement this challenge. So if you give them a real life context like what we saw for the Pythagoras theorem example many of you came up with questions like okay an airplane is approaching what is the distance or there is A to B there are two places and that's where you have to find out. So if you give problems which are with whose context that the student can identify then they will actually want to solve these challenging problems rather than to only solve simple problems. So again this is something which you just need to keep trying. Just a little clarification actually sir that when I last time I taught one course called Heat Transfer and it was with the coordination with the QEE program with one professor from IT Madras because actually so in that case inadvertently in the first exam internal exam I said the question in such a manner that they could easily avoid the entire numerical and write on the theory and then they can still write the 100 percent. So they scored very well. So next time I was very much careful that they will go partly this and that way. So next time the scoring was very low. So it was a very difficult situation for me that how to make them realize and also make them sure that they score good. So I don't know how to do that. What you need to do here the question is about how do you get students motivated to answer or to think about more challenging questions. Your view I mean you're right in the sense if you spring one of these challenging questions straight in the exam they may not be motivated to do it. So what we've been talking about the last three days is bring in real life context bring in challenging questions into the classroom right from the beginning. So once students see that this course in the material in fact is useful for addressing real life problems either through videos or bring in some industry connections connected to what students relate to Facebook or there you know find out what actually they relate to and do problems which connect to their interests in class itself and my problem I don't necessarily mean a numerical problem but connect the theoretical abstract concepts of heat transfer to something that they see regularly. Once they get used to it in class itself then they won't be so surprised when they see it in an exam but you can't directly give something very hard in an exam and not do it in class. Yeah go ahead. We are happy to attend this three days training. We thank to Mumbai IIT for giving the wonderful training to us. We follow it. So here the first question is we framing the assessment of the any subject shall I include the all the level of the blooms takes and I mean. So it's not necessary that in a single question paper you have equal weightage for all levels that's not what is recommended that's not for anybody else to say. Again what you have to do as a teacher before you decide the assessment pattern is go back to your objectives and see what weight how many learning objectives do you have at the apply level in which topics are there and how many learning objectives do you have at the analyze and create levels. So based on what you expect the students to do at the end of the course keep your assessment pattern consistent with it. So you have to know what you want students to do and the assessment should reflect that. And the next question is how will you plan the times for the one hour class. So I guess what you mean is what will you do in a one hour class. So that is where your lesson plan comes into play you know if you have decided that you are going to do a flip classroom then you have to decide what video they are going to watch and what activities that they are going to do in the class. So for example today's flip classroom session was like a one hour 15 minute class ok but what all did I do I did some telling in the beginning and then there was an activity in fact we started off with an activity we started off the scenario we started off with a debate which got all of you thinking about which way of teaching is better for what purpose and so on. So that is an activity and then there was some 10 minutes of telling where I was talking about what are the limitations of traditional classes. And then there was another activity where you were to create something for a flip classroom think pair share that we did. And finally there was another activity where you had to come up with some activities for a given video. So there were three activities with some telling interspersed and if you do that so even though it was you know 2 p.m. activity just after lunch and so on it did keep most of you engaged with the content. So that is typically the formula that you do one activity to begin with let it go on for 10 15 minutes do some telling for 10 15 minutes do another activity and then again do some telling. So that model is what you would typically do in a one hour classroom. One broad guideline that's recommended is that you don't do the same activity for more than 20 minutes. So just keep this broad guideline in mind and every 15 to 20 minutes or even every 10 minutes just do something different. Yeah Vishwakarma college please go ahead. My question is can we apply a sea mapping chart to every sub course say for example for power plant engineering where we can start any power plant from the beginning. So there is no mapping I think so can we able to apply for any subject such type of sea mapping. There is no rule that says that you can't or there are only these subjects for which you can apply because the sea map is nothing but a visual representation of the topics and the connections. So if you have the topics and whatever connections you have you represent it visually instead of writing it out as a list that that's really the essence of a sea map. Yeah Don Bosco go ahead. In an institution where attendance is very much important students have normally this attitude that even if they are assigned some homework they don't do it at home thinking that everything will be discussed again in the class. Now when students have this kind of attitude how to tackle this actually supposing we are asking them to watch some videos or do some reading still they think that everything will be everything will be discussed in the class again then what is the use of doing it at home. They have this kind of attitude and by just by listening or what is done in the class they are able to follow and they are satisfied with that because they are very confident that all all the things are going to be discussed in the classroom itself. Are students expecting that you will discuss everything in class yes but then students are also looking at what kind of questions you're asking in the exam so the moment you start having these apply level and higher level questions in the exam and you start saying that okay these questions you will be able to do only if you watch the video and come to the class for the active learning activities you will find that students are automatically beginning to do the homework before they come to the class the second point is that often students don't watch the homework because they don't get the point of watching that they don't get we have never communicated to them why they should do that particular activity so why should you learn about Pythagoras theorem did anybody tell before they taught you that a square plus b square is equal to c square so if we communicate the why they should learn a particular topic well enough then they will have the motivation to watch the video and come and in the worst case you can always use a stick you can always say that you give a surprise quiz and you say that okay this quiz is going to be of five arcs total weightage so if the price does not work then the stick will work one of the two things you have to use and that is where you have to exercise the creativity as an instructor to keep changing your pattern and ensure that they are engaged with your class yeah yeah actually we are introducing this team for the first time there are students so this is to be propagated to all the faculty that is who are handling the subject for the particular class otherwise students may feel that a single person is doing this kind of activity there will be any good response from the students side okay so there are mixed responses for this what happens is that sometimes initially there will be resistance from the students okay so even in our classes initially we do get resistance because the students are used to coming to the class and going to sleep whereas here you are forcing them to use their brain and you know work and at the end of the class they often leave with a feeling of you know tiredness because they have actually done some work in the class so initially there will be some resistance from the students but eventually or very soon they realize that they are not having to do any work outside of class they realize that all their work all their understanding all the effort that they need to put in order to get good grades in the exam is all happening in the class itself so at that point they flip over and they start appreciating so if you look at if you do this for a course and you look at your course evaluation you will find that many students actually appreciate these techniques and the moment that happens other faculty colleagues start getting buy-in into such techniques so that is the threshold point I also have another suggestion especially that I see I see that there are some 20 or 30 of you here the more number of people that the students see the more number of classes they see this sort of techniques being used in it will be easier for them and it will be easier for you you are right that if you're the only class where they see these things there will be more resistance especially in the beginning but let's say there are say three of you from one department all three of you agree that in the next course you'll do these kind of activities and slowly try to get more faculty from your department even one at a time one new faculty at a time trying these techniques every semester means there's one more new person who tries this so if the 20 of you who are there try these techniques next semester students are likely to see it in multiple classes and their buy-in will also increase and one last point about this is that don't be too ambitious to begin with so just because we have got exposure to peer instruction and debate and think and share and flip classroom and all these techniques don't attempt to try all of them at once in set a let's say in a month itself or so because then what happens is it's possible that students will get over well so try one technique let students get used to that technique you also get used to the technique then try the next technique and so on so that is a easy way of gradually getting into introducing active learning instead of trying to do all of it at once and then students getting over well okay so let's see if there are questions on the chat okay so the question is when we evaluate the class based on measurable learning outcomes how many percentage students are expected to give the outcome okay so that is actually hard to answer because it can be that if all the students in your class are highly motivated all of them will be able to show that outcome but generally a thumb rule a very broad thumb rule is called an 80 80 rule if 80% of your students can achieve 80% of what you expect them to achieve then you are doing a good job as a teacher so that's a very good yardstick to follow 80% of the students being able to show 80% of the outcomes for what you want here is another question which I think all of us commonly face this is on chat that in many colleges there is a mix of students and the mix in terms of their prior knowledge their interest and motivation and so on so how can we come up the question says how can we come up with a strategy to motivate and bring our average students to match with the excellent so I think I'll ask this question slightly differently it's not how do we get our average ones to match with the excellent but in if you have if you take a learning outcome based approach you're actually not looking at relative understanding but you're you keep absolute standards and average students improve and the excellent students actually go even higher so if you many of these active learning strategies have shown that it's not only students who are low achievers but also the high achievers everybody goes up a little more than if they're passively listening so that's one way you can think about these strategies that keep some absolute criteria and standards and make sure that there's a minimum bar which everybody has to attain and do strategies accordingly but also keep some challenging strategies so that people can go higher. Okay so now coming to what we expect many of you have thanked us for a good three day workshop so what we want to remind you is that it's not a three day workshop it is an eight week workshop and only three days of those eight weeks are done so for the next six weeks we are going to meet online and then we will meet again for three days in the seventh week and then the final week once again we will do online so what can you expect in the next six weeks. What you can expect is you will have assignments posted on Monday or Tuesday which will be about half a day's worth of work for you and that assignment will be due at the end of that week okay maybe on a Saturday or a Sunday depending upon when you find time you will have to do that assignment and that is what will happen for the next six weeks so one of the things is what are these assignments so some assignments will be where we will post videos it's sort of like our flip classroom videos so we will post some videos that you have to watch on different strategies like think per share peer instruction and you will have to come up with such questions for use in your course for the next semester so all of these activities are geared towards giving you more and more material not giving you more and more material but towards assisting you to create more and more material that you can use for your upcoming course so there will be so another week we will have activities of find visualizations find videos of your course or for topics of your course and then create those activities so once you have this after the six weeks what you will find if you participate diligently what you will find is you would have created a lot of lesson plans for many of the classes for your next semester's course and that is our goal so if that happens then to an 8080 ratio our course objectives will be sort of met in order to help you with these assignments we will do two things one is that we will respond to moodle queries so you can always post queries on moodle we will respond to them and the second thing that we will do is we will have office hours so this notion of office hours is that we will be available on every Saturday on moodle through the chat forum of moodle live so we will not be live on video we will not be live on video but we will be live logged in for exactly one hour on Saturday from from 11 a.m. to 12 p.m. okay so we will be logged in from 11 a.m. for one hour on Saturdays and you can post your queries on the chat moodle and we will reply almost in real time to those queries so that's like what is considered as office hours where you get to meet us at that time every week so these are the two things that we will do in that in the next online phase so I'll not say more about what to expect because that you will see anyway you will not be able to absorb all of that right now and you will see as the things progress week by week you will see all of them there's actually one question on chat which I would like to respond to because it is relevant I think to a lot of us and this question is what to do if we have large classrooms and are there some tips so I want to just give a very brief answer to this that a number of techniques that we have discussed in these three days are valid even in large classrooms and especially the the polling and peer instruction which is going to be the topic of the very first online assignment so you've seen you've actually been the students when we do polling but how do you write your own questions and the pedagogical technique here is called peer instruction how do you implement it in class all that we'll do in in the first online week where we'll post a video and we'll also create worksheets and where you can write your own questions so peer instruction as well as that strategies that you that we discussed for use with visualizations all of these are absolutely implementable in large classrooms and here we have tried it in classrooms as large as 100 to even 300 so we've it's completely valid it works exactly how to do it will be there in the online phase so finally the other point is that we mentioned it in the first day so I'll just repeat it that there is a conference called technology for education so this is an IEEE conference for technology for education this is held in India every year and some of us are on the steering committee of that conference so what would be good for you is one to attend the conference and two to write a paper on some technique that you have tried in your class so let's say you created a flip classroom and you tried that in your classroom okay so what you could do is so we have created some templates for creating for writing papers based on such experiments so you could take those templates and write a paper on what happened in your classroom what did students think about it what did you think about it there are various ways of measuring effectiveness so one of them could be from the perception of students one of them could be from actual what happened in the exam did the students marks improve from last year questions like that so you could perform experiments of that sort and write papers to for this conference called technology for education and we would be happy to see you there at the conference so this year's conference is in Amrita University in Colomb from December 18th to 21st the only thing is that the deadline for paper submission is just about a month from now it will be sometime in middle of July we'll post the call for papers and the website will post it on Moodle so if there is a technique that you can quickly do and implement in class in case it's possible do think of writing a paper for it otherwise at least you can attend it this year and use these techniques over the next semester and do something for next year also but we'll be posting a link to the T4 I think that brings us to the end of these three days thank you