 Welcome again to this first session and the as you see the topic of this whole series is about learner centric MOOCs and specifically what is it about? It is about how you can create learner centric MOOCs for your own learner for your own learners. So the learners are the students in your class for you. So this is a workshop on how you can create such learner centric MOOCs and if we are doing a workshop on how to create learner centric MOOCs the workshop itself better be learner centric. So the learners of this workshop are all of you. So in the workshop you will perhaps be switching between your roles sometimes you will be learners of this workshop and sometimes you will assume your regular role of instructors of whatever domain CS I think is here doubly and the others in your colleges. So one of the first things when we are trying to think of when we are trying to put the learners in the centre is to get to know the learners who are they exactly. So that is why the first thing you see here that we want to know is about you. Each time you see a yellow slide with an orange background or white slide with an orange band at the top it means that you know there is something that you need to do beyond watching and listening. So quick poll question other than an IIT Bombay X MOOC have you participated in a MOOC as a student? Yes. Yes, so 1, 2, 3, 4, ok so did you so just look at the choices. So I guess nobody is in no never. How many in I signed up did a few activities but did not complete, ok which MOOCs just Coursera signals, ok number 3 I did most activities and completed one MOOC outside of IIT BX which ones? Which domain, which topic? Outcome based education and all and anybody who has completed 2 or more MOOCs outside of IIT Bombay X, ok great. So this is just for us to get an idea of how familiar you are with the other platforms and what you have seen in those MOOCs and so on. So let us move on to slide 3. Have you participated in a MOOC in a teaching role? So either no, no, have any of you participated in a MOOC as an associate faculty or TA, ok which one? Have you been an associate faculty for a MOOC or a blended MOOC, blended FDP 201 so some of you are doing that, ok so the goal of this workshop what is this workshop about it is to get you to number 3 in the previous question, ok. So and if we want to get more specific this workshop is on how to conceptualize, create and conduct a learner centric MOOC. So this is what we will be doing in the next 3 days and we will be spending some time on most of today we will be doing on conceptualizing or planning the MOOC and then tomorrow we will get into a little bit of creation and just a little bit about what you have to keep in mind while conducting, right. So now here is another warm-up activity for all of you. This is going to be a think-pair-share which I think all of you are familiar with, right there are 3 phases, ok. So there are 2 scenarios you need to consider. So in one scenario consider a class in the 20th century. So either something that you took as students way back 30, 40 years ago or something that you taught in the 1980s or 90s those of you who are old enough to remember that. So just imagine that for a moment, you know, the physical layout, what you did, what students did and all. Now switch and come to scenario 2 and consider a class in the 21st century something that you are teaching today, again imagine it. Imagine what all your students have, what all you do and so on, ok. You have this pictures in your mind, ok. Think-face, write one key difference between your scenarios. So I am assuming all of you have some writing material either pen and paper or if you want to take notes in a laptop, tablet that is also fine, about a minute for this. One difference is enough for now, ok. If you are done with that, move on to the pair-face, just turn to your neighbour, the domain and all does not matter right now and here wait there is a slightly improvised task. Together come up with one difference with respect to students access to information and one difference with respect to the role of teachers. So together some of you might have written about the students, some with the teachers but put your knowledge together, just turn to your neighbour informally which on whichever side and do this, ok. So let us move on to the chef and try to put these together and you know as a group as a whole as a workshop, let us try to look at what all differences might exist with respect to students, either their access to information or what they do and one with respect to the role of teachers. So we have people with mics here, just put up your hand if you want to say something, say one thing and then we will rotate it, yes please. In scenario one, that was based on the lower cognitive level, means understand and remember level but nowadays it was also based on the higher cognitive level also. So when you say eat, are you talk, what are you talking about? Scenario one in 14th century. So you are saying what happens in class, can you give an example about the higher cognitive level that happens today? Analyze, analyze level among, discussion among students and they are sharing their views also. So you are saying today there is more of discussion among students in the class and sharing their views, ok. So let us pass the mic here and then we will go that side, yeah. Today students are, resources are very readily available to them, mobiles they just Google the topic they want and they get videos, they get material. I think in our time that was not a facility. So how many of you have this response, that students have access to a lot more information, ok. Go ahead, we will do a couple of more and then we will come to yourself. Previously chalkboard learning was there, nowadays PPT learning is there in normal classes. Library books were available at that particular, the student used to go to the library, nowadays internet journalists are available in the mobile only. Homework was given, it was based on syllabus only, nowadays we used to give assignments which was beyond the syllabus. Ok, so let me just summarize that at an abstract level. If you are thinking of transfer of information, in the 20th century most of the information was with respect, was done using the modes of either chalkboard or text and so on and today there is more ICT for information transmission. But one thing I want to point out which was similar in the two cases that he mentioned, while the modes were different both of them were about how to communicate information or how to transmit information, yeah ok. Somebody wants to say something about the role of the teacher, what is we have not heard that yet. So in the class teachers were dictating the notes and students were writing, reading the books and all these things. Right now teachers are also using the ICT tools along with the students are also using the ICT tools and more was the paper-based things in the previous classroom, now it is with the help of ICT and all this. So the teachers are using more ICT tools both in the classroom and for giving homework and so on, so in the back please, ok. Assessment was different in 20th century but now the assessment is I think it's more matured like we can have the peer assessment in that way. So when you say it's different can you actually specify one or two examples or what was different in the assessment. But whenever I am going to go for the 20th century we will be having only paper and like paper and pencil but now we are going to have some internet facilities so that we can assess in the remote places. So I am going to take two more responses but wait, wait, wait, hold on. We have talked a lot about the modality, the use of ICT for assessment, for transmission of information, for communication versus paper and pencil or face to face. We have talked a lot about that. So the next two or three responses, let's look at something different. So if you have a response with respect to use of ICT for communication or transmission of information let's not discuss that now. But something qualitatively different in the role of teachers for example. Students have access to all this information. So what does the teacher do in the back please? In the 20th century we will be getting assignments from the textbooks alone. So nowadays we are thinking in the perspective of students' ability. So what the contents we have delivered in the class and we will be knowing the students' ability, based on the students' ability the assignments will be created by the faculty. Okay I think this was also being done in the 20th century by some teachers, at least a lot of teachers who were thinking about the students. So we are not saying that people did not think of students at all in the 20th century. No, making them to bring to the higher order thinking skills. Okay. Initially we would not segregate the assignments during our learning. So maybe when some of us learned there was a lot of you know recall level assignments and now as teachers we are having to think about other assignments. But I think there are some of you in the audience who did a lot of problem solving even when you were students yes. When did you do the problem solving when you were students? Which part of the, at home mostly? Now the role of the teacher is like a maintenance. They have students are doing their activities by themselves and the role of the teacher is back. So it seems like the role of the teacher is changing a little bit because the students are doing, getting more information and so on. So let's take one last comment from the back. Good morning. Normally we teach the student basis on content centered. Nowadays we have to change this methodology to knowledge encasement center. Can you explain what you mean by that knowledge? Means importance of knowledge encasement we should provide them as we deliver the lecture. We have to give importance of the, importance of this knowledge. How can you convert this within a particular period? Okay. Okay. So let's look at some, some, one more is there. Okay last one. So generally in university fast pattern like that some senior people come and design the course and that course will be carried out by all the institute and will be taught by. So there is no scope for now the addition and all the extra things or the beyond the curricular thing that we want to do. So we have to do it separately in that course. So that whatever the given syllabus prescribed format is that we have to teach in the classroom itself. So what's the difference now? Here now if you want to go further now we have to add the things to this content we, apart from the prescribed format. Okay. So content needs to be changed. So that is possible now. So the teacher has to think more about the content and how to go beyond the syllabus. That is possible due to the resources and all the things that is easily possible now for the things. Okay. So maybe it's more, because there is more access to information it may be possible to go beyond the syllabus. We'll come to the rest of you in the other. We have lots of activities. Okay. Okay. So let's summarize here. Here are some key differences. The first one I think all of you said multiple times but let's see why it was important. So information access was limited which means those who had access to information were the ones who are valued. Who had access to information? Mostly the teachers and the experts right. So they had a lot of value and people who could transmit this information well also had a lot of value because there was a lack of information. There were library books as you mentioned but it was a little difficult and it's painstaking to go to the library and books they were very expensive to buy and so on. That has changed a lot. There is information is easier to access and also there's a wide variety of information of all types. Okay. So this we have talked about. But if so the point which did not really come through in the discussion was if all this information is widely available the teacher can't stop at merely transmission of information. What's the role of the teacher if the teacher also only stays a transmission of information and what's worse is as human beings as a single human being there's no way we can compete with the worldwide web. That's much more attractive for students, much more immediate and so on. So as teachers we have to change our role and our role has to become one where we help students assimilate this information and apply this information. That's the key change we need. So what we are calling is we are sort of calling the left hand side now this doesn't mean this is only in the 20th century and all we're now kind of moving to this concept of teacher centric versus learner centric. What the teacher does is some of you mentioned higher order thinking skills. That is what a teacher has to help the students attain with the available information. The teacher has to be a facilitator. The teacher has to be a mentor. And if a teacher if a student has to learn how to apply and assimilate what does a student need? How do you learn to apply and assimilate? OK, I'm asking a different question. So imagine you're a learner, you're a student of something. Some of you may be playing an instrument, some musical instrument, some of you may be good at some skill. How do you become good at that skill? You practice. How much do you practice? A lot. Regularly. Suppose you went and heard somebody give a lecture on how to play the violin. Suppose you learnt and heard somebody play the violin really well. Still not enough. You have to do your own practice. So as teachers, this is what we need appropriate and timely practice. So we've spent a lot of time on this, but the point is this is what we need to do in a learner centric classroom, whether it's a face to face class or a MOOC. So in a learner centric MOOC, the main thing we need to do is how to make sure that students assimilate, how to give appropriate practice, when to give this practice, and so on. So back to what's this workshop about, you may have been part of a teacher centric classroom, or you may be doing some of these learner centric practices in your classroom. Some of you may have been also part of a MOOC, teacher centric MOOC. And what we're doing is taking everybody to a learner centric MOOC. In this workshop, that's what we'll do in the next few days. So this is the goal. What is what we are going to do? So now let's come a little bit more and explore what is in a MOOC and things like that. So here is one more question for you. Your colleague says that in order to create a MOOC, the main thing an instructor needs to focus on is technology features to mimic classroom actions. Spend time on this statement. Do you agree with this statement? Yes? No. And the rest? Yes, maybe. So let's see, let's move on to the next activity. Let me see, hands again. No, how many no's? I know there are fewer no's. How many yes's? How many, I'm not sure. And the rest you said, what do you mean maybe? So we'll try to explore this maybe. Let's consider the same statement. So we're not talking of what's the right answer, what's the wrong answer. We're trying to understand what the statement means, what could happen, and implications, and so on. So we'll do a think-pair share here. What might go wrong if you follow your colleague's advice? Think and write. Suppose you follow this advice that in order to create a MOOC, you focus on technology features that mimic classroom actions. What might go wrong? Come up with one thing or multiple things that might go wrong with this approach. Actually, let me put up the pair phase also, since all of you are discussing that. It's also about what might go wrong. So you can discuss with your neighbor. Here is a hint. Come up with one thing that might go wrong if you focus on technology. And one thing that might go wrong if you only mimic classroom activities. Spend some time discussing here. Since you've been discussing in an animated fashion, let's hear what you have to say. So people who didn't get a chance in the first round, I think back there you had a discussion. Can you pass the mic there? And when you say what might go wrong, say what it's with respect to. In this particular century, we want our students to be engaged, basically. So we have to design something which should be a student-centric course. So if we just focus upon IT, probably we will not be in a position to design the contents or the course which would be engaging the students. OK, good. IT would come on the second stage. It would be just a facilitating or a mode of delivery. OK, so that's a very valid point that if you focus on the technology, the focus becomes on how to use the technology to facilitate something. And the focus gets lost from the learner engagement from the student engagement. OK, that's one key problem that might happen. And she actually did point out one more problem that the focus is going away from the content design and what the learners experience. Other problems? Yeah, go ahead, please. Students are not having any interest while doing the course. They may drop that content and they do not listen further and they won't receive exact knowledge what we want to deliver. So you're actually pointing out a problem which is very prevalent in MOOCs. That student interest in the course, it can go down. And in fact, there's a lot of empirical data that says that student dropout of MOOCs. That's a problem of the MOOCs that you're pointing out. Can you see how it connects to this problem, I mean this scenario here? If an instructor only focuses or mainly focuses on the technology features and mimicking classroom actions. See, just providing the technology of the things, how we'll ensure that student has learned the things or gone through the things. That is the first thing that's going to happen. So the technology alone may not be enough to ensure that students, ensure students' retention in the course, OK? And second point is of the assessment. What they have learned, again, that will not be sufficient to go in through the technology. That giving the objectives and, sorry, MCQ questions and all this available. How we will check that they have gone through and learned the things from that particular content or the lecture. So we need to consider assessment also. And we should not limit it to only multiple choice questions. That's what I'm hearing. OK, one last comment. And then we'll look at this more. Ma'am, recently I am pursuing one MOOC related to Startup India. Actually, they have designed it very well. Actually, in that MOOC, you cannot escape or avoid any video. In that video, you have to completely watch that video. Then only you can approach it further. OK, so you're giving some solutions, actually. Yeah, we'll come to that on how to ensure student engagement using the technology. But the point we have to do first is change our orientation, change our mindset from just thinking about which technology to how do I engage the student and how do I ensure their learning. So let's go a little bit more about the problems before we come to solutions. So if we focus only on technology, one of the main things that happens, the first thing that happens is that the learner gets forgotten. We started with saying, learner centric, get to know your learner. Where is the learner if you're only focusing on technology or thinking from a technology centric perspective? The other point is some of you may be aware of it from the previous workshops or MOOCs. There is a lot of known theories now on how people learn. And only watching videos is not how people learn. In fact, you also said it a few minutes ago. How do you learn how to play the violin? You have to practice. You have to be engaged and so on. So focus on technology takes the shift away from how people learn. And the common MOOC problems that you mentioned may persist. So the main takeaway here is that it's not sufficient to focus only on the technology features in the MOOC platform. But what you need to do, which is what we'll do in the rest of the day, is how to exploit, how to use the technology features to be able to incorporate learner centricity by learner engagement, giving them practice, and so on. That's the thing. We'll go to one more and then I'll come back to the question. We didn't focus too much on that. What might happen if we mimic a typical classroom? What happens in a typical classroom, standard classroom? There's a lecture for 45 minutes. There is some practice. When does the practice happen? At the end. Maybe at the end of the module or just before the exams and so on. Even if it's a teacher you ask questions, did you understand how many people have doubts? Some students answer, but not all. So if you now mimic this to a situation where you have distance to a MOOC setting, where there are learners spread all over, where learners are of different types, then these problems worsen. So the takeaways don't mimic a typical classroom. Now, how many of you agree? How many of you say no? Same problem, same question. No? Few more no's. We'll keep coming back to this problem, to this question in the rest of the time. So I'll just give you a sneak preview of what is there in the LCM or learner centric MOOC model. Now, in a typical classroom scenario, we have all these components. I mean, some are components, some are activities that you do, some are processes that happen. But the typical activities that happen are you have lectures and demos. I mean, we are not talking about a laboratory-based classroom, but a standard classroom we're talking about. So we have lectures and demos. Then we give assignments. Then we have projects. We have activities for students. There is interaction with the learner and the instructor, where we are talking about maybe clarification of doubts and things like that. Then there's learner-learner interaction. Often it happens offline when learners are studying together during the exams or preparing for the exams. We also give additional readings. And then we have exams and assessment. Is there anything else in this column that you think needs to be added? Is there anything else that you do which is not included here in one of these items? Importance of the content in the industry will be part of lectures, demos, examples, context. So you will still be telling about the importance of the context in the industry. It will still be part of your telling phase or the lecture phase. Anything else? Discussion forum is what we are saying as learner-learner interaction, where learners will get together and discuss either after the class or you may have a group activity in your class. So the discussion may be orchestrated by the instructor or the discussion may happen despite the instructor. It may still happen anyway learners may discuss. Objectives of the course. So you will talk about objectives of the course as part of your lecture. Some future prospects, telling of future prospects. So all activities which relate to us telling something to students, I am capturing as lecture. Actions after the assessment. Actions after the assessment such as based on the performance of the student, we have to modify the actions, we have to take actions. So that would be sort of captured under instructor-learner interaction. So we are saying instructors, so you are getting feedback, you are tuning what you want to do in the next time. Is there anybody here who uses Moodle or some LMS as part of your lecture class? What do you use it for? I use for the study material available for the student as well as topic quiz conduction week-wise and assignment submission. So Moodle typically we are using for making the resources available, making students also easing our life by allowing students to submit assignments through Moodle. Occasionally we are using it for conducting quizzes. How many of you have used the lesson plan feature of Moodle? One person, two, three people have used the lesson plan feature in Moodle. So what we are saying is we are classroom to online. Now when we go to MOOCs, what is required? So I heard people say discussion forum is one thing that is required. So what are the normal components? Now you have been students of MOOCs. So what are the normal components that come to mind? Videos, quizzes, games in a MOOC, puzzles, somebody from this side. What else? I mean you have been a learner in a MOOC. What else have you encountered? What other components of a MOOC have you encountered? Course contents, activities, peer assessment and online exams. So these are usually the components that come to mind. You say if I want to take my classroom and make a MOOC out of it, I am going to take my lectures, I will make videos out of them, I am going to take my activities, I am going to make them into exercises, I will provide a discussion forum for clarification of doubts and I will have some kind of an online exam. So that is usually the idea that comes to mind. That idea is not very effective because it is not student centric. It is still teacher centric. So that is your teacher centric MOOC where all these components are available and it is largely left to the learners to make as much use of it as possible. The teacher's focus is still on content delivery, is still on actions that the teacher is carrying out. Is that making sense? So now if you want to go to a learner centric MOOC or a LCM model, what we will do in this preview is we will just give you some idea of how each of these items or each of these components translates to the LCM model. Later on as the day progresses, you will be doing activities to create all these things for yourself. So instead of lectures and demos, what we have in the LCM model are what are called learning dialogues. So the idea of a dialogue is there is always a dialogue between the instructor and the learner. So the learning dialogues have the content. So the content can be anything, content can be your lecture, content can be a screen capture of some demo that you want to give, the content can be a video of a real life application. So anything that you would normally show to the learner or normally tell to the learner comes under content. So a traditional MOOC would stop with making this content available to the learner. In a learner centric MOOC, what we do is we include what is called a reflection spot along with the content. The learner watches the video or the text or the animation whatever and in the reflection spot what the instructor has to do is to design a question which makes the learner pause and do some task related to the question. Have you done any tasks in this workshop so far? Since the morning, hardly an hour, it's been 45 minutes since you started. How many tasks have you done? 3, at least 3 you have done. So that is the way. So you have to insert some task in the content. Why is this important? Engagement, engagement is one reason. Then attention, learners, it keeps the learners attention. Then involvement, they all come in the same bucket, enhances what? Getting responses, what do you do with the responses? Well, we are not going all the way to, it's a very small thing. So just like we said, there is a voting activity. So that's kind of a reflection spot. We are not doing any peer discussion, it's still part of the video only. But still keeping a question where the learner has to vote has some value. One is the value from the engagement. The other value, important big value is from the eliciting of prior knowledge. So when we ask this question, it elicits your prior knowledge. What is your opinion of this question? So when you insert such a question in your own video, again it elicits, it makes the learner think about what is their prior knowledge or prior conception of that question. So that is the broad idea of reflection spot. We will be doing a lot more of this detail today, afternoon and tomorrow. So let me move on, corresponding to assignments and activities, we have what is called learning by doing. Now learning by doing, you might think that we all are anyway doing this learning by doing because when I give an assignment, I just have to take my assignment and make it online. I make my assignment online and that is my learning by doing. It is half way to learning by doing because it has two parts. So one is the exercise, which is the standard thing that we would do, we would give a question. So in this case, the exercises are also corresponding to the learning dialogue. So as soon as a learning dialogue ends, we have an activity where the learner has to do a, do some exercise which makes them apply or ensures that they have understood the content of that learning dialogue. And the one more additional thing here is the customized feedback. So in many of these slides, what you will find is the second part. So the first part, you are likely to find in a traditional or a teacher centric MOOC. The content you will find in a teacher centric MOOC. This adding a reflection spot along with the content is what makes it learner centric. Similarly for learning by doing activities, the exercises you will find in a teacher centric MOOC. You will find in any course, like what many of you said, I upload my assignments and students can submit their assignments. But the giving of customized feedback, that is what makes it learner centric. So depending upon, even if it is a multiple choice question, depending upon each question, there could be customized response for each question. So there is specific feedback towards achieving the target performance level, that is learning by doing activities. There is one more way of conveyments and activities into learning by doing, which is called integration assignments. So integration assignments are somewhat larger assignments, where learners have to apply their knowledge, which they have gained across multiple modules of the MOOC. Often in a classroom course, we call these projects or we call these as group assignments, where they have to do some fairly large task. And now the problem in a MOOC setting is how do you assess or how do you give feedback on such tasks. So, yeah, sure, yeah, I will take as well as reflections part, so in the normal methodology also, we deliver the lecture and if we stop in the middle of the lecture, we can ask a question to the student. In the same way, we are engaging in both the methods, we are doing the same thing I have done. Yeah. So, using only technology mimicking. Okay, so there are, so the question is, let me repeat the question. The question is that in the case of learning dialogues, we have content followed by reflection spot. In our, when we are doing the lecture also, we can pause the lecture and we can ask questions to the learner and engage the learner in that way. It is true that we can do that. The key difference is in how frequently and how often do you do that. So, in a lecture, it may be a few times in a lecture, which is like in a one hour lecture, you may be doing it, let's say four or five times, that is not sufficient. Okay, so in a MOOC, if you find, if we will come to that later, the content would actually be this entire learning dialogue would not be more than ten minutes. Within a ten minute learning dialogue, you may have more than one or you may have two reflection spots in a learning dialogue. So, it's the frequency and it's the type of reflection that you make. So, in a classroom, often we default to asking questions of have you understood type or do you have any doubts, that type of question. Those type of questions you cannot ask in a reflection spot, because there is no way for you to respond to those questions. So, the reflection spot questions are more like what we have seen earlier, like the think phase questions. Yeah, so, okay, so we are not talking about learners who are trying to beat the system. Okay. So, yeah, it is possible because after the reflection spot, you will have discussed the so-called correct answer to the reflection spot question. So, if you listen the entire lecture, then we can talk in phase that in some, well, they will try to answer that. It is possible. So, yeah. See, reflection spots are not only for, are not for the assessment of the students. We are just wanted to know the prior knowledge of the student and based on that what we can discuss the next thing. So, it's not that whether they know the things or in advance or later like this. This is what. Prior knowledge means for all the times, you may not require prior knowledge. Yeah, it. They are very distant in it. Yeah, nevertheless. So, let's keep these learners who are trying to game the system out of scope. All right. Okay. So, coming back. So, lectures and demos translate to learning dialogues. Okay. Translate, not just translate. They transform into learning dialogues. Okay. Assignments and activities transform into learning by doing as well as transform into integration assignments. Okay. So, the integration assignments often when we go to a MOOC setting is that it is very normal for any instructor to have this question that how am I going to handle assignment assessment of thousand people. Right. So, what am I going to do? So, that is why many traditional MOOCs, they default to having MCQ based assessments. Okay. So, it's not necessary that the activities or assessments need to be MCQ based. It's not necessary that they have to be only automated, amenable to automated assessment. Peer assessment. So, there are structured ways of doing peer assessments effectively, which we will be talking about later in the course. Meaning that it is possible not only to ensure that assessment happens across even for open ended questions, but also that there is a lot of peer learning that happens. So, we will be talking about many of these aspects as we go along. Okay. So, moving on, the instructor learner interaction that we normally have in a classroom scenario that gets transformed into what we call as response and feedback in a learner centric MOOC. Okay. So, there are two aspects to it. One is to be able to respond to learner actions. Okay. It's not that, for example, the learner may not have watched a particular learning dialogue or the learner may not have done a particular learning by doing activity. Okay. So, as a MOOC instructor, you will have access to that data and that information and you may respond to what is the learner currently doing. You may have logged in, may have logged out, may have come back, all those things. So, there is a notion of responding to learner actions and there is a notion of providing feedback to learners. So, both of these response and feedback go together as how there is the instructor interact with the learner. So, anything that the learner does in the MOOC, the instructor, there are mechanisms for the instructor to give feedback to those actions. Some may be automated such as feedback for MCQs, while others may be manuals such as replies to discussion forum. Okay. So, many of us may have, as learners, we may have posted queries in the discussion forum. Somebody or the other answers it, right? So, there are TAs. So, there are sometimes it is manual, sometimes you are redirected to an FAQ page. So, all those mechanisms may be useful and yet another, yet other interactions may be through social networks. Like in the FTP, you may have experienced the Facebook live session, right? So, you may have a Facebook live where the instructor has an office hours for actually meeting students or the learners in the MOOC at the same time. The learner-learner interaction, what we call as transforms into what we are calling as learner experience interactions. Okay. So, the idea here is that in a classroom setting, by and large your learners are homogenous. Okay. So, if they are all let us say third year undergraduate students, they have all come through a certain background, they have all come up to a certain level. Okay. In a MOOC, however hard you try, you cannot make the MOOC setting as homogenous. See, even a workshop setting is very difficult to make homogenous. There are people from management, there are people from architecture, there are people from computer science and all disciplines who are interested in the topic. The thing, the problem will become more when we go into a MOOC setting. Okay. So, there are two ways to handle this. One is to scope the MOOC and the other is to exploit this because different people are bringing different perspectives. So, if there are industry participants in the MOOC, then you can have industry participants contribute to the learning of the others in the MOOC. Okay. So, that is what we are calling as learning experience interactions and the way this is done is by the instructor creating a focus question for discussion. Then there is the peer interaction among learners and finally we close it with a reflection quiz. Additional readings, once again I mean I do not want to go into too much of detail here. So, additional readings again is a very common feature that you find in classroom scenarios. We also find this in MOOCs, right. In traditional MOOCs, there is an entire section of additional resources. Okay. So, how many of you have seen these sections in the MOOC that you have taken? Okay. You have seen sections which say that additional resources. How many of you have clicked on those? Okay. Almost nobody clicks on those resources, right. The resources just sit there. So, which is what makes them ineffective? So, what we do is instead of simply making those links to resources available, we call them as learning extensions. So, there is a, it is not just a link to resource, but there is a, when you are creating your learner centric MOOC, you will write something about what type of learner this is useful for, why the learner should see it and the loop is closed by having an assimilation quiz at the end of it. See, the whole idea in this learner centricity is to close the loop of every interaction with the learner. So, if you start with giving a, learning by doing activity, you need to close it by giving feedback to the learner on that activity, okay. If you are starting some learner interaction, learner-learner interaction using a focus question, once again you close it by making the learners reflect on what is it that they have learned from the interaction. So, the key difference is this additional step which we take in order to close the loop with the learner, okay. Exams an assessment. What is the corresponding version in the learner centric model? What might it be? OERR resources. The creation of exams and assessment, yes, you will use OERR, that is a good point. So, when we talk about creating your own MOOC tomorrow, so there we will talk about how do we curate resources from OERR in order to create not only your exams and assessment, but also your assignments, activities and so on, okay. So, my question is how does, how do exams and assessment transform into the LCM model? So, they actually simply transform in a very similar manner to the learning by doing and the integration assignment. So, as far as a learner centric model is concerned, there is really no difference between activities that the learners do and assessment because a lot of the activities are formative assessment. The only additional thing that you might want is some summative assessment in order for the purpose of grading, okay, which also is done in a manner very similar to the activities that learners are already familiar with, okay. So, this is the sneak preview so far. How does a classroom scenario map to a LCM model? So, all these terms that you see on the right hand side, so those are the elements that we will be talking about as we go along today and tomorrow. And then we will also be talking about principles that have to be applied while creating these elements. So, what are principles that we need to think of when we are creating learning dialogues? What are principles that we need to keep in mind when we are enabling learner experience interaction? So, all of these things we will be talking about, okay. So, that is the sneak preview and let me come back to the workshop goals. So, the workshop goals are we are going to talk about what are the elements of an LCM? What are the elements of an LCM? One or two? Learning dialogues. Learning by doing, okay. So, these are the terms. So, now you are already familiar with the terms, we will go deeper into designing these things ourselves. Okay. Then we will talk about what are principles for designing an LCM. We have not given you a sneak preview of the principles yet, we will do them as we go along. And then we will go through how to conceptualize, create and conduct your own LCM move. So, the take away, what you will go back with after the end of two days is the LCM design for one topic of your course. So, hopefully all of you have brought your weekly materials, right, we have asked them to bring the weekly materials. Hopefully all of you have brought that because we will be working with those materials in the activity sessions. Okay. How will we achieve these goals as you have already heard this workshop is learner centric. I mean this is the only long stretch of white slides that you will see where I am speaking. Otherwise, elsewhere they will always be yellow slides, which means you are going to be doing the work. Okay. It will have activities that mimic the elements of an LCM. As I mentioned, you will start with your current course materials and end with a plan for an LCM. Okay. Okay. Let me also just mention who this workshop is for, it is for instructors who have taught classroom courses and looking to create MOOC versions of their course. Like professor Fartek mentioned that there is a lot of push and you are also going to get requirements from your universities to create MOOCs for your own courses. That is one and also some instructors who may have already created MOOCs and are looking to make their MOOCs more learner centric as well as distance who are who will later grow up into instructors. Okay. This workshop is, if you have never taught a course, this really is not the workshop for you because this is not a first level workshop. So there are some assumptions that we are making. These are two very important assumptions. The first one is critical. We are assuming that your course content is accurate. Okay. So if there are factual errors in your LED, then your MOOC is doomed. Okay. So you have to get your content wetted. We are not going to go into how to ensure that. So if you are talking about, let's say whatever, we had seen a slide earlier on Fourier transforms or something. If you are going to talk about that, it is your responsibility to ensure that the content is accurate. Okay. The materials should not lead to incorrect understanding. So sometimes activities can lead to misconceptions. This is much more important in a MOOC than in a classroom scenario. Okay. In a classroom scenario, you have the flexibility of giving real time modifications to what you have said. You can say you have the luxury of saying oh, once you realize that students have misunderstood, you have the luxury of saying that oh, that's not what I meant. I meant something else. Okay. You don't have that luxury in a MOOC. So it's very important to ensure that the material is thoroughly wetted to begin with and that is one assumption that we are making. The other assumption is you have some knowledge of how to design courses. So we are not going to get into all aspects of instruction design. We will be getting into some aspects of it. Okay. Is that making sense? What the stage is about? Okay. So now we will just dive in into the next session. So here's a question for you to think of. Shall we just take a tea break now? We will just take a tea break and then come back for the next session. So while you are having tea, you can think about this question.