 Let's quickly go through the second FDP in 15 minutes. So this is the second FDP. We first module is to tell people about online courses. Since we are proposing to use IIT Bombay X platform, we'll continue to use these to illustrate how to design and develop a move, how to conduct a move, how to effectively use the discussion forum, what are the methods of online assessment available in IIT Bombay X and a brief exposure to other moves. You see this is important from another aspect also. How many of you have seen courses on Swayam? A few people. Swayam is still evolving but Swayam is expected to be the national platform primarily for higher education. We expect platforms like Swayam and IIT Bombay X to be extensively used and as I said not just for college education but even for school education, skilling and everything. Which means there will be a need for a very large number of faculty members who will contribute to creation of such courses. Who will contribute to running of such courses such as associate faculty that you are filling in the role. I envisage that in about ten years time there will be an environment in this country where large number of individual teachers will be contributing to such national efforts rather than working only for the small precinct in which they are currently assigned themselves. If this happens these teachers have to be trained in doing all of these things. In this FDP we are merely constructed one unit or one module to expose people for all of this. We don't expect people to become experts at the end of this but this exposure will permit them if they wish to specialize further and we will this time on IIT Bombay X you will not just have a sequence of video lectures or something and some activities. There will be a large amount of future optional learning material and there could be links. So for example the research links that Professor Sridhar here talked about you will find them available and accessible from our FDPs also. So anybody who wishes to further exploit something just know about it or pursue that activity should find enough pointers as a part of this FDP itself. Do you think this is a good approach? Primarily we are saying that look you must be basically familiar with the concepts and know the basic techniques but if you wish to do more you can do that. My own ambition is because IIT Bombay X is built on open edX which is an open source platform. We are toying with the idea of making this platform a configurable platform just like you can download Moodle and use it or you can download Canvas and use it. Canvas incidentally is an open source software. Similarly you should be able to download open edX and use it for your own internal purpose. See a blended MOOCs where we combine the online learning with face-to-face education need not necessarily involve an online course which is given by IIT Bombay or IIT Madras and a face-to-face interaction which you do locally. It could be your own internal online course and your own face-to-face teaching. You could do a flip classroom in your own institute itself using your own pre-recorded lectures, pre-recorded content. The reason why we release our content in open source and we are building a repository for that purpose is that people should be able to take these resources. You can take my lecture, for example, a procedure a year's lecture, edit it, put 5 minutes of his lecture instead of 15 minutes, add 5 minutes of your own lecture and put that as your own MOOC course for your own students. Now such ability to edit and use resources is paramount in any open source framework including our content. Now the point is you do not have a platform. Where will you load this content? You might have some server on which either Moodle or Canvas is working. But how do you provide an online platform locally? We did some experiment jointly with IIM Bangalore. IIM Bangalore has recently launched their own MOOCs courses on a platform called IIM Bangalore X IIM BX. Now that platform has been configured by our team here using IIT Bombay. The same blended MOOCs operation, what you call the dashboard, etc. that we offer is available there. Now we will be through some interns that we will get in May-June and some programmers whom we will appoint. By July-August framework we propose to have a release of the platform which is a configurable platform. Configurable means, suppose I am SGSITS Indoor, I download that configurable platform. I configure it such that it does not show IIT Bombay or IIM Bangalore, it shows SGSITS. Just like my Moodle and SGSITS will be like that. Now, not me but all my colleagues in SGSITS can offer a blended MOOCs course or even an online course for my own students. The advantage is all my students are connected on a local area network to that server. So there is no bandwidth restriction which is a very fundamental restriction in some places when thousands of students have to access something online. So that is a digress but even when we make that platform available, people should have the understanding and ability to use it. That is why this introduction. So first is what are online courses. Second is what is blended and hybrid education. So basically need for combining online and face-to-face activities, a flip classroom, pedagogy for active learning, collaborative problem solving, what is peer assessment, what is rubrics and recognition of grades and grades through MOOCs in regular academic activity. So this is what is the content of the second model. In this, what we have found through our own FDP is that people understand other things, flip classroom, pedagogy, etc. But when it comes to peer assessment, there was always some confusion. Am I right? Peer assessment was a path which is not very easily assimilated. My own opinion is that the notion and understanding of peer assessment has to be strengthened across the educational spectrum of the country because that is how large-scale activities will happen in future. Things have to be done automatically. On one side, machine learning is advancing to be able to make sense out of text written by people. On the other hand, the peer assessment is permitting independent opinion to be given on the quality and quantity of any submission. So we, in fact today as I mentioned earlier, JK has designed specially a peer assessment exercise in today afternoon so that all of you become better accustomed to it. Why? Because in all these items, we find peer assessment is what people have lots of problems. In fact, the first problem that many people have in this FDP has said is that how can somebody give me zero marks? When that person has apparently not read my thing. Now the peer assessment mechanism itself possibly will have to be modified to say that the outliers will be discarded. How do you ensure consistency and continuity in peer assessment? These are hard questions but some more expertise in this needs to be developed. The next is how do you adapt online and blended education and teaching learning process? Now this entire module is more like a philosophical and rule formulation mechanism. I do not expect this to change. Now here, a peer assessment is once again stress but more important than peer assessment, the collaboration mechanisms are fair. The most important point is how do I systematize formal recognition of MOOCs or blended MOOCs in my college? Is it possible to do so? Already Prashant Sridhar here has explained what happens when we try to run a flip classroom here. Our own colleagues will say, what is happening in the classroom? Why are you not studying? So why are you not teaching? And that is because the concept of teaching means giving lectures. There is a very nice film made by a small institution where a young boy studying in a school is saying, why he does not like this? So he says, he thinks that I am in a zombie land. So I go to class, I speak in Hindi, these are the wording that he has used. When I go to class, there is a zombie goat. 50 zombies are listening and no one understands. Now that is what a 12-year-old child is saying. In spite of all this, we persist in giving lectures. But now that we understand better mechanisms, how do we spread them? So this is not just spreading, but formalizing it and getting institutional acceptance. So here we will say things like what the GTIU- Vice Chancellor has said, that don't wait for the formal recognition of MOOCs by your college or university. Just use your internal assessment marks that are in your full control. You have to give marks out of 20, 10, 15, you are autonomous. Within your own college, even if you are in an affiliated college, you can say that internal marks for this course shall be given based on your online assessment. And you do this online. So these are possible things which we can do. And that is why I said using available institutional autonomy. This will largely be a discussion forum-dominated activity because there is no concrete assignment that can be given. So discussion forum and interaction. And my associate faculty members here will have to carefully note what points others are raising. Just as I was noting points that you have raised. In the FDPs, different people will come up with different points. Several of them will be repeated. But you never know. Uncannily, somebody from some small place, unknown place, may come up with an important point. And we would depend upon all our associate faculty members because all discussion forums is impossible to manage from one end, even if we have to. So what are the important points? And the associate faculty is expected to say, discussion forum we have monitored, we have interacted on ABU, etc., etc. Out of 70 things that were discussed, we believe these five are most important. And if every associate faculty member provides that feedback, then we can compile it. And then we will know which are the most important things that people are concerned with. And if those require intervention, for example, for this adoption, at the system level, at the national level, we can then use our connectivity with the AICT, with the ministry and so on, to the university to say, look, 5,000 teachers are saying this. 10,000 teachers are saying this. See, today you and I saying this, we are loners. But consider three or four FDPs are conducted like that. And now we have a population of 15,000, 20,000 teachers who through polls and surveys indicate this is how it should be done. My college must recognize my work for this kind of activity. That my college must do this, must permit me this, etc., etc. Then this becomes a larger voice. And hopefully the system will change. That is the ultimate objective. But this will largely be a discussion forum guided thing. This module 4, we have included because this is going to be a very important contribution by IIT Bombay as part of another project. This is a national project on building NVLI or National Virtual Library of India. This National Virtual Library of India is expected to be something similar to internet archives which you see on the American site or the Australian and New Zealand similar archive. So every digital asset in this context, the special emphasis on cultural asset but every digital asset including library books including open source contents including so like you see all videos in YouTube. You'll see videos in this forum. IIT Bombay is building that portal. The application is being developed by CDAC. IGNO is helping us in what you say, cleansing up all the metadata associated with the CLIST library books and so on. But one of the activities which we'll be doing at IIT Bombay is we'll be building a portal for nurturing collaborative community. We will take a lot of input from the portal that ET has already built but ET has built it from a very limited objective. Here this portal will be, it will be automatic in the sense that anybody anywhere may say I want to join this collaborative community and that person can automatically join. That person can automatically participate in activities such as discussion forum making submissions giving in some content. Then there will be editorial boards which will be initially formed also automatically. Their activities, all the participants in such community, any one community their activities will be watched and star ratings will be assigned based on the quality and quantity of their activity. So if there are 10 people who are constantly contributing in terms of discussion posts or in terms of new ideas or in terms of submissions or in terms of assessing others. So there will be a peer assessment. If you become a member of a community, you have to participate in a certain minimum number of peer assessment. And we'll automate this process to the extent that such star rating will throw people up into the leadership roles automatically. And when a community becomes large enough, let's say about 1000 people and some 20, 30 people, individuals are thrown up through this automatic assessment mechanism as possible leaders and the leadership will formally be handed over for partial manual control to this group of 20 people who will then take that collaboration further. And this community can be anything. In terms of our education, there could be a thermodynamics community. There need not be a community on programming alone. There could be a community on discussing, let's say pointers. I mean, there could be a community on a very small team. There could be a community on very large team. We and we say there'll be thousands of such community. Among the most important ones for our purposes shall be the communities which will be working on one or more of these aspects. And this will subsume the community that has been set up at ET here. But this will be an open community. Now, this requires huge hardware resources. Thankfully, the Ministry of Culture has funded us. We have to build the cloud which will house all of this. This is going to be the largest cloud in any academic institution in the country. It will have four petabytes of storage. And this server cloud will be launched by May end. I propose to shamelessly use that facility for our purposes as well. I don't have to be shameless really because creating such educational activities is also part of a cultural activity. And the content that we so create which will go in open source. So the fundamental objective will be an open source repository which will be created on that cloud. And that will contain all our past contents, all our video lectures, everything in a searchable format. And searchable downloadable format which you can download, edit, use, et cetera, et cetera. So the rules of usage, IPR issues, et cetera, these are being looked at. But by May end, the beta portal will be available. And by July or August, we hope to launch it. We hope to use that portal and such building and nurturing of collaborating communities as a part of this activity in our FDPs. So that is the last module. Now, any quick feedback because I'm already delaying JK, but any quick feedback on this, yes. Good afternoon sir. My name is Dr. Jagpal. Actually I noticed a few discrepancies in IT Bombay X which is not there in EDX platform. The motherboard platform for IT Bombay X. Just like parcel marking, which is not there in IT Bombay X. It is there in EDX. Second is the personality in the number of questions quiz wise, which is not happening in neither of the platform. For example, there are the 70% mark, past marks on IT for EDX. But there are three questions only. If one question goes wrong, you get 600%. That is one of the biggest, I think, point has to be taken care of. And secondly, endorsement of the score, grades or percentage on HCC, which is started happening now from last one course I have seen. I hope this continues. The discrepancy between EDX and IT Bombay X is because EDX was on a later version, whereas IT Bombay X wasn't the first Aspen version. Only recently it has moved to Cypress and it will move to the next version. EDX, because they are the ones who contribute to OpenEDX. So when a new version comes, it first goes live with EDX and then it comes to OpenEDX. When it comes to OpenEDX, people like us all over the world adopt it. So there is a lag of anywhere between two to six months in giving the same features that you will find on EDX. That is one. However, that has nothing to do with the way the courses are organized because how many marks to give, how many questions to give, et cetera, et cetera, is not at all dependent on the functionality of the basic software platform. It is entirely the concern of the teacher who configures a course. So the mistake that you are mentioning happens when I design a course. Nobody prevents me from giving 20 questions for a quiz. If I give only three questions, it is my mistake. It is not platform. Course designer, second point. That is 70%. There is a pass mark, 70%. And there are three questions. No, no, but that is the mistake of the course designer. It is not the problem of the... I am saying the same thing. Correct. So here we are talking in the context of this FDP. We are talking about making our FDP participants knowledgeable about how to do this. And believe me, how to design a course, how to run a course, how to develop a course, will also contain some of the issues that you mentioned. Yes, sir. They are already in the pipeline. That's the only point I raised here. Any... Sir, one more point, sir. Yeah. Very, very important point, sir. One more point, last point. There's a MOOC on MOOCs from... I am Bangalore, but the course invited through invitation only. Why this restriction? You are asking very specific questions. We should take these offline. This session should be used to comment on whether this FDP, second FDP, is okay or not. No, actually I raise this question because there is a MOOC concerned here. And many people are not very skillful in MOOC programs. No, no, no. That's the reason. So raise that question. Okay. But that question, that is why we have how to... We are saying how online courses are there and we'll expose people to other MOOCs. Okay. But we cannot answer a question on why that MOOC is doing like this and why that is not available. That is a particular judgment and decision taken by the people who run that MOOC. You and I have no control over that. No, IIT Bombay have... No, IIT Bombay does not have control over individual courses. Okay, okay. I run the MOOCs platform. Okay. But if Professor Gayathonde decides that his thermodynamic course will run like this. Okay. It will run like that. Nobody in IIT Bombay can tell him to run it differently. Okay. Please understand that. That is the autonomy of a teacher that is respected here. You and I may suggest, but the decision is his. So don't expect all MOOCs courses to be identical or similar. They will not be. Can I say something more? Yes, sure. MOOC is the basic course. It is not domain specific. People want to know about the MOOC and they should have invited all the people across the domain. That is my question. It is not a domain specific. Here the objective is to train our teachers on what a MOOC is. How the MOOC is designed generally. Yes, sir. So that is what we are covering in this. That's all. We don't expect our participating teachers who participate in this FDP to become MOOC course designers. We are saying they should be aware of what is the process. Basically it is awareness only. But that is not happening. It is restricted. What is restricted? Course through invitation only. We get these messages many times. We are talking about conducting an FDP. That course will also be through invitation only. Those participants of the FDP will only have access to that. I think I am done with my questions. Okay. Any quick question? Yes, sure. Good afternoon, sir. This is Dr. Mahesh Sinde from KIT's College of Engineering, Kullapur. I would like to suggest some additions to this second one. I don't know whether that is covered. Awareness and adoption of creative commons. Licensing. We are covering that in the first FDP extensively. And that first FDP is an obligatory prerequisite for doing the second one. Unless the fellow knows creative commons by heart, he or she is not going to be permitted to attend this. Yes. No problem. Good. An observation which was made in the earlier session. Since the whole process is intended to teach teachers, in order to adapt this knowledge in their own practice. So my humble observation is that let us do it in a systematic manner and not overload that person both in terms of content as well as in terms of hours in which that content is to be completed. So like if the comfortable or convenient duration of time for a particular content is say eight hours, then let us do it in five or six hours. Because there is a local constraint at different levels. There are many large number of private colleges where the teachers may have been overloaded already. Right? So this is a point made during our internal discussion also during the break that when we say eight hours a week, will people be able to spend eight hours a week? Really, every week consistently for five weeks. That was one question. So as the corresponding question, let us say when people go to attend the FDP currently. Okay. When they attend the FDP physically, any quality improvement program, one day's work, does it actually involve eight hours of work? So I have analyzed many FDPs. Typically, they will have three hours session in the morning and three hours session in the afternoon. Amounting to six hours. Why we say eight hours is because we do expect in our FDPs for people to work in the lab for extended hours. And usually there are assignments and interactions that are required to be done by the groups which invariably require extended. In all our past FDPs we have seen that people are sitting in late evenings and continuing to work. IIT Bombay will definitely desire that this requirement should not be shortened. However, in practice what you see is correct. The via media which I propose is we will not change the wording. That is expectation both from the participants and principals etc. They should be able to devote, honest to God, eight hours of work in one week. However, we will ensure that people, if they work efficiently and effectively, they can finish that work in six hours. Is that correct? Yes. Is that okay? So this way to keep in mind. Yes. Fair enough. Although I am closing this session now, I have already eaten 15 minutes of JK's thing. Okay, one last question we'll take. But we'll have more such interaction later as well. I am Santosh Ardesai from BMS College of Engineering, Bangalore. As we are aware that most of the institutions are under the process of accreditation. If we keep a component in this FDP, how such FDPs will be helpful in the accreditation process, it would be beneficial. Yes. I would like all of you who have raised this question to do me a favor, please. Can we circulate in the afternoon just one sheet, a four-size sheet? Because we have not put that on the IIT Bombay. Or we can put a text feedback. Can you add that text feedback into the feedback? So the questions that you have raised and the comments that you have made, you can just write a text. Okay. As a staff assigned or whatever. Just text feedback. I will appreciate if you can put these in the text feedback or even in the discussion forum you post. Because the points that are being made, some important point like this, which has an implication at the policy level. That means the government or the management or AICT or the accreditation board has to take cognizance of these. I think these are very important points. I would like to consolidate all of them tonight itself and present a summary briefly to the chairman, AICT, who is coming here. He is in a position to do something about it. And we can later on give that as an official feedback also. But there is no doubt in my mind that unless all of these activities are made part of the formal assessment in some way or the other, it will not work. It is a very good point. I think there was some observation that private engineering colleges or government, even government engineering colleges may not support this. But if how many teachers of your college have qualified in these FDPs, becomes a criteria in accreditation, then suddenly the management might be interested in...