 Good afternoon everybody. I hope that it will be a good start, because we are starting it. Sir, please, I invite the members of our team, please. Sir, please, I invite the members of our team, please. Please, I invite the members of our team, please, I invite the members of our team, please. Please, I invite the members of our team, please, I invite the members of our team, please. Let me explain that course where which we started with that. We started with that getting started. In that getting started we have put the text first taken from the definition of a circle and the circle parts we have tried to explain it in different colors and we have put one video explaining all the properties of circles. I am going for that first one. Here we are having this text explaining about the circle and then there is a figure it is given that all the parts of the circle are explained in color and that color is also mentioned at the bottom that is circumference is in black color, diameter is in cyan color, radius is in red color and center of origin is in magandha color and some examples we have taken here so that the child can understand better. You must have a bullock cart wheel it looks like a circle. Then in the same unit we have added one video also. This is a video explaining about the different parts of the circle in a logical way. So, we take a look at this orange line here assuming that it is a line extending in both directions forever. It intersects the circle in two points and therefore this would be a secant line. There are two more things I wanted to find. The next is a tangent line. A tangent line is a line that intersects the circle in one point. Remember a secant line intersects the circle in two points but a tangent line intersects the circle in one point. Looking at this brown line here, this is how it only intersects the circle at this point here therefore this brown line is a tangent line. And the point of tangency is where the tangent line touches or intersects the circle so this black point right here is the point of tangency. Now let's talk about when we have two circles graphed on the same circles that have the same radius but different centers. Looking at these two circles. I am going for this homework which we have selected. We have selected some multiple choice question in which we are having this line segment joining the center of the circle by a drop arrow. They have to write the answer and region bounded by two radii it is in multiple choice and again the second question is also in multiple choice. Then let us go to that interactive session which we have planned. In that interactive section we thought that the tool GeoGibra we have taken where in the GeoGibra I made one file and exported it in the web and I got it web address then I pasted it here. That URL has been pasted here but I tried my level best to paste it directly but I do not know the technology behind it. Actually they came and helped me a lot but here GeoGibra I have given a click here. The students hope that you have learnt the basics of circles. It is a very very small exercise I have put here. Try to explore understanding by the following activity. When they click this one directly it will go to the GeoGibra tube. When a child is clicking it GeoGibra will start immediately and here the instruction is given. Drag that particular point to check out whether the radius is always equal at any point where a child has to simply he cannot do by himself by simply moving it here and there and you can get an idea of the diameter also everywhere it goes like that. This is using GeoGibra directly we have had it and we will go to the next session of it. Again in the labs and demos that is the next session we have selected it. In the lab at demos we had two things here. One is a video explaining what is the meaning of area of a circle and I will just to show you a part of it. How a circle is taken and actually it is an activity which can be used in the max lab where it is divided into some sectors and all the sectors are arranged in such a way that it will become a rectangle the length into breadth formula that Paya square will come. Here it is being explained in a diagrammatic way that is being circle is taken again and again when they fold it they will get to so many sectors and they have to cut all the sectors and arrange it in a way that it will become a rectangle the length into breadth formula that Paya square. Then I am going to the next GeoGibra I have put here. This is another GeoGibra one where we have explained them that angle in the same segment are equal here this is a GeoGibra file with interactive way that a child can see the value changing here also. By the same time when he is dragging there you can see visually also here also then he can drag it so that the values will change now you can see that the angle APB and AQB at any place and you can drag this also suppose this at Q it is fixed and you can push this P also and check out that it is not changing. Now this is another activity like that all the properties in the circles we can have it in the GeoGibra so that after the particular child has learned it you can have a hands-on experience on that. This is the way I told you that GeoGibra dynamic that software downloaded then I made this particular file in that I converted it into a GBG file then it I uploaded it in the tube of GeoGibra. GeoGibra tube I uploaded it I don't know what is the other way of doing it for I uploaded it there then I gave a link in that particular our content so that when you click it automatically when you can click the text also that GeoGibra file automatically opens. I think I hope that we have made ourselves comfortable in doing it. I thank all the team member those who just came running whenever we call them. Okay thank you very much. First of all let me introduce myself myself it is Jinder Kumar from SIGEM. What we what I understood from this whole of the exercise was how to apply yourself in production of the contents on the online sources but as far the content here we have in terms of may not be the exactly what we wanted to be actually produce on the line and maybe the exactness of that program may be not that there but we have tried to do something on that course. Now what we did first of all we divided the whole of the chemistry syllabus into chapters and the time has been allotted to that. So what we took we took the second week because it was the second chapter and we had just given some time to the first chapter and we have come to the second week of the second part of the solution matter that is of introduction to the world of solutions. This was the first chapter so we avoided this because we were taking this chapter of solution and we straight away went to the this chapter is matter to our round of self. Then what we do it we we introduced ourselves yeah we have put on two videos regarding the chapter first regarding the two solution what are the solution what are the components of solution and another is the types of solution on the basis of the size of the particle and at the end of these two videos we have just asked some question regarding these two videos and from the question and after that we have given the assignment to the children to do at home that what is around them if they come around their different types of solution classify them as what type of different types of solution on the basis of that size of particle whether they are suspension they are colliders of they are the resolution. So I will give you first example of this in the video solubility and concentrations so now that we've talked about what a solution is we can look at how to classify them how to measure how strong a solution is. Solubility is the maximum amount of solute that can dissolve any given solvent at a fixed temperature typically the temperature will be fixed at 20 degrees Celsius. We'll write this as the number of grams of solute for 100 grams of solvent so if you look it up somebody will say the solubility of solute chloride is 32 grams what they mean is there are 32 grams of solute chloride that will fit and 100 grams of a solvent such as water. There are three different saturation levels that a solute solvent can have the first one is saturated meaning that I can no longer hold any more solute some solute will typically be on the bottom of the beaker that's how you know that it's saturated no more can go in. In second video we have given another clarification regarding this solutions the different types of solution. Let's look at types of solutions first let's review for a solution carrying on from the first video that is solvent and solution. This is usually a liquid or gas in matrix and water is the universal solvent. The solute is the material we need to gas the solutions that are composed of some type of material solid or liquid or gas dissolved into the gas. Again this is basis of their solubility there are physical states and other states of it is joining together one in the smaller part one in the larger part. So let's look at some examples of these types of solutions. So if we have a gas solute and a gas solvent in the solution that example would be air where oxygen is dissolved in nitrogen. We have the gas solute in a liquid solvent in the carbonated. After that we have put on a quiz for this. So some questions has been asked in multiple tries then in the fill in the blanks type and a common loss problem was given at the home assignment to go for the understanding so that child can distinguish between different types of solution is encountering during the day. Thank you. I'm not comfortable with the putting the foreign videos here like English accent in the I wanted to be in the Indian accent. Yeah that will be the nice idea to put. Yeah. Yeah. Maybe K. We want to shoot our videos. We want to do the yeah. Yeah. Yeah. Yeah. That's right. First of all Namaskar to everyone. Actually first of all we have gone through the syllabus that is provided by the NCRT and taken the cell that is from the class ninth and the cell is spread right from the class ninth and class eleventh. But we have taken from the class ninth and when we go through the syllabus and it was covered in 12 periods. But we just focus more on the platform rather than the syllabus and its texture and all that we just try that we should try our hand on all the activities and all the facilities that was provided by the platform. So this is our profile page and my course team members are right there with their photographs and designations please go through. So then we have also recorded an introductory video. Let's go to the video. Yeah. This is a short video regarding this was specifically recorded for the presentation online course. Myself, Dr. Yajpur Sharma, assistant professor in central district of expectation technology NCRT unit. This course is specially designed for the secondary class, particularly for class ninth. And in this course we will study over the structural unit of life that is the cell. This is a four week long course. We have divided this course into four weeks and during all the weeks, we have certain type of assignments and features. All these quiz questions are in multiple choice questions and of one month, every right version will be allowed. And in fact, we have a separate assignment for the final test. All the marks we will secure in all the assignments will also be included in the final results. My other team members are Dr. Amit R. Mali from Patal, Dhanraj from R. I. Nathu, Gopal Tupade from Kavya Chorapuram. I will issue all of you the best that you please join the course and do the accordingly as per the schedule. So we have a big course schedule is right there divided into different weeks. We have divided the course into four weeks because we were the four members actually. So we have divided the course into four weeks. And in fact, we have designed the test for the textbooks are there and resources, resources and all that. Someone needs the extra resources and we have the community special. One can join with the hangouts, Twitter, Facebook, all that. So this is the introductory video. So we have a video recording the cell. What is the cell? It's an introduction for the cell basically. So this is the regarding the introduction. We have a diagram and then click on the next. So next may I have a little bit of a clue. So this is the second subsection to. So is the three case. I'm a different subsection to manage. So which could be a mother. We have tried that key quiz will be provided in different formats in multiple type in cross sections and in the drag and drop and all that. And we have used that. And instead of that, in fact, we have also tried for the peer evaluation. Well, in fact, I'm not a person. I don't know the result. Oh, ma'am. I'm a checker. Okay, but I ain't got that. So we have tried also that. Actually, if we go through the textbook for the class nine specifically for the cell. So sort of structure give RMA. There is more emphasis on the structure rather than the function of the cell. So we have tried the functionality of the cell also in our course. This is one activity for students which we designed. Our students in this format cannot upload a file. So we asked them to create their own creation, get a picture on it of it and post it on their either a Facebook page or somewhere else and discuss it over here that how you prepare this and anything else. So another video is also attached here so that they can go through the YouTube and know how they can paste it. So these are the external resources. If any students want to some some extra rather than what we have provided in our course, so he can go through the then comes to the community. This is for the live section. There will be live sessions. So my hang out and Twitter and Facebook directly you can go there. So this is all about our courses. What problem we face here is when we are creating this kind of interactivity. Suppose in peer review assessment, the predefined structure, everything was there. So we have to modify it accordingly. The same case is there with a drag and drop kind of activities. So that takes some kind of technicalities from our side to modify the tags to modify the course and everything else. Suppose here is a peer review assessment and we ask three questions to the students and write down their answers here and in this way we can design this kind of activity and one person will assess other three person. So in this way, the all activities design one more drag and drop kind of thing which I would like to share with you. So the image you see, we can replace it. We can keep the coordinates and other things in it. Your team has helped us a lot to modify it. So this is how we have been able to do something. It's checking, checking. Wait, wait. No, let's make a mistake. So this is how we have been able to keep different kinds of questions in it and in the discussion, you guys have given us a lot of support. Especially two or three things that we discussed about how to improve the course. Suppose the problem was that when we had to publicize everything, we had to go to each unit and see if it's the right thing to do. But first of all, we have made it all in private and then with a single click, we can public make entire course available to the public. That's good. This is the suggestion of it. Another thing that we have seen is that there are a lot of things that can be interpreted in regional language in two or three languages. So this will also be a good thing. And this part of the modification that we have to do in everything, we have to provide some help available there. This structure, suppose you want to make this interactivity, then this tag has been given in a lot of things. But still, if any of the videos are made and the link is attached to it, then the course creators will also have to think that it will be easy for them. Thank you. Thank you. Namaskar. I am Dev Karno Singh. I am a research scientist for Radhya Pak. I am from Raj Ki Utsumat-e-Mik. I am from Hunjun, Rajasthan. Today, we want to know about the work. Usually, when we play with children, we get a different meaning in the language of common speech. There is a different meaning in the language of scientific knowledge. We want to know about it here. So in this regard, we have divided the work into two subunits. One is the basis of the work. The other is the work done according to the scientific knowledge. When you play, jump, write, sing, listen, or pick up an object or do some household chores, then in that, everyone thinks that we are doing the work. Some of them are doing the work. But there, the meaning of the work comes in two subunits. In that, some activities come into the physical work. The work of reading comes into the mental work. So in the language of common speech, what do we call it? We call it work. But according to the scientific knowledge, the definition of work is different. In this, you have to put a lot of effort to do the work. And whenever you put a lot of effort on an object, it does the work. This means that when you put a lot of effort on an object, and the object does the work, then the work is done. For example, a horse pulls a weight from a car. If a horse pulls a car, then the car does the work. If a horse pulls a weight from a car, then the work is done. But when you push a wall, although you push a wall, and you push a wall for a long time, then you will get tired. But still, according to the scientific knowledge, you will not be able to do any work. This means that the work is done on two things. What are the two things? Right now, in the language of common speech, and in the language of scientific knowledge, the work has been defined in two different meanings. In the language of common speech, the work is done on 12 different meanings. So, do you know how much effort you have put in? When you give the material from one side to another, then how much effort you have put in? For the work or for the work, the work and the work are done. So, the work is done in MKS-Padachimi. And the meter of the position of the machine and the meter of the machine, the Newtonian meter of the machine, is called as F or the position S. Both are in the same direction. So, the work will be done. Myself, D.C. Bhat from Kendri Vidyalay, Vigyan Vihar from Delhi. We have worked on two different parts of the work. And the work part of the English medium, we started it in the morning. Because we had a problem, that when we were working in English, the Hindi part was going away. And when we were working in Hindi, the English part was going away. Then we made it in the second section, in the English part. So, let us introduce. In this introduction, we have given some text materials. Next, we have given a video. This video is important. And in the next video, we have used three of our part text materials. Video from outsources and video from insources. This is introductory video only. Only for two or three minutes. Next, the unit of work. There is a question in this. If we apply force on this work, then it is wrong concept. If any object is in motion, and if we apply force on it, then it is wrong concept. If any object is in motion, and if we apply force on that moving object, then if there is a change in velocity, then we also say work is done. So, we have avoid word using static. See, EDX platform is not language savvy. And hence, the first version of Swayam platform will hardly be language savvy. But in our final Swayam platform it is expected to be reasonably language savvy. So, I think the still is being argued out whether the language option should be at the beginning itself. For example, when a student registers, he says my default language is Urya. My default language is Gujarati, something like that. So, by default, that will be the language. But if in that language some content is not available, then the system will tell you, whatever language is not available, it is available in these languages, please select something else. That is the implementation part. But even in content generation, I think slowly we will have to tackle issues like this. Take, for example, the geometry thing. You know, the content which you see on the screen should be language independent, as far as possible language independent. In that case, only the soundtrack and the transcript needs to be changed from one language to another. So, when you create, say, a chemistry unit on this, as far as possible, create your screen in such a way that it is almost language independent. But of course, maybe in chemistry, even in Gujarati you write the formula as H2SO4, right? You don't write some surf or sulfur or girth or Gandak or something like that. So, but when it comes to maybe, I don't know what will you do in mathematics, algebra. Do you continue to use XYZ even in Gujarati? Okay. But, you know, slowly we will also have to develop language independent symbolism for as many items as possible in our school curriculum. Maybe NCRT will also have to look at it. Because when you have a textbook, it doesn't matter. It's either in Hindi or in Gujarati or in English. But when it is visual content, it will be difficult, too much of an effort to create the same visual content again in Gujarati, again in Bengali, again in Tamil. But if you keep the visual content as language independent as possible, then it's easy. Only the soundtrack can then be made. Okay. I think we have finished four. A and D. Who raises his hand first? My team consists of three members. Mr. Rohit from Mysore, RIE Mysore and Mr. Jamsedur Rahman from CIT, Delhi and Mysore Frakes from DIET, Bhagalpur Bihar. The topic selected by team is solution of linear equations. Although we have tried our best to do our best effort, but you just see. The solution of linear equations, the team associated to linear equations of two lines. When we draw two lines, there are three possibilities. Either lines are intersecting or lines are parallel or lines are coincidental. When the lines are intersecting, we say that we have a common point that is found in the two equations. And in this case, we can say that the two lines are the units of equations or the two linear equations are the results. When the lines are parallel, we don't have a common point or we do not get any except or why that is found in the equations and so we can say that the two equations have no result. When the two lines are coincident, in this case, we have the fundamental points and so we can say that when the lines are coincidental, the two... This is the introduction part and we have tried our best to give the activity before the learners to draw lines. On the basis of the construction, learners will find that either lines are intersecting or parallel or coincident and accordingly, we shall have solutions. So, the course is divided into three weeks. The first week for the introduction of linear equations, lesson one is the linear equation of one variable and two variables. Then lesson two, graphical representation of linear equations and then we have a homework as a multiple choice questions. So, these are the multiple choice questions on the basis of the ideas given in the just content. Then week two is linear equations representing lines parallel to x and y axis and then we have homework and the week three is the... And as we have discussed, the solution of linear equations. So, the two system of equations have to consistant if it has a solution, either unique solution or infinitely many solutions, inconsistent if the system has no solution. And accordingly, we have three activities for the solution of the linear equations. One solution, no solution infinitely many solutions. And then, so far as the technical parts are concerned, so we have draw, drag some videos on the concerned content. What are the equations with three and the three is that distance right there? This is the representation. Now, in the... We go down to three. One, two, three. This is for the graphical representation of the linear equations. Actually, this course, this workshop should be of six days duration, sir. So, it is not of three days duration. You have compact all these things, so... So, we are so hurry to just... I agree. It's a learning process for us also. This is the first time we have... Thank you. I want to add... This will be noted. Currently, what has happened is, EDX has a link-up, I suppose, with Google. And hence, because YouTube is now directly linked with Google, whatever is their videos, they have not created any local video handling capability. So, this is the first time we have created any video handling capability. They have not created any local video handling capability. They say, whatever you do, put it on YouTube. We have excellent links with YouTube. So, that is the way they have simplified their thing. Now, if pressure builds up for this, the system here will have to be programmed to take that. Otherwise, currently, EDX has straight-jacketed everything. They say, you do whatever. Finally, it has to go to YouTube. If you can't upload something on YouTube, it can't get into an EDX course. It's as simple as that. Anyway, we have started off work. Swayam currently is a clone of EDX with minor modification. And as the modifications become major and major, it will totally divert from the EDX structure in our own way. So, if... both logon ka pharmaise to ho sakta hai. One request, the team would like to have just to observe the feedback from the expert team. Since we have a lot of problems in uploading the things and so I would like to have comment from the expert. Thank you, sir. Before starting the presentation, I'd like to share two views. Yesterday morning, we had a motivation from Sir in the lab to ask as many questions and by the bliss of almighty and technology, we had the team who is having three courses here on this platform. One-one. Or one-one-one. Half nails. So... And from the discussion of Sir yesterday about his development of his MOOC we, during the preparation of our course, divided us five into two segments. One was working as a backup team and secondly, two of us were uploading the things. And similarly, during the running of the course, Yogesh was taking care of the discussion forum and the others were participating in the other. So, this is the intro page of our course. Here our motive was to look into the different avenues supported in this platform. And we tried to go beyond that especially I would like to show this particular intro video, sir. This intro video was shoot with a mobile camera from our personal YouTube account uploaded in the YouTube and we added the link here. Why not in the studio? Because the studio actually we went to studio but I must say that the briefing process is not very effective. I am sorry to say because we are not briefed that okay in the studio we will be having actual recording session. We said okay, let's go to studio have a visit over there guided to sort of thing. The shoot out there in the studio we felt that okay it's not good like to talk about what we can present. Yes. So that's why we just tried something different out of the box. And it worked nicely we are happy for that. And in the course where again our motive was not about enhancing the quality. We just tried to see okay what are the scopes where we can work in different fields. So we have tried to access as many different modules and everything there in the platform. So this is one one underscore laws of motion. Our topic was laws of motion. Like other groups we haven't divided our course into several weeks. We just tried to put like topic wise the real work which we are visible here is done only in one hour today. So we have only taken three topics. Sub topics. With the section is the laws of motion and under that laws of motion we have taken three sub sections like first one is 1.1 rest and motion. So in this subsection 1.1 on rest and motion we tried to put three units. Firstly one was text HTML unit HTML where text there some text and along with that photo was there. Then on basis of that we added quiz type thing. So here just to find out one sort of one type of question then under that so on this 1.1 we had a discussion forum where some of the co-participants they participated in other subunit here we used one YouTube video the issue is again the foreign ascent. On the basis of that video we had a discussion forum again question and all. So this was the whole glimpse of the structure we tried to explore. So we are the last team to publish our course so still we have two participants on the discussion forum. So thanks all and specially I would like to thank maims and the support staff without their help and guidance we couldn't do anything. Thank you all. I hope you have enjoyed your course making. At least that's the impression which I get the way you presented your work. And I'll ask you one question. Have you overcome your phobia of course creation? I think that is one tick success for us because you know even if goof up the whole thing the minimal thing we wanted to achieve was that participants here should overcome their phobia of creating a course. That it will take time after some time. See you will have to use some tricks. For example one trick which some people use is camera is inanimate. So what you do is just below the camera or next to the camera you make two of your colleagues or students sit down. But then what happens is yesterdays your own videos you would have seen. There are people who are scared to look at the camera. They will either look there or always look here. That shouldn't happen. At least the two students are there squint at them but look at the camera. That is what you have to do. Yes but at least there was a goof up by you in the first take and hence a retake was necessary. That is a success that you have realized that something didn't go right in the first take. You want to say something? May June we are free. At that time 4-5 days of the season will go away. So we will learn a little more. Now I think we haven't learned anything yet. Thank you. I hope Professor Sharma makes some announcements at the end. I am giving him a 15-minute slot. One immediate question. Yes. Any workshop or any training program? We have to face. Is that okay? Can you show us the people back at our place? Can you show us what have you done? So even in this platform is it at all possible for us to show them at our colleagues and all? You can login from anywhere. You can keep on modifying this from anywhere. That's great. Thank you. And what I suggest is look up spoken tutorials in Google. Professor Kannan Murugally is the champion of that. And you can even create units of this in the format of a spoken tutorial. The spoken tutorial format is special. In the sense it's about 8 to 12 minutes of video. No face is ever seen. Okay. If at all face is seen, that may be a photograph on the screen. Because face is not seen. What is shown there is essentially language independent. And then the base may be in English. A soundtrack is laid out. Then somebody translates it into Marathi. The Marathi soundtrack is overlaid in place of the English soundtrack. And there is no reason why a spoken tutorial format cannot be used as part of the videos here. It may not be each and every video. But remember that the spoken tutorial format is created in such a way that if you simply have a PC or a laptop you can create a spoken tutorial. All that you need is a microphone which is connectable to that laptop or a PC. Nowadays many laptops have a built-in microphone. If the quality of that is good, I think it should also be accepted. Like being a student if I watch what we have created here. So I think being a student what I feel is that if teacher's face is seen, then there may be more comfort zones. I agree with you perfectly. But what I am saying is your content creation to begin with can be in the spoken tutorial format. That would be the raw edition. This is the content. Now when you really go to a studio you will use much of that. Plus we can overlay your face in a corner or to begin with and the whole of you can be sure. If a student doesn't go to class they will feel that he is the teacher. I just gave illustrious option. And that is the simplest option for you to start creating even without a camera. That's what I am thinking. Honestly I am speaking like when I was here on 15th of October I was not aware of what MOOC is really and what was written in full form when you guys started MOOC then I correlated it. It took half a minute to correlate. Oh that's MOOC. But today I am really happy to be bonded with this program and swim what I thought swim is swim. Hindi swim. So I have to go in full form. What is its full form? I knew it yesterday. I just got to know its full form. Anyways I thought it is swim. I still remember it simply as swim. I know he dictated the full form to professor Fatah. I think I was present there. They have told us to study web for active learning. For young aspiring minds. So it's really good that we took out the meaning in English and it's correlated with Hindi. It's really very thankful to your team. Especially these girls and boys who stayed with us till night. We will do it ourselves. We have worked as a team. Hands on experiment. When we do it ourselves we will feel more comfortable. Thank you so much. So thank you.