 Let us concentrate on the studio. So, remember we just registered him. I have similarly registered during the tea break. Let me hopefully, I am registered for all the courses and this is the first demo course. Now, this is what you see here is a course which has already been created. Please note that we have used the facility of the EDX site which permits me to import a course which I have designed earlier and to export a course, take a dump and import it as another course. So, we have taken the EDX 101 which was made available to us, accessible to us by EDX and exported it into a bundle and imported it and she has made four clones of that course. So, this is effectively the EDX course as a introductory course on what the whole thing is about. Notice that this course is organized. So, this is what the instructor will see these as this is the course outline. So, there is an introduction is a demo course overview. These are various components. Incidentally, the whole course organization is broken into sections, subsections, units and subunits. Can we export these courses from other platforms like Moodles or course builders? No, only from EDX. Just as you cannot take any other course and import it into Moodle either. That is the problem with these individual platforms. The easiest they permit you is that from the same platform to another instance of that platform running somewhere else, you can exchange information. The same thing is true about SWAM. So, can we take some text or ASCII files from there and then we can. Yeah, you can use any digital material while creating this course. You can take PDF file, you can take text, you can take videos. You can insert videos here, upload videos and insert them and use all digital assets. But a course as a whole, a paper as a whole cannot be imported from any other platform than the EDX. Thank you sir. An important point. So, this has not been clarified. The two very fundamental principles and agreements that have been reached and we will all have to follow. First of all, all national mission created, funded projects which create knowledge or software that must go into open source. It must be released under Creative Commons CCBY SLI. That is now a mandate. We follow it even in IH. EDX site does not necessarily follow it. So, all courses, their courses are not open source. EDX 101, they have given a special access for this purpose. So, that is effectively open source but not other course. However, the courses that you create, every text, every photograph, every video must not be encumbered with IP issues. It is your responsibility and it is the teacher's responsibility to ensure that there is no intellectual property violation that is happening in use of any content that has been deployed in the course. Yes. Yes. Some software will be provided like tarnate, etc. for checking the plagiarism. Yes. No. So, you have to make sure that you are not violating anything. For example, I will tell you something. You take PowerPoint. It is a costed product. But the PowerPoint slides that you create are your own property. So, you can use them. PDF creation may require an allowable license. But a PDF file that you create with contents, your own contents is your property. It is not somebody else's property. Yes. Did I get it right that this is open source, not just open access? Yes. That is correct. In fact, I was about to mention this. This is a very serious issue. When IIT Bombay joined the X Consortium, there were large negotiations where EDX as a not-for-profit company requires that every participating institution must indemnify EDX for any IPR violation. That may happen through the courses that we offer. Take undertaking from the author as well as report from Tarnatin. Independent on whether you take undertaking or not, your institution is liable legally to ensure that. IIT Bombay, for example, this is a good point that you have made. It is a serious point. It is worthwhile spending five minutes on it. I will just tell you the experience that we had with EDX. IIT Bombay is liable and in India such court cases are not many. But globally, particularly in the United States where I think a major characteristic of that society is everybody sues everybody else for something or the other. Such cases could be very prolonged. Now EDX says that I must be indemnified for unlimited liability. We argued that we cannot ever give unlimited liability thing. We have never signed such a thing as a government funded institution. It took us almost a week long negotiations day and night to convince them that we will not agree. So we have agreed for an indemnity of up to $100,000. Now $100,000 is IIT Bombay's liability. If it is ever proven that any teacher like Daya Tunde or Fata have plagiarized one page in their entire course from someone else. Now how do you set aside $100,000? So what our committee decided is that we will buy an insurance, a liability insurance. So we have bought a liability insurance for $100,000 for which the annual premium that we pay is $100,000. It is about $1.5 lakhs. How much Kalpana we negotiated? $1.25 lakhs. So we pay to New India Assurance $1.25 lakhs every year. We will keep paying it and for any expenses for fighting this course, cold matters including in US or whatever, whatever, of course up to certain limits we have got this liability insurance. So some legal points will have to be taken care of by the institution. Equally well, IIT Bombay will initially running the platform on behalf of the national initiative and subsequently the Section 8 company which Professor Lagu will help set up. Incidentally for those of you who are familiar with the earlier Section 25 under which not for profit companies were registered in India, 2013 it has become Section 8 and with some additional points but that is the Section 25. So that company which will run these operations will require such a commitment from every participating universe. Broadly the larger organization that I have proposed to ministry is that all such universities which together offer such courses year after year after year will form a loose consortium. That consortium will actually evolve itself in its structure and it is that consortium which will then deal with this Section 25 company for offering of courses, for arranging revenue shares whatever, whatever in the long term that will happen. To begin with there is no revenue because the courses are being offered free. There is no cost because the cost is being worn by the government for the first. So as long as that continues the only responsibility of a individual university and a teacher is to ensure that IP is their own. We had some small thing which I would like to explain when I display a graph from a textbook in my class it is considered fair academic use. There is nobody objects to it. If I do the same thing when I am training 10,000 students that may or may not be considered fair academic use. Assume that it is considered fair academic use but if I say that these content are now open source and release for free distribution and free modification then most certainly not a fair academic use. So it is absolutely mandatory that when I prepare a course the expression of every slide, every write up everything that I do either it should be my own or it should come from an equivalent open source which I should be able to quote saying that this comes from this. So this is an important paradigm. We will not be able to use the textbook or we cannot refer them on. You can refer to a textbook provided you cite the reference but for example I am using a textbook for the next offering of CS101x which is written by colleague of mine professor Abhiram Ramade. Now to their publisher we wrote specifically saying that if I use it as a textbook then I will have to quote the following. I will have to use the following from the textbook. A exercise problems and B sample problems which have been worked out in the book. I will not be using that explanation but I will be using that for the demonstration. It is a programming course. So for example complete program which Abhiram Ramade has written and which is now an intellectual property of the publisher I will be able to use. I have got a specific permission later from a McGraw-Hill education or whatever saying yes you are permitted to do so and you can release this in open source. Provided you cite the reference. No. It is we are permitted to release such contents in open source that means we are permitted to release my lectures under creative commons. This permission explicitly has been given by the publisher to us. No it will not. There is a specific license under creative commons called non-commercial. If my creative commons license is NC then and only then the question that you say arises. But if my creative commons license is the CC BY that is by attribution and SA that is share a life then there is absolutely no restriction on its commercial. It is well established. My colleague Professor Sishir Jha from School of Management when I was heading it for a year I actually initiated some activities. He has taken great initiative to define a creative commons license for India and they have studied all legal aspects. Yes. Yes that is right. For example all content created is content by the publisher. No so that content can be used not only by you but by anybody for commercial purpose. Yes it is commercial. It is perfectly permitted. Yes it is perfectly permitted. In fact there is the whole point of creating an ecosystem. An open source contribution without that NC clause actually helps create an ecosystem. In fact there were lots of arguments. What if he makes so much money using my material. I had a very clumsy way of putting money in this thing across where I have created a course and you are making money on it. So those of you who understand Hindi will appreciate what we say in Madhya Pradesh. I feel more worried than if I do not make any money on my effort. But that is J factor that is standard. Once you donate anything to open source you have to say idam na mama. Then what the world does including you is perfectly all that. That is the very basis of creative commons license. The point is that if I am a teacher in your university I have to be told to be very careful on the content that I create. So the media people for example when they create courses. In fact the whole creative commons came out of the media thing. I can use it only for 2 seconds, 5 seconds. So we even in our courses the images that we use we actually go to the wiki images or such sites. We examine the license on a photograph or an image and we take only that image which is in open source. This increases the amount of work to be done. So that if I have understood you right. So the same course I can use it as a part of my institute's revenue model if there are already running courses and we are charging fees for that. In fact that is the whole idea that you should be able to offer the courses which are most popular in your own place. Here is a demo course overview. So under this this is a subsection. In this subsection there is one unit which is introduction video and the sequences. I can see that. So what you see here are different subunits. So this is one subunit which is just a text. Notice that when you create this course you will essentially be editing this course. The minimum that I would expect you when you edit this course I would expect all of you to hit on this welcome to EDX demo course. You will have to say welcome to this swam demo course. This is the advantage of starting with an existing course which you are modifying. You can modify it totally. You can modify it partially. You can modify segments of it. What it means is and this is the process by the way which will be used when you update a course for example. So I have created a course. I have offered it once. Now I realize by the feedback that I need to add this year. I need to modify this year. There is one mistake in that quiz etc. I would actually take that course, clone it, create a new course and edit it to make it better. Now this is the exercise which all of you will be doing in the afternoon. So here for example I would like to say welcome to swam demo course introduction. This is where you can explore to take a swam course like this one. Most courses will have an intro video which shows how it works. Here is an introduction video. Hi and welcome to the EDX demonstration course. I am Eric and I am here to help you get a better understanding of how fun and easy it is to take an EDX course. So let's get started. Let me show you how all the parts work together. Notice two things. He is speaking and the subtitles are appearing here by the side. They get highlighted for the sentence that he speaks. This is a technique which is very well established and we use YouTube in order to help us do this. You have to write a transcript, upload that transcript on to the YouTube. The YouTube will give you what is known as a .srt file. This is a methodology which Kalpana has just circulated a four page note which describes how do you do that. Then you need to synchronize that transcripts with the video and that synchronization can be done very easily. We have a team of TAs who do that work and both Urmila and Vrindar experts in doing this. You also have some other people who can do that. This is how the video will appear. Naturally each one of you should design a short video and one of you should speak for two minutes and record that introductory video which will go into your course which you will design. Now, this is important because for every course that will be offered it is expected that an introductory video should be there as a part of the course. Anytime you want to skip this video and get a first hand experience of the demonstration course all you have to do is click week one to the left. Don't worry I won't be offended. Let's first look along the top of the page. This area is called the navigation bar. Click on courseware to interact with your course. Course info contains course announcements and updates from the course staff. If your course has digital textbooks this is where you'll find them. Discussion is where you can communicate with the fellow students on topics and projects and even occasionally with the course staff. When available the course Wiki acts as a knowledge base for your course. It's a helpful resource. Clicking on progress will reveal how well you are doing in your studies and exams. When you take the demo course we'll point you at the sample progress report matching your results. Let's look at the left column now. You saw those graphs. Every student is able to observe the progress made during the weeks through the online quizzes that the student takes. Now, the left side of the courseware screen contains a course navigation bar starting from the top down. Many courses start with an overview of edX and an introduction to the course. Below the overview are segments of the course which are released as the course progresses. Typically an edX course is delivered in week by week segments and have lessons and homeworks you need to complete. Many courses are 10 to 12 weeks long. We made this demonstration course three weeks for simplicity. So this particular course is designed for three weeks duration although we can complete the whole course in two hours but this is just to demonstrate that a course can be organized in multiple weeks. There is a question that why should there be an end date for a course? So typically the course is defined globally like we teach our paper. Our paper is one semester long or one year long or whatever. So so many weeks of activities within which there are activities such as observe a lecture, do some activity, take an online quiz, take a practice quiz, take an exam, read some or there could be multiple videos or whatever. All the things for one week will appear on a single bar like this. All all the courses, all the one weeks activities, all subunits within a unit will appear exactly like this. Let us continue listening to it. Let's now look at the learning sequence. Each item in the left column reveals a corresponding learning sequence. Work your way from left to right. Learning sequences can contain lectures, exercises and interactive lessons that you can complete on your own schedule. Next discover what makes edX fun and unique its interactivity. edX prides itself on its interactive lessons which can include demonstrations, visualizations and virtual environments. You can try out some in the demo course. Interactive lessons are often graded and contribute to your final grade. While the edX platform also supports more traditional question formats like multiple choice, our classes also test your understanding by allowing you to use labs and simulators and even asking you to write an essay. Example of these graded interactions are in the demo course. You can see how the questions a course uses for gauging your learning process can even be auto graded or detailed feedback given in real time. So while an edX course might be rigorous, the tools and visualizations are really fun and truly interactive. Finally, there are many ways successful students like you interact to get the most out of a course. Beyond the discussion forums, you can meet and engage with fellow classmates through a local meetup which we highly recommend, a Google Hangout or even invite students to join you via Twitter, Facebook or other. Google Hangout is a mechanism that is preferred by many edX workers where on the Hangout people actually assemble together and discuss things. Eventually, we propose to integrate with our Indian platform another open source software developed by Amrita University called AVU which is used for actual physical interaction between various nodes. The objective here is to offer like the contact centers of an open university, offer 300, 400 contact centers across the country and say that for this course on such and such Sunday, there are three to four that teachers will be available for personal interaction provided the students have submitted their questions in advance. So if they submit their questions in advance on email or something or the questions which are raised during discussion forum on the course, you could actually if a teacher could filter out some important questions and personally address them. So because in India alike elsewhere people still have some extra fancy for a teacher talking to me directly and hopefully interactively. I may not be always able to ask online question but I will be able to at least interact. Now this is for future but I am just mentioning to you how I expect the platform to evolve over next three years to meet various requirements. Currently we are planning Google handouts, we are planning Facebook and I think we are planning Twitter. These are the three things that we are planning. Currently the linkages are being established. YouTube Facebook and Twitter is banned in BHO. Access is not allowed for the students. This is a good question because globally there is a full country which has banned YouTube which is China. Now there are Chinese students who are taking our course for example. For their benefit what we have done is we have created a special kind of server called S3 located on the Amazon cloud. All the our videos which are there on YouTube because YouTube connects to EDX automatically. We do not store videos on our server by the all your videos which will upload on to the course will be uploaded on YouTube and a link will be there. So we actually provide a version of those videos on to that Amazon S3 server so that Chinese students can download those videos and do the course. Unfortunately our observation is very few Chinese are downloading so God knows how they get access to YouTube wherever but large number of Americans and European students are downloading and watching these videos whenever they want independent of logging in to this system. So that is a different story but I am amazed that BHO bans YouTube. Yeah because the network speed and bandwidth is not so high and I was discussing this. The second concern was that means as you pointed out if you have one lakh student and they are hitting the questions how the one lakh questions are going to be answered by the teacher or that. So that is that we will discuss explicitly under running a course. There is a separate section for that but it is an important question to answer you briefly if the students increase linearly the questions asked by them do not increase linearly. So if 30 students ask so many questions 300 students will not ask 10 times more questions 3000 students will not ask 100 times more questions and 300000 students will not ask so many times. We have a practical experience my course has 58000 students I have been teaching that course for donkey's ears in IIT. I can anticipate the question that people will ask. I am also teaching that course as a teacher in IIT Bombay in Blendedmore. I have 500 students the number of questions that these 500 students asked are not significantly different in quantity then the number of questions that 58000 students asked they are not thousands of times. There is a team of teaching assistants which tracks these course. There is a difference between the questions they are asked in the classroom and questions they are asked on the on the MOOC. The question which is asked in the classroom are often synchronous. Sometimes in the night a student may ask a question which I can respond during the day time. On the MOOCs the students who are registered from or from across the globe and they would require immediate answer. So there has to be a team which monitors new questions every day. There is a team which must teach the teacher, tell the teacher every day of which questions have become more complex or more common, which questions they have answered and which questions the teacher would like the teacher to ask. So for Gayathodne and me that life is miserable because apart from doing our own normal work in the institute we also have to cater to these requirements. We have good but any time there is a flag we'll have to sit down and prepare an answer and post it on the discussion forum. There is no shortcut to hard work in but you are right. There will be questions now but not as many as It's a proven fact that if you engage with others while taking a course you are more likely to succeed. Now that you've seen how easy it is to take an edX course, experience this demonstration course first hand. All you have to do is click on week one to the left and you can get started. I forgot to mention one thing on the discussion forum even that we find in a 575 students class here many good answers come very quickly from the students themselves and in fact if you have a lively discussion forum you will be surprised that teacher does not have to intervene very often. Teacher just has to monitor. Good answers come from students almost universally that is the experience. So this is one subunit for example I can go back to this course. Here are question styles. So these are the kind of quizzes I can create. I can for example create a picture. This is a picture which animal is kitten. Suppose I click here and I say check it says wrong. If I click here and I say check it will say right. It is a simple exercise. If you go to, these are the settings for the unit. For example this visibility is made public that means it is available to any student in the LMS. Please note that two things this is studio the other is the learning management. Whatever is made public here is visible in the learning management system provided the start date and end date are proper that means the date is passed. If I want to edit it I will make it private. The moment I make it private the edit buttons appear here. I can edit this question. Now this is where some difficulty starts. The question this particular type of question is written in what we call an HTML script. Not all teachers will be familiar with HTML. That is the reason why you need a course theme which will take a text question from the teacher and code it in HTML. So, to show you an example this is a running course. You can see how one can take panga with this site. It is actually a live course. The course has just got over but I have created a unit here called Swayam trial. Now notice that word trial itself is wrongly spelled. It is scheduled to start on September 29, 2015. So, it is visible to me in studio but it is not visible to rest of the world. So, I can do these kind of experiments on any place. Here are the sample quizzes. So, here is one sample quiz. It is unpublished. It is actually loading from the regular site. So, notice what I have done. On which side of the picture do you see director of IIT Bombay? Now many of you would not know him. So, suppose I click here and I say check, I will get across. If I say click here and I say check, I will get a write. If I say show answer, it will show a sort of window around this and say, Professor Khakkar, director IIT Bombay is on the right side of the image. On the left is Ron Mehta and illustrator Sanam Das. Now all these texts is mine. This picture is mine but the way to structure is exactly the same. Just to look at the editing, suppose I want to edit this. Now this portion was exactly as per the sample quiz but here is on which side of the picture do you see director IIT Bombay. Why I am showing this at some length is because you can actually you will find that your teachers will not be averse to editing this after some experience. They can just write the text which replaces the original text. There will only be an issue in making a reference to your image file which will have to be uploaded as part of the content etcetera. All of that is fairly well documented and you will in fact be doing some experiments. I hope you have enough access to your own JPEG files or something. Someone on the team will have that access. You will be able to do it. It is in fact if you see this came a thing, it shows actually width and height of the image and it shows the portion for the right answer. So rectangle starting with 340 comma 1 extending up to 600 comma 398 is the rectangle. If somebody clicks in that region then that is the right answer. See the software does not care for semantics of the right answer. So it wants a portion on the screen to be defined as right answer. My point was can we select for example I want to teach about camera in mass communication. Different parts of the camera are to be identified by the students. This one will you can ask a quiz. You can say that which is the lens for example and then you can show the rectangle around the lens to be the right answer. So anybody who clicks somewhere else will get wrong. Anybody who clicks there will get right. You can explore this further. There is another question here for example which is a math expression unit. So here the question is given equation for distance in terms of speed and time explicitly indicate multiplication with a star symbol. I would expect an answer to be something like s multiplied by time as the equation. Notice that it automatically converges into some expression and when I say check it says write s into. Now if you look at how this particular quiz has been made again here is a problem. You put the problem between speed and slash speed. These are the typical tags on an HTML. Now this is the main part of the internal script which actually drives the quiz. So you give a proper again you may your team may need to be familiar with Python programming or some such tools in order to create quizzes of this kind. Ordinary multiple choice quizzes can be more easily created which is what we often do. Here is a drag and drop example for example that you want to take match basically how many three character word etcetera. Here is a drag and drop with outline so you can label hydrogen items connected with left carbon item whatever. Here is a circuit schematic builder. Why I am showing this or these are shown in the original swammy is these are the kind of facilities which have been already built into the platform. Now obviously you will appreciate that the platform started with engineering and science courses. So many of the facilities are like that. Eventually I expect the contributions from all the universities will make this platform stronger not only in terms of the courses that will go on it but in terms of the additional back end thing which will also work. So that is the general object. Here is another drawing kind of thing. I can add any new component which can be only a HTML or a discussion or a problem or I can insert a video here. So this is how I would actually create this was an example of a sequence of subunits which were all quiz type questions. Incidentally if I create five questions as five subunits and let us say each question has two marks then I can assign marks to every quiz and the student after attempting all five questions can get a score out of ten. That is the simplest online examination that you can do. The standard recommendation and we understand that recommendation is that for every week there could be a series of videos. There could be some quizzes which are practice quizzes where the students get marks but they are not counted in their grade and there could be graded quizzes. There could be additional explanations just to expand on what I see in the future. Many of you would have heard of very good research on intelligent tutoring system or personalized tutoring system. The research has been going on for thirty years. That means based on the knowledge level of a particular student at any time you can actually guide the student to study more material, do some more practice so that you fill in the gap and try to bring every student up at the student's own pace. This was not feasible earlier because you could never get the feedback about every student instantly. Our feedback mechanisms were examination. Now that students are working online it is possible for the system to note every individual student status and it is possible to write in future algorithms which will use the statistics to classify students in different categories and suggest that this set of students should need to learn this thing more. They can be given an additional lesson, an additional unit which is not required by a normal student. Variety of possibilities exist to make the learning experience better but that will all come in future. When I say collapse all sections you will see how the weeks are there. For each week the various things are there. This is an actual course which is running as I said it is just finished. The courses that you will design will also look like this and you can actually say when I say view live when I click on view live please notice that I am on the studio.edge.edx when I say view live I will go to the actual edge.edx site which is the main site for the course. I forgot to mention this I told you about two components one is the learning management system the other is the studio system. The entire set of these two things is copied and made available as an additional sandbox type of facility. Please note that if I design a course and by mistake I am actually writing something for week 4 but by mistake I have said the date as say yesterday then even my trial thing will become visible to all the people who are watching this course. So to avoid that another installation of the entire swayam site will be made we have not yet decided what name we will give we will probably call it something like a sandbox or edge. Now that will be a system which will also about the units the studio and the learning management system you would actually be designing your courses on that system. That system the studio is actually private but even elements is private. So you can in fact experiment with it see the elements in a limited thing you can for example decide to expose that elements to say 50 students of your own course and just volunteer to check it. Once that is done you export that course out of that sandbox system import it into the main swayam and then launch it. This is an additional backup that is available we will be making that backup available. What we are seeing here is actually working on the edge which is the clone version of the edx platform. So we try this out here on the edge then we import and export the only problem here is I have done some course preparation I have exported it and imported there. Now I want to make some modification that modification I can make on the edge but what I will have to export is the complete course I cannot export only a small modification. So you have to keep the courses in sync on both the clone sites if you so wish. Here is another thing I would like to quickly show it is important that a national site for India should be visible both in English and in Indian languages. To begin with we have decided that the main pages of the swayam site will be accessible in both the languages. So this is the main page of the swayam thing here if I say preferred language and I can choose English it will show English if I say you can see that these are actually the trial things that people have created but I assure you that we do not have the pages yet translated into multiple Indian languages and that will be a task that we will have to do especially when we deal with introductory courses which are meant for first year students, undergraduate students and certainly when we go to high school education. Now that is going to be a major activity in coming years in our budgets there is a budget for translation of course content also there are two different things what we are attempting is translation of the main pages of the swayam platform so that they are visible in multiple languages. So we saw for example one Hindi if I save the language setting now everything is available in this if I go to so you see the introductory page for the swayam somebody has already translated the title but not the actual course. Now at least for the introductory courses that your university will offer we expect you to give at least the introductory pages of the course in English and Hindi and may be as much material as you can actually get translation. So you see I am offering it in English can I offer it in Hindi as well. Yes in fact we are still struggling to decide whether it should be called as separate course or it should be the same course. It is a messy thing this is a feature which the platform does not have. So we have two choices there is another advisor of our professor Avina Shoute is a industry person in IIT and only joined us back as an advisor for ten years. So we are discussing how to implement this one suggestion that he had is that we would have a main course and we will have sister courses which are in different languages. So I could offer a sister course for example where the contents would be same but they would be in different languages. And I come to the introductory part which translation version you are using where there is a scientific kind of dictionary created by this ministry are you using that scientific terminology or you are using. I have specifically prohibited my translation team from using anything which sounds legally correct or which is used by the ministry because my own personal experience is that that is not the language that common students understand. Forgive me if I am mistaken but my observation is that the formal Hindi translation that emanates from government body is not easily palatable. That is the problem with my subject that is why I am asking you if I will mention the terms in that language nobody will understand it. We had an experience professor Gayathunde will share that with you his course on thermodynamics the name itself somebody translated as Ushma what is that Ushma Gatik Ushma Gatik. Now he said Patek you have studied in Hindi in Madhya Pradesh so tell me what does this mean Ushma Gatik. So I tried to tell him thermal speed or something like that then he says no it is thermodynamic. Now this is something so what we have decided is a style which I saw in 1979-18 Punjab when they had prepared Guru Mukhi books for training ITI students on using leth machines. They called a leth a leth they wrote leth in Guru Mukhi. First time when it appeared they wrote L-A-T-H-E and subsequently they used only Guru Mukhi. That one should be translated in the popular words rather than in the… That is correct and additionally we are saying technical words should not be translated. That should not be translated. Like the student has been translated in this… We can actually have 4-5 hours of discussion on this topic but we just have last word from professor Gayathunde. Anyway I was going to bring this up tomorrow but today it was asked. My thermodynamics is also getting translated into Hindi. Yes. Kiran Khosla's group and I have provided a list of some 100 odd words I think roughly 200 words which should not be translated. They should only be transliterated. For example temperature should remain temperature. Energy should remain energy and so on. It is written in Devanagari. The point is that every student Hindi speaking student who is trying to understand thermodynamics will read and understand temperature if written in Devanagari and will exactly understand what that temperature means. That is our feeling but it is left to each individual university to decide what exactly they would do. Let us say this is our opinion based on what we have thought. But it is a hard problem. The fact of life is Indian languages did not have contents of that kind so far. So it is not proper to expect those words. In fact if you see the European history initially the entire all countries of Europe borrowed from Greek and Latin. Subsequently many countries borrowed from French. Those are all English words. It is very difficult to have that identity. Recently I attended a show with Javed Akhtar actually read out a smart of series of four or five lines apparently in Hindi. And then said let us analyze every word. So he pointed out that these words are Turkish Udat he used which is a Tamil word it seems. And in the entire sentence the only Hindi words were Aaya, Gaya and thing like that. And yet he says every Hindi speaking person understands this complete sentence as a Hindi sentence. That is one extremely powerful. Anyway we digress. But this is a call that each university will have to take. I may be wrong about this but somewhere I read that every translated work is seen almost like in another originated creative work and it is taken different. I mean it is the Hindi translation of a book is seen as another book. It is not just Hindi translation of book. So for our courses we should not have some nomenclature saying that this is this course and this is XYZ translation of this course. So we should say that it is another course and we say that no it is a Hindi course. So you somebody makes a choice saying that he is taking these courses their courses in Hindi. So that is a different course. It is not I mean somewhere else you may have a equivalence table which says that this course which is in Hindi is equivalent to this course. I do not agree with you for the simple reason I again speak from my own domain. Introduction to computer programming is studied by all first stage engineering students across the country about 1.25 million students. The language of medium of instruction is English by definition. Yet all interaction between students and teachers at 90% of the colleges happen in local languages. But the exams that they give papers are in English they answer in English. In fact you have to answer in C or C++ which is neither English or something. Now if I give a course and if I make my videos subtitles available in Hindi by translating those subtitles. If I make explanations in Hindi but the code is entirely C C++ course same is the same course. We have this problem in IIT. There are 50 or 60 students every year who join IIT, B take first year as part student. They cannot understand it. So we arrange special lectures for them in Hindi. It is not a different course. It is exactly the same course because they have to give exactly the same exam. Exams are no different. So there could be an opinion on whether we should treat this a different course or we should simply say that it is the same course explained in Indian language. It is not so easy. Again it is a call that the university and the teachers have to take. I don't think we can formulate a general policy or any such. At least that is my opinion. Of course I have another colleague Professor Supratik Chakrabarty. He has two colleagues, Professor Millind Atre and Professor Bandarkar. You will meet them tomorrow briefly. In fact it is very dangerous to have only one teacher doing a course. Dangerous for the teacher himself or herself more than anybody else. A team is always better because there is always a backup and then you can divide on the various topics. The only expectation is that the team should be synergistic. They should have a common passion, common understanding of how things will proceed and so on. This is 1974. There was a tandem chess tournament. One was Mr. Sakhakar and Shaigram, two top players of Maharashtra. We are playing in tandem. There are 30 players against whom they are playing. One fellow makes one move, another fellow makes another move. So these two people are making alternate moves. Can you understand how much synchronization should be there? In one particular place, Shaigram was an attacking player, moved his knight and offered for a sacrifice. The fellow was scared. He did not take that match. When Sakhakar came, he moved that knight back. One move wasted. That fellow played something. Shaigram came again, says what? He again put that knight back. This time that fellow took it. And that was the only game which they lost. So you can see what happens if the two people do not think synergistically. Sorry for the digression, but the relationship between the faculty team has to be appropriate. I think that should be done. Prof. Fadak, I have a question. How much in advance does the instructor need to prepare for the course in the sense that if I start today, is the entire course content available to the student right at the beginning or does it come only in parts? Suppose the course is of a two week duration and if I am a student, I register for the course. Ordinarily, I will get to see only the first week till the week is passed. I will not see the second week. It is exactly like how we run a course in real life, a week to week course. A teacher would certainly indicate what are going to be the topics covered in week two, week three, week four, when is going to be the exam, exactly like a normal course, but I would not see the second week. However, once I go to the second week, first week contents are also available for virtual life. In fact, I did not want to tell you this, but this is the fact that I have exploited significantly because I could not complete my preparation for my course. So, we are ahead of a running course just by a week sometimes. Now, that is a very dangerous thing. More organized people like Professor Gayathurna and all would have almost all their course ready before the course launches. I would expect most people in the country to be better organized. It is a very dangerous thing because, so I will tell you one consequence. One quiz was delayed by two minutes for posting. It was to be announced on a certain date at 12 noon. This is the time which Professor Gayathurna picks for both of our courses. Well known is 6.30 UTC. The time is not measured in Indian Standard Time Incident. It is measured as universal coordinated time. You see it here. So, it is like Greenwich Mean Time, but the Americans do not like to refer to anything which is British. So, they call it UCT. That is the name that we use. Two minutes delay. And within two minutes, we had 10 these things on the discussion for where is the quiz. It has not appeared yet in two minutes. So, please understand that the reaction of the community could be very sharp. Indian students may not be as bold, but you will find that. Just remember this. Whatever we do for a normal course of 100 to 500 students in our university, those rules do not apply when you engage 10,000 or 50,000 students, none of whom are under your direct control. I think you said the number Internet is also anonymized. Yeah, Internet is also anonymized. It is not bold inside the class, but you can blast that you want to Internet. Yeah, that is right. Identity is not known. Yeah, identity is not known. That is correct. It is not bold later on all the time. In the conversation, you will not reach in the class. By the way, I will mention this under the discussion forum discussion. The moderate discussion has to be managed by your team. So, there are actually instructions to participants. Please do not use offensive language. Please do not be personal. There is a whole lot of discipline that needs to be acquired by students. But yes, that is correct. So, this is how I will design this example week 1, week 2, week 3. If I wanted to add a new section, I could easily do that by saying add a new section here. I can give the new section name. Let me just say it is week 4 and I save. Now, notice that this week 4 has gone away here at the last. I can add a new subsection. Within that new subsection, I can add a unit. Within that unit, I can add a subunit and I can keep on for every unit. I can define. There could be an HTML page. There could be a PDF file which I will upload and give a link. There could be any number of segments that you want. What I wanted to tell you is, primarily the objective of this saying this is, that many times we get confused by saying that I have a course. I have a paper which I offer for 40 hours and I have 40 hours of video recording. So, my course is ready. My humble submission is absolutely nothing of that sort. The 40 hours of video recording is merely a starting point. You have to actually plan the whole sequence of events that will unfold during a semester or a year when a student takes that course, including the weekly schedule cannot just have a one-hour lecture. We have found, not we, but universally it has been found that people do not watch one-hour lectures on the online courses. They typically watch eight to ten minute lectures. So, to prepare conceptual package of eight to ten minutes out of a one-year lecture itself is a big-time activity for the teacher. It is not just video recording. You cannot break a one-hour record arbitrarily into six parts. You have to actually re-record every such thing into ten minutes. Although it is easier to prepare the transcript for the ten-minute thing and so on. And it is not that you put one after another these ten units and say that is my weak mark. After every unit of ten-minute lecture, you have to decide some activity which the students should undertake, read something maybe, solve some practice problems, actually give a quiz. Then go to the next ten minutes. This is what is course designed on the online course. And this is what actually takes maximum time. Yeah. Can you have, can we have quizzes rather which are not objective type, which actually they have to write something more than choosing bullet points? That is a huge gross negative point of all online course. Okay. The edX platform permits what is known as ORA segment, which also we have actually kept as it is. Long answers can be given, but they cannot be automatically graded. So for automatic grading, there are two types of activities that are happening globally. One is research in machine learning in which case artificial intelligence algorithms are used. The process is something as follows. I say I have one lakh submissions. Out of them, I will select hundred submissions and get them manually corrected and graded. And I will award grades. And in the process, I will award some key, I will allocate some keywords, etc., etc., showing some weightages. Then I run that artificial intelligence learning algorithm with the feedback of the hundred evaluations using which the system grades another thousand. Because thousand also now I will not grade independently, but I will evaluate what the machine grades are and I will tweak them. And then it will automatically evaluate all one lakh. But it is very difficult to ensure that you get a human-like evaluation. So long answer evaluation is currently not possible. Yeah. So the second part is a peer assessment, which is available here on the edX platform. And this can certainly be tried. In a peer assessment, I submit my essay type answer. And that essay type answer will go to a certain number of peers for their assessment. They will be randomly chosen. Similarly, I will have to participate in assessing some of the assignments submitted by peers. They have a very good formulation system. The feedback is that the peer assessment works pretty well and teachers are confident that that is giving a fair assessment. Now, whether a university system would like to recognize marks obtained in that peer assessment or not, we do not know that is a different question. But at least it gives a chance for both the teachers to ask long answer questions and for students to get some feedback. There is a peer assessment question in the demo thing also. So if you go to homework essays, for example, there is an assessment. So open response assessment, that is what is called ORA. The open response is a text that is submitted by people. So how does the peer grading work? There are three steps in this. First, answer the question, write a response to the prompt to the best of your ability. Then, contributing to the student community, grade other people's response. It will be provided by a rubric by the instructor and asked to evaluate how other people's response compared to that rubric. That means after you answer, you will get somebody else's answer to grade and the teacher will say, okay, do you find this in the essay? Do you find this language used to be like this? So the actual questions, which is what I would have in mind as a teacher while evaluating somebody else's essay, those questions will be raised. And every grader, every participant will be asked to grade somebody's response. There is an example here. So there is a censorship in the libraries. Some paragraph is given. Read for conciseness, clarity of thought and form. Now you give your response here. The moment you type in your response, which is not an ABCD choice, is a response. And then you can submit your response and move to the next step. Now, I don't want to steal the thunder. You can actually try it out when you do that. And then you will see that the system automatically gives you somebody else's response, asks you to evaluate and so on. How effective the whole thing is, frankly, we do not. For certain courses, such as a programming course, for example, auto graders have been built. Because when we teach programming, it's a practical course where people have to write working programs. We don't want them to write English essays, but unless they can write long programs, there is no point. So we test their conceptual understanding through this. And in a blended MOOCs mode in the lab, they submit their assignments, which are tested by their teaching assistants. For the online course also, we are now constructed a online grader. So students are asked to write a program which they submit online. It's a file. It's a program file. That file automatically comes to our auto grader. Auto grader will check that and will allocate marks and the marks can go to that person. Now, this facility is tested. Why I mention this is if you feel that you have an ability of automatically grading something which is a long answer, which you have written some programs at the back end to analyze some sentences and work things out, then it is possible in this web platform to ask, to set up a saying, submit a text file. But you will have to write some code at the back end to get that text file to your auto grader which is sitting on your machine and it will automatically grade and supply marks back to you. So this feature is there, but to use that feature is not very easy. For any course specific requirements, you will have to build an auto grader which is at best a tough proposition, but it can be done. Well, I would rather than spending time in explaining things, I have just added this. I can delete it by the way. I can move suppose this is not week 4. I wanted this to appear between week 2 and week 3. I can call it week 2a and use this to move it up anywhere I want. So you see week 4 has gone between week 1 and week 2. If I do not like it, I can delete it. The release date is given here. Section release date is this, release time. I can change this date and time. So this is the date and time on which this section will be visible to people. I can of course delete this week 4 which I have created. Thus we have deleted. What is the duration of? You can decide. You can say 28 weeks or 52 weeks. No. See it depends on the kind of paper that you are teaching. If you ordinarily teach a paper for one year, then you would have to keep the course alive for 8 hours. The global finding, statistical finding about the interest of the students is that if a course is longer than 6 to 8 weeks, more people drop out. But that is not yet proven thing like many other statistics in the case of MOOC. You must also appreciate that a phenomena which is less than 3 years old in the whole world whose history is of millions of years and whose recorded human history is at least 10,000 years. 3 years is a miniscule time. I do not think generalized conclusions can be drawn on MOOCs at all. You will read many papers which say MOOCs is a great thing or you will read papers saying MOOCs is a failure. I think both extremes, it is too early to be judgmental about the whole phenomena. Therefore what is right and what is wrong? There are only some indicators. Just as I said 4 minute or 5 minute, 8 minute video is an indicator. But we know for example that there are great orators amongst us in our whole world where a teacher teaches for even 2 hours and people listen to that person's spellbound. Now such a teacher is there and you say no, 7 minutes. That fellow will probably get bored. In fact such great orators may take 7 minutes to just tell the very introduction of the whole thing. They cannot pack a concern. So I think you will have to take all such observations with pinch of salt. The thumb rule is statistically people do not watch long videos. That is proven. Now within that depending upon the post, depending upon the teacher you will have to take a call and then take a leave. No, in our universities there are one year papers. Or no, you are all one semester. All are one semester. Good. But even there we had a problem. For example our courses are one semester and we insisted on a 13 or 14 week long course. We were advised by the forum that please do not do that. Break it into two portions. Say of 6 weeks each. I did that which proved to be a fatal mistake. So I have 101.1x and 101.2x. First of all the division is arbitrary. Second I am forced to repeat some of the things at the end of the first course in the second course at the beginning. And third the total duration is less than what I would have. Professor Gaitonde completely refused to listen to that suggestion. He says I do not care how many students take my course. But my course shall be off so many weeks. His course has a steady population of 20,000 who are still doing his assessments and so on. My course had a registered population of 58,000. I do not know how many will take my final exam which was just released yesterday. So these are pros and cons. I think you will have to form your own judgment which you will have to modify after one offering. Unless we offer it once we do not know how it goes. And if the offering goes bad it could be for variety of reasons not necessarily only one reason. So there should be surveys that should be part and parcel of your course. No survey will be done by the platform. It is not uncommon for many global courses that I have seen to build a survey in week before the start week. There is incidentally a facility that for all registered students an email can be sent by the teacher at any point in time during the course including before the course begins. So it is not uncommon to get emails on courses saying your course is beginning next week but we would like you to take this survey which is published on the course side. The rest of the course is not visible but this survey is visible. And you can get the results of this survey by which you can actually plan to modify some of your course offering. So it is to a large extent it is similar to a course that we will normally run. If let us say Professor Gayathonde's course which he has designed now that course will be available. Next year he says look this course is open source but I am not available to run it. Now let us say one Professor X from Mechanical Engineering Department says I will offer that course. Professor X has the complete freedom to modify that course as he pleases that will be a different offering. In fact this is something which does not often happen in our university but it happens routinely in institutions. It must be same thing in ISAR. In IIT Bombay one course is taught by five different teachers in five years. Each offering may be significantly different from other offers. Often different topics are covered with different emphasis. This is acceptable, this is respected also. Any course must guarantee that the basic concepts of that course are understood by everyone. The basic skills are understood by everyone. Beyond that how to expand on a course is every individual faculty member. And it may so happen here. That is the reason why globally it is acknowledged that it is not the course name or the topic by which students selected. They also want to see who is the professor who is teaching that. It is the combination of the course topic and the teacher which often is used by the students across the globe to decide for it. And of course equally importantly the name of the institution. So the more well known is the name of the institution more likely that the student may say this course may be good quality. What is universally proven is that the learner community wishes to get access to the best quality learning. Not only in terms of content but in terms of the properly run course of ISAR. That much ISAR. Alright so we'll just stop.