 Okay, we already have about 10 hand raises and we'll just go through one by one and yeah let's take a question from Padampad Singhanya University. Good evening ma'am. I'll really like your session. I have a question. We are teaching in private engineering colleges, private university and when we have a diversified students, students who has a, you know, good level of understanding, level of understanding which is very poor means when that students are diversified, you know, how to address those students. First, second, when you're talking about methodology adopted during teaching, I am actually teaching one of the course which is associated with our program that Cisco Networking Academy. There we have seen that we use a lot of simulation tool, a lot of games, computer games like Cisco has aspired games, our students designed some games. This kind of games also really help the students, you know, to understand the things better. I was going through, I teach networking, I was going through a paper in a published in IEEE Tripoli. They were showing that with a dancing model how, you know, people can understand WSI model better. One of my faculty also was there who actually understand this. One question I had in the morning, I could not ask Phataks that there was IIT Bombayx computer programming with MOOC model. We are really interested to join that, how to join that. This is one of the question was actually for Professor Phataks that if you can actually ask. And like online program and model, you know, I have seen a lot of companies are also conducting some tests. I was going through some material that Shibnathar University is conducting some tests through peers and you said conducting a test, judging a student, whether the student is good or bad or what kind of gradation to be there for the students is really challenging. Sometimes students, this kind of online test like Microsoft and Cisco, they use dumps and get good marks. Sometimes some good students get bad marks or average marks. So how to overcome such things with MOOC model? So these are my questions and these are my discussions. Thank you. Over to IIT Bombay. I am remote center coordinator. Thank you. Okay. Thank you. There were several questions here. Let's try to address them one by one. And some of them are actually quite interesting. The first two, let me mainly address the first two questions. And the first question was about student diversity. And I think this is something that all of us can identify with. Many teachers, almost all teachers can identify with various types of student diversity like starting from students, academic background and preparation to their motivation to just their level of engagement that they bring into their classes and so on. So what is it that we can do? And while this is a very common question, it's also a really challenging one in the sense that there is no magic bullet here. So I can't offer you a single unique answer. But what I can try is offer some suggestions as to what can be done to address diversity. And let's now, let's mainly take the diversity in terms of students academic background because motivational aspects is a completely different area and we can talk about that also. But in terms of students background, it really helps for the teacher to know what the student brings to the class, what motivation, why they're here in your class. And if you simply ask them, they'll say, well, it's a required class, it's a mandatory class and that's why I'm attending the class. But if we try to go one step beyond that as to what they want to do in terms of their career or what their profile of the class is, sometimes it might help to address real life examples tailored to the various backgrounds of the students. So you don't have to do each student every class but over say a month or so, if you're able to, if you know what their backgrounds and interests are and you're able to tailor some examples towards their interests, we've seen that students start paying attention because they feel that the teacher is paying attention to them. In terms of their actual diversity, the diversity in academic levels, is Bloom's taxonomy in fact gives us one framework for addressing it because what the taxonomy says is how do we set objectives and assessment questions at various levels. So our question papers are also have a variety in the levels. So students, all students should be able to answer at least some of the lower level questions and some questions can be set as being more challenging. So at least if you have a variety and diversity in your questions and the objectives in the class, you have some chance of addressing everybody. And finally, I think we have to somehow bring everybody at least to some standard that we think is required for the courses. So again, identifying which students are lagging and what to do for them, maybe some extra assignments for lagging students, maybe extra assignments for highly motivated students. All those are possible, more easy in small classes. In large classes, you can use learning management systems to do these additional assignments. But we have to make sure that every student feels that they are an integral part of the class and that we are doing something for them. Your second question was games. How do we use games in learning? What are the benefits? And I am glad to hear that you are using that a lot. Now, we have an entire session, I believe it is on day, one part of it is tomorrow and one part of it is on day 5 where we discuss how to use interactive visualizations like simulations or even games in an engineering curriculum. So you may get some ideas there on how to use them rather than simply showing it to students. And on the last day, we will also have a few sessions on how can you do some educational research in the sense, how can you measure what students are learning, whether their motivation improves if you use games. So there are ways to set up short studies and we will go over some research methods in educational technology. So that might help you answer this question on games and learning. The question for Professor Phatip, what I would suggest is just type it in Moodle and we will pass it on to him because he will be the best person to answer that. Let us take a question from Nyanamani College of Engineering. What about the rural background students, they are very weak in communication side. So we are facing the problem to teach in the technical oriented session. The language is the main drawback for our students. Even though our IIT people are giving a lot of options through off-line mode only. So this is a measure, this is a measure for our rural people. They are willing to study in engineering but the only thing is communication is very poor. Then one more thing, they are dominated by the township students. So what kind of means we want to improve to improve the quality of the rural background students. Again this is a very relevant and very challenging question on how to address the issue the drawback of communication, poor communication skills by some students. And I think I am going to first say that there are two separate issues. One is a language issue and a language barrier and one is an actual difficulty in communication. And the two are not necessarily the same. In the sense we have seen a lot of people who do not have language barrier and yet have poor communication skills or even if we allow people to speak and write in their mother tongue they are still not able to communicate. So these are separate issues. And regarding the language barrier I think the government is giving a lot of encouragement in creating ICT based materials in several Indian languages. So Professor Fatak mentioned spoken tutorials this morning and those have been dubbed into a variety of Indian languages. Many of the NPTEL videos also now are looking into aspects of translation and language barriers and how to overcome those. And about communication so ICT tools actually do have some stated benefits in helping students improve their communication skills. We will go into details of those in one session tomorrow called digital taxonomy for using ICT tools. But briefly what is done is students are given a lot of opportunity which is relevant to them in communicating. So communication is not just simply writing an answer on a test or asking a question. But for example what we tell students is that this is especially for third and fourth year students who are applying for internships and jobs we tell them that they have to create a portfolio of the projects that they have done to show their potential employer or when they go for an interview. So for the portfolio they have to create some way of presenting what all they have done. And because this assignment is extremely personally interesting for students it is their portfolio and their job interview. We have seen that a lot of people in fact do this seriously and this goes part way in addressing the communication skills. So collaboration tools that are or collaborative activities in class are also known to help improve students communication. Because it takes away the pressure of the teacher being there and the teacher telling them to do something. Instead they are just communicating with their friends but they are still talking about technical issues. So group projects where students are responsible for some specific deliverables structured in a particular way can help students negotiate the various roles that they play. And again we are going to do one session on group projects and collaboration and perhaps we will try to address communication also within these. Let us take a question from Sridhatha Institute of Engineering. Madam my question is which one is the best teaching learning methodology for the traditional one? We can go for peer instruction or we can go for say think, pair and share that Professor Pathak last time he has taught us in the workshop. So these are or any other method one related question is there that say suppose if we are introducing these changes whether the student community will accept those changes or to what extent they will accept that one madam. Ok. Over to you madam. My question the first part actually has no real answer. The first question was what is the best teaching methodology and there is no good answer because it depends on your goal the audience the logistical constraints you have and mainly your goal and even for a given goal there may be multiple methodologies that are valid. So I would suggest don't think in terms of which is the best methodology they really I mean that that's not a good question to ask instead a better question to ask is if this is our teaching learning goal what is a suitable methodology? So for example in today's peer instruction lab if you have gone through the activity constructor it says if you want to improve students conceptual understanding do this this and this. Tomorrow you will see statements like if you want students to design solutions to open ended problems TPS is a good solution. So sometimes direct instruction is also valid. So there really is no best methodology but having said that getting students to do something on their own getting beyond listening and reading has been known to be good for the most part. So active learning the reason we emphasize it so much is different types of active learning in fact can help different goals and a student possibly can be active even in a lecture class provided they have been given the opportunity to think of on the problem beforehand. So in terms of student acceptance it really depends on how we phrase it and how we frame it. Sometimes they find student resistance and at that point it always helps even before you encounter resistance it always helps to tell students why we are doing this and what are the benefits likely benefits. You may see a slightly slow acceptance in the beginning but if your students see that every third class there is one peer instruction question they will get used to it very soon. So if we present it in a positive manner and if many of your colleagues start using it the students will find that in every class in your college or in many classes they come across these active learning techniques and you won't find too much resistance in those cases. Let's go to Bhagwan Parushram Institute of Technology. Yes ma'am my question is that there are two students whose all India one is whose all India rank is in hundreds another in a normal engineering college whose rank is in lakhs but for both of them course curriculum and timings are same a very strong supporter of this ICT approach but in this short duration of time for the normal student it is quite difficult to complete the course contents in this time. So either there should be more time or there should be less contents so the question is you know what to do if we have to complete a syllabus in a given time and especially for some students or I would argue that for all students completing a given set syllabus in a given set time is not realistic and not even meaningful because what we are looking for is how much students have learnt we are so we should be less concerned about the breadth of the number of topics that we tell them so again this is a difficult question because of constraints if you did not have too many constraints so let's say you are an autonomous university you can decide along with your colleagues you can set your syllabus and curriculum in such a way that the number of topics that you deal with is manageable for your given audience ultimately what we want is students to learn deeply each topic to whatever level we specify if you think that you can give students extra time or extra time for assignments and all if you have that freedom do go ahead so in some institutes this is possible and I would urge all faculty to take advantage of this this flexibility of course you have to make sure that the following courses which depend on this course are not badly affected so that's why this is a dialogue that an entire department or an entire institute has to have together now if you don't have such flexibility let's say you are teaching something and the university paper setters set an exam then our hands are tied to a large extent and even then in most universities there is at least some part which is let's say 20% of the course grade is with the teacher and you can try these innovative teaching methods or deep learning deep teaching strategies in for that part if your students are willing to do some extra work that's also another option post them online you don't need to be with them face to face all the time so you have to exploit both the time and the flexibility to as much extent as you can to get your students but I mean this is really a sad problem and I think we all agree that it's not right to tell students that you have to learn this fixed amount and this fixed time I think professor Fartik is trying to make some policy changes also in this regard trying to give students get students to do the same amount in a larger time and so on okay GL Bajaj group of institutions good evening ma'am what are the research opportunity possible in education pedagogy for engineering background students okay so the question is what are the research opportunities for engineering background students in pedagogy or educational technology and I'm going to answer this slightly different question first and then I'll come to this question the slightly different question I'll pose first is what are the opportunities for engineering college teachers and the reason I pose this question is that each one of you is actually in a very unique position because all these new teaching methods that you're trying on your own or that you formally and systematically learn in this workshop and wish to try you have a lab at your disposal in the sense your class is your lab you can try some teaching strategy you can implement it and then you can actually do a study by gathering data systematically using it and also writing a research paper based on it we run a conference called technology for education it's an IEEE conference runs annually and we'll give you information about it later in the workshop so in that conference in fact we have several college teachers doing such studies and submitting papers it goes through a peer review of course but there is an opportunity now if you ask what are the opportunities for students in India it's still a little limited because there are a few places which have masters programs in educational technology where students can do such research there are even fewer IIT Bombay happens to be one of them places which have a PhD program in educational technology however there is a lot of opportunity in say the e-learning companies waiting to hire these graduates so many institutes now are thinking of starting MPEC programs in education technologies and I think the number is only going to grow in the next 5 or 10 years GF Gharda Institute of Technology Good evening madam this is Professor Bhartesh Danwade my question is that on PI basically this PI is used to check the correctness of the outcomes which the teacher has designed or it has some objective purpose to make the full proofing of the design of the the outcomes design an interesting question so let's explore the question is what is the role and purpose of peer instruction strategy is it to check if the teacher has taught such that all outcomes are met or is it for checking how many outcomes, how much outcomes the students have achieved and PI strategy actually has the advantage of doing both it is in a class of teaching strategies which are called as formative assessment and the word formative means is that the role of the assessment it's a question posed to students to think of it as an assessment but the role of the assessment is not to grade students and not to rank them not to say that these students are good and they pass and those students are poor but it is to get feedback both on the students learning and on the teachers teaching and act on the feedback so when we do two rounds of voting what students get is feedback on their own learning and their own understanding and their own misconceptions which they can correct right away at the same time as a teacher if I see that despite two rounds of voting most students happen to have the wrong answer wrong multiple choice it's feedback for me as a teacher that I didn't teach that unit properly and I have to do some other technique so peer instruction actually serves both these roles for the teacher and for the nada Neb Kushlenk engineering college Hello madam good evening Madam I'd like a clarification in Bloom's taxonomy we have create and apply so when we say when we ask the students to write a program that's a commander apply or create that is one question another question is what exactly is the difference between objective and outcome we say outcome based education and all what we normally do is that we give a set of objectives and then we also give a set of outcomes so what do you suggest madam but so far you have talked only about objectives and that of course comes like an outcome only these are my questions okay so first what is the difference between objectives and outcomes and the thing is we have only used the word objectives and why so and this is a slightly grey area in the sense that different people use different terminologies and different definitions so suppose there is some governing body like CTE or somebody who says that these are a list of objectives you must meet and these are a list of outcomes that is suppose somebody already gives you a definition please go with it okay because there are said this is really a matter of terminology between different groups different communities and so on the reason why we are not making a distinction is because at a conceptual level we consider both of them to be very similar to each other at most we can say whether the objectives are for your course and for a topic that I will teach tomorrow it is domain based and so on and the outcomes are more generic that students must develop the skill of teamwork so those can be put under outcomes some people make a distinction between domain based specific versus more genetic skill based but there is no really good unique accepted difference especially because these two are very similar in their purpose my suggestion to you is it does not really matter if you are not answerable to anybody for whether this is an objective or an outcome because finally we are looking at the learners performance and something that is measurable if on the other hand there is somebody who says hey here is a difference and you need to write both the objectives and the outcome then you go ahead with that definition it is not like textbook definition where something is very precisely written that this is the difference and the first question you ask the create versus supply so again you have to go back to seeing what the student needs to do so suppose we say we tell a student write a program to add the first ten integers so you have to think beforehand what all steps the student has to take mostly at a mental or cognitive level in order to answer this question at some level we are factoring in the student's try and knowledge and background because is it that we already have given them some sort of algorithm to doing it and they have to simply go and code that algorithm have we asked them to write the pseudo code beforehand so they know exactly the steps in that case it would become more of an apply level or on the other hand if we have to if the student has to think about some large system break it down make lots of decisions and write code for an entire to build an entire system the same act of writing a program now becomes a create level activity so it really depends on what are the cognitive tasks that a student has to do in order to apply or create it's not a single generic answer but what is it that the student is doing with respect to their prior knowledge cool of management sciences please go ahead my question is regarding active learning using peer instruction it is very unclear to us how we are going to complete it what it is aimed and how we are going to be the facilitator in the classroom for the student for this kind of teaching let me just try to understand your question are you asking how to complete the assignment or how to do it in class how we are going to complete the assignment and what are the roles we are going to play in the classroom for this kind of teaching methodology so a quick answer to the first part of the question how we are going to do the assignment there are three phases first is you understand what peer instruction is for that you go through the lesson there are videos and there are short questions you have to do that and then you will have an understanding of what peer instruction is and you already have been exposed to peer instruction during this workshop in the next phase what you have to do is you will have to construct your own peer instruction questions for that we have given a constructor an activity constructor we will also upload the pdf file that the activity constructor is referring to so use both of them to create peer instruction questions for your topic so you already started with learning objectives of a topic choose the same topic and see where you can introduce peer instruction so there are multiple types of peer instruction questions so choose any three of them and create complete the assignment so this is all regarding the assignment so regarding actual class implementation so assignment I think the deadline is about a week or so from now there was one announcement I had related to this so maybe this is a good time to say in the beginning around 330 we got a few questions as to what to do in the lab and essentially in each lab what you need to do is go to your lab and open Moodle and there will be a module called lab for day 1 p.m. 1 and it is going to be in order so just find the module for that particular day and that particular session click it and then there will be instructions within so these are carefully structured activities that are in Moodle today's lab assignment in order to complete it various parts of it you have another week to do it the other part of the question what to do as a teacher so peer instruction strategy for a teacher has two tasks really one task is to write the question suitable for a particular goal and the second task is to implement it in the classroom what the assignment today helps you do is to create various peer instruction questions for various teaching learning goals such as improving students conceptual understanding getting students to make to relate different representations such as a graph and any equation and so on once the question has been created by you for your class then when you are in your class with your students you can implement it in the same way that we did here you pose the multiple choice question let students vote get them to discuss maybe make them vote again give them hints on their reasoning the focus is on understanding and not on the right answer and finally summarize that activity so each PI question usually takes between 3 and let's say 7 minutes or so to complete it can be as short as 2 or 3 minutes also so this is part 2 of what you do as a teacher okay Saint Xavier's Catholic College of Engineering good evening madam our management is focusing 100% the result for the students so in this context we are not able to fix the setting the objectives exactly for the students so what is your suggestion in this kindly correct me if I am mistaken you wanted a strategy for 100% results in your college so when it takes as you told that is setting the objective on more in towards in the hierarchical way is preferable and will be effective and moving towards the 100% result your system or your suggestion may be ineffective but we cannot concentrate on the 100% result or more times only 100% result but as per your instruction and setting objectives first and moving towards the hierarchical way of preferences it will be less effective for the 100% result setting your courses or creating your course designing your course according to Revised Bloom's Taxonomy is not to get 100% result based on some arbitrary norms the goal of Revised Bloom's Taxonomy is so firstly it is that various tasks require different amounts of cognitive effort by students and as teachers we all intuitively and informally recognize that so this hierarchy tells us gives us a theoretical basis of how to how to tag a question how to label an objective as a lower thinking level or a higher thinking level what we did not discuss today is how many questions should be set at lower levels how many at higher levels and so on but our goal is that students might start at a lower level or in a mix of levels and we want them to at least go up the ladder we want some questions to be at the higher levels otherwise so if you only ask questions like define something and write a short note that is not engineering or science that is not learning so Bloom's Taxonomy help us define what it means to have meaningful learning in a given topic but it is not a formula for getting 100% result and yeah that is what I can say D.Y. Patil Institute of Engineering yeah this is Rashmi Deshpande my question is again regarding hierarchy of cognitive levels of learning objectives while deciding the parity we saw six levels of Bloom's Taxonomy and then in the activity that was conducted later we tried to assign one learning objective per level but what my understanding is in a single session it is not compulsory to have one learning objective per level I mean it depends on the content depends on the syllabus for some sessions we can have or say we can address three levels of Bloom's Taxonomy maybe in some other session we can access all the six of them is my understanding correct? yeah you are absolutely right so the comment here was that even though we have six levels within Bloom's Taxonomy it is not necessary that one session let's say one class or one unit has to address all six levels even though in the exercise we did it the reason we did it in the exercise is to see how much you can push the cognitive effort and thinking of a student without increasing the number of topics that was the purpose of the exercise but you are absolutely right within a given session it's up to the teachers it's up to your course design that you create is it a single level that you are targeting or is it two levels maybe it's levels one, three and five today and tomorrow it's only level four so all these combinations are possible but all these combinations are possible at the details level but if you take your entire semester or entire course what is recommended is that there is a variety of objectives at different levels so don't create a course and don't create an exam question paper which has only recall and understand level of questions that's a general recommendation but otherwise what you say is absolutely right Sagar institute of research and technology my question is in computer science area there are some subjects like compiler design or TOC theory of computation so we are finding difficulty in creating its learning objective as well as Bloom's taxonomy application is difficult in such numerical kind of subject so kindly suggest some methodology there are some subjects where it's difficult to write objectives at all Bloom's levels this is a question sometimes we get you also said that it's difficult to write learning objectives so that part is actually not valid in the sense whatever be your topic even if it's very descriptive there is always some expectations we have from a student and if you think about what you want to see the student do in front of you so imagine you are talking to a student and you are free to ask anything from the student and the student is free to show anything that you actually want the student to demonstrate to you that is the learning objective so it's not a valid statement to say that it's not possible to write learning objectives now in courses where there are calculations and applications of rules it should get so you said it's numerical my understanding is that there is some rule which is then implemented into some numerical equations in such courses it should be even more easy because you want students to demonstrate the application to calculate something numerical if so the first part is learning objectives are always possible to write and the way you do it is actually just asking yourself the question what do I want my student to be able to demonstrate in front of me after say one semester of this course sometimes people say that it's not possible to write learning objectives in all six levels and even there most of the times we have found that with a little bit of thinking it is possible so once concrete practical suggestion I have is look for use google and see if people have actually done this course in terms of learning objectives these days when since outcome based education is becoming very popular a lot of courses are being rewritten in terms of course not the course content but the course design and the course outlines are being rewritten in terms of learning objectives and see if anybody has created learning objectives for this course Rangasamy College of Technology good evening ma'am sir this is Ramesh from KAS Rangasamy College of Technology ok madam we are teaching different type of problematic objectives to our student so which ICT tools can be effectively used for simplified learning to our student civil engineering civil engineering yeah so the use of ICT tools actually is is not restricted to a particular domain and one reason we are using more examples from computer science and electronics here is because of the demographics we have among the participants a large number of participants are from these domains and that is why our expertise is also in these domains and that is why we are using these but use of ICT tools creating learning objectives this is possible in any domain so what we can do right now during this workshop is and look for examples that we have in terms of learning objectives and assessment questions from various domains that we have already created and we will pose them as examples in Moodle and in terms of using ICT tools you should look at the purpose of the tool so if you look at peer instruction and especially if you are going to use clickers the interesting or the relevant part is to create a clicker question this peer instruction question that you can use and in tomorrow's digital looms taxonomy session we will see that a lot of these tools can be used in any domain what is important is the instructional strategy and the task or activity that students do with this tool it is not the tool itself that is restrictive to the domain knowledge institute of technology good evening madam I am Prabhakaran faculty of mechanical engineering of knowledge institute of technology I have a one day one question is it possible to set objectives which includes all cognitive levels for an it is possible to set objectives at all levels within an undergraduate program the short answer is yes and I elaborate a little bit more most of the times it is possible to write objectives at all levels even within a single course even in introductory courses because the higher cognitive levels do not mean that we bring in more content or more sophisticated content it is that given a certain topic how what are the different levels of thinking that we want our students to do so for example in a first year first semester programming course you may think that design is out of the question but it is still possible for us to give students a project where they design a game using a drag and drop interface like scratch that is possible for even high school students or middle school students to do so possibility always exists and within the four year undergraduate program it is really up to you as a department to decide to what level you want to take each course so sometimes people might say that I only want to target some levels in the first part of the course in the first level of the course and next semester I want to target other levels that perhaps that can be done but try to address different levels within a single course Perumal the thing is that you have told about the ICT tools right so could you please give us the brief description about the ICT ICT tools so that it will be effective for all the teachers to use that in the classroom so ICT very broadly speaking is information and communication technology that includes almost every technology tool that we use today the most ubiquitous one being the computer and the internet what we will do in this workshop is give you exposure both from a learner's perspective and from the teacher's point of view to a sample of these tools so for example model that you use today is an ICT tool when you use avu avu is also an ICT tool avu pole can be considered as another tool google docs is an ICT tool so there are several hundreds if not thousands of ICT tools and we look at a few of these which have relevance in teaching and learning one common or very important and common tool that we will look at is interactive visualizations because in science and engineering topics it has an important role to play and there is no single listing available of all the ICT tools that exist but at the end of the workshop you will be able to make a list of some tools and some instructional purposes related to that Kurukshetri University my question is that to design this different methodologies like peer instruction TPS for a teacher's perspective it is okay the real problem comes when it comes to the motivation of the student like most of the time the students like which are taking admission in the engineering colleges the quest is not that like to learn engineering so how to keep motivate them throughout the four years that is one question the second question is like in a semester hardly you get 40 like 40 hours or 40 lectures per course so how to exactly manage the time while implementing these different teaching methodologies take the second question first because that may be a little easier to answer even though it does not have many of these questions you are asking are challenging and real in the sense that they do not have a textbook answer but it is still worth talking about it and the second question you asked was that we have 40 hours for a course and if we want you know how do we manage the time how do we do a break up of time and especially if we are trying some new teaching methodology to what how much weight should we give it so if you are using a new methodology we are not saying that you must use it in every class and you must use it for the entire class in fact that is something which is perhaps a bad idea but we are doing here is so if you notice any session especially in the next few days we will always start with and focus very heavily on the purpose of a particular activity or a task or a teaching methodology so if you know that the goal of this teaching method the intended goal the targeted improvement is for is something next time you are faced with a scenario where you have the same goal you can use this strategy so for example when we want to tomorrow when we do visualizations we will see that when you need to when students need to look at how different parts of a machine move visualizations are important so next time when you are doing some intricacies of the machine instead of explaining it on the blackboard you might choose you might choose to look for a video visualization so once you have a grip on for this goal this strategy is a good idea you can choose when to implement it and how much so I will give you examples of what people do here typically in every lecture we have at least one but usually about 2 active learning techniques some may be as small as a 3 minute peer instruction question sometimes it is a 15 minute think share question sometimes it is a 6 minute debate but there is between 1 and 2 active learning strategies that is what some instructors do some instructors entirely go the flipped classroom route which we will look at again so different models exist based on the instructors purposes and goals you are right that how do we manage to complete all the syllabus of active learning techniques and there is no good answer there either cut the content for which you are doing delivery that is possible because usually if you do one active learning strategy for a given content you do not students learn a lot more than just that content so they will be able to do self learning on some other parts of it first question you had on motivation of students that is in fact a more harder then I think I am only going to give a very personal answer here I think it is our responsibility on two fronts one is find out what students want to do they are all there in engineering because they think it will help them get the good jobs so let us try to relate it to what the workplace means that is at the second end so if at the workplace what the people who go to the new jobs if they are required to do group work and work on design thinking we should train them in those communication is also one important aspect so through our technical courses we should also look at some of these generic thinking skills and other such workplace needs you will find other people giving you lots of different answers all of these are valid because this is a very hard question but at least let us find out what is the motivation of students and it is okay if they do not want to learn Newton's third law or second law of thermodynamics Srinagarayana Guru Kulam College ma'am using the tools like this avu classroom the I think the very advantage is getting an expert from around the globe so have you like IIT the IIT people have initiated something not for the teachers teachers they have already a program for students and one more thing that is the situation every people will be going for the best teachers around the globe that may be a problem in the future let me just pass through your question and the point is with the availability of internet and avu and all these technologies there are a lot of content available and we think this is a good thing it is not a problem and the reason we think it is a good thing is that content is not the same as learning information is not the same as learning and content is not the same as learning so in the past days you used to have a library full of books and every teacher wrote another book and so on it is like now books and content is being created using technology media what is important now is to help our learners assimilate this information understand this content be able to judge which information can be used and applied in what way and that is the role of teachers today 30 years ago teachers were the only people who were experts and who had the information today information is there everywhere good information is there so let's our role has changed so there is no threat here at all the main advantage is we can break the barriers the geographical barriers so the objective of this workshop is like our students are there and we are very suppose we are the teachers from the campus only that is home tutors campus in the campus only so you will be discussing about the tools that can be used in the class itself for the better understanding so our focus is on use of tools for either better teaching or better learning these are two phases of the same coin our focus is not on just the tool itself but the point of why we are using the tool and how to use the tool for better teaching and learning that is going to be the focus of this entire workshop so we will select a few tools and we will look at several effective research based research proven effective instructional strategies in order to satisfy this goal so with this let's actually formally end today this has been a very interactive and interesting question and answer session I hope this was useful to you also ok thank you and good evening to all