 Good morning everyone and a warm welcome to the first session of this AVU interaction in FDP 201. In the first session, what we are going to do is we will just broadly explain the rationale of this FDP, we will be telling you about the various strategy, the various course content and the various important activities of this FDP. In the first session, we will do floor transfer after the basic rationale is explained to few remote centers to get a clarification, get interaction starting and in the next session what we are going to do is we are going to give you the activities that you have to do today afternoon and day after tomorrow morning as part of the lab activity and the breakout session. This activities are meant to reinforce the concept of flip classroom practices that you will be coming across in the FDP mainly. So let me start first with the why of this FDP. So in FDP 101, you have come across various technologies. So you have used screencasting, you have used Moodle, you have created websites using WordPress. So you have done a lot of creation activities using technology where so you were exposed to various technology resources and various ways in which you can work with them. Now that alone is not sufficient when it comes to actually doing what do you say teaching learning with these technologies. You also need to know the pedagogy for using the technology, pedagogy for using the appropriate affordances of the technology and you should know how it all fits into your local context. Now as you know learners are very different and they are very diverse and each context the effectiveness of the technology depends on learners, the learners attitude, learners prior knowledge, how well you can get a wrapper with these learners, their beliefs. So all these are pretty important. So you should apart from knowing the pedagogy for using technology, you should know how to do that in your own local context. So teachers need to learn and practice facilitation skills of using ICT to blend instruction in their own classrooms. Now FDP 201 is primarily meant to ensure to equip you with these facilitation skills. And in this we solicit teacher collaboration, I mean teachers should be able to share the best practices, review I mean reviewing of each other's lesson plans or content and refining practice so that they can refine the practice is pretty important. And that is why we need to create so the main purpose of grouping you and making you come in the RCs and making you interact with RCs among RCs is to facilitate this collaboration and help you realize the significance of it. So how this course is going to unfold? In week one of the course you have already done digital blooms taxonomy where you saw how the various learning purposes across different blooms levels. So right from remembering how technology can facilitate remembering learning purpose to how technology can facilitate creating purpose. Now in the second week that is going on right now we will be focusing on flipping the flip classroom where we will focus on out of class activities. So focus will be on how technology can be utilized for out of class facilitation and in the next week we will introduce you to the in class activities that should go along with the out of class segment so that your learners get the maximum benefit. The final week of this FDP will be focusing on evaluation of classroom practice both at learning level, learning and perception evaluations and we will focus on open educational resources or OERs. We will be giving you a group assignment to create an OER a little bit more details about OER activities. So OER can be considered more or less as a course project activity if you consider FDP. So you all know how we can all as teachers you would be giving small mini projects to students within a course so this is called the course project activity and this is meant for you to exhibit skills learning the skills at create level. So you have learnt a lot of technology you have learnt a lot of pedagogy. Let us now see how you can best facilitate this or best exhibit this by creating a resource. Unlike the past few offerings this time we are focusing on creation of a Moodle course and preparing a report on it as the OER activity. So participants need to form a team of 2 to 3 ideally from the same RC so that you can discuss and it would be even better if you are from the same domain. Now we have a list of domains traditionally in which different participants are generally come under. So these OERs are going to be peer evaluated, participants will get 2 weeks to prepare the open educational resource that is the Moodle course and another 2 weeks to evaluate your peers OER. Now to facilitate and handle the logistics aspect of open educational resource creation and peer evaluation what you have to ensure is that you will have to form a team and inform our workshop team that is e-outreach team by 24th May 2018 by 5 p.m. and we request all the course coordinators across the RCs to consolidate the teams from your remote center and inform us by the due date so that we could in the final week we could divide you into appropriate segments and then give you the appropriate activity. Now what is the rationale of open educational resources? It is to build on existing knowledge. So open educational resources when you keep your contents in creative commons that is one aspect of open educational resources but even more important is the aspect that you are trying to if you have an open educational resource you will be able to build on the existing content without any fear of intellectual property rights. I mean the attribution is still there so you give the visibility to the creators but still you will not be bound by any rules on whether this could be used, whether you need to pay all those things will not be there. So that is why it is important that as a community we engage in creation of these open educational resources. So over the coming two days you will get more information about the open educational resource creation activity. Currently we just gave a broad overview that you will be creating a modal course as a group so in a group you will be doing a modal course. So you all know that we have two A-view sessions in this particular FDP the first one today on 12th May there will be the second session on 13th May. The next set of interactions is on 26th and 27th of May. The A-view is primarily meant because we need all of you to come together at the same time and we expect participants to collaborate with others both within the RCs and amongst the RCs. So we have a lab activity today afternoon where the primary aim of that activity is to ensure that you work together within the RC and tomorrow we will have breakout sessions. Breakout session the team list is the same as you did in the last one. So in the breakout session you will be collaborating across RCs. Now what we have done is we had several requests where they wanted some practice time for looking at the different features of A-view. So we have enabled A-view groupings right from afternoon today. So from 2 p.m. onwards in your own A-view dashboard you will see your groups class enabled. So you could interact with others so the main teacher RCs we had provided teacher RCs for the last breakout session. They will continue as teacher RCs for the current sessions as well. You could if participants are interested in trying out the various functionalities of A-view from today 2 o'clock to 5.30 this classroom will be open. In today's third and fourth session on day one that is from 2 p.m. to 5.30 p.m. the focus is on completing a local task. And tomorrow's breakout session the focus will be on getting feedback on the task that you did locally from other RCs within your group. And role of course coordinator for both these activities is very critical because you will have to ensure that all your participants within the RC are engaged in the task and they get appropriate feedback. So they get opportunity to present their work as an RC you present the work to other RCs and get necessary feedback. Please note that throughout this FDP we have a zero tolerance policy towards plagiarism. We will be checking your submissions using our turn it in plagiarism checker and certificates are going to be dispatched only after the plagiarism check is completed. So certificate dispatched for the current FDP might be delayed. So we have the activities and evaluations going on till June 14. After that it will be roughly it will take us a month to consolidate the plagiarism check and ensure that all the participants resources have been checked for plagiarism within our using our turn it in plagiarism checker. We are expecting the certificates to be dispatched between July 10 to 15. That time window we complete we are expecting the evaluations to be complete by that time. So you may receive certificates after approximately a month after this FDP is completed. The instructions for this FDP is only there till May 31st. So the online course is available till May 31 with all the instructions, knowledge quizzes, reflection quizzes, etc. It will be open till June 14 for you to do peer evaluation of open educational resource. So that we will be enabling the course to go on for OER evaluation till June 14. The course will close on June 14. In the meantime the plagiarism checks will start and we expect almost a month typically last time it took us nearly a month to complete the plagiarism check and based on that from the past experiences we expect the same time for this thing this offering also. So that is why I said July 10 is the date between 10 and 15 is the date that we are planning to give dispatch certificates for the completed participants. Now another important thing in this particular FDP is that we also have a parallel FDP for facilitators. It is called mentoring educators in educational technology. The title is FDP 301X. So you will be getting these FDP 301 participants who have completed FDP 1 and FDP 2 in the previous year as mentors. So each of you will be allotted a mentor who will also help you and guide you in open educational resource creation activity. What is very important is that they will be given access to the discussion forum so you could ask clarify your doubts with your mentors and there will be we will be setting up synchronous sessions with your mentors through Avue. So we will be creating logins for each of you in Avue so that you could interact with your mentors. Now since Avue is centrally controlled we will have targeted slots in which we will be able to open Avue activity for a particular group. But what is more important is that you engage in synchronous interactions with your mentors. So the mentors as part of the coursework is required to engage in synchronous interaction twice with you once during creation and once during evaluation. But you could use the mentors to clarify any kind of doubt regarding any processes in the FDP because they will be having better understanding of the FDP processes specifically peer evaluation, peer reviews etc as they have gone through this in the past two offerings. So that is all about the basics of this particular FDP, FDP 201x. What I am going to do right now is open the floor for interaction questions, clarifications etc you could use the hand raised button in Avue to raise your questions. And if there are important questions that are not getting answered as you see we will have almost almost an hour of interaction. If I am not able to reach you please post your question in the question tab of Avue so that I can look at it and I can give you a feedback either in the Avue medium at the start of next session or as a common announcement in the IIT Bombay X course. So if participants the floor is open for interaction you can do a hand raise to interact with us over the next one hour. I am not seeing any hand raised button okay there seems to be a question from Indore Institute of Science and Technology. Yeah hello hello. Good morning sir. Good morning. Hello. Good morning sir as you have talked about plagiarism I am not able to clarify that what type of what which resources are to be checked by OER that this plagiarism whether the model or the screencast or the what resources will be checked for plagiarism. So okay. Whether the report which we will be preparing. Yeah so we will be checking so the question from RC 1425 it is a very good sorry 1423 is sorry 141435 is that what kind of resources will be checked for plagiarism. We will be checking your final OER report for plagiarism. We are expecting you to ensure all the appropriate citation practices within the Moodle course so we will not be evaluating looking at the content that you are uploading over there of course there will be your peers who will one of the mandate of the evaluation is that check whether the resources that they have provided for plagiarism that that will be done by your peers. But at IIT what we are going to do is the final submission which you submit as course project report we will be checking that for plagiarism. Thank you sir. Thank you sir. Yeah okay this is RC 1331 Birla Institute of Technology MESRA Ranchi I am not able to hear your audio ma'am can you speak up can you check your mic. Hello. Yeah okay Bits MESRA you are audible but it is very low can you slightly increase either speak a little louder or slightly increase the volume. Hello. Yes. Good morning. Good morning. Good morning. May I ask you question from the last session which was held on 25th of March. Okay. This question is from like Professor Pathak he stated very nicely that review sessions can be held and like I am faculty in department of management. Okay. So we are teaching the engineering students also in strength of 90 or 110. So how far this review session which is held for taking classes like a professor is teaching in one he is standing in one class and three classes are connected. So is it applicable or I mean can it be held. Yes. So the if you so the question is can a view be held locally that is what you are asking right. Yeah. Yeah. Yes the answer is yes there is absolutely no problem the a view so you need to have an a view server client setup. So technologically what you need to do is you need to have a team who is capable of handling a view. So download the a view code setup and a view server ensure that all the appropriate technological aspects of a view have been met with then once you are available you can use a view for streaming your class to multiple classrooms at the same time. We are doing that right now isn't it. So at the same time we are streaming to around 103 classrooms across the country. Because we have seen your videos also and you have also told that if the video lectures can be sent to the students and they will see their video lectures in their hostel or room and then they can come to the class and the questions can be asked based on those videos. Yes. So I think this can be done. Thank you so much. Yeah absolutely no issues. Okay RC1103 there is some audio disturbance. Yeah please go ahead RC1103 there is some audio disturbance I am not able to clearly hear your there is a lot of disturbance in the in the mic can you either change the mic and see it's there is lot of there is lot of noise in the mic ma'am. No there seems to be yeah hello RC1103 there seems to be a audio noise still I am not able to even I am not able to parse what you are seeing I am hearing your voice but there is a lot of grains like noise. Can I get back to you can you post your question in the questions tab RC1103 I will come back to you can you check your mic in the meantime. Okay check your mic in the meantime also post the question in the questions tab okay RC1005 Anna University Chennai. Hello. Hello. Yeah am I audible? Yes. I have a doubt about the certifications. Okay. Can I ask about it? Yeah no problem. So how is it? Is it too certificate or it's so one certificate for the course or how it's going to be dealt. So FDP1 will have its individual certificate and FDP2 will have a its own individual certificate. So those who are not completing FDP2 they can re attend if you are giving it back. Yes. Yes. At any point. Yes. So it's a two separate process. Yes they are two separate certificates. They are two separate courses and there are two separate certificates. So when can we expect the FDP1 certificates? Like I think it will be dispatched in a week's time. Thank you. I think the certificate process generation has happened it will be it is going to be dispatched. Okay. So by so I am being told by the workshop team that it is going to be dispatched in a week's time. RC1388 RC1388 Marwadi Educational Foundations Rajkot. Sir can you keep the mic closer to use? I am not able to hear. Are you am I audible? Yes please go ahead. So first I must congratulate you because in last of DPI I remember when Dr. Patak was introducing you he was saying Mr. JK but today I saw Dr. JK. Thank you. And my question is as you mentioned in this FDP201 the OER which was supposed to create is actually in pair or in growth. The challenge is some RCs be for example in my and the only person in my domain is IR. Will it be possible for me to see if the OER is not in group or in pair? Okay. So the question is I think I should address this in a general for people who are not able to listen to the question the it is about the groups in OER activity. Now the mandate of OER activity one important mandate is that this activity has to be done in groups. Now it may so happen that in a particular RC if it is based on if you divide based on domain you may not find people either you may find people who are either alone or after grouping becomes alone. So what happens to people who are left out in the RCs because of what do you say? No people from a similar domain. Now to sort out that issue of OER domains we have a general domain titled educational technology. So you could look at creating a resource on you how to utilize a particular educational technology tool. Now this transcends domain. So this is the first alternative to this. The second alternative is that if you your request for OER or the request for grouping is received early what we can do is we can find an appropriate person from another RC and both of you can together collaborate to create your OER and that is why one important activity last in the last FDP was to find people from similar domains. So each of you post your content based on your domain and either through discussion forum or through a view interactions you find out people who are from the same domain and try to work with them. So what I will can you hold the mic closes or I am not able to hear you. I am not able to hear your question sir. Is there any formal way request to you to form the group or to the so to form the group what we are going to do is around so we are going to set up discussion forums based on the different domains in ITBX course after this AV interaction that means on 14th we will open up a discussion forum so that you can based on different domains. So it is called teams. So you could identify people from the same domain in that particular discussion forum collaborate together and then inform your course coordinator with whom you have formed the team. So it is important that all course coordinators be informed about all the teams all the activities that you are doing as a group so that because we will be talking with your course coordinator the E-outreach team will be talking to your course coordinator. So the course coordinator need to be aware of made aware that I found a group member through this discussion forum and together we have decided to work on a single topic. Next is RC1400 women's polytechnic college Puducherry. Good morning sir. Good morning. RC1400 did you close the video? Yeah please go ahead. Sir we have three questions to be asked. Okay. Hello. Yes please go ahead. Number one is already we have created moodles. Yes. Moodle. What is the purpose of creating moodle again in this course also? Okay so you have created moodle individual. Okay question number one is what is the purpose of creating moodle again and again. Yeah fine. What is your second question? Should the team be in the same domain or can we have different set of people? Okay same domain. Yeah from different disciplines. Okay yeah. Yeah. Third is will the certificate have grade displayed in a certificate? Okay so there are three questions that has been asked by RC1400. Very pertinent question. So I will answer them from third to first. Okay so your question is will grade be displayed in the certificate? No there will not be any grade in the certificate per se but what we are doing is we are the top performers so people who score above 95 percentage in both the FDPs combined will be acknowledged as top performers of this FDP and will be given provided with a separate certificate in addition to the course participation certificate. Second question was all the participants in the RC are from different domains can they interact? Of course we encourage all different participants to interact regardless of domain that is a very good thing but what you have to do is you will have to find a topic which your peers can also evaluate. Now to facilitate this we have identified 14 different domains under which all the participants are coming in. You will have to identify which domain topic you are going to create the model course for and that will be that will help us also in identifying appropriate groups and letting you do peer evaluation in a group. Your first question what is the need of creating model course again in this particular course? See in the first course you were exposed to only basic model activities like where you uploaded a video, you set up quiz activities, you set up discussion forums etc but that alone is not sufficient for learning to happen effectively. This is what we call an information transfer approach. For being student centric there are other tools in model that you need to use. So for example glossary, database, peer review you could use there are other plugins which encourage grouping and other sort of activities. So all these need to be utilized by you to ensure that facilitation is proper throughout this course. So we will tell you about different active learning strategies also. So you can embed these active learning strategies in your model as well. So for example think pair share is a very popular active learning strategy. You could do that in model using multiple tools. You could do several other group discussions pros and cons analysis using the model tool. But how to do this that is what this course is about. Not specifically in terms of how to do this in model but how to do this generally and the lab activities are meant for you to actually understand these different activities in the model more clearly and use these to create an effective teaching learning resource. And this resource once you have created this this needs to be evaluated again. So it is this repeated practice that will help you in mastering the technology and mastering the facilitation process. Am I clear ma'am? Yeah thank you sir. Yeah RC 1 4 2 4 Seethu Institute of Technology. Sir good morning sir. Good morning. I just want to ask you a question like could you just elaborate the details about course project report activities that you are going to perform. Okay elaboration of course project report see course project report there is a format in which the report so this is a question regarding the final OER report. Now everyone know any reporting requires a particular format like introduction. So every BTEC project also if your students would be putting up different chapters different sections you will be looking at various aspects of it. How do you create what all assumptions you have made. So this a similar format is therefore the OER report as well. Example report will be shared with you in the upcoming week that is week 3 so that you can understand how an open educational resource has been created in Moodle and how it has been its creation and its evaluation has been reported in that project report. So you will get more details about the OER report in week 3. So the IIT Bombay X in the IIT Bombay X will be uploading this example report. For the time being you can think of it as a five chapter report each chapter focusing on some aspects of the OER. First would be an introduction second would be the details about how the design was done. Third will be actual creation of the resource in Moodle. What all did you do for creating that resource. Fourth one will be focusing on evaluation and fifth one will be about how can you build on top of it or future work on that particular open educational resource. Thank you sir. Thank you sir. Yeah. See 1328 IIT Technical Campus Roper. Hello. Hello. Hello. Good morning sir. Good morning. Am I audible? Yes. Sir my question is first of all I want to thanks IIT Bombay for providing such a good platform for upgrading us. Sir my question is that we are teaching in an engineering knowledge and profession all our professionals. We have to teach students and we have to cover up the curriculum within a short duration at a semester system easier 14 weeks like that way. Is it possible that all the things what we are going to do like with using OER sir thus levels can be covered up during all this duration and within this part only only selected topics we can able to use it out but how then we can copy up with the curriculum part. Okay. So the question is regarding how do you cover syllabus how do you cover curriculum. What I would want you to do is in the next breakout session when you are interacting with RCs. I would want you to ask the same question to the other RCs as well so that you can get different views in which different ways in which RCs have actually tried different people in different RCs have tried to do this. Now there are going to be mentors going to be allotted to this all the FDP participants. You could ask your mentors also as to how and in what way they are utilizing this to cover curriculum. On a general note what I would say is if you understand the affordance of the technology or understand for what purpose this technology can be used effectively then that would leverage a major part of your instructional activity and technology can be used to do that. Now if you ask me if is technology a single solution for this no unfortunately we do not have any silver bullets to solve the larger issue. Again the focus what I would ask you again to re-examine is do you want to cover the entire curriculum without giving strong conceptual knowledge to your learners or do you want to impart the basic or the foundation knowledge create the good foundation for your students so that they can take and ensure that they will be able to take it or explore and their own they will be able to do critical thinking and the other higher-order thinking activities within any course that is there in the curriculum without worrying about syllabus coverage or curriculum coverage. So this is a question for you to reflect on answers would vary from person to person but yeah so if you ask me can technology be used yes and no in the sense that technology is not a single solution you need a lot of other things to work along with it yes in the sense that technology provides you various affordances if leveraged correctly can help you in increasing the efficiency of your process. Okay sir thank you sir thank you one three eight seven uh Lucky Reddy college Andhra Pradesh Good morning sir I am Jai Kumar from one three eight seven what about your practical questions from our websites I will hand it over to you sir good morning sir there is two persons sir we need to make an education one is by using simple words you please tell me what is the classroom there is one another one step by step procedure to have such kind of equipment please okay so this seems the question that has been asked is what is flip classroom and are there any step-by-step procedure for doing flip classroom see flip classroom essentially means reversing the standard traditional format of lecture inside the class assignments outside the class now this is one one one answer to it essentially what you are what is meant in flip classroom is you outsource the activity of information transmission to outside the classroom as most of the students nowadays have access to information and you focus more on knowledge assimilation or you make them do activities inside the classroom so that they have good assimilate the content whatever is required well inside the classroom get feedback from peers as well as teachers inside the classroom now this is a flip classroom what it is all about the step-by-step procedure decide what you what all resources you want your students to access provide instructions on how to access it to students third thing engage students in activities inside the classroom to go deep into the content and fourth one evaluate and provide rapid feedback to the students inside the classroom itself so that they will get benefit of the exercise yeah please go ahead sir my question is that you know in India almost 70% of the students are from rural background and 30% from the orphan background sir yeah so you know almost to college they will take two hours to travel in time and after the college they have to go to house time to travel as you are saying that first video lectures will be posted to the students and after then they will listen to these lectures and after then you apply the higher order thinking skills in the classroom sir so that is what you are saying in every flip classroom sir but to the Indian climatic condition that is almost 70% of the students are from rural background so how can they can get net facilities and all these things so that what about the objective of what you are applying is it going to become successful so that is my mind and out okay so yes so we do understand the question is okay one correction I am not saying that video lectures has to be given outside the classroom what I am giving telling you is do the information transmission aspect of it outside the classroom now video is one way of doing this another way is you prepare the notes in advance and give it to them outside the classroom so that so when they are traveling let us say they are traveling in a bus and coming to college they could actually read through these books or the resources in an appropriate format and come inside the classroom to actually discuss more on it so for example let us say you are teaching them some foundational concepts so I am much more familiar with either electrical engineering or computer science related subjects so I will take the case of electrical engineering so there is in the first year we have what is known as basics about electrical engineering so we have about ohm's law works then you also have electrical network analysis now what there is a standard thing which is known as problem on Norton's or Thevenin's theorem where students are given a network they have to solve it and there are these standard procedures that you have to follow to solve a particular electrical network now what we are actually asking you to do is give these snippets of information about what is Norton's theorem what is Thevenin's theorem some example problems that you have worked out outside the classroom it could be either in a video format or it could be done through your own handwritten notes step one step two etc what you are actually doing is making them do this information transmission outside the classroom now that is why it is important that I said whatever information transmission or whatever technology you use it has to fit to the local context now context varies across a region now whatever seems fit in a particular context you should use that technology I am not saying that video lectures is so flip classroom is not about video lectures if you actually listen to process Sridharayas talk the slides the video resources provided by process Sridharayas he would be clearly stating that it is the focus is on information transmission to outside the classroom so the very fact that we are discussing this we are asking these questions and getting you are getting a immediate feedback inside the classroom is actually the one instance of a flip classroom strategy so you have seen all these resources outside the classroom you have a doubt you come to this aviu session where you have your peers sitting along with you you will be discussing this together and then you will be asking me a question and I give you a feedback right now itself now this is a perfect scenario of flip classroom so here we are not worried about what the technology is how do you upload videos that is not the important aspect that we are focusing on what we are focusing on is on the knowledge assimilation so your misconceptions about flip classroom understanding your misconceptions about flip classroom clarifying them getting you better feedback getting you feedback from your peers as well that is what you should focus inside the classroom so the theory definition and the other basic things you can still outsource to your students and you know that as student if you are a good learner I mean as a learner it does not bar you from I mean they will be more inquisitive to understand and work with the content rather than just listen in the classroom and passively listen to the lecture or do some routine activities you should avoid doing that inside the classroom rather make them do lot of activities inside the classroom through which they will be more engaged they will they will actually critically go through the content they will understand the fundamental or the foundational aspect of the concepts that you want to uh tease them. So, one more question. Yeah. Actually opening the Saturday Sunday uh the program actually did that to me so actually when it's not a portion but it's in the social type instead of Saturday why you can't run this the next Saturday like that so that it will demand for all the faculty to operate and utilize some of the effective. Okay so the question is about why this is kept on Saturday and Sunday are you a recent RC remote center RC 1387? Yeah so if you look at the scale at which we are running this program so we have close to 103 remote centers who are connected to this course and for faculty from all these places attending this course other than a Saturday and Sunday you will not get all of them together in at this for the same session. Now if we scheduled it on a Monday or Tuesday there would be activities in some colleges that would actually will not allow these faculty to participate in sessions on Saturday and Sunday sorry in on Monday and Tuesday so there may be lectures for which they have to go in between there could be other engagements that are they have to do during those two days which will not allow you to completely engage in the sessions and that is why Saturday and Sunday are chosen and if you actually look at the total duration of the course which is actually two months we are asking you to come only for six days so out of 60 days we are asking you to come only for six days. I do not think that is something large we are asking you we are providing you with the resources online every week we release the content with the due dates and all those things so we are making use of both the facilities making the best use of both synchronicity and asynchronously okay asynchronously you are accessing the IIT Bombay page within your own flexible time period and when you are in the lab so for example when you are in the RC today today afternoon will be entirely devoted to do activity and tomorrow you will be interacting with your other RCs now this particular aspect you will not get if you are coming on a Monday or or any weekday okay let me now move on to the next RC RC one three five sorry one four five three hello good morning sir good morning so my question is as you said the OER activity should be done in group so can there be more members than three in particular OER group I okay the question is regarding the maximum number of members in OER group we would limit it to three in exceptional circumstances we will allow four people but not more than four but again it is subject to why four so we need to see that there are no others there are no other okay this person will be left out so the reasons like these so these are the exceptional circumstances and it is on a case by case basis that we will actually approve that particular team so ideally three because then each of these activities each one can involve themselves completely in because we have four mechanical domain people so we are planning to group them together yeah so in those kind of circumstances we do allow let's say within an RC so why don't you split yourself into two groups of two to each isn't it a better solution if we have four people yeah so if you have four people it is easier for you right there is two people in one group two people in another group yeah it can be a good way but we are planning four together so can we do that so in this case I would specifically recommend you to form two groups because you need all see it is not about forming the group you need to get practice with the activity of both course creation in model and also on how do you report such kind of OER so this activity if you have not experienced you will lose out on the critical aspect of this FDP that is why we want two to three members per team okay so that OER will be of two candidate right yes yes per group per group per group one OER yes okay next question from my peer yeah hello hello yeah my my question is that what is the main objective of creating a course in a group so what do you want faculties to do when they create a group course because many times faculties are teaching individually the full course is taught so what is the purpose of creating group okay creating a group so let me come back to the group activity once again the rationale of this group activity see in the group activity you will be exploring model in more detail so we will be asking you to go beyond just uploading a video resource just uploading this creating discussion forums we would want you to create more activities in the model and also create a report of how you selected these particular activities and for your own topic now doing this individually will take a lot of time and you have only a week approximately a week to complete the creation of the course and you will get approximately a week to write the report now to do this individually it is going to take a lot of time and when you are doing this in a group you could actually do what do you say distribute the tasks within the group and also focus on completion of creating a good course material which other users can also take part in okay thank you yeah okay so there is okay there is a question on RC01 I will be addressing it shortly but let me now look into some of the other questions in the questions tab okay there was a question from RC1411 where participant was in a different domain so I gave the answer if you are in a different domain we will be uploading a team where you can find people from the same domain and create OER teams go down okay so there is a question regarding so NMIMS Svirpur I saw the question right now it is regarding two participants who had to reach RC1292 workshop team are the coordinator details available for RC1292 can you kindly share this with RC1103 okay the coordinator of RC1103 you will get the information okay what are categories which are checked under plagiarism if for Excel file and PPT file okay this is important categories of files you will be uploading your final OER activity in a PDF format and we will accept only PDF format for the final report and so all the files will be in PDF format yeah let's go back to the centers this is RC1063 DY Partil Pune you are not audible can you check your mic you are not audible not audible at all okay RC1063 will either come back to you in the meanwhile can you post your question in the questions tab so that we can take it up from there and answer it okay let's move to the next RC1426 Integral University Puno Lucknow hello hello sir sir we have two questions is this course is equivalent to orientation can you keep the mic a bit closer I am not able to hear your question yes sir is sir am I audible sir yes please go ahead sir is this FDP equivalent to orientation program or refresher course okay equivalence of this FDP I think it would be equivalent to an orientation course orientation or refresher one but it will be both FDP 1 plus FDP 2 if you do it what is the typical duration demanded for an orientation or a refresher course 30 days sir so unfortunately this is equivalent to only 14 days so you will have to find some more activities at your center which could add on to the remaining duration of the orientation or refresher course requirements okay thank you sir sir second question is can a person create OER individually no so that is what I am saying repeatedly if you do not find a person in the particular domain we will be opening up a discussion forum which has which has which has people divided into domains you can select the domain and then interact or create a group with them okay sir next question is sir if we are uploading any of the PPT file powerpoint presentation file so how plagiarism is checked in that file okay plagiarism check you will have to utilize so any format of file whatever it is to check for plagiarism you will have to use appropriate softwares for plagiarism check one example software is turn it in which actually checks for plagiarism there are other softwares as well so you will have to utilize these kind of utilities to do the plagiarism check sir but the basis I want to know the what is the basis of checking because in word it's usually five consecutive words or seven consecutive words if it is found in same sequence it is being under plagiarism so what are the basis for PPT file so you will not be uploading any PPT file as part of so plagiarism check in any format it is actually looking upon the similarity of the content in two files so if you use these softwares turn it in or other softwares it actually has a repository or it will check in the web for similarity of the information and it will indicate how much of this is similar for the purpose of this particular fdp we will be accepting only pdf files and not any ppt sir one more question sir can't we try interdisciplinary for creating OER absolutely you are welcome to create interdisciplinary topics but what you also have to ensure is that whatever topic you choose there are people to evaluate so creation of OER is not the problem the problem is in evaluation of the OER so you whatever interdisciplinary topic you take an OER you should find us a capable person to do peer review for that OER if you do not find it or if the resource person is not familiar with that particular topic how will they be able to evaluate your OER so that is why we have identified 14 domains and we are asking you to create resources in these 14 domains so that you will be able to identify a what do you say a suitable peer evaluator for your OER thank you sir thank you very much yeah okay rc 1131 valchance good morning sir good morning this is with respect to the contents of flip classroom which are the contents for the second week we have elaborately understood how flip classroom has to be conducted where how when and now at present we are in a scenario where we have open-ended admissions for the engineering colleges since there are so many engineering colleges and the number of students are less under this situation learning can only happen if we adopt methods like simulated annealing or reinforcement which will bring the student to be really heated and hammered in terms of learning and then the concept goes into the mind of these particular students so can we have a method which probably we have used without using ICT a method called as teaching by example wherein I take a pre-test which is a one-minute test to see what are the prerequisites the student knows then I teach them without giving them an example then I get the results of that test by having another one-minute test then I teach them the same concept giving an example and then I get the results again by a one-minute test and by this particular experiment I found that learning has happened in a better way so I have one suggestion here that since IIT Bombay is always trying and planning to have new things and innovative things so can they use this particular practice in your flip classroom such that videos are created by teaching a concept without giving an example followed by a video which is created by giving an example in it and then learning at the end of the particular session is going to be understood for this I feel that what we are aiming at as developing foundation and conceptual knowledge to be imparted in students may definitely be improved so I would like to have your suggestions regarding this particular aspect yeah so it first of all it's an interesting suggestion so what from RC 1131 what has been suggested is can we teach using examples and he has followed a systematic procedure through which he has ensured effectiveness of this particular method and what I want all RC's to take from this is how you can do systematic evaluation of your own practice so good work sir what you're doing is actually very what do you say a systematic process of actually evaluating your own practice reflecting on it and improving the content so kudos to you yes the method can definitely be useful now the limitations of this okay and so it actually as you said reinforcement of learning another important thing is the moment you give a real life example or a use some examples for teaching a concept what you are actually transferring us learning based on a context which has been found to be very effective across different settings okay so it could be used for when you have so ideally this is suitable when you have a similar demography of learners or when learners are required similar prerequisites and they are learning of one type of content the moment diversity comes in you will have to cater to the diverse audience so for example take the case of FDP where we have CS teachers we have mechanical teachers we have science teachers we have teachers from multiple domains a challenge over here is that how can you create example such that common example such that all the people will understand from the same example now if we had run a teacher professional development course for a particular domain then this would have been a method that we would have also used where we bring in the example and we teach by that example in a diverse setting there are certain limitations of using it but still you can provide additional resources give different different examples through which this could be brought in and one way in which we are trying to bring in these examples are the user created examples for each of these activities now in the past FDP you were exposed to multiple teachers creating content in different domains there the topic of discussion was a particular technology like say a model model was the topic but they could use their own examples to create their own content so each teacher was exposed to different ways in which other teachers have used model now this is one way in which we are trying to incorporate this but yeah we cannot have one minute test in between because this is an online setting but we are trying our level best to ensure that most people get the content that is required and learn from each other good morning sir I am nagesh kharade also my question to you is regarding application of OER and model in large and heterogeneous classes so how could we apply all this OER and other courses to the large and heterogeneous classes okay we are you know facing okay so to answer your question we are having a large and heterogeneous class in IIT Bombay X so we have close to 2300 participants in FDP 2 we had close to 3300 participants in FDP 1 how all the resources that we created in FDP 1 are open educational resources so you could see that it is applicable to all people if you design your instruction you align your instruction strategy according to the content and do the assessment also align to the objectives of the that you have decided for the course so it is applicable any technology for that matter is applicable as long as you identify the affordances of that technology and create use that technology for that purpose learning purpose okay okay sir my next question is regarding peer review a peer review and resource creation actually I had created a resource creation activity and I was uploaded it on the model course and it was reviewed also but it was some of the points were not considered in it so what was the reason I would like to you know know okay so this is a general question regarding peer review so we have had grievances across all FDP so for all FDPs we have seen that peer review is a problematic thing because see first thing is that you need to be familiar with this process to understand what peer review is how do you give feedback how do you rate something how do you do subjective evaluation and this FDP is a process through which we are training you to do peer review first yourself so that you can do this effectively for your students now many a times it may happen that some of the peer reviews you may not agree with and they would not have elaborated why they have given a particular feedback now this is a place where we as an individual should understand limitation of doing things at scale now if your peer is not familiar with this process then it is it will be what do you say frustrating for you but take this as a learning experience take this as a learning experience in the sense that if you do this in your classroom and if your learners are not getting sufficient feedback what are additional mechanisms should you take in to give appropriate feedback to the original student who created this resource now in the last FDP what we have done is we have collected all the grievances regarding peer review and we are now in the process through our course team over here to evaluate each of your feedback based on the criteria that we have said so the course team will now do one level of review on top of whatever the your peers have done for those people who have submitted a grievance in the end of course feedback survey now we will be doing that since it is a the number of resources we have is limited and the number of grievances are more it will take us nearly 20 to 25 days to complete so we will be doing that across this month and this by this month end we will be updating your score based on the peer review that we have done at our end. I accepted it and sir I am happy with it and just I wanted to ask the deadline was given actually at 10 o'clock so I had submitted at 9 o'clock 9 30 around so it wasn't considered that was my point if if you have so are you sure that you have submitted it clicked on the submit button yes sir I had I had done that so in the sense that is it that you did not get peer review or it was not considered for peer review at all yes sir it wasn't considered for the peer review okay so it may so happen see over here there are two issues one is that you have submitted and if your peer have not evaluated it it may be that it may be still be lying with your peer so you also have to understand that there are people who may not have actually done the peer review aspect of it so it is not so one aspect is so technology wise if you have submitted obviously your peer will get it and it is up to the peer to complete the process and give you feedback thank you so much yeah good morning sir yeah I wanted to ask for RCE one activity in week two for FDP 201 we are supposed to explain the ITT tools which we've used with the evidences so what exactly the evidences are expected as okay so for all RCEs there seems to be a common query regarding RCA01 activity what I'll do is in the next session I'll take an example RCA01 submission and I'll show you what is expected from each of you when you answer that particular activity okay so in the next session which starts at 1130 I'll explicitly take RCE RCA01 assignment I'll show you an example and I'll show you what needs to be written what all aspects needs to be brought out and how it needs to be evaluated okay thank you sir yeah yeah I'll go for one more RCE for the time being we will when we come back what we are going to do is we'll please post all the questions in the questions tab so I'll use the questions tab to answer all your questions but when we come back we'll explicitly address RCA01 queries and I'll also give you the topics for which you have to do activity today afternoon okay the groups and the activities now I'm going to RC1402 Vardaman college Andhra hello hello sir coming to this week two assignment it is mentioned that we have to go for this flipped glass yeah hello actually you know this summer vacation is going on and you know the classwork is not there how we can you know go with that assignment now okay so are you talking of resource creation assignment one or are you talking of lab assignment I'm speaking about lab RC01 RC01 RC01 so RC01 is not about what you have what you want to do right now so you would have learned some technology for technologies in the last one month of the FDP right yes you may have used some of these inside your classrooms okay or you might have used some technology inside your classroom before the FDP also yes sir yes sir we have used okay so the RC01 is about what changes did you see when you use technology inside the classroom okay and some of the things that you have observed when you bring in technology to the classroom the assignment is about before you to articulate what changes are you seeing in your classroom when using technology that's it it may be during the FDP it does not mean that you have to use the same technologies inside the classroom it is all about how use of technology has resulted in few changes it may be very minor change that you have seen but how do you acknowledge that change how do you understand that change okay sir okay I'll be explaining this in detail at 11 30 when we reassemble okay so now we are going for a we are going for a break we'll restart the session at 11 30 at 11 30 when we come back there will be one explanation of RC01 second thing explanation of lab activity that you have to do today afternoon together within the RC and also details about the breakout activity that you are going to do tomorrow okay okay sir yeah thank you yeah that last year we have tried flip classroom but students are not accessing out-of-class resources and do not come with the come inside the classroom with the appropriate reading this is a common query about flip classroom that students do not do the required activities see the basic way in which you have to encourage you will have to give some incentives you will have to encourage students in doing these out-of-class activity and you should make them understand why doing this out-of-class activity is important and see specifically most students are exam they will be worried only about the exams that they do or about the placements that they get now it is important that you need to encourage you need to put give activities inside the classroom that will either help them in getting some weightage either at the placement level or in the exam now many of the universities the assessment system will be mostly about recall to apply level questions and you may not actually test higher order abilities of the student and whereas in a real job situation it is the higher order ability that gives more weightage so what you have to one way of in which you could encourage students is to by saying that we will be doing these higher order activities which will be actually useful for them in any job setting the kind of processes that you do inside a classroom about thinking about a solution the doing discussions with your group combinedly doing activities it is all the more relevant in a job like situation and that is what engineering and science is all about or any of the professional courses is all about so if you slowly encourage them make them understand the significance of these activities that is one way in which you can encourage students to do the out of class activities and come second thing is you should do a lot more active learning strategies and it is not easy you will have student resistance initially but we have had scenarios or best practices where teachers have persisted with these active learning strategies and have seen results in terms of student engagement particularly I remember a case where a teacher from Tamil Nadu normal engineering college in Tamil Nadu telling us that she had done these activities inside the classroom for almost continued doing active learning activities weekly in once a week across a semester and by the end of the semester she was able to involve the back benches the students in the back bench in the classroom activity and she had seen visible difference in their exam output so it may not be that they may have scored 90 percent or not they may have improved only from 30 percent to 60 percent but that improvement it is like double or what do you say significant improvement for that particular learner group and across the various workshops across the various fdps we have heard teachers repeating these instances again and again so one thing that is more important is persist with these activities get the buy-in from the students and most importantly ensure that the activities in the classroom are targeting higher order activities they engage in that activities okay okay there is a question that somebody has already submitted rca 01 see if you can resubmit I am not sure whether the it allows resubmitting of the what you could have done is you could have saved the response and then done a submit across the coming two days but do not worry even if rca one has been submitted the important thing is you need to learn from the rca 01 and you can you can improve on your answer individually and get more insights from your peers so you could do evaluation of your peers and learn more about the rca 01 there is one more question from rc 110 to teach pedagogy and bloom taxonomy to the teachers it takes two days at least how come students are expected to listen to video resource before coming to class instantly we never expect anyone to do learn instantly what is important is that they are given activities inside the classroom to engage with the content so that they understand the content more clearly so information transmission they may just go through the resource they may see important point it is not necessary that they need to do higher-order thinking outside the classroom for outside the classroom activities what is important is that at least recall and understand level of activity is done by the student outside the classroom they could do all the higher-order activity inside the classroom and see basically just knowing that Thevenin theorem is there and it is applied to networks that alone may be sufficient to start an activity and they will learn from in-class activity through feedback from peers and teachers while they are inside the classroom okay so we will be breaking for t right now we will come back at 11 30 where I will detail out rca 01 and the activity that you have to do in lab today so we will be breaking we will be rejoining exactly at 11 30