 So, what I will do now is I will take some questions from some of the centres for about half an hour, so that on any of the sessions that we have had since the morning. Whale seniority. Sir, this type of classrooms we have available in our universities, then how to manage the working hours of every individual faculty that is increased or that may be decreased. So, if I understand the question is does it affect the working hours of the faculty, so the working hours of the faculty is going to increase in terms of preparation, there is no getting around that because you have to construct these questions and these activities which you have not got yet, I mean we are right now in the process through these workshop what we are doing is we are creating repository, so all the think-pair share questions that you have submitted as part of the assignment will become available to everybody, so that not everybody needs to create these activities. Similarly, the peer instruction questions we will make available to everyone, so that part of preparation for an instructor will increase, but the part of the lecture preparation will decrease, so you did not prepare so much about what are you going to say in the class. So, typically when I take a class I am usually lecturing only for the you know first 10 minutes there is some activity which is usually a peer instruction question, then there is some 10 minutes of lecture which summarizes the understanding that is required for that peer instruction activity, then there is a major think-pair share activity for the concept that they have to learn in that particular session and there is one more 10 minutes lecture which is for summarizing that particular think-pair share activity, so in the class of 1-in-1 hours, I usually am lecturing for less than 10 minutes plus 10 minutes and one more 10 minutes, okay. Sir, when we ask the students to read the video and when they go through it, next day their attendance will be very less, so how can we improve the attendance of the students over to you? Okay, so the question is that if the attendance is less because they have already seen the video. So, the point is that we want to help students understand this idea that what is there in the video is not going to come in the exam, okay. What is there in the video is a precursor to what is going to come in the exam, so it is like the video is simply going to explain what is an iteration, what is a loop, but in the exam they have to actually write a program which involves a loop, so the moment they understand this point they are going to realize that only if they come to class they can get it easily, so essentially if you look at it from a student's perspective the total amount of effort that a student puts in a normal classroom is the same as in a flipped classroom, okay. So what is happening is in a normal classroom they are listening to the information in the class and solving the problems outside of class, so the total amount of time is 1 hour plus 1 hour let us say. In the flipped classroom they are listening to information outside the class for less than 1 hour and spending 1 hour in the class where their peers and teachers are available for help in order to develop mastery over the content, so once we get this idea across to the students that the flipped classroom is required for them to get mastery and to do well in the exam you will find that they will start coming to the class instead of simply saying that oh the video is there I will look at the video just before the exam. Bengal engineering. A lot of time we see the students are reluctant enough to go home and watch lectures and even complete the assignments, how do you think we should motivate the students to do so? Yeah so we will have to be creative here as teachers we have to figure out ways, so going home and doing the assignment so how do you think we are motivating the participants in this workshop, so we have to use mechanisms like that that okay unless you submit the assignment you will not get that or you have to say that look this is required in order for you to learn gain mastery, so there are really no other ways. Pounds you on? For affiliated colleges with students who find it difficult to watch videos and understand things, would that be useful sir or could we wait them in some other way? Okay, so the question is about watching videos and understanding, so see it is I am not saying that every class should be a flip class okay, what I am saying is that the active learning part of there should be active learning that happens in every class, so let us say your students do not have access to videos okay, let us say you have to do the information transmission part also in the class itself, you do not have a choice let us say that is the situation in which your college in your locality you are working in okay. So what you could do is instead of suppose you have one hour class instead of doing information transmission for the entire one hour what you could do is you could do information transmission for ten minutes where you can explain whatever would have been there in the video and then do the activity that you have designed to help the students achieve mastery over that content and then again do some information transmission again do another activity, so that is the way you know even if students do not have access to videos or so it is not like students must have seen the video before they come to the class you can take a initial part of the class to recap what was there in the video and even if you do ten minutes of active learning in your class but in every class some different way you know have a peer instruction question let students talk to each other do a poll or have a small thing per share activity you will find that your students engagement with the content increases your students learning also increases double one zero seven sir we wish to know what is the most adequate frequency of implementing a flip classroom mode in a semester of like 50 lectures per subject or 40 lectures per subject okay two things that you could do one is for some of the lectures which for which videos are easily available and which your students can watch the videos you can implement those lectures as flip classroom where you ask the students to watch the lectures outside of class and only do active learning activities in the class for other topics where you are unable to find good videos for students to watch what you could do is what I just said earlier that spend some time doing lecturing or information transmission and then spend some time doing the active learning activity so think of it as though you have created the video and you are playing the video yourself in the first ten minutes of the class and then also create the activity which you will be able to then execute in the class so what you will find is even if you spend ten minutes per class doing some active learning technique you will find that your students are benefiting so that is all that you need to do to begin with I suppose one has to I suppose one has to do empirical research on flip classroom versus traditional classroom how to measure it how to prepare the questionnaire for that okay so the answer to this question is actually out of scope of this course no we do an entire two week workshop on how to do research with various educational technologies let me just give you a quick answer so some of these resources are there on our website so if you go to my home page you will find links to various resources that you can use the let me just give you a quick two minute answer what you could do is you basically have to find ways of measuring various things for example student learning as well as student perceptions so measure both of these things how to measure them there are standard ways of constructing surveys and so on so all of these resources you will find on our education technology department website and you can use that to create them even the videos of those workshops are actually available so if you go to the the website of this top two teacher program so this is the program where all these workshops are being recorded you will find that in February of 2013 we conducted this workshop so if you look at those videos they will give you actual ideas on how to do that research and I think you are telling us yes please go ahead that you have told that videos are most advantageous for the student for the fifth classroom concept now there are some levels of the student for example not only the degree level there are some students who are in the diploma level and the level of the student such that we sometimes get that he is not in a position to grab the video and for those students what you suggest that in the next class what the teacher should do okay so the question is if the student is not able to grasp the video so one thing is that maybe the creation of the video has to change you have to create simpler videos for those students okay because if we are simply going to repeat the explanation in the class then there is no point in the student having watched the video you might as well just do it in the class itself you might as well simply just give the explanation at a low level and do a small active learning activity which will help the students to understand it so one thing is you must encourage the student to watch the video multiple times till they are able to grasp it second thing is to create videos which are simpler and if both of these solutions fail then there is no option but for you to abandon the videos and do the lecture in the class what incident is that we can give for the student for preparing this okay so what incident can we give to students for preparing for the flip classroom so the key thing is there are two ways in which we can do incentives one is we can tell them what is the benefit that they will get the other is we can tell them what is the penalty that they will have to pay okay so from the benefit perspective you can explain to them that totally you are going to if you are going to put in one hour coming to the lecture and one hour of preparation time at home it is the same two hours there is no additional work that you have to do except that we are changing the order in which you are doing things you are watching the video at home and then you are coming to the class and solving the problem where you have the benefit of being able to as soon as you have a doubt about how to solve a problem you can raise your hand and you can get a teaching in assistant or the instructor to help with you or you can talk to your friends so this is the way in which you can convince students that there is a lot of benefit in this model of watching the video first and then coming to the class for doing the active learning if that does not work then you have to go for the penalty model where you say that look I am going to give a quiz first five minutes of every class of mine is going to have a quiz and unless you have watched that video you will get you are likely to get a zero on the quiz so because of the fear of getting zero on the quiz they will watch the video at least they will skim through the video and come to the class in both cases your purpose can be served actually my question is we have different kinds of students like flow learner and average and good students we are giving the assignment like based on the students level and finally we are equalize them that means for example good students is equal to the flow learner and flow learner is equal to the good students but if you are changing the assignments and all means finally the exam questions will not match with each other so what can we do for improving the flow learner equal to the good so what you will find is that when you do an active learning activity it benefits everybody so the slow learners often we may feel that slow learners and high achievers will not talk to each other but then the high achievers develop an interest in teaching that concept to the slow learners so this is this you actually see in a lot of classrooms when you implement these mechanisms so students basically are able to help each other in order to improve the entire class so what happens is the entire class average goes up the high achievers also start getting a deeper understanding of the subject as well as the slow learners also get to multiple explanations they can see the video or they can talk to the instructor they can also talk to their peer so they get multiple explanations and multiple attempts in order to understand that subject so everybody's achievement in that course actually goes up when we use active learning techniques even to the extent of 15 minutes 10 to 15 minutes per class LDRP institute of you can hear what to allow students to watch video in the classroom and secondly I do activities okay so asking students to watch the video in the classroom perhaps if you don't have any other choice then it is okay because ideally they should watch the video before they come to the classroom because you don't want to waste your classroom time with students simply sitting there passively watching the video so if it's a very short video 10 minutes then you can say that okay we can do it in the classroom itself and then start the activity but if it is anything longer than that you will find that no students tune out while simply watching the video they are waiting for something else but it is not wrong to do that techno India how we can implement the classroom for the programming languages that is see Java Python like this and second question associated with that also but there are two categories of students in class fine one is those who believe in self-study and those who don't believe in self-study so those who believe in self-study are good for flipping the classroom but I think that those who don't believe in self-study we're going to face some problem in flipping the classroom okay so can you suggest how to tackle that okay so there are two questions the first question is about how to do flip classroom for programming type of topics so that's what I have given examples in the session earlier that you can show a video or you can create there are a lot of videos available I even mentioned the spoken tutorial website so if you Google spoken tutorial IIT Bombay you will go to a website where you will find a lot of videos which are about programming videos so these videos will simply talk about what the construct is and give some examples of how that construct can be used now your students having watched these videos what you can create are activities of the type that I have shown in my slide where you can ask them to actually debug or even activities that we saw in the previous session the peer instruction activities which helps them to discover whether they have actually understood the concept or not so many of you might have been surprised to find that you yourself got wrong answers to some of the questions in the peer instruction session the same surprise will happen for any of your students when you create questions of that sort and then they will go deeper to learn that particular topic coming to the second question of students having self-study versus students having group study mode so the flip classroom model is not particular about what type of students they are so only thing that may happen is students who prefer to do self-study may not participate as much in the interaction in the classroom but that is still okay as long as you are not forcing them to participate no they will talk to their neighbor certainly and if some student wants to work it out on his own without participating that is perfectly alright it's not necessary that hundred percent of the students should participate but by enlarge as you do more and more of these activities in your classroom you will find that more and more students start participating even if they are self-learners Dhronacharya College ITs have designed so many MOOC courses for different subjects so is there any MOOCs available for active online learning activities okay so is there any MOOC for active online learning so right now we have not yet offered it we will be offering it in December January so we have already got it in the timetable so active activities for various engineering courses we will be offering it in December and January Techno India West Bengal if we apply the flip classroom technology or technique the flip class flip classroom technique applied then is there limitations that it can cause for us so this is a very broad question I mean I do not know what do you mean by limitations that a flip classroom can cause for you if you are just asking for me for a yes or no answer I will say the answer is no because if you do the flip classroom technique properly the way it is meant to be done like what we have talked about you know implement active learning along with it it will only benefit your students so if you are going to simply do a flip classroom as having the students watch the video and only doing some clarification and some open-ended discussion in the class then it's not going to give you much benefit beyond you giving the lecture in the classroom itself in the traditional manner so the entire power of flip classroom or any other teaching technique comes when students are working with the content so the active learning part of it as long as you implement that you will find that the there are no limitations that students are only benefiting Mukesh Patel school is a very good idea sir but the problem is that many of our students don't have the resources to watch the video in that scenario how can we implement this on the larger crowd so again this is a question it is already been asked and answered that if the students don't have resources to watch the video you do not need to implement the flip classroom as long as you are implementing some active learning technique in your class so let us say you lecture for the first ten minutes do an activity lecture for another ten minutes do another activity you will be perfectly fine I have two questions my first question is we are an affiliated college and the examination system is a stereotype university examination system so it's an important question because the question is that if students have to write exams which are set by somebody else which are primarily promoting rote learning what is the use of all this flip classrooms and making students gain mastery over the subject so there is really no good answer to that question what we have to do is as a group we have to work so some of us are there on this exam setting committees we have to start setting more and more apply level questions we have to tell students that even though so the only thing that I can tell my students is that doing the flip classroom will definitely help you for that exam it may be that you don't need to put in so much effort to crack that exam because that's going to have much simpler questions than what you are doing in the class but it is definitely going to help you it's not going to harm you from performing well in the exam but you are putting in more effort which is good for you I and in parallel we have to work with the university system to change the type of assessment questions from simply those that promote rote learning so this has started happening in some areas so for example Bombay University now has a big exercise where there are a lot of teachers participating to come up with learning objectives and assessment objectives and doing it systematically so you can ask your second question now let me see if the audio is my second question is we face the problem of students coming late to the classes so when we are using a classroom approach okay so the question is about what to do when students are coming late to classes so it's pretty much what professor Fatak is doing when centers are late to join at 9 a.m. so one thing you can do is you can try to say that look this is not working for you if you are late then this is the problem so one of the things that I do in my class when it's a live class when students come late so if it is let's say 9 o'clock I say that okay by 9 3 you have to be in and anybody who comes after 9 3 has to let's say for example do five push-ups before they can go to their seats so the moment you implement some penalty of that sort what you will find is students eventually nobody wants to be laughed at by their colleagues so they will all start coming on time so I typically need to implement this for my first two lectures so the first time I give a warning saying that look if you are you're late after 9 3 all of you stand here and then I let them off the next time those who come late I make them do the penalty so sometimes I allow the audience to decide what the penalty is so they say that okay you sing a song or dance something and so on so which also becomes a attention grabbing mechanism for the class at the same time it ensures that students don't come late as can see that so my first question is if the class strength is 60 to 80 how we can make it more effective this active learning strategy and my second question is a student who required more effort to understand the technical concept and terms for them how we can this again apply this active learning strategy that is my second question so the first question is what to do in a large class so what we find is that these active learning strategies are quite independent of the size of the class because students are talking to each other so peer instruction for example can work in a class of five students it can also work in a class of 500 students because two students are talking to each other and learning more think pair share also I have implemented think pair share in a class of 250 students because even in the share phase we might think that the share phase is going to how will we get 200 students to share their ideas with their classroom so actually what happens is that like you saw when we were implementing the chat today what happens is that the total number of ideas is not very many so if you say okay how will you sort an array you will find that most of the students will come up with one of three or four ideas and as in when these ideas come you can say that you know those of you who have an idea which is similar to this need not speak so once you have all the different ideas on the board you need not continue with the share phase so this is a very effective way of implementing active learning in a large class and it's only with a little bit of practice you will find that you are able to do this if the second question is what about students who are having difficulty with concepts and so on so there really is no good answer to that question if you have videos you can point them to those videos if you have extra help sessions after your class before your class you can ask them to come for those sessions I'm with us cool how do we ensure that higher cognitive skills are achieved to passive learners when we are having the assimilation in the class that is during the class hours okay so both the techniques that we have talked about today of peer instruction think fair share creating activities which are of the design type which are of conceptual understanding all of these address the higher cognitive levels so anytime you are making a student use the knowledge rather than simply recall the knowledge you are forcing that student to work at a higher cognitive level that is the simplest definition that you can take so anytime you are forcing the student not simply recall what to do but to actually create something so in programming it's very easy the moment you say that okay write a program for something or the moment you say that predict the output of a program you are already making a student work at the higher cognitive level because the student has to use the knowledge rather than simply recall what is the knowledge right and you have got the most is to turn to the H and pull the quality is don't want to attend a class a don't want to listen learn in second class and if it's late in second class what would you do at that position okay so the question is what to do about a student who is absolutely not interested and refuses to be motivated to participate okay so the thing that we want to remember here is that no technique works for hundred percent of the students okay so what do you want to do is so there is a rule which is a thumb rule which says that if 80% of your students are able to acquire mastery over 80% of the topics that you're teaching then you have done a good job of the teaching so for example let us take today's session itself I do not expect 100% of you to have understood all 100% of what I have said but if 80% of you have understood 80% of what I have said I think the sessions were successful so if there are students who are far outliers in terms of motivation in terms of interest in terms of you know effort that they're willing to put in on the subject there really is nothing you can do I mean you just have to leave them or you have to deal with them separately from the class DMI college that's a blended learning classroom pedagogy help information literacy student in the long-term adoption of research yes the morning session where to learn about the active learning my question is about that so suppose you are involving the student in doing a brainstorming kind of session so there are always some kind of a students who don't have any interest in doing such activity who want or want to try to create some kind of a problems my question is about how to deal with such students and whether it won't affect the seriousness of the studies okay another question is about if we continue to do such kinds of active learning so what about the completion of the syllabus whether it won't be affected okay so let me answer the second question first completion of the syllabus this question I've already answered earlier in the earlier session as well as when the chat came so I've already said that when you try it you will find that it's you will be actually completing the syllabus ahead of time it only appears to you that this is something additional that you have to do it is actually something which substitutes a lot of lecturing time that you will otherwise spend on information transmission coming to the question on what about students who are disruptive in the class so this is an important question and because we are giving students the freedom to talk in the class it may happen that they are talking about something else they are cracking jokes they are doing their Facebook activity or some of those things so what you could do is the only way that I'm able to handle this is by requesting students that if you want to do that don't do that in the class at least let the ones who are serious participate and eventually what you find is the serious students actually increase in number and these ones who which were initially disrupting the class for just for the heck of disrupting the class they become the minority and then this at least they come to a level of either getting engaged with the classroom or they stop participating in the activity so it all depends upon how well we are able to you know get their buy-in into the technique Walchand yeah go ahead hello sir I have tried for mobile technology subject I recommended recommended students to watch video of mobile technology from NPTEL of Dr. Ranjan both but normally students think that they can see video anytime so they come to lecture without watching videos how is there any technique we can apply to motivate student to come to lecture by watching the videos we have normally we have recommended okay so one of the things is that when you look at NPTEL videos these videos are usually long and it is known that students attention span for videos is not more than 10 minutes so since these videos are usually much longer videos if you simply say watch the video and come the student does not know what to do with watching the video what part of the video to watch what part of the video to not watch so what you can do is you can do two things one is you can give specific goals for the student you can say that okay watch from this minute to this minute and you can give a question that the student should be able to solve so the NPTEL videos themselves don't have these questions inbuilt into them but you can say that before watching this while they are watching the video you can give them a set of questions say that okay no find answer to these questions by watching this video and then come to the class then you will find and you can say that you know you submit the answers in the class or take a small quiz in the class then you will find that they watch the video because now there is a purpose to watching the video simply telling them watch this video and come and if it's a long video you will find that they lose interest after a while and they say I will watch it just before the exam and they don't realize that 10 hours of video watching before the exam is not going to work very well the understanding levels of students are different and in case of a live class we are able to adapt dynamically to the understanding levels of the reaction okay so the the fact that understanding level of different students is different and we can adapt dynamically to them when we are doing an interactive class that's actually a myth okay we only think that we can adapt because there will still be lot of students who are going to left get left behind but the moment you start doing this peer instruction or any kind of active learning that is when students of all different understanding levels are able to participate so for example when you ask appearance so when I asked you the peer instruction question of predict the output of a program in the previous session I could easily tell by looking at the response that there are 50% of the teachers themselves are not able to get that question correctly so that kind of information becomes available to you the moment you are doing some activity so automatically what you can do is you can tune your remaining part of your session taking that information into account so that is the power of active learning it gives the teacher also real-time feedback on what is the actual level of understanding of the student so we may think that looking at the student phase and seeing whether they are nodding or seeing whether they are writing tells us whether they are understanding that does not tell us whether they are understanding seeing whether they have been able to solve the problem is what tells us whether they have understood or not and that is where the peer instruction and think pressure activities can help you yes and the swami my question is we have a different activities for this thing so you are full class and other active learning and we have really do a lot of time for that in the lecture awards and all and then our examination system is somewhat always written oriented and we don't go we have tried hard to pick up the students and students understanding and comprehend and gets improved I admit at the same time but the examination system is not in tune with the that what you are suggesting please tell me that what the first question I have answered three times now saying that it's not going to increase the amount of time that you take when you implement can the examination question also I've answered in saying that unless that changes you have to convince your students so there really is no new answer to give me is really different subjects that is new to one then in that case we can create a good quality of video so what we can do in that case so if it is a new subject what you can do is you know if you are really keen on implementing it in the flip classroom mode you can create the video yourself so we have actually lab activities which we can put up I can share the link over Moodle I mean it's not part of this particular ISTE core but I can share the link over Moodle which will help you to create those videos yourself for your own flip classroom video but by and large you will find that pretty much on any topic that we think is new there is somebody or the other who has created a YouTube video on how that technology works or how that works and it's going to be very unlikely that you won't find a YouTube video on that topic. Okay let me just take one last question. Knowledge Institute. Good evening. First of all, thank you for the session. Good to share the idea. First of all, our question is how this flip classroom technology helps laboratory based topics because it may be difficult to create videos for all the topics in this class. Okay so this again a good question how can we use flip classrooms in a laboratory based technique. So again what you can do what people have done is they have flipped the laboratory also. So what we usually do is we do the theory part first and then we send the students to the laboratory and ask them to do something so even in computer programming we first teach them something and then we say okay go and write these programs in the laboratory. So what you can do is you can flip that part also you can have them do some laboratory exercises first which are simple and then they come to the classroom to get that concept to be fairly fixed. So one of the examples that I do in my class is I tell them okay you write this program and observe it out. So I give them a program and I say that okay you run this program and observe its output. Then you look at the code and try to figure out what are these things what are these new constructs that have been used. So they will figure out that okay look there seems to be some kind of repetition happening there seems to be some kind of set of items are being put together. So they will answer at that level when they do the laboratory first for topics like iteration and arrays. And then when they come to the class you can then say that you know you already ran that program you saw how the program works. This is the syntax of an array this is the syntax of how an iteration works and then you can go on to the higher cognitive level activities of actually writing programs for larger functions using the constructs that you have taught. So to summarize the answer is that don't wait for doing the laboratory after the theory. Merge the laboratory and the theory so that they do a little bit of the laboratory. So let's say if you are going to have weekly laboratory sessions let them do half of the laboratory on what they have already learned and let them do half of the laboratory on what you are going to teach in the next week. So that way you can flip the lab also okay so with this good question I will have to stop thank you very much.