 So, we will start the Q and A session almost right away a few guidelines before we actually begin. If you have a question or a set of questions from your RC please do a hand raise within a view. If you have already submitted a question via chat in the chat window or in the questions window we have taken note of those questions and we will be answering those questions. If a similar question or the same question has been asked by multiple RCs we will answer them only once even whether it comes from chat or from the hand raise. So, please pay attention to not just your own question but also the other questions you may find that the answers to the other questions are also quite useful. One more thing so before we actually kick this off what I would like to mention a little bit is the whole purpose of these two days because we got a couple of queries saying how come you are repeating topics and so on. So, if you recall what happened in the flipped classroom exercise A and B and even if you reflect on your own experience as a teacher simply telling a student or a learner about what a topic is about or giving information about a topic it does not amount to learning. So, when as teachers if we want to try to promote maximal learning from participants we need to set up conditions where they apply their information they apply their knowledge multiple times and multiple contexts. So, while yes you have heard about TPS last week and you have seen some videos we did not repeat the videos today we did not repeat the information in the videos, but we made you write TPS questions and we made you do a peer review. So, the idea of getting together is to essentially make use of and I would even use the word exploit each others presence enough in this physical setting. So, learning is mostly about assimilation and application the information part just happens at some point. So, giving a lot of new topics is not as beneficial as taking a topic and looking at it from multiple ways and solving many problems related to it and this is something you can even keep in mind for your own teaching. So, we will start taking questions we will do a few hand raises first and then we will go to the questions we saw in chat. So, the first center is 1355 please. I have a question about this group activities different lunch break actually there was one task where a group has to be formed and their performance has to be kept under workshop coordinator account like what they have performed what their opinion about certain topic. So, did we have to record those documents like what they have thought on those issues or did we have to submit all these details or they will miss in their moodle account. So, the activities the group activities we did today morning before lunch were for you to apply your knowledge to give a opportunity there. There are no submissions required from those activities our goal of asking the workshop coordinators to keep an eye was to promote this activity was to make sure that there is sufficient interaction between the participants. So, you do not have to submit anything from the morning's activities, but there are some lab activities that participants will do later today afternoon in the lab those will need to be submitted and the instructions for those are present will be given will be reiterated at the end of this session now and they will also be present on moodle. So, no submissions required from morning. Center 1249. I have a question regarding the in-class activity in the active learning technique or think share pair think pair and share how to identify a specific topic requires that think share pair not all the topics can be done with the TPS. For example, problems with multiple solutions can be a good choice for TPS because the share activity can be done in a better way. So, how to identify which topics require TPS is my question. Okay, thank you this is an excellent question let me just repeat it repeat the question briefly so that everybody is on board the question is how do we identify topics which are suitable for doing think pair shares or which topics in fact should we be choosing to implement think pair share in and as you noted center 1249 not all topics are equally suitable to do think pair share. So, one quick answer is that or one quick resource this is not an answer but more of a resource if you look at the guidelines for think pair share which have been uploaded that contains some recommendations on how to do it. So, even afterwards you can go and look at the guidelines but in a nutshell think pair share is where the input of multiple people multiple thinking input thinking inputs are actually valuable. So, as you mentioned if you have a problem which permits multiple solution approaches it may be a design problem or it may be many more than one way to implement a program logic or it may be multiple solution approaches towards a similar final answer or it may be a problem which actually has no single correct answer but different perspectives are all valid. In such a case TPS is in fact a good alternative. A second place where you may try it is suppose you have a problem which is sort of complex and daunting for a student to do entirely on their own. What the teacher does is split it into smaller parts but not smaller parts as in do this first then do this but the think phase is some is the aspect or here contains the part of the problem which every student can do easily and then by the time they come to the pair they can build on the think phase and maybe it requires two people to actually crack the problem that is given in the pair phase. So, you can always structure a very highly complex problem into the three phases. So, that students build on the previous work, previous solutions they have built to reach the final answer. So, you will see similar recommendations in the guidelines for how to do TPS that have been posted. In fact, this question is something that you should be asking whenever you see any new strategy which topic is suitable for this strategy which topic is not suitable topics which may not be suitable or objectives which may not be suitable for TPS are when you have very routine step by step procedures or things that need to be memorized then TPS may not be suitable. Just to add on to this if you look at the TPS activity constructor at the end of it there we have given three broad examples. One is when you have something like multiple solutions, another is a problem solving task and third is a general where you have to explore beyond the concept. So, these are three main areas where TPS is found to be really useful. These are from our own experience. Center 1098 please. My question is regarding related to TPS. General domain TPS may be carried out by individual faculty members. But now the energy environment is the burning topic and engineers must have a glage on that so generally when otherwise if they are go for a multidisciplinary or interdisciplinary TPS question definitely it's going to help to create an awareness about the environment and energy which is relevant today so that domain knowledge can be used to produce a product which is anomaly friendly and energy efficient. So, this will add an additional dimension to the students learning and the level of that can be goes to that evaluation of creative level in the students mind. Can we go for the interdisciplinary type of TPS question? Yeah thanks your comment is very well taken. Suggestion here is that if there are some issues like energy or climate change for example or the water problem which actually requires multidisciplinary perspectives to be able to solve it would that make a good TPS question. And I haven't personally tried it myself but I think it definitely would. You can in fact in the pair phase or in the share phase you can focus on these multiple perspectives. So, for example in the share phase what you can do is try to get different pairs each coming from a different angle to say talk about their solution or their concern and actually highlight this these multiple perspectives. So, yeah this if you're teaching any topic similar to the similar or which can encompass such a problem such a problem would be definitely suitable. Yeah one more caution to add on to it is see some of these topics are very sensitive. So, you'll have to ensure that the activity the thing pair share activity is more looking at the academic side of it rather than becoming a chaotic debate with different sides taking different views. So, there should not be any biases you have to specifically focus on the academic angle where you look at the multiple aspects of the problem or the solution. So, if you focus it to that it will be a much more constructive TPS within your classroom. Having said this even the ethical perspectives yeah please go ahead nobody. It is use of domain knowledge to solve the problem. Yes that's right yeah that's that's all that's all. Center 1015. My question is regarding play for classroom. The play for classroom concept will work only when all the students will watch the video outside the classroom. If the students will not watch the video outside the classroom they will not participate in the inside activity inside classroom activity. So, what is the remedy to overcome this issue so that all the students will watch the outside the videos. Okay so this question had come up even in the morning but it's really important enough that it's worth talking about again. And the question is about flip classroom. How do we ensure that all students watch the videos because if students don't watch the videos then their participation in the in-class phase will be limited and so on and so forth. This is definitely a valid concern and what we can do as teachers at best is to try to encourage and we will go towards ensuring that most of our students actually watch the videos. So, some strategies that people have used and that have worked are to have a short in-class quiz maybe at the beginning that are based on the videos. So, this is the stick that you can provide you know the students know that they will be tested maybe one mark or two mark quiz that will count for in semester assessment. This is one thing that people have tried it's also a good revision if you have a quiz like this it's a good revision of the video material. The other thing you can try which actually encourages students rather than discourages them is to actually make the in-class activities interesting as well as worthwhile for them to engage in. So, if you have in-class activities where they feel that yeah this is useful for me if not in my exam then in my project or in the interview that I will be appearing for next year or in my placement and so on. So, make the in-class activities very relevant for them. This will also pull in more students to participate in the in-class activities and if they find that not watching the video is not helping them then you are likely to find more people watch it the following time. They will not watch the video so should we ignore them? What to do in class right? Okay what options do you have one is that you ignore them or I think it's worthwhile pointing out that look if you did not watch the video and come you will have a hard time in today's class. Don't allow them to disrupt your class because that's really not fair to the people who have already watched the videos and it's also not fair if you re-explain the concept just because five people in the class have not watched the video that's also not really the purpose. But I think I mean again this is something you have to try and see what works in your classroom. What has usually worked for us here is that we point out we say that look if you haven't done it you're going to have a hard time today and then show it illustrate that actually it's not a good thing for them to do it. You can also send reminders. Yeah. Because we are dealing with various quality of mixtures of the students in the class that is there are some five percent of students that we have to engage them in the class also because we cannot ignore them because they also are having their right to right of education because they are paying their fees. So play for the classroom this concept will be applicable for let's say 85 students but for the five students how we can manage them and we cannot repeat as per your discussion we cannot repeat the topic. If I repeat the topic others will get irritated and others will lose the concentration. So that is a very serious issue. So let me make a few comments here. So we are having a discussion here but I think this is really two or three important points about the classroom. Firstly you cannot ensure that 100 percent of the students will be engaged 100 percent of the time. And the additional point I'd like to make here is this does not happen even in a regular lecture. Even in our regular lectures we don't have 100 percent participation. You may have 100 percent bodies if you mandate attendance but you don't have 100 percent of attentive minds. So 100 percent is not something that is realistic. What doing active learning aims towards and what it ensures to a large extent is that a larger fraction of your students are genuinely engaged in the content. And you can read a few papers which say that look we found 80 percent of the students engaged 80 percent of the time. 8080 is in fact a fantastic number compared to what happens in a regular lecture. However we cannot ignore even one student. So some other suggestions have some other channels of communication open. Keep a modal discussion going for people who need extra help. Have extra office hours. So you don't need to get the other students irritated but you have we have to all use multiple prompts to try to address most of the students. I think as teachers that's the best we can do at this point. Okay thank you madam. One more question from my center. I have tried tested Bicky. Can you write CSS scripting for designing for various pages. Okay this question for for the information of other participants this question is about can can somebody write some some scripts some programming scripts like CSS or other things for the Bicky. Yes and no yes because the model is a collaborative open source development platform and the specific Bicky that we are using is developed by Open University in UK. So it's called OU Bicky. So yes you can write scripts you if you are familiar with the Github or other such development platforms. All these codes of the model source code is available in Github. So you can directly go over there find the appropriate repository of the OU Bicky. No you cannot do any custom scripting in the current model because we have control of this model and there are different levels of learners among yourselves. So we don't want too much of what do you say variations happening across the weeks. So we try to keep it standard so that everyone get a basic experience of the Bicky. So yes the comment is well appreciated and I hope you do such activities because there are conferences for Moodle alone the learning management system Moodle alone has conferences like Moodle Mood which happens across different parts of the world. There was one in India this year. There's going to be another next year. So I think the community is very large and everyone is looking at teachers rather than developers coming in and joining in these Moodle Mood conferences. So wish that you go ahead and do such development activities. Thank you. We'll take a couple of questions from the chat window because they're related to the TPS and Flip classroom that we've been discussing. One question there's a series of questions on how to do pairing in ThinkPair Share or how to make groups and should the instructor intervene and so on. So when it comes to group learning activities there are actually two broad categories. One is where the groups are well structured. For example if you have a project that has to be done for the entire semester either the instructor makes the groups forms the groups on some criteria or sometimes students form the groups. But these are structured group activities where the same group does the task for a certain amount of time and so on. There are other group activities which are called unstructured group activities and ThinkPair Share as well as one more strategy called peer instruction which some of you may be familiar with come under this unstructured group activity. What unstructured? Unstructured doesn't mean chaotic here it just means that there is no specific rule for group formation. So it can be something as simple as turn to your neighbor or turn back or three of you who are sitting there why don't you start talking. So what the instructor can do here is to decide the maximum and minimum within a group. In ThinkPairShare pair phase we actually say try to limit it to two because we found that it's actually a good number. In the peer instruction or clicker technique the group size some people work with two some work with three four five occasionally ten but I would say three to four is a very common number. So you don't have to work very hard to create groups but you can just tell encourage people to turn to the left or right or front or back and start forming the groups. The second useful question that came up in chat related to this is what should the instructor do should they intervene should they keep quiet and it is to so again the guidelines here are not very rigid which means you can experiment and see what works. I've seen some instructors who do no intervention in the pair phase except try to get quiet students to speak to start talking and some instructors go up and down the class go around the class and look into the pairs notebooks see what they've done give a quick word here and there. So if you want some individual attention if you want to pay individual attention to some groups you can't do it with all groups but to some groups that's also possible. So both are okay strategies. There was one more question on flipped classroom is there any course curriculum designed for flipped classroom. So firstly such a question has to be asked within the scope of a single discipline or single course or single subject there is no worldwide universal curriculum for all which works for all subjects and even within a particular course or subject or discipline I don't think there is like a specific curriculum that has come out but if people have tried and experimented and done research they've published research on what they have done how they have done and what the research results are so that is something you can start reading and finally one goal of this FDP is that we create a community resource a set of community resources where if you want to come up with your own flipped classroom curriculum you can borrow resources from each other you can use videos that she has created and the assignment that he has created put it together share that collected one with your other colleague and so on. So that's about the curriculum aspect. One more question that we got in chat is what type of feedback should be given to students in the in-class activity. So this actually depends on the specific activity that is happening and the goal of such feedback should actually to be to help the student to improve their own learning. Such feedback is called formative feedback and they do something you give them some constructive feedback saying look that is not working or why do you think so and so is working here is how you can improve it and they revise it right then and there. So that's one type of feedback which actually works. Simply saying yes this is right or no that's wrong is not as effective as trying to get students to realize the reasons why something is working or not working. Okay let's take one more question from the hand raised Center 1161. This is related to the website designing. Actually the page navigation from one week to the other week is not given clearly so that the assignments are the test wiki whatever the assignments which is being given by you is not being properly uploaded. Okay we will look into it so one specific thing that I think people have done is every week every section has now they are going to demarcate it as week wise. So week to the starting date and the ending date. I think this will be so it will be in the chronological order. So the first week will come on top the second then followed so all the other activities will be there in the following week. So all the activities in week two including this RC interaction the slides and other resources will be uploaded in week two. So we'll ensure that the modal flow is made proper in the coming by tomorrow evening. Thank you for pointing that out. Ma'am you're talking about this models and modern type of teaching aids which you want to give it to the education sector whether it is engineering college or any other college but most of the people who are in rural areas they cannot affordable to use such high end cost involved graduates and infrastructure. I think that this is only applicable to the areas where something like metro cities or smart cities what nowadays the people are talking about it. I've seen where the people are calling it as smart cities all over the India. I see lack of infrastructure lack in the engineering colleges itself wherein this is I don't think you can achieve 100% result over here at the most you can reach only one percent of the people through these modules and what the type of program what you're talking about where in seen we have somewhere around 240 colleges in our region and there in most of the most of the colleges they don't have proper infrastructure. This is what the center where we are the type of infrastructure our college provides to us is the best and there are some colleges who don't have such infrastructure not this type of facilities to the engineering colleges not even those people are ready to come forward. Now in such cases I don't think that this type of education will what you are trying to give it to the community or to the students is ruled out. So I strongly criticize this type of education but at the same time there's an initiation from the MHRD both at center and at state the such type of programs has to be brought to the areas where the engineering colleges faculties will be very much given the training to use such facilities. Thank you Ramu. Okay thank you for a different perspective on this I will just address where we are coming from at this point. Firstly I don't think the number of colleges or people we're reaching is as low as 1% and definitely I agree it's not 100% but technology infrastructure is growing the center is pushing government is pushing lots of children have mobile phones so one way of looking at this is when we have technology or when technology is being pushed on us how do we use it most effectively. So we are not saying you most of the student community you are using mobile phones misusing their time 99% going to the other content which is irrelevant apart from their education part. So one thing we will address in this FDP is how we know our students have these mobile phones we can't avoid it so how what are some things we can do to make them use it for more useful reasons. Secondly if we want large-scale outreach professor Fatouk also mentioned today morning technology is one way to get it we are not saying it's the only way we are not enforcing it on anyone but most of you who've come here your center what you're seeing here this technology is there and what we are trying to do is to try to use it in a more productive manner. So it's not about pushing technology or not it's how to use the technology that is available. The in-class activities that we've been suggesting about active learning these are not new these are not modern these are some things which for several hundred years in fact if you look at some of the ancient Indian texts it's there you look at the western texts at least for the past hundred years it says that let the students work on their own in class. So you can for if you have zero technology you can focus on those and still do something more than just getting students to listen to you. Okay we'll take one more question from this center and then we'll move to one more center. Me and my colleague we have figured out one of the topics and then we started working on TPS strategy and we get we ourselves we we got some doubts regarding this. Do you think we need to mention about the prerequisites before we start TPS or the particular topic and if the TPS is get is during the course of its implementation suppose if we come to know that the children are little more confused than what we are expecting them to then don't do you think we have we can repeat the same same flipped classroom again and if we do like that do you think they get bored or do we have to change the complete context. Okay maybe let's go a little backwards in terms of the chronology of your questions that suppose we are doing a TPS and we find that students are not able to answer what we had set for them what do we do at that time. So again these activities have a big advantage for the teacher in the sense it gives you immediate feedback about how much your students are able to do or not do. So the advantage of such activities is not just for the student but also for the teacher. So yes at that point you if you think it's worthwhile telling students to go back and watch the video if you think that will help go ahead suggest it. If you think it might help for them to view some additional resources not the same thing they saw but something different which also might help them you can suggest that. So you are really in control here in terms of what you do next okay so you can mix and match these activities there is no rigid prescribed format there are some recommendations which are what we are repeating over and over that make sure they're short make sure students can do it make sure they're sequenced in a way and so on. Regarding your first question which was about prerequisites so it's assumed in general that the teacher is aware of what prerequisites are required for a particular TPS when you create it because you are the one who was also taught the previous classes and you're the ones who have assigned the out-of-class activities so you definitely have to be aware of prerequisites and you design the activity accordingly. If you want to mention it to the students that's also fine you can in fact tell them the week before saying we'll have an activity next week where you have to watch these videos or you have to make sure that you these prerequisites are met if you'd like to do that that's also fine. Last point during this question and answer session I see that a lot of participants have been asking about the participation of each and every student inside the classroom how do we get you know convinced that everybody is participating. One of the views what I got I mean one of the suggestions what I got from the previous FDPCs conduct a five minute kind of survey or I can say test kind of a thing in the last so that we as a faculty you would come to know if they have really attended or not. Yeah that might work that's one sense. Yeah kind of evaluation. Thanks. Center 1039. What is the advantage of FDPC suppose some faculty have different way of teaching but FDPC is giving some same same information for all the faculty then how we faculty members can implement these things easily. The mindset how you can change the mindset. To answer to that the main aim of this FDPS Professor Partak and Professor Sahana has reiterated is these things have come to you so how effectively can you make use of it. So the best thing if if there is some point of difference between your strategy or your thinking and what the instructors or the course content is saying is just find out what the differences are. Adopt whatever is acceptable and ask questions in these forums and to the other community members. Participants as to are these differences a valid point are these differences valid. So you get inputs from multiple people not just faculty so as Professor Partak said we are all equals in this particular journey. So there aren't any right answers to say that all faculty should do exactly like this but there are some guidelines broad guidelines given to you by each of these activities and abstract sense all these are proven effective through research educational research. So educational research is something that you should believe in because many people have done it scientifically and they have found evidences. So the evidences the data and the evidences are speaking to you so hence these guidelines for the others the implementation varies from context to context and for that you will have to take help from the community to see whether these differences are valid and if they are valid what to do. So i think the community will be able to help you a lot and that is why the focus is on building a collaborative community that is who are going to support each other in this particular journey. And feel free to test it in your own class you got a think of this as a toolbox of strategies that you got from the fdp you try it your neighbor tries at the other colleges try it and then you can share your results with each other as Jay Krishnan mentioned. Center 1063. I have one question is that coursework can be utilized for students in other class sessions as now it is a part of the question that the participant is asking us can it the students be given access to the course portfolio. I would recommend you to so if you have a Moodle LMS in your own college i would recommend you to use that particular interface for this what do you say for the student activity but otherwise for viewing I think you can show them how the wiki was organized per se this fdp for this particular instance of this fdp students are not given access to this Moodle because other faculty members are also present in this but yes as a viewing if you want to show them how wiki is used and other things for demonstration purpose you are free to use it because it is in the open it is an open educational resource providing access I would recommend you take caution but if it is if there is a local Moodle installation I would urge you to put up this OU wiki in that particular Moodle and try giving access to students because you will see more things coming out from that. Okay but Moodle LMS should be available with the college. The Moodle LMS should be available for the students to participate otherwise they can only just view from the current interface that you have. Thank you sir. Thank you. 1082. Sir we had gone through this TPS activity sheet TPS activity constructor but it's not clear what actually is to be done over here. This question is about the TPS assignment that has been posted as resource creation assignment. Basically in the submission we want you to submit your own TPS you can take the help of the TPS activity constructor within the TPS activity constructor we have identified what has to be submitted in the thing phase what has to be submitted in the pair phase what has to be put up in the share phase. So if you look at the examples also the examples also have these elements and it says what instructor does what student does what is the deliverable all these things are mentioned in the examples also. So we want each of you to create think-pair-share activities for the in-class segment of your course targeting a higher-order learning objective. This will then be peer reviewed so once you submit in Moodle by May 17th this will then move on to peer assessment. Like in form of what like when it comes to pair phase or or any other phase so I do have to write according to student or according to me. You as a teacher you as a teacher is designing a think-pair-share activity for your own course. Assume that you have a course which you are going to do next semester. Design a think-pair- share activity for your own course. You are setting an assignment. Okay. Okay. Thank you. Yeah center 1193. I doubt said I thankful to IIT Bombay for this wonderful FDP. Recently we have the maximum number of participant registered at our center that is about plus 70. My question to you sir regarding this wiki is it exclusively made for the development of a module Moodle only or it can be used for other purpose also. Okay. The question is whether the wiki is exclusively for Moodle. The wiki version that you are using the OU wiki is developed for Moodle but there are other wikis so wiki is broad what you say it's something like operating system. There are different flavors of it. So just like how wikipedia is open wiki which is available there are also a lot of open wikis that are available for everyone. Some of the examples are media wiki then there is something called wiki spaces. There is something called wiki. All these are examples of open wikis. You can use it for a larger audience. The current one OU wiki is for a Moodle activity inside wiki. Sir instead of question I have a comment. Many people are asking about flip classroom and they don't have the technology for that. Probably some of them have missed that or understanding video as a tool for flip classroom. Instead of that we can use say newspaper ads or for the mobile phone to compare say processor and then we can explain the frequency concept or power specification or mechanical engineers and there are many things we can do with the phone with only audio player. So that can be used for rural area. Also if a certain institute don't use the internet or can't afford the internet, Moodle can be used as a local host. So I will request you to give details about that in next sessions. Okay thanks for your comment. We're just elaborating a little bit on the previous comment that you can assign different types of information for the out-of-class component newspapers, textbooks, go find out some information. Flip classroom does not necessarily mean video. Okay one last question from this center. Hello ma'am. Yes. My question is how can a flip classroom benefit the students? Okay so a very quick answer. I'm just going to say one quick concern then I'll elaborate a little bit more. There was a whole short video called why flip classrooms last week. Okay there we have explained in detail how a flip classroom benefits and now I'm only going to repeat what I said briefly this morning that what is happening in a flip classroom is that the in-class activities where the teacher is present and peers are present can be used for much richer much deeper types of understanding than merely hearing the lecture. So where do students get access to the information that is typically given in the lecture that happens in the information transmission outside of the classroom either via reading or via videos or audio. It doesn't matter what format. So do more rich in-class detailed in-depth activities in class. Center 1139. Okay my question is regarding a flip classroom activity as we need to design both in class as well as the outclass activity for designing assessment strategy for outer class. Which factors we need to consider? A quick answer to it all you have to do is ensure that your assessment is aligned to the learning objectives of out of class room activity. Typically these are lower order you will ensure that the recall understand and apply level questions have been asked in the out of class segment. So if you define a good learning objective for the out of class activity it automatically means those are the things that you need to assess or evaluate. And it will also depend on what resources you assign for them whether go to a website or read this article. So your learning objective is aligned to the resources you assign them which has to be aligned to the assessment. But typically what's recommended is that you don't ask too many in-depth complex problems only based on the out of class segment because students have not yet practiced them in the out of class part. Okay there is one point I'd like to make about flip classroom since again that's been coming up in chat. The idea is that you don't have to convert your entire semester into a flipped mode. In fact it's recommended that you don't begin like that. If you're teaching a particular subject which has many modules many topics and if you want to experiment with some of these techniques pick one or two topics pick one to begin with and do a flipped mode version of it. Then see how it goes refine your strategy maybe do one more in the second half of the semester. There is no need to convert the entire semester right in the beginning. There are people who have done that and that's fine. If you want to do it it's fine but it's actually quite time consuming. So start small get feedback from your peers from others who have tried it from your students and then you can increase the amount that you're doing. Center 1108. But actually I want to ask whether there is any open source kind of platform which I can use for restricted access by only my students and my institutional colleagues. Can you create such restricted kind of like activity which will be used only by our institute alone and it will not be open access because so we want to create only for our institution or our group only. Do you have a learning management system in your institution? Something like model installed in. See basically model is a free software. All you need to have is a the downloads are freely available. Go to model.org. All you have to do is download it but you should have a good support team who will manage the courses and regular database backups and all those activities. So as it is it is absolutely free. Only thing you should have people who have the know-how of maintaining such kind of systems. That is going to cost a little bit. Okay sir but can I keep it restricted? Sure, sure. Center 1355. Okay so my question is the concept that we have described today about the flip classroom. So what I felt that it is very much time consuming and considering the number of students I think that we can't totally ignore the traditional learning procedure. What we can do for optimized learning procedure is that we can effectively combine both the traditional way of learning and this flip classroom together to have an optimized way of learning procedure. Completely agree with you sir and yes this is the same message that we want to give all other people. It's not just complete ICT. We want more people to use blended modes. That is why this workshop is there. Thank you. Center 1107. There's a confusion regarding the flip class concept. In our education system information is generally considered as the knowledge but in the flip class concept you are saying that the information transmission is outside the class and assimilation is inside the class. So isn't it a continuous statement? So if you think about the various levels of knowledge and there are many such hierarchies, information is necessary but not sufficient. So you have information, knowledge, application, wisdom. You can go higher and higher. So information is something which is necessary. Nobody is doubting the need for that but it is not enough. Just because information exists does not mean that assimilation has happened and application can be done by the learner. So I don't believe this is a contradiction. If anything what we are saying is that information is something with today's reach of the very of the worldwide web or other sources information is easily available today. 50 years ago information was mostly available only with teachers. That is not the case anymore. Information is available so let students make use of what's available but it's only information which is available. What's not available easily still is the methods of problem solving, feedback by experts and so on. So that's still valuable to be done in a face-to-face setting where the teacher and the other peers are. Okay let's take one last question and then we will give you a few brief instructions for the lab where you go and actually select videos or audio material and so on or websites for your flip class and so we will take one question now there are more instances for more opportunities available for questions. So this is center 1345. I don't a small thing about the participation levels in the TPS activities. I feel you know like in a classroom of 60 probably when we ask all the 60 students to think of course we can expect almost 50 to 60 students will be in that activity but later on when they go for pairing I don't think so the people who are present or else who have done the thought process will be actively participating in the pairing activity and finally into the last phase when it steps into the sharing phase I don't think so the same amount of percentage of students will be having at that level. So how is that we can increase this participation percentage in activities phase by phase. Okay let me address this question it's a good concluding question to our address now. So the comment was that the number of people participating in the parent share phases might be lower can we do anything about it. So firstly if you look at what happened today in your remote centers this was probably the first time you implemented TPS in your own setting and the first time you will do it with your students also may not work very effectively and as people who have repeated this multiple times what they have reported is that it takes about three or four instances of repeating this activity which may be say once a week or twice a week but after three or four times students also get used to the activity and the amount of participation definitely increases compared to the first one. There are a lot of research studies published on this and we both at IIT Bombay and at some neighboring colleges we have done it in classes of 250 so 60 is definitely manageable. Secondly what you can do specifically to increase it in addition to sort of just do it three four times and is explain to students why you're doing it and what you think they learn. At the end of the activity do a little bit of debriefing as to what they learned what happened what you can do next and so on and make sure that the pair phase is really directly built upon and connecting to the think phase. Similarly the share phase has to build upon the pair phase so when these phases are directly connected students will want to discuss their answer or give feedback to their neighbors answer and so on that's another guideline that has been found to be useful to follow. Okay so let's briefly talk about what you will do in the lab and then we will move on to the tea break. For all those people who have questions we request you to post it via chat or the question. We'll be addressing it from tomorrow morning. We'll have more Q&A sessions more detailed Q&A sessions tomorrow in the fore known session and also in the afternoon session. Right now it is important that you try to practice what you have learned till now. So I'll just again focus your attention to the flipped classroom activity constructor that we had shared. So now you will all be moving to your lab and basically what you have to do is you have to fill the out of class segment of the flipped classroom activity constructor. We have enabled download of this. We will soon be uploading this in model. What we want all of you to do is complete the basic information that is about you where you give all these details and also this section out of class segment where you have to find existing video resource that is open. So you have to specifically go and locate creative commons resource from the web. We have provided the various links that you can use for this NPTELs, OER commons, OCW Consortium, YouTube, BMEO, all these places have been given and also a link from Edutopia which talks about open education resources and even a general Google search. You have to find these resources. We are focusing primarily on video resource for this segment because that is what the technology, what you mean by technology exposing you to the technology and we want you to create this, fill this particular slide where you identify the concepts and identify the portion of the video where this concept is given and this is one sample video which you would be giving your students in the out of class segment of the flip classroom strategy that you are trying to do. So it should be from your course video, follow the guidelines of video selection that we have already given you and which is also available in this particular constructor. We want you to fill slide number five till 18. So slide number five to 18 is what you have to fill. We'll provide you the detail. So a particular assignment will be created in Moodle. So this assignment is again open till next Sunday. Take all your time but initially in your lab you have to spend maximum time identifying, locating the resource. You have your groups within your remote center. Take help from them. Get peer review of the selected material and your design. You should look at the questions that we pointed out during the pros and cons analysis. So try to ensure that most of these questions you are able to give a satisfactory answer. Select a video and upload it in the Moodle. The appropriate assignment is going to be created now. The assignment will be lab session titled appropriately and this information will be provided. All you have to do is go to the lab. So after T, move to the lab, locate the video, create the out of class segment slides five to 18. Complete slides five to 18 and upload in the Moodle. So thank you everyone. So there won't there would not be any further interaction with the IIT Bombay Center today. We will meet you all tomorrow morning. Thank you.