 Good afternoon everyone, welcome back to the office hours for FDP 301, this will be the final set of office hours for this month, where we will be initiating the discussions etcetera for Mentor and Menti. So, all of you should be receiving the groupings for Mentor and Menti by evening today, there were small issues due to which it was delayed from its original date of 28. This was because the Mentis had provided email details to us, which was not similar to the email that they registered in NMEI city portal. There were also cases where the same team Menti was present in multiple teams and there were also other issues wherein the Menti was never registered in IIT Bombay X, the FDP 201 course. Now, there were there are too many of these issues which took us some time to filter out and we our workshop team had to manually put the grouping, we were not able to rely on our automated process which actually looked into the data and whenever there is a data error, it throws it does not proceed further. So, we had to completely rely on a manual process due to which it took time. So, one thing while you are contacting your Mentis, we have reminded that in the email is that they have to consistently use the same email ID throughout the FDP and this email ID should be this one that they use for registering into NMEI city portal. If there is any mismatch all the associated processes will be affected and we may also not be able to generate certificates for the FDP participants. So, while you are also pursuing the FDP 301, kindly ensure that your registered email at ID at NMEI city is the one that you use for all the communication. So, having said that, so I hope all of you had one look at the Kerr-Patrick's evaluation model over the last few days and you also many of you would have seen the ABU interactions happening on Saturday and Sunday with FDP 201 participants where we introduced the idea of self-enrollment into Moodle which could be utilized to register anybody into your own course. So, for example, you have a MOOC, you want anyone to come over and participate, you do not need to collect their email IDs or you do not need them, you do not need to manually insert them into your course rather you can keep your course open with a self-enrollment basis. You can give an enrollment key if needed, but otherwise a normal email ID based registration is sufficient to enter into your Moodle website and after that to register, if the course is available in self-enrollment mode, it will be visible in your course dashboard or the site home, users can click on the course and register into the particular Moodle course. So, this is about self-enrollment in Moodle. If you have any doubt regarding self-enrollment, please refer to the Studio IIT Bombay YouTube releases, the ABU interaction release that happened on Saturday and Sunday. Additionally, there are lot of helpful resources specifically refer the docs.moodle.org that you can read and you yourself will understand how to enable the settings. If you have additional doubt, we have all the mentees, so all the RCs creating an RC Moodle course where they explained about various functionalities of Moodle, this is available in the document bit.ly slash fdp underscore Moodle. So, I am just showing that in the whiteboard, please do not edit this file, this is a file that has been extensively used by RCs to record their Moodle activities and it will not be correct to change any settings in this document because this is also useful, this is also used for their lab assignment and evaluating their lab assignment and they have painfully created the Moodle courses. Please go and completely look into the courses and the other aspects of this document. So, what I am going to do right now is, so across the past two days in the survey, we had collected details about your queries, your issues that you had with the fdp3 and many of the queries were result were with regards to the fdp design activity that we had proposed and there were people asking more clarity about fdp design activity and so what I am going to do right now is, I am going to show you a give you a walk through through the fdp3 design activity that all of you will have to do. So, what I am going to do right now is, I am going to do a share of the document with all of you, this I am going to give you details about fdp design assignment that you will be doing apart from the mentoring activity. So, I will be answering all the queries after I explain the fdp design assignment. If you have any query regarding fdp design assignment, please hold on till the entire explanation is over. Then you can use either a view question tab or YouTube chat feature to ask your question. So, this is about fdp course design assignment what it is and how you should be doing it. So, the course design what does it? So, duration is 1st June to 20th June that is from tomorrow you should start about start about fdp design. This is assignment in fdp301x. It is a team activity comprising of 3 to 4 participants. So, IIT Bombay has divided you into teams and will be uploading the team list in the IIT Bombay course today at 5 o'clock. All participants, so all the teams will have to design Moodle course as if it is a MOOC. So, what is the topic? So, the topic could be any one of these given 8 items. So, there are 8 topics that we have discussed in fdp101 and 201. Wordpress or your web presence of faculty, Moodle as a learning management system, screencast for resource creation, flip classroom about the strategy. We have detailed active learning strategies of peer instruction and think-pair share. We also talk of open educational resources, its importance, why you should be doing it, how you should be doing it, etcetera. And there is also a portion on academic ethics and integrity. These are the core modules in fdp101 and 201. So, as a team you will have to select one out of these 8 topics. So, your fdp design assignment could be my fdp design. So, let us say I am a participant in a team, let us say team number 30 and along with my colleagues I discuss and I say that I am going to create a module on or a Moodle course on screencast. So, screencast is the topic. So, I will be completely doing a design about screencast which will have LED resources, LBD resources, LXTs, LXIs and all the assessments, assimilation quiz, reflection quiz, knowledge quiz. You can optionally give a resource creation assignment. Not all participants need to do it, but this resource creation assignment should be related to doing something with the screencast. So, it is an innovative assignment that you have to do. And this should be the entire course should be modular in structure. That means one particular unit should be sufficient for a minimum of 1 hour duration of engagement, but this should provide them with sufficient flexibility to learn about a particular module. So, what should each module have? As I said earlier, learning dialogue, learning by doing activities, learner experience interaction and learner extension trajectories. It should also have knowledge quiz, reflection quiz and assimilation quiz. There should be a resource creation assignment. So, this is just like how you do a normal FDP, isn't it? So, every FDP, every week has content which is having all these components and there may or may not be a resource creation assignment on that. So, you will have to think of innovative resource creation assignments. Please make sure that all the grade assignments, the knowledge quizzes, reflection quizzes, etc. are not the same as that is already available in the FDPs that you have come across. So, none of the questions should be same. You should ask new questions. The course has to engage the learner for a minimum of 1 hour excluding the resource creation activity. So, resource creation assignment, we all know that it takes lot of time to create that resource, but all the knowledge and assignments, the graded assignments should engage the learner for a minimum of 1 hour. So, we are just limiting the minimum amount. I will tell you why this minimum time is important. I will come to that and this you will know when you see the evaluation pattern of this course design. What you also have to do is self-enrollment option must be enabled for each course. That means any person who should be open, should be able to log in to your course and access your course resources. All courses should have our gmail ID which is fdpict at gmail.com enrolled as a teacher or a staff. So, there are multiple roles that are available in Moodle. So, you should enroll our fdpict at gmail.com as a teacher or staff. So, this could be manual enrollment. So, you should manually enroll our gmail ID, give us a standard password. Let us say fdpict at the rate 1, 2, 3. That could be a standard password that all of you can use. We should be enrolled into each course as a teacher so that we will be able to look at what you are creating. Now, how is the course design? So, this is the how about course design. So, you already know what all components are required. Additionally, how should the course look? The course should have grade book enabled with proper categories for RQ, AQ, KQ and RCA. A grading policy must be created so that total score will be 100 excluding RCA. So, RCA should be a different grading component and all other activities in total should come to 100 percent. You should enable progress bar to evaluate student engagement. Every FDP course that you design must provide surveys for capturing feedback of the peer reviewers. So, we are going to say about peer review shortly. So, as a learner when they come to your course as a learner, you should be able to capture their feedback. The success of this assignment will depend upon how your team orchestrates the design implementation irrespective of the physical location of the team members. Now, what we have done is we have purposefully grouped team members such that none of you are from the same city. So, there are four people per team and each of you are from different locations. So, how will you coordinate together? How will you coordinate together to come up with an FDP design? So, first of all you will have to select a module from any of these six that we have shown you. Then you will have to come up with the grading policy of the course. You should ensure that all these elements are there. Each one of you should select one of the element should be responsible for one of the element. The other should know what the other is creating and then based on that the graded elements should be created. You should make some settings in the module course so that all these are visible. So, all this while you are working in physically distinct locations, but virtually you could work over let us say a Google Doc or let us say you have the same module course based on that you start the discussion. So, you should ensure that there is collaboration between you. So, the submissions will be starting from so once you do all these so you have created a module course then between 15th to 20th June you will be providing as the details of your course and this course will be visible to everyone. So, we will collect the course details from you between 15th and 20th June and once we have the course details we will upload it in IIT Bombay X page. So, anyone so we will be assigning reviewers the reviewers can go to their respective module teams module course and start evaluating that. Now comes the question of how will the FDP courses created be evaluated. Now we all know about Kirkpatrick's evaluation system. So, there is reaction, there is learning, there is behavior, there is results. Now the top 2 levels that is level 3 and level 4 it is difficult to do while the training is going on it is actually meant for evaluation after the training is over. So, we will not be able to evaluate level 3 and level 4, but what we will be able to do we will be able to evaluate level 1 that is reaction or perception of the learner or your reviewer and the learning of the reviewer. So, this is the plan for peer review. Now you all have said that even with rubrics peer review is subjective. So, what we are going to give now is we are going to give a very transparent and very neat plan that you should be able to accommodate for your own resources. Each courses will be reviewed by 4 peers. So, you have all the course details are provided and it will be done by. So, we will be assigning for each of the. So, there are 540, 530 participants in this course. So, each participant will be getting one other course which they need to evaluate. So, this we will do from our current. The peer reviewers will be assigned and informed by the FDP 3 course team on between 18th and 20th. The peer reviewer has to enroll in the course that is assigned to them and do all the activities that is LED, LBD, LXT, LXI, RQ, AQ, KQ except the resource creation activity. So, you do not as a reviewer what you will do is I have been assigned let us say 2 to 3 courses or maybe I think each one will get 4 courses to evaluate. So, when the evaluation time comes you will have to manually go and enroll in the courses that are been assigned to you. You should go through the course and you should do all the activity and you should give them the course creator of feedback. So, the feedback will be based on the perception of engagement, perception of learning and perception of usability. So, how engaged did I feel? So, the course creators should create these surveys and the participant should be providing their perception, their feedback survey choices as a response to the survey. So, there will be 3 surveys. One survey is on perception of engagement, one survey is perception of learning and the third one is perception on usability. Sample surveys are going to be shared do not worry. So, sample surveys will be shared that you do not have to worry. All these surveys will be shared by FDP 3 team by 15th June only. Why? You have already seen what Kirkpatrick's evaluation is and this is a level of reaction. So, why do not you give a first attempt at creating survey on your own? Then you can check with a sample survey that we are giving and see whether you are covering most of the elements that we also we are recommending. So, it is important you should not blindly copy the survey that we are providing we will be giving only an example survey. It has to be repurposed to suit the appropriate FDP course. So, we may create a survey for let us say we have selected. So, as all of you have seen already, we have shared an sample course on peer instruction. So, it has all LEDs, it has all LBDs and we know for it is slightly engaging more than the approximate time that a person will take to complete that course is it will engage a person for little over an hour barring the resource creation assignment. So, the last workshop activity it is going to take time, but apart from that all others it will be for one hour. So, you can engage in the course for minimum of one hour you will be completely going through all the elements. We have a feedback survey which we collected in Google Forms, but it was part of a blended another blended workshop. So, we have a different survey over there. So, we will be updating that survey we will be using the feedback module in Moodle and we will be giving you sample surveys on 15th June, but you should be using that as a reference not in its entirety. So, as a learner I will come over I will do all the activities in your course, I will give you a feedback. So, even in fact I will be doing all the LBDs and LXTs all the graded activities. So, if you have already designed your grade book all of that will come in your grade book also. So, as a Moodle course teacher you have two types of evaluations already available with you. So, based on the feedback provided by the participants you have level one evaluation which is evaluation of the perceptions and based on the learning data you have the second level of evaluation which is evaluation of the learning. So, all of them would be doing the AQKQ etcetera. So, all the graded marks will come into the grade book what you will do after this is each FDP design team will then submit a report having 5 sections. So, by June 20th all of you will create the course 20th to 27th all your learners will access the course from 27th June to 1st July you will have to create a small report which is actually 5 it will have 5 sections. So, you can start preparing this the major sections now itself like work distribution etcetera. The first section is analysis of learning. So, over here take all the graded activities data analyze it and you will have to create a section for analysis of learning. The second section should analyze the learner feedback. So, all of them would be giving you a feedback based on perception of engagement learning and usability. So, you should have a data analysis of that data analysis as in how many people. So, what did many people think what did maximum people think what kind of what is the usability of the course how engaging was the course. So, these are the questions that you are answering through that analysis report. Similarly, analysis of learning which segment did most of your learners find difficult how much was the learning in your FDP course. So, this is the second level of analysis the chapter 1 which is the learning analysis that gives you about the knowledge gate. The second chapter gives you analysis of the perception. The third chapter the third section should give you an analysis of course engagement. That means how did the learner engage in the FDP. The fourth section which is the most important one now that you have analysis of learning, analysis of perception, analysis of engagement reflect on what happened what did you intend what happened in the course based on that you create a self reflection report. I had intended this course to be engaged engaging for one hour, but based on the course engagement data that I get from my reports I see that people engage in the course for more than 2 hours or people engage in the course for less than half an hour. The learning from this course it did not the learning all of them got 100 percentage of them got more than 70 percentage marks or 50 percentage of them got less than 50 percentage marks. So, this could be the kind of self reflection that you will have. So, then you should think of now that I have done it what does it mean how good was my FDP design. So, you should reflect on that that is what we call as self reflection report. Finally, just like how people do in OER you should have a work distribution that means how much did each participant contribute into the FDP design that should be provided in the final chapter. The report along with the grade sheet and the activity low work must be prepared and uploaded in your WordPress site or Google Drive and the link should be provided to the course team in IIT Bombay X platform. So, once you have done entire report upload it in either a Google Drive or on your WordPress page and provide that accessible URL to our team through IIT Bombay X. So, we will be opening up that from 27th June to 1st July. Evaluation which is going to be done by FDP 301 team will be based on all the inputs that you have given. And we will be looking at both the report that you have provided and the course because we have a course access is not it. So, we will be looking at the course and we will be looking at the evaluation report and we will look at the following aspects of it. Effective use of the course elements LED's, LBD's, LXI's and LXT's. Appropriateness of the graded activities, the resource creation assignment design, the grade book setup. So, if you want to look at the grade book setup I will be just showing you that right now in our Genomeo site and we will take the feedback from the peers. So, how will we take the feedback? Because you have already enabled the feedback in the module and we will take that. So, rather than a person looking at a specific rubric and evaluating you, we will use the actual data. So, we are giving you samples. So, in effect we have given you the rubric that we will be looking at engagement, learning, usability that your peers felt and we will be using that for evaluation. But rather than a person doing it externally, they will have to come to your course, access all the resources, then give the feedback and you already have analyzed his engagement and his feedback that is already available with us in our course evaluation report. So, our course team rather than, so your peer has done their evaluation based on their participation and their course team is actually going to look at how each one perform, what was your analysis. So, most importantly what was your self-reflection about the course. So, that is going to give you mark. So, again please note that you should have us FDPICTIGmail.com enrolled as a teacher or staff in each of your course. The evaluation will start from 2nd July and we have I believe close to 130 teams and we are looking at we are looking at a course staff of 4 of us. So, 4 of us who are integral part of the course design activity over here will be evaluating your reports and the other things and will take us roughly a month to complete it. So, by we are expecting by July end or August first week to release the gradings for FDP 301. So, how exactly is the marks distributed. So, the course design which is going to be evaluated by course staff will have a weightage of 50 percent. Peer review that means a learner you going and participating in a course in all the courses assigned to you will give you a mark of 25 percent and self-evaluation report which is submitted by the course team will be evaluated it will have 25 percentage weightage. The detail mark distribution will be sharing with you tomorrow in a document. So, you will this is just to give you a weightage in terms of if the total FDP design activities out of 100 50 marks will be given for course design 25 marks will be given for self-evaluation report and 25 marks is for you to go and access different courses. So, if you have accessed for assigned courses and done the evaluation you will get the remaining 25 marks. The other 2 marks are you get as a team and that will be equally distributed to all of you, but this for this 25 marks each of you will have to work that means you yourself will have to go and evaluate a course. We will tell you which courses etcetera. So, all the logistical aspect of it leave it to us we will be detailing you what each team member team sizing is we will be assigning you which Moodle course you will have to go and evaluate you will have to honestly attempt all the activities in the courses created by your peers and give honest feedback. So, you may you do not have to give very high feedback or very low feedback just because somebody else's feedback is going to be affected. So, it will not. So, your feedback so we are not evaluating whether you are giving strongly agree or strongly disagree that is not what we are looking at. What we are looking at is are you is your team able to collect the feedback and is your team able to collect the feedback and make sense out of it. So, even if somebody has designed a very poor course, but if they are able to reflect based on whatever has happened in the Moodle course and they say in their evaluation report that so many people they were engaged for only 25 percentage of the time and many of them gave us poor feedback. We understand that this has to be improved this has to be improved etcetera that is the most valuable lesson that you will get from this FDP design activity and we are just looking at that. So, if somebody is evaluating you purely do not worry because it is not their evaluation that is mattering. It is your reflection about their evaluation that is the most important and they your peer has to come to you and evaluate because they get 25 percentage of the mark only if they go and evaluate. So, now that the scorecard is done let me just get back again about refresh you about the important dates. The course design you will have to start from 1st June to 20th June will be uploading the team list today evening in the IIT Bombay course. Peer review that means somebody going and accessing your course will be between 21st June and 26th June each person will be assigned 4 courses and they will have to go and access those courses and give their feedback. This activity should be completed by 26th June. The self evaluation report should be in between 27th June and 1st July. 1st July is the cutoff and we will start the FDP evaluation by the course team on 2nd July. See the moment we start this we will be evaluating 130 team submissions and we will be giving them mark and we need approximately a month to do the entire exercise. So, if we delay at any point if you delay it is going to impact your grading only. If you submit it or do every activity on time we will be able to release our gradings by that time by the schedule time otherwise it is going to be impacted. So, please be wary about it. What I will do is I will upload this FDP course design module into IIT Bombay today. This presentation into IIT Bombay today. You can have a look at what this is all about. So, once again what you are doing? Let me come back to the video world. As a team of 4 you are designing a module of the FDP. You will select a module out of the 8 given modules. You will design a course. The course will have LED, LBD, LXT, KQ, AQ, RQ and RCA. All these would be there. So, this design activity will be done should be done by 20th June. Your FDP module should be for a minimum duration of 1 hour engagement barring the resource creation activity. After the FDP design each of you each of you each participant will be assigned a course to evaluate. So, you should go to your assigned courses. So, each one will get approximately 4 courses. So, they should go to those courses and start evaluating once they. So, how is the evaluation? You access all the resources and give honest try the activities in that course and also give the feedback. Now, once this activity is going to be completed by 27th June. So, now your team will see that you have observed you have had activity by learners different learners and they have given you feedback. So, you should actually go to your module course, analyze the engagement the learning and the feedback provided by your learners and prepare a report. So, report will have analysis of the engagement analysis of the learning analysis of the feedback and it will additionally have reflection by you as a team about this what you intended to design, what happened, what was the feedback about and what you think of this feedback. How does this feedback reflect back to your original course idea and then you will say who worked on what portion, who did what all that distribution you will be providing and this will be uploaded to us. So, this course design report and your module course we will use the IIT team will use these two to evaluate and we also have data about who went in what course we will also have the evaluation the engagement of the each of the learner. So, each learner mandatorily has to access four courses and they will get mark only if they access that many number of courses. Now, after having done that we will take approximately a month to completely evaluate because this as you know is a tedious job it is not automated. We are not so we are not bringing in the element of a peer doing the entire evaluation during the first round because this is a very sensitive and this requires all of you to all of your you would have spent a lot of time in this effort and it has to be acknowledged correctly by the IIT BT. So, that is why the IITB course team itself will be evaluating your self evaluation report as well as your course design. We have said that there is peer review the peer review portion is that they will go and access that course and that will that you will feature in your evaluation report that is all that is all peer review is all about in FDP design. So, I hope this explanation would be giving you some clarity about what this FDP course design activity is what I will also do is now I will just show you a how the course is set up in the genomeo site that we have shared and how is it actually reflecting the FDP design assignment. So, for all the people in a view let me do a screen share again. So, this as you all know is the FDP the example what do you say example course that we shared with all of you. So, this is about peer instruction which is one of the active learning strategies and that is also a valid module and what we have. So, we have the LED we have LBDs associated with it LED LBD. So, we have made a setting that it is restricted and only if you complete an LED will you be able to go to the next LED and we have given instructions about how to do this. So, all the LEDs are there each of them is worth 5 minutes. So, the entire 4 videos is 20 minutes. There is a discussion forum and reflection quiz which is again another 10 minutes of participation should be a sufficient for this and for advancing your learning there are 3 LXD resources. You just have to go through any one of them based on your choice and there are assimilation quizzes based on that then this is the RCA activity. So, the RCA activity is not counted in it. So, even if you do all 3 which is which is roughly up 15 minutes the total time of the course is 20 minutes for LEDs and LBDs 20 minutes for the LXDs and 20 minutes for the graded exercises barring this resource creation activity and there is a feedback that you can give. So, there is this is one set of feedback we will be adding some more feedback about peer instruction, the engagement and the other aspects currently it is in the Google form, but we will be adding more into the what do you say into the feedbacks into this course before 15th June. So, you will have an idea of how to collect feedback, but what is important is each one will get a completion progress. So, this element is there. So, how much each of them did each of the activity that is there already and you can get the appropriate reports from here in the report section all the course participation activity completion activity report etcetera is available and analytics graphs are also present, but what is important is look at the grade report now. So, you have categories of LBD reflection quizzes similarly knowledge quizzes also we will bring in. So, there is there is some division that we have brought in and we will be updating that. So, currently I am just showing that this is an LBD category and currently I have included one in this we will be adding all these into the LBD category and each element you can see the total for each element and you can set up the grading like this and this is downloadable. So, the entire grade report can be exported as an excel spreadsheet file and you can get it you can download it and you will get the excel sheet of the learning which you should be using for the analysis. So, this is this is all about the grading setup ok. So, you should have a grading and each each of your student they will be able to see the grades that they get for each and they will know how much percentage each is. So, when they click on the grades over here they will see the grader report for individual student. So, suppose I change myself as a student. So, I can see grades from here the moment I click on grades then my user report is provided. So, how much mark did I get? So, I did not attempt anything. So, my all the things are currently blank, but if I start accessing activity I will get my individual marks. So, as a student you can look at your grade report over here. This is just like the progress bar in IIT Bombay. Moodle's progress bar is seen in grade section. So, you can they can actually go and look at the grades. So, it shows what is the range minimum mark maximum mark, how much is the weightage etcetera. So, all those things are being calculated over here. So, there is a course total of 100 currently it is 5 5. So, total 10 marks. So, you will have to give the weights accordingly. So, we will be publishing a grader report which has an example division of 100 mark distribution across KQ, RQ and AQ. So, this is about the Moodle course that you have to do. So, now, I hope all of you have will have some questions. I see lot of questions being popped up in the questions tab. I also believe that there are lot of questions that are there in the Google survey that you have provided and there will be lot in the YouTube stream also. So, I will take a time to first. So, what I will do is first I will look at the Google surveys the questions that have been consolidated from Google survey. I will just have a look at it and I will respond to each one of you. So, as always our team has consolidated the procedural aspects, technological aspects and the content aspects. So, let me first go through the content questions regarding TPAC. I think this is repeating again and again regarding TPAC. What is the role of technology in evaluating the FDP? Could you please explain in more detail? And there is a second question what is the usefulness of categorizing course contents in TPAC model? Let me answer the second question first. What is the usefulness of categorizing course contents in TPAC model? See as a teacher when you integrate technology, the TPAC model tells you what kind of knowledge are you improving by any training program? Let us say tomorrow I am I did my undergraduate in electrical. So, let us say for our electrical teachers I am going to conduct an FDP. This will be about let us say one topic. Let us say how to teach the course signals and digital signal processing effectively. Here I will be detailing more I will go in depth about each topic content. Let us say about convolution I will be talking about the filters and all those things. So, the content of this FDP is only the subject domain content of digital signal processing. Now here this FDP is all about content knowledge improving somebody's content knowledge or you taking a MOOC about signal processing is all about improving your content knowledge. What is required for effective teaching learning? You also need to have the pedagogy knowledge. You also need to suppose you are planning to integrate technologies. So, let us say you are trying to bring in simulations like PSYLAB or MATLAB into the classroom while teaching digital signal processing. You should know when to bring in this technology, how to effectively integrate that into the classroom. Let us say what will teacher do? So, is it that the teacher is going to show the MATLAB simulation or the PSYLAB simulation or is it that teacher is allowing students to come over and give values inside. So, what kind of pedagogies are the teacher using along with the technology. So, this technology, pedagogy and content all three knowledges are important for doing an effective teaching learning exercise either inside classroom or in an online setting. So, when we have an understanding of what we are targeting, let us say a particular FDP, I am targeting only content knowledge and pedagogy content knowledge. We will have more clarity as to what evaluations to do, how to do better designs. All these things will have more clarity. So, hence it is important that we focus on each of these knowledge elements and we correctly introduce them. So, if it is pedagogy knowledge content knowledge first, there should be a portion where it should be immediately followed by its pedagogy content knowledge. I mean, I taught you about convolution in detail and then I should focus on. When I teach convolution into the class, these are the most common issues that you will face and then what kind of pedagogies will assist in getting over these issues. That is what the pedagogy content knowledge is about. And let us say we have something like a technology that you can bring into the classroom. Then you should focus on the technology pedagogy, how the technology can be correctly used for this pedagogy, how this technology is matching with the content. That means technology content knowledge and technology pedagogy knowledge and together all these three things, when you actually do the class design, that is the T-PAC that you are targeting. So, you are effectively increasing your T-PAC by going through this process and FDP is so barring the content. So, FDP is not the FDP 1 and 2 is not about content knowledge, but we are looking at technology content knowledge, pedagogy content knowledge. We are looking at technology pedagogy knowledge and finally T-PAC. So, all except content knowledge, we are focusing in the FDPs. FDP is 1 and 2, because we assume that all the teachers have a mastery of the content, because only if they have a mastery of content will they be able to teach, isn't it? So, that is what we first look in, we are looking in FDP design. So, this is how the relevant knowledges are important in FDP, how this categorizing of course contents in T-PAC model is going to help you in. So, this will help you in designing what should be the LBDs, what should be the LBDs, what should be the additional resources that you should be providing, what should be the discussion about. This the idea of what element of T-PAC you should be targeting will help you in designing a better FDP module. The next question regarding T-PAC is, what is the role of technology in evaluating the FDP? Could you please explain more detail? So, what is the role of technology in evaluating the FDP? So, what is the role of technology? Technology is the one with which we are, so the entire FDP is about how do you do certain activities with technologies and in that sense technology is important, but what are we focusing on? We are focusing on effective use of technology. So, we are not focusing on going in depth into the technology rather whatever features we know, we are looking at effective use of that technology, so that teaching learning could be made more effective. So, our teachers capable of doing effective teaching learning with the technology is the question. So, though technology is the central part of the FDP or technology is the major portion of the technology of the FDP, the focus is not on specific technology knowledge, rather we are talking of TCK, TPK and T-PAC, so that you will be able to effectively use that technology inside the classroom. So, let us say the case of Moodle. Moodle is a learning management system and we also have WordPress which is a website or building the web presence of the faculty and screen casting to create your resources. Now, what is the open educational resource assignment? See the open educational resource assignment is they create a Moodle course which will have several of these elements integrated into it. So, they may or may not use the WordPress website, but they will, we have instructed them to use a screen cast to explain the course to everyone. So, it is not just the Moodle, so it is the different components the learning management system integrates this effectively and we are looking at how do they create this entire activity, how do they integrate the knowledge that they gain from the FDP and even that is not sufficient. What is the OER creation document? The OER creation document articulates their thought about the course that they designed. Why did they design the course? What was their intention behind it? What kind of resources did they give? How are they going to evaluate? All these, what all design decisions did they take while designing the course? All these has to come in the OER creation document. If they do not have that, then it is going to lead to, I mean the learning is not complete. So, it is not just about use of a technology, but it is also about articulation of why that technology was used and how are they planning to use it? So, all these things the plan, the execution and the analysis all these things are included in the OER activity and we also generate a collaboration among different learners, so that we get a community that has a buy into these ideas. So, only if we have a strong community will we be able to scale and sustain these efforts. Mind you, we are not stopping at 2000 or 10000 teachers. We are targeting close to four and a half lakh teachers across the next three years. So, how can we ensure that we will be able to reach that heights? IIT Bombay alone cannot do the scaling or effectively. So, we should have teachers who will be the second level, the second in command to take this further. There should be local communities where these FDPs will be locally handled and will be orchestration. So, we call this orchestration of FDP. So, the orchestration of FDP should happen local. That means all the resources are available in IIT Bombay. So, there should be someone who points a community of teachers to these resources, give them appropriate additional activities so that they will access all these resources and give them some group assignments so that they will collaborate with each other. This is how we can target improvement in the technology, I mean their capability. Then regarding the content aspects, so I hope all of you understood the role of technology in FDP. Technology is the major content, but it is not the driver. The driver is always effective use of technology. That is why the second course is called pedagogy for effective use of ICT in online and blended learning. And the third FDP 3 is called mentoring educators in educational technology. So, technology is there. Technology is the major change agent that is coming in. So, how do you manage the change is what we are all talking about. So, then there is a question. Is there a method similar to Kirkpatrick model to assess students in our classes? You could use Kirkpatrick model. There are several other evaluation model. I think I will have to check, but there are lot of other evaluation models also. Kirkpatrick apparently seems to be the most popular in training. So, training and learning, there are some differences, but it could be effectively used even for learning also. Can you upload a short presentation in nutshell on Kirkpatrick evaluation model, the way you have done on TPAC? It will be really helpful after 1st June. Okay. We will try to upload something by 15th June. I cannot promise you by 1st June because there are lot of other activities that you will have to engage in. So, by 15th June for sure, we will upload some small activities or small nutshell explanation about Kirkpatrick's model evaluation model. Is there any standard formal procedure for Kirkpatrick's evaluation levels? See, standard formal procedures are there. So, if you are looking at reactions, you could collect through questionnaire surveys, you could do interviews. If you want learning, you should use the corresponding knowledge assessment tests. Behavior is based on either observation or interviewing, observing the person who got trained in their actual work environment and results is based on some of the thing that you get for the organization. So, in the case of teachers, so let us say the FDP for example. So, the course feedback survey is a way of collecting evaluation at level 1. The FDP marks or the grades are about evaluation level 2. Now, if after 3 months, we go and observe what each of these teachers are doing in their own classrooms, that is level 3. And level 4 is about now that let us say in a remote center, 100 teachers did the FDP. What change it is bringing into the institution? Is it improving their whole the atmosphere in the learning environment in the institution? Are teachers collaborating more? Are they creating more activities? Has the input of the institution increased? Are more students coming into the institution? Are more students getting who passed out from the institution getting placed? Well, all these are metrics of results. And that is why I said levels 3 and 4 are pretty difficult and it is it involves longitudinal measurements. You will have to invest some time across 3 to 5 years to actually collect all the data from all the organizations with which we are connected to. And we need to actually see how much changes are it bringing in the entire institutional environment. So, this is how to effectively implement Kirkpatrick's model in classroom teaching. See, as I said, the learning and evaluation feedback surveys are the easiest. So, stick to level 1 and 2 in your actual classroom teaching and even for your mentee evaluation. Do not go beyond level 1 and 2 at this moment because it is not possible. Levels 3 and 4 involves longitudinal measurements and it is not possible to get it immediately. But if you are interested as an individual to track your mentees maybe six months later or 10 months later, feel free to tell them in advance. I will be contacting you six months later. Please feel, I mean, if you agree to participate kindly share your changes that you are seeing etc. So, you could contact 10 months later once you have obtained the consent and then interview them or get a small feedback survey at that point of time also and analyze what kind of changes are happening. I do not know why Kirkpatrick model is introduced here because it mainly focus for training employees in a company. I am unable to connect the link. See, yes Kirkpatrick is mainly used for evaluating employees, but the levels 1 and 2 are also useful in a learning situation like the ones we are having. So, FDP 101, we have level 1, level 2 evaluations as I said. Even in case of your mentees, you could have level 1 evaluation. So, isn't Kirkpatrick model a good evaluation model to actually check out these details? You should have some evaluation in your mind. So, align it to these levels. See, any model is actually giving you or prescribing you with some guidelines. So, when there is an already accepted guideline, why do not you go through that and use that evaluation model to get an insight. So, all these evaluation models will only give you an insight. It is, I mean, it may not be 100% conclusive of what really happened. But yeah, based on your observation, based on your participation, you will also be able to triangulate and come to a result. So, do not just rely on one kind of evaluation, always triangulate. So, somebody gave you good mark, somebody gave you a good feedback, some, most of your mentees got high mark that alone is not sufficient. Look at the interactions that you are having. What is the quality of that interaction? What did you feel? Is it that the mentee has to be helped or handheld to come to that level? So, that will give you a real understanding of the evaluation. See, all these are for you to get insight about the activity. So, the same you can do even in your own teaching learning. And TPAC, I mean, the Kirkpatrick happens to be one of the popular evaluation model. That's it. How TPAC performance can be evaluated through Kirkpatrick evaluation model. So, TPAC, why not? So, let's say there is a survey perception of learning. So, I understood how to use Moodle is a perception. And their actual Moodle design is the learning that they exhibit. Isn't it? Sometimes it could also be shown as a results, I mean, sorry, behavior. So, now that they learnt, they answered the questions regarding Moodle correctly. And they went on to practice it and create a Moodle course. Isn't it a good behavior? So, aren't you now looking at technology knowledge? Aren't you now looking at technology pedagogy knowledge? Aren't you now looking at technology pedagogy content knowledge? How or what mentorship goals can be set for scoring high marks on FDP 301x? Mentorship goals, see, to score high marks in FDP 301x, even mentorship alone is not sufficient. See, the only mentorship goal that you can set is you are able to diagnose what your mentees are. So, there should be two goals from your side. One is that you should be able to diagnose what your mentees drop, what do you say, areas for improvement for your mentees. You should be able to diagnose that. And second is based on these areas of improvement, you should be able to provide the appropriate scaffold or appropriate help to the mentee so that they can come up. So, these two should be your goal and you should use technology for getting all these things done. Another question, do we apply four levels of Kirkpatrick's? No, you don't have to apply four levels of Kirkpatrick. How to develop Kirkpatrick's evaluation sheet for each level applied to an engineering course student for an any activity? I think it is good. Maybe we should, I will just tell the course team, maybe we should create a discussion forum in IT Bombay course where they will be able to try to give ideas as to how Kirkpatrick's evaluation model can be applied in their own classrooms. So, I will not answer this question right now. I will create a discussion forum tomorrow where all your ideas regarding how Kirkpatrick's evaluation is going to be applicable in your own teaching learning, you could discuss with each other. So, first get ideas from your peers and I will do a summary. I will always do a summary about what could be good practices, what are some of the good ideas. Okay, there is again Kirkpatrick's evaluation model is based on business or corporate, how can we relate it to our education system. So, yes Kirkpatrick's is related to business or corporate. That is why we are saying that it is a guidepost. There are these standard models that are available. So, in any education setting, you will look at engagement, you will look at perception of students, you will look at actual learning, you will look at behavior. Now, Kirkpatrick's model actually has this classified nicely already. So, there is no harm in using that, but having said that you should realize that the ultimate goal of education is different from that of a business. So, you should have the idea about what should be asked. So, the questions, the way the outcomes are calculated, that will be different. So, the targets, the goals that the education system has is different from a corporate or a business world. But having said that you could always look at these levels, reaction, learning, behavior, results, all these could be even looked up in terms of education also. Okay, how Kirkpatrick's model of evaluation is implemented for mentor-mentee interaction, please give clarification by taking all four levels of evaluation. So, level one evaluation is the feedback from your mentor as well as the mentee. So, there will be a feedback form given to the mentor as well as mentee about the entire mentorship experience. The level two learning is actually displayed by your mentor's evaluation logs and mentee's OER performance. Now, this is indicative, this is not final. Behavior, it depends on how many of these mentees come up to be mentors next time around and how their practices change. That really gives us an insight about how the behavior has been. The results is basically, we look at the various, the geography, the diversity from where mentors and mentees are coming in. We look at how this is improving their practices. We will have longitudinal studies. So, maybe after a year, so the mentorship started in last year. So, after every year, we will be doing some surveys and measurements, looking at personal experiences. We will be using all these to have an idea about how the results are for the system, educational system, higher ed system as a whole. So, that is a larger agenda and we will need to employ a larger research team for that. So, we will be looking at all those things maybe in the coming six months or so. We will be trying to engage researchers, we will be trying to engage other people to actually get these level three, level four measurements. But level one and level two, we directly get from feedback as well as the learning data. So, we would like to request you to upload sample FDP design. So, the peer instruction is a sample FDP design, but we will be completing that, we will be adding all the feedback, etc. So, that you get some more idea about it. So, go through the peer instruction course, maybe by June 10. You will have an idea of how this is. If some more resources on Kirkpatrick model is available, then it will be better for us. I will try to see what all resources we can find. See, we do not have any custom made resources at our end. But yeah, we will try to see how this Kirkpatrick's evaluation model could be given some more thought. Maybe I will share some of the results from my own thesis where I used Kirkpatrick's evaluation model. FDP design sample, I do not think the sample document that the sample course that we have given it enables manual enrollment. So, go to the site, enroll yourself manually using your email. So, when you tweet dot genomeo.com, in the bottom bar, you will see enroll me into the website. So, first enroll yourself in the website using your email. So, you will have to verify some basic details and you will get a confirmation email to your website, to your registered email address, and you click on the link and you will be registered into the model site. Once you have registered into the model site, go to the course and access the course. Can we design FDP for any subject from our domain? No. The FDP design is all about the modules of the FDP. You can add subject specific LXTs. That is not a problem, but not the design is about peer instruction. So, for example, let us say we are talking of peer instruction. You will talk of why, what, how, etc. of peer instruction and you may give an example from your own domain. Now, that example could be an learning extension trajectory and not a LED or LBD. And the other question is about FDP design, which I have already explained. So, there are some technology based queries. Some videos do not have transcripts, which are required. Further in some videos, accent is not neutral, which creates difficulty to understand. Video transcripts should be available. Kindly note, all these videos are public videos that we access from YouTube. These are not created by IITB at our end. What we will try to do is we will try to see whether the YouTube's auto transcript is enabled. That could be one place where, so in future, we will ensure that at least we get some transcript, some videos with better transcripts. But these are all LXTs. These are not LEDs, mind you. So, these are all LXTs. And hence, we may not be able to 100 percent assure you that transcripts are available. But the moment IIT Bombay creates a video, the transcript for that will be available. So, I mean, that is why there is these office hours, where I clarify about the different aspects of the resources that has been already provided. Second question, how to record noise free videos? Go to a silent room. Ensure that there is soundproofing. Switch off fans or any other moving. Do not have any electronic equipments near you. All these are important to ensure that there is noise. There isn't any noise. About the obvious, detailed explanation about how it has to be downloaded, how it has to be installed and how the broadcasting and recording has to be done is required. Sufficient information has been provided in a systematic manner. So, obvious is only one of the technology resources that, so this is a general comment regarding any technology that you are using in the current FDP. Please note that any technology that you use, so there could be diverse amount of technologies that you will be using. But what FDP 1 and FDP 2, the skill that we have provided you is how do you go to access a resource? How do you understand the utility of the resource? How do you explore the resource? All these skills are the skills that we have trained you in FDP 1 and FDP 2. So, think of your own students who come, let us say after first year and second year, you introduce them to one particular technology for doing some kind of calculation, some simulation software and while they come to the third year, the basic idea of the simulation still being the same. Let us say you introduce a new technology. You will say that this resource is available and these are the additional resources that are there and while they were doing the resources, learning the first two technologies, sufficient amount of help was provided in terms of how do you go about it and there were discussions happening between the students about the various features of that tool. And suppose you want a new tool, the idea is still the same. It is you do the trial and error, understand what, so you should have an idea of what you want from the technology, be it OBS, be it Padlet, be it Wikis, whatever be the technology. What we believe is that being top performers, we have empowered you to explore the technology, understand the technology yourself and identify. So, you know how to Google for the helpful documents. You know in how to go to the technologies support forums and you know how to access different resources. This basic skill is already provided to you and you know how to access. So, lot of helpful videos are there for model as well as for OBS. So, why do not you go ahead and explore those rather than waiting for the instructor to come up with the explanation. In any, so that is what, so any FTP, it is not the technology that we are teaching you. We are teaching you how to effectively use technology. The skills that you are supposed to gain is how do you work with the technology, how do you explore the technology, how do you identify various features related to technology. So, for example, Moodle. The Moodle docs are available, which is complete and there is a Moodle discussion forum where all your doubts, clarifications etc could be made. So, how do you use forums? How do you use the helpful documents? How do you use already videos are created in YouTube etc. How do you use it more conveniently? So, in the last ABU interaction, in fact, I did not, the basic settings I thought was correct, but there was one small button which I missed, which was pointed out to by my RC, one of the RC who was participating in the entire interaction. So, the instructor is a mere facilitator. So, what I did was based on the information provided, I just broadcasted that information to the entire RCs. So, that is what a facilitator does. So, the facilitator knows how do you search for the resources? So, how do you Google? How do you search for a particular YouTube video? And when somebody points out a good resource, the facilitator looks at the resource and identifies the points where the helpful, the places where the people have to look to get more clarity. So, that is the level that the facilitator brings in and that is what even a mentor should also do. You should not spoon feed your mentees, rather make them capable of doing those things and provide them scaffolds and supports. See, ultimately all of us need to acquire some skill to do various activities throughout our life. And that is what all these professional development programs is helping you in. How do you articulate? How do you explore? How do you integrate? These are some of the important skills. So, it is not just about technology. So, when a new technology comes in, so I was not aware of YouTube streaming available. So, now if you click on YouTube, there is a play button through which you could broadcast yourself to an entire audience just like a Facebook live. Now, this was a new information for me because we have not. So, I just look at YouTube as to accessing several video resources, etc. That is all. I never explored the other facilities of YouTube apart from the creator studio, but not I did not. So, I mean every technology is changing rapidly. They are bringing in more elements and it is very difficult for a person to, I mean, I understand it is very difficult for a person to keep up to date. But what is more important is, do you have connection to someone who is really up to date? Are you accessing appropriate RSS feeds or looking into blog pages about technology reviews, etc. to be up to date about that technology? Isn't this what you do as a subject matter expert? So, in your own subject that you teach, what all new things happen? Do you need somebody's help to really understand this? Go there, understand it? Yes, if there need to be advanced level of courses, I clearly understand. But for basic operations like adding a new scene, etc., there will be some minor thing that you have to do. But the fundamental logic is still the same. But yeah, more detailed thing about let us say, how do you mix scenes in OBS? How do you mix one stream from another stream? That requires them. But the basic OBS screencasting is not a difficult job. There are lot of helpful videos, there are lot of helpful documents. So, whatever I am asking you to do in this FTP, it only requires you to explore the appropriate resource. You don't need an instructor support over there. Can we use WhatsApp for interaction with mentees? Absolutely. How this session can be recorded? So, you will take screen, what is screenshots and attach it into your document. You will take occasional screenshots and you will attach that to your document. That's it. Maybe you may want to mask out the mentee's name because this is going to be a public document. So, whenever you create documents, mask out important information like name, any of these identifying features should be completely masked out. In case any problem is faced during live session, what shall we opt for? So, there are multiple, so live session, what you are talking of, I believe is it the current, the mentor mentee live sessions. You could always look at backup technologies like WhatsApp, mobiles and all those things, provided you get the consent from your mentee also to use the appropriate channel. So, how to record interaction via Skype or YouTube? I believe YouTube is a one way broadcast. You cannot have interactions logged in through YouTube. Another way of doing interaction is like what I am doing right now. So, this isn't office hour, a meaningful interaction. So, two days before the office hours, you give a form to your mentees telling that whatever doubts you have, you put it in the survey form. I will look, consolidate it at so and so time and I will come to YouTube, come to my YouTube channel, you will see my live streaming over here. And if you are live, you could ask a question on the chat to which I will respond immediately. Isn't that one of innovative mechanism through which you could use YouTube? So, we know that you have collected the mentees doubts and you are clarifying it through the video recording. And you are also taking chat questions and you are answering it. How to record interaction via Skype? So, there are two questions. One is about how to record these interactions. And second is, is it necessary to maintain proof of mentor mentee interaction? So, there should be some proof at your end that this mentor mentee interaction happened. So, it could be a screenshot of the Skype screen while you are interacting. You need not record the entire conversation. But what you should do is in your course journal, you should have a gist of the interaction. That means, you should summarize what happened in that interaction, what all doubts got clarified, what all suggestions did you give, what all questions did the mentee ask. All these things should be incorporated in the course journal, in the course journal in the section where mentor mentee interactions are talked about. Technologies which are not time consuming, but useful can also be given as resources. Yes, of course, some tools and software that can be used in classroom easily. Yes, this can be given as resources, no issues. So, currently in this FDP, we are not focusing too much on technology. We are focusing on the process of mentoring educators. So, how do you mentor someone? You can mentor someone through creating small learning modules for them and you could do physical interaction with them. So, those two things we are making you do and we are also in the process helping you to reflect about the entire process. So, that is what this is all about. You could, so there were lot of questions regarding Moodle. There are lot of these standard playlists of Moodle that are available. We will be sharing with you about all the Moodle playlists again inside ITBX course. So, you can actually have a look at these Moodle playlists again. Here comes the major set of questions regarding procedural aspects of the course. The first one is regarding course logistics. Avio sessions are, sometimes avio sessions are problematic with audio or video due to problems at user or delivery end. Yes, we understand that that is why we have given you an alternate that you can come to the YouTube channel and actually see it. So, do not start avio and parallelly run the YouTube channel because you will be clogging the bandwidth. So, use any one of them. So, if avio is not working, you can stop avio, go to YouTube, come to studio ITB, IT Bombay channel and the live interaction you can see over there. So, there are two questions. Being a self-paced course, try to place all the things needed for designing FDP like logistics of designing LEDs, LBDs, LXTs, LXIs. I am busy this week with my family commitments and free in next week. Being vacation, almost full time I can able to spend. Moreover, is there any logic behind releasing the content in a sustained way? So, yes we will be providing the design documents and appropriate resources for designing the courses. Why are the things released in a sustained way? See, it is important. First of all, being a self-paced course, all these resources are there at the back end, but it is made visible at the right moment because first thing always giving you piece by piece by piece information is always helpful to gather all the doubts. So, there could be people. So, if we release all the content at the same time and do not give you. So, every time a content is given, we should have some evaluations along with it if it is not self-paced. So, in a self-paced, the biggest advantage is that all these contents are provided and in an actual self-paced course it is given all together at once, but this would create a lot of cognitive overload. So, somebody might not have actually gone and seen about FDP design, but we will be talking of FDP design maybe in the second or third unit. So, there will be lot of doubts. See, even the discussion forum would be really cluttered if we do not release this in a sustained manner. Now, by releasing in a sustained manner, that too we are not having weekly release. The other is we are releasing intermittently. So, every three days, every three days and a lot of this has to got to do with the office hours. So, we had scheduled office hours on Mondays and Tuesdays, sorry Thursdays and Fridays every week every for the first three week. So, which meant that slowly in every week, two pieces of information should be given. So, we are doing something on a spiral mode of delivery wherein basic information will be provided in the first, then in-depth information will be provided. Again, basic information about the second content, in-depth information about the second content, basic information about the third content, in-depth information about the third content. So, we are looking at spiraling our instructional strategy. So, that you can go from basic to deep, you will be doing this multiple times and you will be able to understand what is the abstract essence of a faculty development program. So, you buy the end of this FDP, you doing the design activity, you going through this in, you experiencing it in a spiral mode that will inspire you to create modules or activities in your own classrooms in a spiraling mode. Because it is always easier, what could be accessed easily, everybody gets a hang of it and then you could have the deeper ones, you could have discussions, you could give it outside, you could use technology to facilitate it and that discussions would be more useful for your learner. So, they are exploring it on their own. So, that is another reason, so this is the second question why this is released, the logic of releasing in a sustained way. Please provide additional resources required specifically for mentor of FDP 101 and FDP 201. I do not think there are any additional resources required, all the resources we are providing in FDP 192. So, I do not know what additional resources you are talking of, if it is regarding whatever we are releasing in FDP 3. Yes, definitely we will be providing you with some more helpful resources as an you when you require it. A video of about, I do not know how many minutes is too much lengthy to suit over here, it would be preferred in extension resources. In fact, all the videos that we have shared are all extension resources, there are no LEDs that we were sharing with you. When the graded quizzes will be added, it will be added tomorrow after 5 o'clock, because that is the time when the office hours will also end. Is mail answering discussions at the only activity in the course or any other technology dependent activities are used in the coming days for the course. I do not understand what this means, is mail answering, discussion such. So, there are no activities in STTPS, tweet genomeo.com that requires mail answering. So, I do not understand what you mean by technology, any other technology dependent activities in the coming days. So, there are the technology dependent activities is the FDP design, but you are already familiar with the technology which is Moodle. So, there aren't any major new things that you will learn in the coming days, but you will be doing lot of integration. So, you are going in deep. See, it is not the surface level that you did in FDP 1 and FDP 2. You will be doing something more deep, because while doing mentorship, you will understand where your mentees face difficulties in the current FDP. So, based on that feedback also, you could create an FDP module. So, you should use the mentor mentee interaction to understand what all were their difficulties in specific modules in the FDP and then select an FDP module and design it. Clarify the activities needed to complete throughout the course such as course journal, mentor mentee interactions, FDP design and their interrelations. This requires, so this is a very good question as in why, so if I understand correctly, this is about the why of FDP 301. So, clarify activities needed to complete throughout the course such as course journal, mentor mentee interactions, FDP design and their interrelations. So, to explain this, let me talk about what is this FDP about. So, this FDP is about you understanding what is required. So, you using technology to facilitate interactions with learners so that they could learn a course. So, the course over here is FDP 201 and in that also specifically you are helping them out in one activity open educational resource creation where they create a Moodle course. So, the open educational resource activity is a Moodle course creation. So, you are helping them out in open educational resource creation in a Moodle creation activity. You yourself is doing a Moodle creation activity and you are also participating in a learning management system where you are doing lot of discussions you are physically present. So, if you look at this FDP consider this. So, suppose we had done this FDP in Moodle and we still had the office hours. So, the Moodle FDP design assignment is equivalent to the assignment the design activity for an FDP. So, suppose your participants had some doubts in some modules you would be providing them with some learning activities. So, that FDP design activity is like that. The second and most important thing is you just like office hours that I am doing you will be doing your mentor-mentee interaction. So, this is equivalent to suppose they have some doubts regarding the learning content they should be able to interact with you and able to get an understanding of what they are supposed to do why they are doing this all these they need to understand. And the third aspect is you are going deeper you are going deeper and you are reflecting on why you are doing all these. So, a question like this why am I doing this what is the relation between this and this. So, these kind of questions should emerge and you yourself should try to answer. Now that I did this Moodle activity I know more about Moodle I am able to use this activity to help my mentees and I am also getting an insight as to what are the difficulties that they are facing while they are creating their Moodle course. So, that should actually feedback in the course in the FDP design course that you are in the design activity that you are doing and you are doing all this with the support of technology use technology effectively to support your mentees. Now after you complete the FDP think about what you will do in your own classroom. Suppose you are creating a you have any learning management system not just Moodle any learning management system won't this experience help you in creating better courses for your own students. Won't you be able to help your students guide your students in doing lot more activities in the courses that you are teaching. Won't you be effectively facilitating the course beyond what you are capable at the end of FDP 2. Now regardless of whatever new course comes won't you be able to facilitate it better using technology that is what this course is about. So, that is what mentoring is about. So, mentoring is not just about you may have some familiar I mean you should have some familiarity with the content. But once you have had the familiarity with the content you should be able to use appropriate technologies to facilitate teaching learning of that content more effectively. And that is what FDP 3 is training you in. The next question is about FDP design. I could see completion progress at htdps2it.genomeo.com shall be FDP 301 next students have to complete the example course. See if you enroll for example course there is no compulsion that you need to complete the course. But if you want to experience the course you are free to do it. We will try to open up all the activities with later due dates so that you will be able to see them together. In FDP design what is the minimum content engagement requirement for visitors or peer reviewers a minimum of 1 hour. Can I use my institute model for FDP design? Can we make FDP course design on an already existing model site of one of the group members? Is it necessary to maintain a permanent identity of model site created? Do we have to make provision for enrolling many students on model or will it be sufficient to give a guest login for anyone to use? So this is the most comprehensive set of questions regarding FDP design. See you are free to use your institutes or your colleagues model site as long as they permit you to do certain activities. So like self-enrollment is something that is very dangerous in an institute's model site because then it means that anybody can register and anybody can access the course. Also all these peer reviewers are coming from different institutions. So I am not sure what is your institute's data policy regarding these kind of users. So please check with your system administrator before giving creating a course in your institution's model course. That is why we always ask you to create courses in test servers like Genomeo or Model Cloud so that more people can come and access it. Is it necessary to maintain a permanent identity of the model site created? At least ensure that the model site is active for six months. Beyond that it really depends on so suppose maybe in future FDP the next offering of FDP 3 which we are planning in November, December we have to show what the previous mentors did. We would want to show the courses created by each of you. So try to ensure that the courses are active till November, December this year. We are tentatively looking at November, December as a month where we will be doing FDP 3. The next FDP 3. How will team leader be selected from group of FDP design? So it will be based on the consensus. So all four of you will discuss and you will be selecting a team leader. We will be giving you team details soon. So all of you can engage in a discussion and actually start finding your colleague and looking at the then engage in a discussion to create your select your team leader. Would there be Kirkpatrick's evaluation for this FDP course? I have already told it is there and the FDP design should now be able to help you it. How the mapping of FDP design the TPAC? Implement TPAC means either it is maybe TCK, PCK, TPAC. So we have told in the summary of TPAC how we did TPAC based design of the FDP. So similarly you should understand why we selected. So that knowledge is important for you to understand how you can effectively create better learning experiences. Suppose you are creating that FDP. So what is the knowledge level targeted? What kind of activities will be suitable that you should be adding in the in your own course? Whether peer instruction rubric has to be designed by us or it will be provided by you. We have actually provided you with a peer instruction rubric but if you want to add more please feel free. It is in creative commons. There is nothing stopping you from adding more elements in peer instruction or any of the rubrics that we have provided. Is it necessary to design a course with a team that you assign? Yes, you cannot do individual Moodle course designs. It has to be a team activity. What should be contents have already explained? How to create rubrics in Moodle for peer assessment? How many such rubrics are required in FDP 301? Rubrics in Moodle for peer assessment so you could use just one rubric that is sufficient. See the idea is that all of you know what the objectives are for each module. So your evaluation should match to the objectives that is all that you should be looking at. What will be the utility of design course if most of the participant designing FDP on same topic? I think it is better to allow them to create FDP in their own domain like some domains this will be at least be useful for students of participants. There is a utility about you creating FDP modules on the same topic. The idea is that you will come to see how different people have understood the FDP content and how they are improvising on it. It could be in terms of activity, it could be terms of graded questions, it could be in terms of LEDs or it could be in terms of LXTs. There could be various mechanisms through which they would have so each of your understanding of the FDP is different. How sure are you that you have completely understood the FDP? Only when you come across what others are doing will you be able to understand it and this is see this is a place where you are trying to so it is not just about the FDP design it is also about you reflecting on the evaluation and being a familiar content your evaluation should also be reflected on that. So one is how much diverse ways in which content is being presented? How many diverse ways in which assessments are being done? How much how how are you finally reflecting on all these? These three aspects are essential so even if you do the same course let us say all find 130 teams doing same topic it does not it does not matter because at the end of the day we are looking at how you can make sense how did you understand the FDP design aspect? How you are putting that into practice and how do you are you analyzing your learner's participation? I can use one of the features code runner of Moodle in FDP design please feel free to add whatever feature you have provided it is appropriate for the purpose. So I am not sure what code runner so code runner if I am not mistaken is a tool for software testing or debugging there is no software to actually debug or program to debug in the FDP design activity you are all creating resources for specific modules in the FDP. So why will you use code runner? If it is an LXT well and good but okay I mean it is up to you if you can find a good way in which you are looking at code runner for the FDP design. Is it compulsory to use Moodle for FDP design? Yes you cannot use any other learning management systems specifically because of the reason that you will be advising your mentees on Moodle. So it is always better that you explore Moodle well in the design activity so that you can mentor your mentees really well. How many LBDs and LEDs do you expect? See overall we are looking at a minimum one hour of engagement and learning. So you decide how many LEDs and LBDs are there. Kindly guide if we take a topic such as WordPress what all are we supposed to include in the content. Isn't this spoon feeding? You already have seen how we have created. See FDP one has all the elements of WordPress design already given to you. Now we are asking you all we are asking you is either innovate maybe you can add more contents or you can present the same contents in a different manner or bring in your thoughts. The idea is that we as a the learners should have TK, TCK and yeah TK and TCK should be improved by the end of that WordPress module. So for each module we know what that activities and what each activity is aimed at. So why do not you take discuss with your other team members and design and activity. The groups will be this when will the groups be declared for FDP design it will be defined pretty soon. Mentorship so will there be a coordinator in each mentee group as talking to one person will be easy for mentor in case of others do not join the session. So there is a team leader for the OER activity if others are not joining you can talk to the team leader and you can mention that you were able to talk to just your team leader alone. When the mentees will be assigned to us what is the role of mentor in mentor mentee interaction see role of the mentor is clearly mentioned in FDP 201. Go to the FDP 201 module in the OER creation section we have identified what is the role of mentor. So look at the roles of mentor see as a mentor you need to support your mentee you should ask them about their difficulties try to find appropriate solutions for that guide them towards these resources more importantly you should highlight the importance of articulation. So how do you create that OER creation document what should you be focusing at how do you write design decisions how do you write evaluation plans all these things you should be supporting your mentee how to connect with mentee again I said any technology with which with the mentee is also comfortable with you can use for mentor mentee interaction. Documentation of mentor mentee interaction yes it is required it is required in your course journal screenshots summary of mentor mentee interaction is what is required how to formulate rubrics for evaluation now this is a long thing it depends on what evaluation you want to make if it is about mentor mentee interaction you should look at how usable it was how engaging it was and you can define rubrics for yourself the mentee asked so many questions how many good questions came in was I able to provide them guidance to appropriate resources all these could be used so there aren't any standard rubrics so the standard rubrics is like see for each mentor and mentee the interaction is going to vary. So again look at engagement usefulness of the sessions and the learning from those sessions so these three are the parameters that you should be looking at for while evaluating your mentor mentee interaction and that is exactly why we gave you resources related to Kirkpatrick's Kirkpatrick's evaluation model again the same thing survey forms it is up to you you can the three major criteria as I already said are they to be created by mentors or IIT Bombay ST see IIT Bombay is going to have a separate survey to both mentor and mentee but if you want to evaluate your own mentorship evaluation you should create a survey of your own being mentors let us know about their exposure to various elements of OER their performance in FDP 101 and FDP 201 so that customized mentoring can be possible see sharing of their marks etc violates the etiquettes or the ethics of the course that we have though we have assigned you as a mentor it is completely up to the mentee to decide what kind of information they would want to share with you so why don't you start your mentee mentor mentee interaction by asking these basic questions see all these mentees all of your mentees have crossed FDP 101 with 50 percentage mark and you can actually go and see the discussions that they are taking part by selecting their username and looking at their discussions in the discussion forum now these two details you can anyway get without even be telling you I mean without even be sharing those details with you it is already available in open now regarding marks it is something that is very sensitive and see it is again a lot of data privacy issues are involved in doing that so for example unfortunately we had to display the grades of each FDPs for each user from the next time around because of a technical issue and that is always there but we will be bringing that down soon so if you want to look at how your mentees performed in FDP 101 the grades sheets are available over there you could use that so you could look at their KQ AQ scores in it yeah but the easiest solution is ask them directly if they are willing to give answer you will be knowing it do's and don'ts of mentoring mentees and related discussions this is a very good question the do's is that you should support you should be always be willing to help the don'ts before I mean the do's is always get consent from them before using I mean creating a WhatsApp group so you cannot forcefully add them to a WhatsApp group that is that is actually violating their privacy so whatever technology you want to indulge them in ensure that you get their consent first and then use that to get get the thing going you could you could always so the first interaction is via email so we will be introducing you to your mentee via email and you could always ask them okay what is the most I am I am familiar with so and so technology which technology would you be more comfortable with and if you want I can come in YouTube live I will be broadcasting in this particular channel so if you want to ask questions use this survey to post your questions I will take them up I will answer them using the YouTube broadcast or some let's say in Skype or some other means which you are comfortable with is there necessary to discuss with previous members who have done as mentor see in the previous edition of mentorship yeah it is always good if you discuss with other mentors who have had prior experiences but the prior mentorship experience was not similar it was very different we had activities very differently and they all did very different things so yeah but you will get a basic understanding of what they did as part of mentorship but over here the idea is completely different we have taken it to the next level we are now doing lot more refinements in the process so I am not sure whether you will get any helpful information by discussing with the other mentors but yeah please go ahead discuss prior experiences that is fine it may be better if content is decided by both mentor and mentees see mentees have already decided on what they are going to create their courses on now mentor is see as a mentor please note that you do not have a say on what they are actually doing only thing is you are just you are there support you are there support systems in case of issues grievances etc so you should be there as a helping hand to them or providing them with guidance and they will be the ones who will be traveling the entire park so think of it as a big road journey that your mentees are taking and you are there available at the pit stop maybe to provide them with the fuel for their car or provide them with food if they are hungry food and water if they are hungry provide them with directions when they are in a junction and they are lost and give them some understanding of the process in I mean the journey in this process we can share our OER creation link but will sharing our course journal be useful to mentee see the OER creation also we have made a modification so last time we accepted any open educational resource but this time around we are asking you asking your mentees to create Moodle courses that are open so there is a difference you could share your see you are free to share all the resources that you have created as part of your FDP that will only help them but please do understand that there is a difference between the FDP that you did and the FDP that is happening now because from each FDP the IITB team is also learning a lot of new things and that is being implemented and we are refining the FDPs how shall the group members coordinate for FDP design once they are assigned it is up to you again you should select appropriate technologies through which you could interact and try to engage in a conversation how to add the check box beside LED one and restricted below LBD one as shown in FDP design sample I will not be telling you but go to Moodle docs for restrict restricted settings and completion settings this will help you in understanding how this is being done so it requires extra efforts please refresh our technical knowledge by providing clues or samples as FDP design samples which will help to work properly yes we will be providing appropriate resources at appropriate point of time effort yes it is extra and that is why it is called FDP 301 see the payback is also high we are thinking of bringing all the completed participants into IIT Bombay and giving you dedicated two-day workshop on facilitating blended courses like what you have done right now so yes you have to put in an extra effort but yeah it will be worth it that is all I can say right now steps to create course on Genomeo I would ask all the other mentors who have already created Genomeo courses to explain that to the others this you would have done in the last year as part of your FDP we expect that you would be doing you would have done something like this in the last year if not this is a time go to Genomeo website see how you can create a new model course steps are very simple there aren't much to do so go ahead and explore that Genomeo course this is all about survey let me come back to the question step so the most asked question is how can we evaluate level 3 and level 4 that is not required level 3 and level 4 is not required wordpress site for FDP design team has to be done for report separately so this is question is regarding uploading of wordpress I mean FDP design activity in their wordpress site so there is no need for creating wordpress site separately if you already have a wordpress site you could upload it over there that is fine with us all we need is a accessible URL that is all please share the slides of today's presentation yes we will be sharing we will be uploading it in IIT Bombay X mentees will be I am hoping that the email should have come right now I already told you why it got delayed but I am hoping that it should be done by right now so all of you would be getting that email in your by today evening for sure yes PPT will be shared who will be the participants for our courses I guess there cannot be more than those three or four who are going to evaluate our course so this is who will be the participants participants will be other FDP members will be assigning their evaluation separately this will be a blind evaluation meaning that your team members will be separately provided with the list of courses that they have to evaluate so you will not know who they are ideally what we would want you to have is enabled self-enrollment in your course so that they can enroll in your course so self-enrollment is important let them enroll into your course and observe the course you will not know who exactly are your evaluators okay so that is one important thing whether the team is having a team leader yes you should discuss with your team members and select a team leader so this is a question is so regarding FDP design if we select module screencast we have to prepare LED on how to create screencast and provide LPDs on this and all these will be done in the model platform is it so sir yes so if we select a particular module all its LEDs, LPDs, LXTs and LXIs you will have to create I mean see by creation you could always use the videos that are on in creative comments so any video in creative comments it is in the LED format you could use so if it is just a video that is also fine but ensure that the videos are short it is not long except for LXTs all the videos should ideally be short so that your participants can easily access those LEDs and only if needed create new LEDs mentor mentee list I am hoping that email would have come by now can one of the peer be a member of the course team no because there will not be any dissatisfaction I mean each of your learner is accessing course differently so think of your own course and that you are teaching in your classroom there could be variety of students right there could be the best performers there could be people who are finding the subject really difficult each of them experiences your course differently and what you should understand is as a teacher you should get the feedback and be reflect about it reflect on how difficult was this course for them why was it difficult was it because they were engaged less were my resources not sufficient for engaging them that is why we are saying that the peers would be externals but you are not restricting this to the externals you are you are keeping your course open for any one of your peers to come in and evaluate but we will have targeted courses assigned to each of you that you must complete the out on FDPIC at gmail.com so FDPIC at gmail.com is the course support ID that we use for all the three FDPs you should add this user so the user email ID is FDPIC at gmail.com the password you can give as see it is we are accessing so the course team at IIT Bombay is accessing your course using FDPIC at gmail.com as the registered email ID and you can assign a password to us so that we will know what password to access the courses ideally we recommend that you keep the password same FDPIC at the rate 1 2 3 so that in any course we can log in and access that particular course if the password change is required we would do that at our end and we will keep that password only for us so the starting password could be the same and we will be accessing it and we will be changing the password afterwards. Can we use any other LMS other than Moodle no team leader again I have already answered mentee allocation I have already told email should be come in how can we measure effectiveness of e-learning with Kirkpatrick's four levels of evaluation I have already explained this levels 1 and 2 is easy levels 3 and 4 it is not easy you need longitudinal measurements how narrated video with written matter can be created as in IIT Bombay's FDP course you need to upload the subtitles Google provides that you can upload that in your YouTube do we have to create FDP in Moodle or in Genomeo it has to be a Moodle site that is all you could use Genomeo you should you could use Moodle cloud you could use any other open applications your own Moodle site to create that yes topic for design activity should be one of the topics covered in FDP design yes I hope you understood why to use FDP ICT at gmail.com why not in our own Genomeo please note FDP ICT is our course email ID you are adding us IIT Bombay team also as a teacher in your course that is all you are not using that see FDP ICT at gmail.com is our common email ID you are just adding us so that we also are able to view your course that is all whether we have to fill up the feedback form in Genomeo site or it is only for observation so you have to create the feedback form your learners will fill the learners or reviewers will fill the feedback form how to log in to this site which site are you talking of if it is Genomeo you can self enrol can I prepare course for any topic no the topic is the FDP design activity kindly provide at least two days for evaluating a course we are giving you five days to evaluate four courses and each course is only worth one hour one hour engagement is what we want and based on one hour's engagement and we are giving you five days I hope that is sufficient could not hear anything from evaluation onwards I hope I would be audible right now so or else you could actually so the office hours YouTube video will be uploaded soon again the see all of you are asking the same question and again and again no other LMS other than modulus allowed for this design activity whether you will create a rubric to evaluate FDP course so there is no need of a separate evaluation it will be done at our end yes so we will give you evaluation guidelines so on what basis are we going to evaluate we are going to give you the detailed breakup of the evaluation system while creating designing FDP we may need to use model will we be using itb model no you will not be using itb model you could use either models created in sites like genome or model cloud or your own separate model site if you have one again wordpress no other LMS other than modulus accepted today's presentation will be shared do not worry so I think I have almost answered most of the whether mentor will have to upload activities of FDP 301 I do not understand what you mean by mentor will have to upload so mentor will have to upload their mentor journal course journal as part of FDP 301 in which they will talk of their experiences of learning engagement and mentor-ment interaction in FDP 301 so I understand that many mentors receive the email regarding their mentees most of the questions I have answered is there any question in the youtube chat that needs addressing okay so it seems that most of the questions even in youtube chat have been addressed sorry for the technical glitch at the start of the office hours but I hope you have got more clarity about FDP design activity we will be uploading this presentation in the IIT bomb eggs site pretty soon all the menteeam groupings don't share me that's all they can see the user names they can use the discussion forum so all the user names of the teams would be provided in the team details right now you could use the discussion forum to get in touch with each other so we'll create a discussion forum for team FDP design team discussions so you could use that to find out your colleagues discuss with them get the details see what we'll also do is if the bulk mailing facility is up tomorrow we'll be trying to send the email ideas tomorrow not today but for today we will upload the team details in the main model in the IIT bomb eggs site so that's all for the office hours today please post so you could use the same survey to upload the questions regarding FDP design or other things that I'll address tomorrow if there are some pending doubts like t-pack or other things I'll be dealing with them tomorrow maybe I'll try to create a small presentation to help you out in the FDP design activity and the mentoring activity but thank you all for logging in to ABU and YouTube and going through the entire session I thank the studio team and workshop team and the course team for supporting me in this process as you all know this entire exercise is a big team effort all the logistical activities everything the course creation activities or everything has to be balanced and without a support of a strong team this is never possible please note that any delay or any logistical issue we are trying our level best to accommodate and provide you with additional time so that you could catch on to most of the activities but please at the moment if there is no delay or no problems at our end try to ensure that you do complete justice to the due dates that are being provided like the survey declaration form many people did not submit that and unfortunately those people so around 30 of you did not submit the mentorship declaration form now for them we unfortunately will not be able to assign any mentees and you will not be getting an FDP 301 certificate but the FDP design activity is open the FDP 3 is still open to them because the learning aspect we are keeping it open certification it is completely based on the criteria that we have set and you will have to adhere to the due dates without which it is impossible for us to manage such large exercises so I hope that you will stick to the deadlines and you will work towards creating better and effective FDP designs that is all from Bombay today thank you and see you all tomorrow around same time