 Good afternoon and welcome to the last session of this workshop QEE workshop on Effective Use of ICT in Teaching and Learning and Engineering. What we will do in this session, we will do it into a three parts. We will first do a overall summary of what happened in the last 6 to 7 weeks, which included the three days where you assembled in the synchronous classrooms, then the long online phase and these three last days. So, we will do an overall summary in terms of content, in terms of the assignments you did, in terms of what resources you all created, which now can be used by the community and so on. So, let us start with the summary. So, this slide is really a snapshot, it is ok if you cannot exactly read it, it is a long, it is a wide snapshot zoomed out view of what all happened, what you did and what we did in the last 6 to 7 weeks. This is day 1, day 2 and day 3, here is your online phase and here are the last three days, the third column. If you look a little closely, you can see that we had sessions, we had labs, we had assignments. In terms of content, there is technology, there is instructional strategies, there are assessment strategies. In terms of you creating resources, you created instructional materials such as, you created assessment questions, you created peer instruction homework and so on. So, this is really the entire view, entire outline of what all happened and there was also one big lesson plan and one survey which came out of this workshop. So, now if we want to summarize how we approach the content. So, if somebody asks us what was the content about, what did you learn in the workshop, what were the different topics. One way to look at this is that our approach to the content of workshop actually is the integration of learning objectives, teaching learning or instructional strategies and assessment strategies. This triangle is something you have been familiar with now for several days. So, all these three together in a balanced fashion, when they are integrated make up teaching and learning and on top of this in this workshop, we added a layer of technology which formed the role as a support base for all these different aspects. So, this is our picture as to what happened in the content of the workshop. There were three main independent topics which got linked and throughout there was technology being used in the strategies and the assessment and so on. However, the answer to what happened in the workshop does not stop there because by now I am sure you are all familiar and even as teachers, experienced teachers you are familiar that it is not just the content which forms the basis of teaching and learning. There was this dimension of the format of the workshop. How did you learn? How did we teach? What kind of interaction happened? So, from that angle our approach to the format of the workshop was primarily active learning and collaboration based and there is if you recall what all happened in the last six weeks, you will see that during the SRC sessions there were polls, debates, think fair share activities. In every session there was chat through a view where you asked questions, we responded, you commented, you responded to our questions, we synthesized your answers. So during each and every SRC session there was a mix of all of these interaction modes and there was a lot of active learning you were doing during each of these sessions. It was not that we were transmitting and you were listening. There were several SRC activities which started with find a partner and do something. So the collaboration was not just between us and you but also between each other within your own centers. Many activities in the lab as well as in the classroom during the synchronous phases was when you did something or created something with partners. You created course materials also with partners and in the online phase there were opportunities for interaction through muddy points and chats and finally I put peer review in the format because that is also one of the teaching learning strategies which is really important as an active strategy where people learn from. So our approach to content to summarize was integration of objectives, strategies and assessment and our approach to format was active learning, collaboration and interactions. So having said this given a very top level broad view let us go a little bit more into the detail both in the content and the format. So let us look at the content, the learning objectives session. So if you remember I would say every session had a slide which said the learning objectives of this session are. So learning objectives was not only a standalone session but it was an integral part of each and every session because that forms the basis of teaching and learning. The goals and the aims and what we want our students or our learners in this case our learners are the participants all of you. There were three specific independent sessions devoted to learning objectives. So here are those sessions where we said we talked about the what and why of learning objectives the very first session on day one. Then we looked at a hierarchy of objectives because not all objectives are at the same cognitive level. Some are at lower levels like remember and understand some are at higher levels like evaluate and create and we went through all the different hierarchies we went through all the levels in the hierarchy. And then we integrated we brought in technology and looked at the digital version of Bloom's taxonomy where different tools and different ways of using the tool were mapped to the different cognitive levels. Then there was one specific assignment to where you created learning objectives for your own course. So needless to say learning objectives is really important and what you will do from now in what you need to do in your courses is to think about this not only for every course once at the beginning but also when you go into the classes or when you are preparing the classes. One more aspect of the workshop the most important aspect really are the participants all of you. So throughout the summary we will also be tracking we will also be summarizing how many people were there in the beginning how many did the assignments and so on. So we began with the total of about 1100 registrations and the first assignment on day one on learning objectives 781 of you submitted assignments on module. So we have records of these and these are going to be useful not only for your courses but also for others when they teach similar courses. So one quick question when we are thinking about learning objectives I will go back to the earlier slide but can you identify one common characteristic between the three sessions on learning objectives apart from the fact that they are all about the same content that is objectives what else was common look at this slide and just shout out the answer in your RC. So you have to fill in the blanks in a sentence saying all sessions on learning objectives blank only from this slide ok. So I will just let you discuss with each other but the point we want to make here is that all the sessions on learning objectives really were the first sessions either of that entire phase or the first session of the day. So the very first day the very first session was on learning objectives and then when you came back from your online phase the very first day day four the first session was again on learning objectives and the point we are trying to make here again is that since learning objectives form the backbone of all teaching and learning start with that. So here is a schedule table and organization table that we will keep showing throughout the summary these were when the learning objective sessions happened. Let us move on to the next large part of the content which were the strategies the instructional strategies teaching learning strategies technology based strategies phase to phase strategies and so on. When you recall what strategies were discussed during the workshop we saw this morning that we can classify the strategies as those related to technology of education where we are thinking of the science of education and the practice of implementing education and strategies such as peer instruction and think pair share and debate were all part of this. There was there were also many strategies focusing on the technology tools for education visualizations wikis, modals, screencasts were some we will go into detail in each of them in a few minutes and it was not just each of these independently we also did several sessions and several assignments where you had to integrate one technology with an instructional strategy. For example, the flipped class there was an integration of the flipped class spoken tutorials or screencasts with in class active learning strategies again it is not just the what it is not just the content it is also the how. So how did you learn these strategies or how did we discuss the strategies together first you got exposed to the use of it as the learners. So you we asked you a peer instruction question and you answered we asked you to participate in a think pair share activity giving you 5 minutes for one phase and 2 minutes for another phase and you responded over chat after that in the assignments we asked you to implement the strategy for your own course as a teacher. So if you see you first experience the strategy as a learner and then you create activities using that strategy as a teacher. So this cycle is quite strong in the sense it is not that directly we ask you to do some high level creation at the same time we do not stop at simply getting exposure and needless to say all these happened in active learning mode because throughout the workshop all these strategies were used. So brief review on the technology of education. So there were 3 specific active learning strategies maybe a few more but 3 which we discussed in great detail the peer instruction think pair share and group project. So what we mean here by explicit discussion and application means that there were independent sessions for each of them there were more than one assignments there were in class activities and so on. And then some other strategies where you use them mostly as a learner debate brainstorm raise fastest finger and so on. We also use these strategies without discussing it very explicitly and that is why I want to talk about it a little bit here. For many assignments that you submitted both in the online phase and also in the first couple of days of the synchronous phase there were self assessment questions and criteria which were part of the assignment or they were given to you the next day. And from education literature education research self assessment is one of the very powerful and very effective ways of getting learners to learn. So again this is something you can try for certain assignments in your own class that prepare a short set of criteria or rubrics and you can ask students to score themselves on it or you can ask them to do a peer assessment. Again here you did a peer review for one of the assignments. One more strategy which we used but did not talk much about except this morning was most or in all sessions there were about there was about 10 minutes of slides where we were telling something followed by an activity followed by some another few slides on a new idea. In fact every session almost every session started off with an activity and I think the only exception to this is this particular session where we do not have activities the way we had it. Remember the blue slides where participants were asked to do something and coordinators had to tell us by chat those are what we mean by the activities. So in one of the sessions I believe on day 2 or day 3 I believe there were several scenarios posed about 6 different scenarios and the moral of those scenarios was that break up your lecture into pieces into chunks do not go more than 20 minutes ideally do 15 minutes then some activity another 15 minutes and so on. Underlying everything all of these is an alignment between objective strategy and assignment the same triangle that you keep on seeing. Coming to numbers 233 assignments for peer instruction 300 plus for think pair share and 53 on group projects because this just happened yesterday and let me remind you right now the assignments will be open till August 2nd so you still have room to submit. There were specific ET tools which had their own sessions and where you created assignments visualizations concept maps screen casting for flip classroom these are also called video cast and sometimes you will hear us call it as spoken tutorials wikis moodle and open educational resources which you use to find visualizations repositories where there were several visualizations on the same topic which were uploaded. You use these in the synchronous sessions and also in the online sessions and then there were other technology tools which you got exposure to these are just a few of them. Remember the digital taxonomy session there were several of them on that day again here are the number of assignments that were submitted. So we can see that between 200 and 300 assignments on an average are being submitted for assignment all right here is the organization the oranges are the objectives and the purples are the strategies assessment this was the third pillar of the triangle third vertex there was one whole session on assignment explicitly on this should be called assessment there is a typo here sorry whole session on assessment using revised bloom taxonomy and you experienced both formative and summative assessment again this may be a word that we have only briefly used formative assessment is what we do mostly in class where the goal is for you to learn we pose a question the learners answer and they get feedback immediately and they improve the learning. So formative assessment you can think of as a feedback loop and summative assessment is what is done for grading and so on. Again in assessment sometimes you had the role as a teacher where you were learning about how to create assessment questions for higher order thinking skills this is a jar a piece of jargon this term you can use if you look at educational research ET research you will see this term quite often these days. So if you are interested in doing what we discussed in the morning try to look up some papers on hots. So when we discussed rubrics or hots your role was that as it was that of a teacher and sometimes you had the role of a learner where you did the assignments and we gave you assessment checklist. Finally participant as a researcher mode this is also assessment or evaluation of our own strategy. So that is why the research methods session this morning comes on this slide. So just as an interrupt now that you have had a good idea of what all we have done and you have been your memory has been refreshed about all the sessions what we will be doing immediately after the summary is Q and A session with all of you with doing either flow transfer or taking the questions over chat. So what you can do is now that you have seen all the summary of various activities that have happened in the workshop if you have any queries some of you have not yet not posted on moodle. So you could start posting your queries on chat and as the summary ends we will start answering the queries over chat and then do the flow transfer for you to actually ask the questions also. So here is the final slide of the organization which shows all the individual sessions. So again these are the pieces of content that we discussed that you looked at. What you should do when you go back and before this workshop evaporates from your memory is to just revisit the slides and the assignments that you did from all these three days and use the summary to guide your revisit. Our story or our whole approach in the workshop did not really stop at saying that here we did objectives and here we did strategies and so on because we have been stressing this alignment, this three way alignment and the alignment with technology throughout. So what you should focus on when you go back and look at the slides is where all this alignment happened and when you do your own teaching and when you think of strategies for your own practice use this alignment. So the alignments we had let me just come to the main point here. There was a three way alignment between the learning objectives, instructional strategies and the assessment strategy and we are calling this as this has a term will put the reference in when we upload the slides and it is called constructive alignment. There are several research studies again which says that when there is constructive alignment in the teaching and learning practice the effectiveness of the learning is much more and when one of these links gets broken it lowers the effectiveness. Learning assessment to objectives I think this is something we have done a lot. So you can just take a look at it. Let me show you a few instances where alignment explicitly happened. So if you remember concept maps sometime on day two I believe we used we discussed concept maps as a strategy for course design. So there is an element of instructional strategy where we said how do you use lower and higher order learning objectives to create your entire course. One of my colleagues in fact worked out a concept map for her own analog electronics course here and then you went to the lab and used a technology tool to create a concept map for your own course. So this is the kind of use of technology that you can also do in your own teaching. 630 assignments were submitted for this homework. One more explicit use because again there was a lot of assignments and submissions here. We discussed about how to find visualizations using repositories but we also discussed a lot and you did two homeworks in fact on how to use visualizations where the idea was you do not simply make your students watch it. But you do active learning strategies where the teacher does something. This is one example pauses there is a big pause here then the students do something the teacher does ask the question, students answer, teacher shows the result and so on. So instead of demonstrating visualizations use one of the several active learning strategies that you have learned to use with the visualization. And here there were I think two or three homeworks I think homework assignments and there were 960 submissions many of them have good strategies in them. I think because you are all mostly science and engineering teachers visualizations is one technology that you can readily use in your own classrooms. Flip classroom is another explicit example where we can where we integrate the technology in the screencasts out of class where the students learn the content the information through the screencasts and then in class there are active learning strategies to apply and assimilate. So again there are strategies and technologies integration again several of you did the assignments here. There was a survey with flip classroom I think we had asked you how many of you would implement it. So we will go and take a look for all these strategies if you do any if you use them in your class if you want to share it with us. So we have created a modal forum and we will keep monitoring it do share it so that the so that we know what is happening and we can share it with the other participants also. There is a chat question can we get guidance on learning strategies from QEEE team even after the end of the workshop. Definitely yes and here are possible ways one is that the modal forum will be active for some time. The second is that on our website educational technology we have started uploading some resources. So we will give you the link to it at the end and you can go there and download the resources. Oh yes there is a collaborative wiki which I think 150 of you have already started or maybe 100 have already started collaborating on. So there are you can use the wiki there is a last slide we have on this summary which will which has all of those together. So you can use the collaborative wiki you can post on modal and we have given you one of our contact email addresses also. Collaboration with wiki since we just talked about it you know exactly what it is but again here think of wiki is not just as a technology tool but also as a means a strategy to get your students to collaborate. So some of these tools are for the teacher primarily for the teacher but do think of using many of these tools with your students. These in group projects for example are very useful. Another way last example of integration if you remember digital bloom staxonomy we had the revised bloom staxonomy and then we integrated with the technology tools. So again there you have a lot of ideas where your students for the digital classroom learners can use the technologies. And the two biggest examples of integration of alignment were the lesson plan you created where you had everything from objectives to the strategy to the technology tools to assessment and also in the group project. So we since these were done in the last two three days I am expecting that more will come in and we will start going through these and we will post the good ones and we will find a way to share this with the community. Constructive alignment started during the online phase and a lot of it happened yesterday. One thing which has been constant throughout again is the interaction and collaborative nature of this workshop. So in collaboration and interaction are important for the 21st century learner. Hence as teachers they are really important for us too. So how did it happen in this workshop and what can you do with it? So during these synchronous sessions through A-view there were several peer instruction questions and polls and we just did a quick count and there were about 45 little more than between 45 and 50 over the six SRC days. There were 14 think-pair share activities chat was open throughout right from the minute we opened the session till we closed it and as your chat questions are coming now my colleague here is noting down your questions and right after that we will answer them. So we are using chat really on a real-time basis to help to answer your questions and we did some floor transfer. Online phases also had moodle discussions and office hours. So from this one I think one thing you can take away as teachers is one is for your own classes where you can use these polls and think-pair shares. But also if you are running workshops of any kind, faculty development programs I think some of you are in charge of faculty development programs in your own colleges. So think about using mechanisms like this even if you do not have A-view in fact in face-to-face such interactions are much easier. But structure them as polls and think-pair share activities and chats and so on. There were interaction and collaboration between you and your fellow participants. Again I think this is something we mentioned at the beginning of the session that all active learning activities were done with a partner, labs and peer review. On moodle there is one explicit forum called strengthening QEE community. So far there are 21 different threads on it plus replies and totally on moodle we have about 80 threads and close to 200 posts. Moodle is not only for logistics you can use it to ask us well this is broken or I cannot get into my assignment. But think of moodle as asking content based questions or use moodle to say this is what I tried in class and this worked well and this did not work well. Has anybody else tried it? So you can use this forum to do all of such questions and answers. Finally what happened today morning? We touched upon how to go from ET practitioners or people who are using and ET in their classes towards becoming ET researchers. So there was a whole morning session on this. We showed a lot of resources towards the end as to how you can become or go towards becoming ET researchers. Come to the conference on technology for education this December it is an Amrita University from December 18th. What next? So as an ET practitioner you need to complete the assignments in one week. As a workshop participant down here you have to fill out the surveys which will be uploaded in moodle over the next few days. So this is for you the last one here is for you as a participant. The first one is for you as a teacher and as a participant. As an ET researcher we have a forum on moodle called Mission 2015 we discussed that this morning go to moodle and start posting there. Then there is a wiki where all the resources that you have created the lesson plans and the questions can be combined and made into a resource which all of us can use together. So if you have any questions again moodle is one good way which will be open for some more time and you can use this email address resinetworkshop.itb at gmail. So Jay Krishnan or somebody else will respond to it. So now we will move on to answering some of the queries that you have raised on chat. So the first query was on we need more guidance after the workshop and like what we have just seen on the what next slide there are going to be the you can contact resinetworkshop.it at gmail.com as well as we will be keeping the Mission 2015 community and the ET repository wiki alive. The other question was on which strategies do you use at IIT B and which have you found to be most useful. So we actually use all of these strategies at IIT Bombay that is why we are sharing these strategies because we have tried them ourselves and we find that they are effective that is why we are going ahead with sharing these strategies. So which have you found to be most useful actually depends upon the purpose of your instruction. So if it is for example a classroom scenario where you want to check whether the students have understood what you taught them in the previous class then a peer instruction question is a good strategy to use. If it is a scenario where you want students to debate about pros and cons of two strategies then a debate is a good mechanism. If you want students to come up with multiple designs for a solution then a think-pair share is a good mechanism. If you want students to work offline at home and then collaborate then a collaborative wiki or a web quest one of those are a good mechanism. So in our courses we use all the in-class strategies and some of the offline strategies. See the thing that we want to emphasize here is that if you are going to switch from lecturing to use of education technology strategies you need to make that switch gradually so that your students also can move along with you. If you suddenly jump from pure lecturing to using lots of strategies the next day itself it is not only going to be daunting for you it is also going to be daunting for all your students. So our suggestion would be that choose the strategies which appeal to you the most. Right now you have got exposure to all the strategies you have also having a create level expertise of some of the strategies. So choose the ones which are appealing to you most try a few at a time and in the course of time you will gain expertise on all these strategies. Then the next question was on more on wikis so there was some question about more on wikis so I will let Jay Krishnan answer that. So as participants you will be given instructions on how to use the ET repository wiki in the coming two days that means at most by Monday afternoon we will post you specific instructions on how wikis are going to be used. If it is about other examples of wiki so in your online wiki assignment at the end of the slide we have given you some links to different wikis and websites which talk more about how to use wikis effectively. So within the ET repository wiki itself we will be populating these links and you can view those wikis and see how they have actually used wikis within their classroom and at some point of time you can join those wikis and see what all additional functionalities you are able to do within that wiki. So moving on another question was there on examples of best assignments and access to assignments of other participants. So this again is going to happen along with the wiki itself and what we will be doing is as part of the peer review you will be rating the assignments and the best assignments will automatically get higher ratings and they will be accessible for everybody. So in the wiki as Jay Krishnan just mentioned you will be able to find that many of them are the assignments are available access to assignment for other participants. So there is again one question on how to do active learning in a 55 minute class so this is something that we have repeatedly addressed but it is still worth addressing one more time. So the idea is that your entire 55 minute class need not be full of active learning so you can simply emulate what we have done in this course in every session. So we start with saying okay here is a scenario we do some small active learning and then we do some telling for 15 minutes then we do another part of active learning once again there is a summary so this is the mechanism that you can adopt. So just go back to the idea of chunking as was mentioned that you chunk your lecture into maybe 15 minute chunks and intersperse them with active learning techniques for ensuring that your students have at least apply level competency with the content that you are talking about. So ideally if you have one PI two or three PI questions and a think per share in a 55 minute face-to-face classroom that will be sufficient to ensure that your classroom is engaged 80% of the time okay there was another question about the similarities and differences between revised Bloom's taxonomy and digital taxonomy. This is there in the resource PPT of the digital Bloom day four AM1 slides which has been uploaded. Then there is one question on article on English language teaching for research methods. Now we are not exactly familiar with this finding resource on English language teaching but we have given you the links to the databases and so on. So what you should do is carry out today's worksheet activity thoroughly and you will be able to find resources for English language teaching. There are a couple of administrative questions one on RC number is required for the assignment submission which if you don't know it's fine you can just post your assignment on Moodle or you post the query on Moodle. How long will the Moodle account be active? At least till August 15th and two months after the workshop. It's usually active for two months after the workshop and if required we will see depending upon the amount of activity if there is a lot of activity on Moodle if there is chat and all that going on and if there are queries being posted then we will even keep it active for more time beyond that. So that brings us to the end of questions that people have asked over chat. So what we can do now is a few flow transfers so in case you have a question which you can do a hand raise in case you have a question that you did not type out on chat you can do a hand raise and we will transfer the floor. Please go ahead. Madam, my name is Srinivas from Srinigjana Ketan Engineering College, Tirupati from Andhra Pradesh. We are planning to conducting revised digital broom taxonomy questions whatever the subjects we are teaching those revised digital broom taxonomy is it suitable for a second year students while implementing the questions that is my question madam, second year BTEC students. So let me since there have been a few questions on this let me just speak a few minutes about what this digital broom taxonomy is. So the basis of all the assessment questions and all the learning objectives are the revised bloom taxonomy that we discussed on in the first day and in the beginning which means which says that in fact if you look at learning objectives and assessment questions they are not all at the same cognitive level and what we mean by same cognitive level very loosely speaking you can think of it as the same amount of mental effort that the student has to put in in order to solve that question in order to address that question. So there are six levels from remembering information to trying to understand it by giving an example by applying it by solving a problem all the way till the student create something let us say designs a circuit to solve a problem. So the six levels from remember understand etcetera all the way up to create is really the basis of all the taxonomies. When you are forming question papers when you are thinking about what assessment to do go with that hierarchy. Now what the digital taxonomy does over and above that is suppose you want to give students an opportunity to use technology tools as part of their own assignment. So let us say you want students to use wikis in the group project or you want students to use Google Docs to create a survey form. Then the digital taxonomy tells you how to use which tool for which goal. Hearing your question I think it what seems more suitable is to set the question paper for second year BTEC or BE courses think in terms of the original Blooms taxonomy from recall till create and make sure that you have a mix of higher order questions as well as lower order questions. Ok let us go to the next question. Vasvi College Hyderabad. Good afternoon madam we are from Vasvi Engineering College I am Dr. Saith sir. In the digital Blooms taxonomy several tools are explained for use by the students. But in case of day scholar students and first and second year level of engineering students will they get diverted from learning the subject contents because of the practising various tools. And exposed to these technologies through internet. Normally today engineering students most of the all the students are facing three threats from internet mobile phone and Facebook. In addition to that if you allow so many technologies exposed to them how far they concentrate on the subject that is my question. So this is again a classic question and often we have this question as parents when our children are getting exposed to more technologies than we are familiar with and see the answer here is that the use of technology is not something that you can first of all prevent. So the your children and your students are anyway going to get exposed to this technology and simply saying that ok the technology is going to be a distraction is not a reason for not using the technology. So what we have to do is we have to use the technology to our advantage. We have to set the questions in such a way that the power of the technology is exploited for the learning. Otherwise what can happen is like suppose we were to say that look we are not going to use any technology what might happen is that people may just simply stop coming to class because they can always find whatever you are telling them elsewhere. So they can find it in text form they can find it in video form. So there really is no motivation for them to come to class. So the point here is that we don't want to go overboard with using technology for technology's sake that is the thing that we have to be guarding against. What we have to do is to make sure that we are using the technology for the correct purpose. For example even if you take the sessions that we have conducted if you look at the technology of AvuPole that we did we have not gone ahead and simply used the technology because the technology existed. The poles were actually useful and it was useful for you to see those responses and so on. So that is basically the idea. So you have to take a call on the purpose and the main thing as teachers that we have to keep in mind is that we cannot react from our own fear or dislike of use of technology because our students are definitely going to be comfortable and exposed to that. So we have to overcome our initial thing get exposed to the technology as first as users and then try to see how we can utilize the technology for improving the teaching learning experience of our students. Just to add to that there is one more point here that if you are trying to set an assignment to get your students to do some task that was discussed in the digital taxonomy session don't start by thinking which don't come from the technology perspective to begin with because finally the goal is some sort of teaching and learning start from the teaching and learning goals and then you can see which technology is more suitable and which ones our students have and so on. So when you shift your own focus from saying oh how many technology tools should I include is it too much is it too little and all shifted from there to saying here are the goals and technology actually does help us as well as our students once we get over this apprehension that you just heard about. PSD College of Technology Coimbatore. In the Bloom's taxonomy level, cognitive level, which level the optimization comes to fit in? Optimization questions if the students are actually doing optimized level tasks it would be analyze or evaluate level. So when you have a task where you give a problem and ask students to optimize it based on certain parameters it will come at the higher levels. However if you only ask understand level questions like what are the different parameters of optimization then it will get lower. So it really depends on which question you ask but it can get up to analyze and evaluate. Sri Vidya Niketan Engineering College. One more question madam regarding today's session. In order to improve the technology enhanced learning metrics what are the practical things we have to implement in the class madam? Okay so the point here is not to improve the technology enhanced learning metrics so the first thing you have to start with yeah it's not a question of implementing that metric the thing that you have to start with is to identify a problem that you want to solve in your class. Okay so the metric is only for you to help and think about how to go about doing the research study based on your solution. So what we have is let's say there is a problem that is happening in the class like you find that students are not engaged. Okay so for that problem you come up with a solution. Let's say maybe your solution is that you will tell a joke after every ten minutes. Okay so now the metrics come only after your problem and solution have been identified so what you want to do is you want to find out that okay does my solution really solve the problem. So for example if you take a solution like okay I will tell a joke every ten minutes you certainly don't want to be measuring learning effectiveness because the joke is not directly contributing anything to the learning effectiveness. So what you want to be measuring is attractiveness to see that whether students are engaged in my classroom or not. So the metrics come into play after you have identified what is the teaching learning problem that you want to solve in your class followed by what is your solution idea and the metrics will help you to evaluate how well does your solution solve the problem. Okay so there are no further hand raises so what we will do is we will randomly go to a few centers and you can share one idea out of this workshop that you are sure that you are going to implement in your class. Okay so there are no questions as of now so what we will do is for the next 15 minutes we will not transfer floor simply for you to ask a question and for us to try to respond instead you can say what your opinion is ideally what we would like is that you say one thing from this workshop that you are sure you are going to implement in your upcoming course. Okay so we will transfer to GH Risoni College. Thank you for conducting such a good session the question is that we will be planning for animation in the class so in animation we will be like we will go for strategy like predict the outcome of it so we will be pausing it then it will be think and pressure that was a good activity which we have never conducted. So that's something which course will you try it in? I tried for computer architecture and organization. Okay so after you try it if whatever your responses were you can share it to us over module let us know what happened in your class. It was for algorithm and many students were able to solve it some were not able to solve it but after getting exact answer and then telling them with the help of the animation they were easily made them easily understand it. Okay thank you Next. So I see Professor Fatak there I think I will transfer floor to him only after another 15 minutes. Thank you for being there. I also see Professor Sahasrabudde I think barely in the view. Okay yeah so is there a participant who wants to share something Hello I am Bhagya Sri Aathavale from College of Engineering I want to share you that I will use in fair share and let it go some activities in my class because I am taking mathematics so I feel that those are very suitable activity. Okay. Very good thank you. So when you tell us which strategy you will use also tell us a little bit about which course you plan to use it in. TST College I will give you some suggestion to evaluate the dominant player and the slow member in a group project. Okay so if you remember the session from two days ago on group projects what we so this is actually a question that has come up that how do you how does one evaluate different team members in a project especially if there is a wide difference between them let us say you have somebody who is more dominant and who is more active and somebody else who is holding himself or herself behind what you do and how do you evaluate it this is where the idea of individual as well as group assessment comes in and you can use a different set of rubrics for group work and a set of rubrics for individual work of each participant. So if you spell out the criteria that each individual participants should be responsible for and put in a few criteria and evaluate them not just at the end but at least once in the middle of the project give them back the feedback that might help you a little bit. Are we at the bridge note again please share one idea that you plan to use. Okay ma'am first of all we want to thank for such a wonderful workshop by IIT Bombay own instructional strategies and pedagogical skills and I want to ask one question we try to use peer instruction at our classrooms and we see that some of the non dominating students sit down the other students in some of the discussions so I can suggest some strategy for this problem. Okay so I didn't quite fully get the question but I think what the question is is that in peer instruction what happens if there is one student who is dominating and keeps telling his answer and the other student does not get to discuss. So is that the question? Okay so assuming that that is the question the idea here is that it may happen to begin with in a peer instruction activity to begin with it may happen that one student may feel that yes I have the correct answer and this is the correct answer and so on and so forth and may emphasize that their answer is correct. So but then when they have to start debating and the student has to come up with reasons for why that answer is correct then it doesn't matter really which student is the loud student or which student is the dominating student. It is the one who has the correct reasoning who will actually prevail in the debating phase or in the peer discussion phase of a peer instruction activity. So as you carry out these activities the students themselves will realize that it may happen that for example the student who kept quiet and who who accepted the answer that was given by the dominant student may at the in the summarizing phase may find that oh actually my answer was correct and that guy was answer was wrong and that will be an interesting moment for both the students because the dominating student at that point realizes that there is no point in simply being dominating on but I need to be more clear about my reasoning of the answer while the student who was keeping quiet will realize that okay it's not necessary that I should only listen to what the other fellow is saying my answer is also valid and because if I am clear about the reason for why I have chosen a particular alternative I should speak up. So as more and more of these activities happen in your classroom you will find that this balance of dominating versus students who are keeping quiet goes down. One important recommendation for all active learning strategies especially in peer instruction is that don't keep marks for right answers in these strategies. If your goal is that students should participate and be engaged and learn and so on these are not quizzes that are supposed to be used for their final grade these are in class activities for them to learn. BS Abdul Rahman University Tamil Nadu Yeah, first of all I will thank to all of you you are really taking a good session and a paradigm shift is taking place among the teaching faculties and we are just renovating and going to the next level of teaching. Actually I have already I am very much motivated by these classes and I have already implemented and one class one course I am teaching this time by through videos I am creating the videos and sharing videos to the students and the students are watching the video and their own convenience at home whenever they want time they can watch twice or thrice also so by the time they are coming to the class they are already motivated and they are actually having a lot of ideas the class in the beginning itself so I think this really good initiative and their feedback is also good they are really very motivated with this thing I am using some bubble thing also for this one difficulty I am facing for some reason if one of the student has not watched the video the class is becoming not very effective for him and he is completely aloof and he is simply sitting and he is not talking much actually so how to take out this constitution can you please throw some light on this okay so this is a very common problem with attempting to implement flip classroom strategy that if one student or some students have not watched the video and come then they get left behind in the classroom so in the initial phase you have to simply ignore these students I mean they have to realize that there is value in coming to class only if they watch the video so they have to inculcate some discipline in themselves that is the first thing that we have to get across for example this flip classroom even though we are using it with technology it is not a very new idea when you look at it from the perspective of you know humanities or where they learn about literature and so on so they have always been doing flip classroom in the sense that nobody comes to the class and reads the book so they are expected to read the book before they come and it's only the discussion that happens in the classroom so and they develop the discipline of saying that okay this is the verse or this is the portion of the book that I need to read and that's what is going to be discussed in the class so they develop the discipline so that is something that is new to engineering students and we have to encourage them to develop the discipline see the point is we have to be consistent in our response to this let me call the use the word slackers so either we have to consistently say that I am going to do a 5 minute summary at the beginning of my class of what was there in the video in which case most of the people are not going to really spend so much time watching the video you have to anticipate that most of them will then simply come to the class and listen to your summary and go on from there but then the video will be useful for those who are sincere or you have to say that look I am going to only target those who are sincere and I am going to work with them and let these slackers be left out for maybe one class and give them some motivation saying that look you have to watch this before you come what you can do as an instructor for example is you can say that come to class 15 minutes early and if the classroom is free you can say that look you can play the video here and watch but the class will start after you have watched the video so a consistent response is what is required to tackle this and do not worry if you are not able to include all the students in the activity they will eventually get the hang of it what I am saying is that this creating these videos are taking a lot of time like I have felt personally that for getting one hour video is taking at least 4 hour time to me so now my suspicion is can I use the same video in the next class when I teach this class after one year can I use the same video because in that case what will happen it will be a monotonous class like now people know already that this video is going to use the class so there will be nothing much new in the class in the next year so what is your idea about this I will take your question in two parts there are two parts to your question one is can you use the same video next year definitely very much so and not just you can use your own video in the following years class but if you find videos on the same subject that somebody else has made and posted in creative commons or in open sources definitely you can use it now regarding the second part of it about the monotony that really depends on what you do in class because when we push the information transmission part out of the class what is being emphasized in class are activities and discussions and problem solving and higher order thinking and so on there you have a lot of flexibility what is not recommended is when they come to class then repeating the video or explaining the same thing that is in the video that is not a good idea but if you use the in class time for problem solving or such applications then you can change it as per the audience you can change it year after year and the monotony aspect won't be there one there is one more response here yeah so regarding usage of videos of others what we recommend to you is that all the Qtripley videos that you have created should be uploaded in youtube that is why the assignment specifically asked you to upload the videos in youtube so we will share it among the entire Qtripley community so it will be creative commons share a like license and so in fact if you want to watch what another participant within the same domain has created for the similar topic all you have to do is go to the appropriate link which will come up in the wiki and if both you and the other participant populate then you can watch the other participants video so there is both give and take within the Qtripley wiki idea so as a participant you have to upload your resource you have to share the resource and other participants will watch it and will give feedback Hello, good afternoon sir sir my question is we used the new pedagogical approach for conducting theory and a project very courses and a project the curricular component also involves the practical courses shall we use the same the cognitive aspects of the bloomstack anatomy for practical courses or we get to consider the psychomotor aspects of the bloomstack anatomy ok so I would say yes and yes in the sense it really depends on what exactly you want students to learn in the labs the cognitive aspect will definitely be present in labs even when there is a psychomotor aspect present so most likely what is going to happen in the labs is that there will be some psychomotor aspect present as part of your objectives for example you might want students to be able to connect the circuit together or you might want them to take a machine apart and put it back together but mostly it is the cognitive aspect which is dominant here and you can take the taking apart and breaking component as within the analyze level or the apply level usually it comes under the analyze or even the create level when they are designing something in fact this is something we did not talk about much so thanks for bringing it up that using bloomstack anatomy and assessment questions the way we discussed should also be thought of in a similar way for lab courses and practical courses in fact there is a lot more application there and do think of getting students to do applying and analyzing and creating in the lab courses so having come to digital taxonomy is it advisable to have this digital taxonomy as one of the course in our curriculum in the first year itself exactly what you mean as having the taxonomy as a course but again what the taxonomy helps you do so the taxonomy you can think of as a tool for you as a teacher if you want to use technology to be used by your students the taxonomy is like a lookup table that tells you that for such and such objective use such and such tool in such and such manner use the taxonomy in that with that goal when you are designing your courses TKM college of engineering column I have already implemented the TKS activity in my class and found it to be very effective right now I am going with digital system design at EHDM my plan is to implement the flip classroom strategy for explaining the constructs and syntax of EHDM language and then after in the class I will be using this the same for writing the course exercise plan programming so that the students will feel more comfortable and easier to do the programs okay that's very good to hear I would also request you to share your experience of implementing TPS either in a written form like what you just said that I have implemented it in my class this is what the students did and this is what I found as maybe a short half a page write up on the wiki or if you feel encouraged since you have already created a flip classroom you can also create a short video of your experience of using TPS in your classroom and share it with the other participants it's very important for us to actually encourage each other only by looking at you having implemented a technique in your classroom will other participants feel that feel the motivation or the enthusiasm to go ahead and try it in their classes so this sort of sharing of success stories is very important so please go ahead and share it with us okay so TKM college hope you have seen the t4ie advertisement so it is happening at amritapuri column and you are the closest college to that particular venue so I hope we will have good participation from yeah good participation from the TKM college faculty at t4ie 2000 we will all be there so hope to meet you do come and talk to us and tell us about your experiences in person in December aditya institute please go ahead sir good afternoon and I would like to ask one question as far as this particular software applications that has been told by all these days and you just tell me the probable implementation are getting effective teaching in a classroom for a particular class and injecting into the minds of the students injecting the concept in the minds of the students and at the rate of possibilities and you just can you please tell me the schedule and the tenure that used to be tried for that thank you sir okay so I am not sure exactly what you are asking but I will make a couple of comments first of all we never inject anything into students minds and one thing that we have emphasized a lot over these three days is that learning is much more than information transfer it's not that we have information which sits in our hands and we just give it or pour it into students that model does not work all the strategies and the technologies which support it help the students to learn on their own learn better and deeper and all we are doing is creating the environment for it all that the technology is helping us is supporting us into creation of an environment where students learn and let me also add that there is no single answer to this question of give me a schedule which will make my classroom very effective so it all depends upon your personality as the instructor what is your rapport with your students and so basically nobody else can do your work you are the one who is there in front of the students you have to apply your creativity to come up with strategies that work for you what we can do is we can provide you exposure to so many strategies we can help you learn these strategies as learners we can help you design strategies that you will use as teachers for your students and so on but finally at the end of the day the schedule that you are asking for which will make your students blossom into experts in that particular topic is something that you have to come up with we cannot give it to you in fact nobody can give it to you questions regarding flip classroom in case of flip classroom the learning takes place outside the class for example we give a video and student watch it and the simulation takes place in class for example we can have a TPS session but now students have different cognitive levels for some students maybe intelligent so they can learn from the out of class video whereas other students which have lower cognitive levels they may not be able to learn from the out of class video so how can we handle that and then also students have different learning styles some students learn from theories some students learn by observing other people other students learn better by doing out working out problems so how can we handle different learning styles also in this setup okay so the first question is what about students who are not able to cope up with the material in flip classroom video whereas others who are able to understand from the video itself and come to class so that's why the flip classroom video is not simply a capture of your lecture see that is the thing that we have to keep in mind while creating these flip classroom videos it's not that we are lecturing or we are using a tab and simply explaining all the complex concepts in the topic so the flip classroom is basically simply outsourcing the lower levels of bloom taxonomy so the recall and understand levels are what we are outsourcing to the flipped part of the model the actual application the problem solving all of that is going to happen in the classroom so what happens is that even if the student has not entirely followed what was there in the video what you could do is you could have a small PI question at the start of your session before you go on to problem solving you ask a PI question at the understand level which will ensure that students who have not entirely understood who have some difficulty they will be able to discuss with their peers and understand that part before they move on to the problem solving in the TPS part so that is something that you could do at the same time the out of class component does not help students learn all the things that you want them to do so right at the beginning you made a statement that the out of class component is where students learn and in class component is where they assimilate I think you should think of it in a slightly different way that the out of class component is where they learn certain types and certain levels of learning and the in class component is where they learn different types of and different levels so everybody needs to learn problem solving and everybody also needs to be able to understand and define the concepts and these are done in different parts okay coming to the second part of the question of students having different learning styles and how do we cater to these different learning styles see it's one thing is that we can only make all the all the various material for different styles available that is one thing we can do another is we can in some cases even though the student may have one style the nature of the topic may require that the student learn it in a different style so in which case the student has to also put in some effort so the main thing here is we have to trust the students that they will select the material and they will spend as much time on the material as required as is appropriate for their style for example if somebody is is an audio learner they may just listen to your video and they may understand the whole thing on the other hand somebody else who is a text based learner may not find your video very useful but may find the transcript more useful and may be able to remember the transcript word for word so we have to trust that we have to just make all of these things available and trust that they will choose one that works for them after all they are the ones who are invested in learning the topic so now there are no no further hand raises