 We will now summarize what was there in the session on Active Learning with Visualization. So, you saw three strategies to use along with visualizations whether it be a video, an image, an animation or simulations or interactive simulations . So, what we are now going to do is summarize the learnings from this session. So, a simple summary is you have to show parts of the visualization, pause the visualization, do the activity, then resume the visualization to show the rest and then leave floor for discussion. So, a recommended time for this entire visualization session should be around 5 minutes to 15 minutes and choose strategy based on pedagogical purpose and learning objectives. So, the most important thing that you have to consider while you are looking at strategies are the pedagogical purpose for which the visualization is built and the learning objectives that you have to satisfy or that you have you want your students to be able to do. So, in you saw in observe predict correct or observe calculate correct the visualization was shown to the point where the stimulus is shown then it was paused we asked you to do an activity or calculate something then we resume the visualization and showed you what actually happened and then what we did not actually do in the session was discussion. So, discussion was not done because it was related to that particular content. So, discussion related to content happens at this particular point. So, for us the content that we had to discuss was the pedagogical purpose and that was discussed that was discussed and summarized and for each of the activities we had spent around 5 to 10 minutes approximately in terms of showing you the video creating the activity doing the activity and then doing a summary. So, we started at around 10 15 and we had the entire 3 visualization come in 15 minutes or so. So, typically a 5 to 10 minutes would be a good exercise, but what is more important is there should be some explicit discussions on the content that you want to teach after the visualization is shown or the strategies are going to be used. So, at this point we will move to Q&A. A big request to all of you ask questions which is related to the content of the workshop. So, 1 2 0 3 Jhanamani College. Good morning. Thank you very much sir. Today class is very useful to us. So, we do have a question in the visualization phase. In that we have 3 phases, ma'am was clearly explained. So, whether we can implement the blooming technology in the discussion phase? So, whether it is possible to implement the blooming questions, little questions in the discussion phase? Whether it is possible to do that in the discussion phase? Okay, the question was about what kind of questions to take during the discussion phase and can we use bloomstack sonomy and devise questions based on it during the discussion phase? In fact, this is a good idea and to use bloomstack sonomy as a basis to decide what kind of questions you want to ask students and what kind of activities you want them to do during the discussion phase. Because if what can be done is let's say there is an apply or analyze level question that you want your students to try to work through. The visualization can help set up the question. For example, the one you saw about the fluid flow in the beginning, the visualization initially simply explained that look, there is a pipe, there is water molecules and what all is happening and it set up the context. The actual question was of an apply level. Similarly, in the balloon example, the actual question was at an analyze level. So, using the discussion phase to set up, apply and analyze level questions and getting your students to work on them in groups is a very good use of, is an effective strategy to use along with the visualization. If you want to use lower level questions, you may not need a very large long discussion phase. For example, for recall and understand, you can do it as quick quizzes using the visualization. Good morning, sir. There is a question that we are getting the animations of the basic topics very easily from various sites. But for advanced topics, we are unable to find animations. Can you suggest some suggestions? Means if I want to say that the major topics in the higher classes, we are not having the animations to show in visualization. Okay. So, the question from one to RC1247 is about places where you can find or websites where you can find visualizations for higher education related topics or advanced topics. We are able to find animations for simple topics. So, one possible example, the content repositories are many. So, you will be shortly doing a lab exercise where we will give you a list of repositories where you can find some visualizations. And Oscar which has been developed at IIT Bombay is one specific example of a content repository for devoted for higher education. So, you can see various engineering topics from various domains from electrical to bio to mechanical, civil. All these examples are there in Oscar. You can use that and for your own specific topic, let us say fourth year BTEC or first year MTEC, those kind of topics. If you are unable to find specific visualization, what you can always resort to are videos of those of the particular phenomena or the exact activity that you want. So, let us say you are looking at microprocessors or other things. You can just look at some of the algorithms or videos which relate to that in YouTube or other video sharing sites and then devise your strategy such that it fits the purpose of video as well as elicit discussion within your classroom. Center 1254, RC 1254. Sir, I have a question from the mathematics. How can we use the visualization for the Laplace transformation and its theoretical derivations? See this question about can we use such strategies and visualizations in mathematics. This had come up in the past and what we suggest is one possibility is if you recall the second strategy, that was mentioned in the previous session, let us say you have a problem that students have to solve or even a somewhat long derivation. You can always pause the derivation at an appropriate point and show either a video or sometimes just a series of pictures and make students do an activity or make them calculate the next step of the derivation before you move on to your usual derivation that you do on the blackboard. So, what you have to do in topics like this is see where the visual angle could be relevant. Maybe it is to motivate the problem or maybe if there are some coordinate systems which are changing, perhaps students need the visual angle to understand that concept better. So, first you have to determine where specifically in the problem solving or in the derivation of visualization, either static or dynamic is required and then build the activity around that. Madam, in case of series solution of the ordinary differential equations, how we can visualize that? Again the answer would be similar. So, kindly note that we are not domain experts of mathematics. So, here is a related suggestion. There are several visualizations for Fourier transforms and also to build a Fourier series. So, there are some available in FET, there are some available from the Johns Hopkins University visualization website and so on. So, if you find visualizations on related topics, then you can try to build an activity for your own topic. 1315 Selvam College of Technology. Thank you so much for the concept about the effectiveness in the visualization part. I have a small doubt in these areas. Can we complete the syllabus within the specified time using visualization and it is possible to explain all the concept through visualization like definition and derivations? The core agenda of this workshop, let me reiterate. It is how to increase the effectiveness of your teaching learning practice. It is not to cover the entire syllabus nor is it to make sure that these strategies are going to give you very high marks in the exams in your college or university exams. So, with this, let me try to answer your question. Visualizations, if you want to cover your portions, it is on your hand. What is the learning objective that you set for the particular session where you are actually using the visualization? So, let us say you spend a lot of time in a recall or understand level topic with visualization. Let us say the prescribed time limit is exceeded. You take 30 minutes to motivate the students using visualization and even to make them come up to the recall or understand level, then you will not be able to finish the topic. But if you carefully design your activities around visualization such that visualization can give you the additional benefit of making students go up a level, elicit discussions in the classroom, make them active in the classroom where it will reflect is their curiosity towards the subject. So, let me just put back a question. In your own, when you are doing your own learning in your graduate days, what subject interested you most? Why? Were you curious to learn the subject? So, what visualization actually does is just spark the curiosity and it is up to the teacher to make sure that it fire glows across the semesters through various kind of activities and not just visualization. So, I hope I have made myself clear. Let me just add one or two practical suggestions there. This question again is a common concern of all instructors that if we use a lot of active learning strategies in class or if we end up spending time using technology, can the syllabus be covered? So, yes and no. I mean, no in the sense that if you do all this in addition to lecturing 50 minutes, you will not be able to complete the syllabus. So, what we recommend is you find ways in your regular classes to replace certain things you do by these active learning strategies. For example, if you spend time doing a problem on the blackboard, instead redo the problem as a thing per share or if you want to motivate the definition of some new concept, use a visualization to motivate the definition and then make students do an observe explain activity. So, use all the active learning strategies inserted in between and we also don't say that you have to do this all the time and replace everything but use them judiciously. These are additional tools in your toolbox, so in your teaching toolbox. So, in addition to lecturing, here are some additional things you can do. RC 1008. As per new accreditation process of national board of accreditation, we have to add new innovative practices in teaching learning process including ICTS. Can you suggest some of the methods for engineering education like computer science and mechanical electronics? This entire workshop is geared towards that goal. So, many of these strategies that we discussed here, whether it was today morning's strategy of using visualizations in specific courses. So, for example, if you say computer science, one thing you can do is show a program visualization, pause it, ask students to predict the output of a program and then continue. Like that if you look back at your assignments and the activities that you did for the last three weeks, any of these will be relevant for your goal provided you choose them to match your learning objectives. It would be better madam if you take some case studies and explore it further because from electronics, mechanical, textile, different courses are there. So, again it all depends on what your learning objective is and how well the case study is going to fit the overall objective. If you want examples of specific activities, you can look at the peer instruction and think pair share and flip classroom examples that you did in yesterday's assignment and by the end of this workshop, we want to collate all of it into the wiki and organize domain wise. So, you will find a large number of examples of activities and questions that can be used for different specific subjects. So, RC 1063. Can we have interactive section through videos wherein we define a topic to the students to get the videos on it and can get downloaded videos in the class. We will run initial students video and let the teachers video and have discussion on similarities, differences and add-on topics. Yes. So, the question is about can we use videos in class where we show students videos and then do discussions. In fact, this is one flavor of the flip classroom that we had discussed in the first three days. You can either post videos for students to watch at home or outside of class or you can make the videos as part of the class itself. So, you can have students as you suggested have students watch say a five or ten minute video and then do a discussion or activity based on the video. This is something that you can definitely try out. The only suggestion here is please make sure that the videos are not very long because if you call students to a class and make them watch a forty minute video without any discussion in between that will become too long. So, maybe they watch a ten minute video and then an activity and another video followed by discussion and so on will work. One additional point apart from what Professor Sahana said is so the question was you are making students download videos and you are comparing students video with your own video. Look at the class strength and make sure the appropriate design is used. So, the students download their video and comparing this if you do it in class there might be a problem of time limit. So, make sure they watch download the video first and give a separate exercise for comparison outside the classroom and inside the classroom you take discussions. Discussions that apply analyze those levels and continue the interaction. So, you can design activities like that. So, your strategy is fine as long as you take care of the time constraints. R C 1 1 2 4 Truba College of Engineering. What are the various parameters on which we can grade effectiveness of the class? You have to get a little more specific than that. What is the purpose for which you want to grade effectiveness? For example, your students' engagement with the content can be one criteria, students' learning outcome can be another criterion and so on. Learning of students. A quick answer to this is remember the chat session we had today morning where all of you are giving me the measure of effectiveness. So, there were some very good answers or metrics given by remote centers themselves. So, I would encourage you to go through the chat session and responses that are given in the chat. So, some of them are like students are able to apply some knowledge and solve specific number of problems. Then 70 percentage of them gave correct answers or got were engaged and other measures like which were matching to the learning objective. So, supposing the learning objective was at apply level a corresponding measure was provided by the remote center. So, these so you always have the metrics of specified by the learning objectives along with the others that were identified by the remote centers in the day the first chat interaction that we had today. RC 1139. Whether it is possible to apply visualization strategies to the engineering of the subject. So, the subject itself have enough scope for visualization. So, there are tools. So, for example, there are open source tools specifically for engineering graphics. So, let us say blender. Blender is one particular open source software which it is used for several purpose and engineering graphics can greatly benefit from visualizations that you show through blender. So, there are specific you can give specific activities for students in blender and there are specifically a research study or there is a PhD student at IIT Bombay who is actually doing work on the capacity of mental rotation through blender. So, there are research papers on this. So, I would I would advise you to see through tomorrow's session where we are going to discuss a part of this during our research methods section. This is a point for all the centers. It is a summary of the visualization sessions that we had two weeks ago and today. So, when you think of if you think that you may want to use visualizations for your class there are two questions that come to your mind and the first question that you usually ask is should I use visualizations for the subject or for this topic and when should I use it and only then the next question comes up which is where can I find them and how to use them. So, should you use visualizations or when in the topic you should use visualizations is what we had discussed two weeks ago and I encourage all of you to go back and look at what we called as a vice graph which helps you decide whether a visualization is needed at all for the topic that you are teaching or whether you can do with something else. Once you decide that yes a moving visualization like an animation or simulation is useful then you can say how do I find it and where do I find it which is the topic of today's lab. In terms of should you use it at all usually the questions you can ask yourself are is there motion that I want depicted is there some invisible particle that I want students to be able to view and so on. So, there were about three or four questions again this morning the same questions were discussed. So, ask yourself that before saying well is visualizations needed in the subject or not. So, RC 1131. Sir, my question is what is the concrete use of wiki apart from group projects for students? Okay apart from group projects. So, again look at the features of the tool it promotes collaboration you can have asynchronous edits. So, you can use so we had listed a possible uses. So, you can use it as a code course portfolio you can use it for brainstorming you can use for in class discussion also wikis. So, you can summarize the entire lesson put in a page ask students to use the discussion feature to discuss more about the topic that was discussed today. So, these are some of the possible uses of wiki but again the possible uses are limited by your imagination and your understanding of the pedagogical features that the tool provides and the learning objectives that you have for the class. So, if you find a good match between both of this please go ahead and use wiki for that very specific purpose. We will try to post some examples across this week when we where we will have the final wiki assignment. So, RC 1302. Good morning sir. Your courses on the wiki spaces the tools different tools available on wiki spaces was really helpful but I have a question that suppose I want to have hand over an activity to the students for example, I want to give them an assignment or maybe a voting with a time deadline within that time deadline all the assignments has to be submitted. So, is there any tool that is available in the wiki spaces by which I can give them a time deadline. Okay wiki spaces. So, if you use wiki spaces as a classic wiki where it is only web pages and you revise and edit you cannot use for time deadlines but when you use wiki spaces as a classroom. So, there is a functionality for that also you can give timed assignments using wiki spaces. Again it is up to you whether you want to use it in wiki spaces as a wiki or as a classroom in itself go to wiki spaces and see how wiki spaces have been used as a classroom. There are YouTube videos on this and the site itself has several documentation on how wiki spaces are used as classroom. So, the specific link is help.wiki spaces.com please go ahead and explore the wiki spaces. So, at the end it is a tool explore it and you will find new uses RC 1 2 2 5. Yes, I am planning to use visualization which I have not created. Is there any copyright issues which I am supposed to be bothered about? So, for classroom use usually most visualizations are fine. What you can do in addition is if you find this visualization on somewhere on the internet just check if they have what their copyright rules are but usually most of them allow for classroom use quite openly. If you look at some of the educational repositories there it is explicitly encouraged that people use it for classroom use and those are fairly open. But again if you want to simply use it in your classroom it should be fine. So, RC 1 2 6 3. Actually we found that in Google that somewhere people are using that creating as the highest level and somewhere it is sounding that evaluation as the highest level and exactly for Bloom's taxonomy which one is the highest level and also can you please clarify more detail that difference between evaluation and creation. Okay, so if you look at Bloom's taxonomy you are right sometimes you will see evaluate as the highest level and sometimes you will see something called synthesize or create as the highest level and this was due to some historical evolution. Initially synthesize was considered to be the highest level and then the taxonomy was revised about 25 years ago. So, what is called as revised Bloom's taxonomy that we are using today keeps create at the highest level. So, evaluate is lower than create. Now, as we have mentioned several times if there is not much need to go into the very tiny integrities of which is higher than which so long as the broad goal is met that is in the evaluate level questions the main focus is that students make a judgment based on some criteria. They decide which method is better or they evaluate whether some technique is effective to achieve a certain goal and so on. In the create level students themselves design a product or a system or a circuit and so on. So, this is what happens in terms of what the students do to achieve a certain level. What we have been following is revised Bloom's taxonomy where which says that create is at the highest level. Ma'am, I want to make my weak page public for my students. So, is there any way that they can directly access it without any password or anything? So, it depends on the wiki that you use wiki spaces allows a public wiki, but you have to undergo a procedure of verification. Please refer the help.wiki spaces link it clearly gives you instruction you have to give your mobile number and a message will come and you have to activate it to make sure that it is a public wiki. So, wiki spaces is only an example of wiki and it could be made public through a verification process. Please go through the wiki spaces documents for seeing the entire procedure. Yeah, 1 2 3 2. How to implement the virtualization in programming languages? And normally we are using the programming languages in classroom by using some flow charts and do some programs in the class. So, how to implement the virtualization in programming language? Using programming language. So, one thing you can do is actually run the program and project it where students can see the program running along with a technique one of the techniques that you saw today where you can run it to a certain point pause it ask students to predict what will happen to the next step and then run the rest of it. This is one way you can do it. There are also some program visualization environments and program visualizations itself you can search for it on Google and if the topic matches what you are teaching you can use it. Okay, 1 3 0 9. I have a simple question like say in computer science are you using only say point of reference of pointer or let us say for a sorting array can you use suppose you are using students itself means the students present in the class you are taking them as a reference and you are helping we are using them to explain this topic that is a sorting or let us say pointer concept or anything. So, will it also call visualization or I have to use some internet ICT tool as for this to consider this is a visualization. So, what can you can you call this type of explanation as a visualization? Yes, technically the kind of technique that you are mentioning where students themselves are used to demonstrate the sorting algorithm it's called a role-playing and this is something which is fairly commonly used and encouraged because there are several studies also which show how role-playing improves students learning of that concept and so on. What you call it really doesn't matter too much in this session in this workshop what we because we have to give labels what we mean by visualization is some ICT based visual moving visual like an animation or simulation or video it's just a label that we've given it but the technique I would suggest that you focus on the technique itself more and what you are doing does sound like a good idea and lots of other people also have implemented it you can if you if you just google role-playing for sorting algorithms and all you might get a lot more ideas. Hello, good morning Swahana Murthy ma'am. Yeah, good morning. Thanks for giving an effective and learning teaching methodology. It's very fruitful for us. My question is some topics are very complicated for theory point of view. So, how to teach our visualization using of effective learning technology? Okay, so again here you have to try to go into the topics into the subject and within the topic and see which part of it can be converted as a problem solving in class or as a think-pair share to continue a derivation or as a peer instruction question to deepen the understanding of a specific concept and so on. So, whether it's a mathematical class or a theoretical class or an application-based class, you now know about various active learning strategies and various techniques using ICT tools. So, try to find out what are the features, try to identify the features of these strategies and match them with where they may be required into specific topics. So, this is something the instructor himself or herself has to do on a case-by-case level. There are several examples that you can see in the assignment that you did yesterday and we'll also post it on the wiki that might give you some more ideas. So, for all the remote centers who still have some questions, kindly post your questions in chat because now time has come for you to move towards lab where you will be doing a specific lab activity. So, you have seen visualizations how to integrate some of the activities that you can use for integrating visualizations. So, the goal of this lab is to design an effective strategy for visualization for your own course. So, take a topic in your own course where you have identified visualizations which would be useful. A lesson has been uploaded in Moodle lab D5 AM2 guided lesson plan creation with visualization. It contains detailed stepwise instructions and also needed resources for these are also provided. So, what you have to do in the lab is follow the instructions in the lesson and do the lesson design based on your learning in the morning session. After you do the lesson design, there are two surveys about usefulness and usability of the templates that are provided with the lesson, complete that survey also. So, I would encourage all of you to move towards lab and complete the D5 AM2 lab and the assignment and also the surveys. The questions that you have you can post in chat right now, we will take it up and answer them. We will now reassemble back at 2 p.m. where we will look at course portfolio, the purpose and the use of wiki for course portfolio.