 Welcome back everyone to the second session of this day. So, before going to the break we had asked you this question is does the effective design of a technology or a tool imply effective views. So, we have received lot of responses in chat. So, I would request all of you to post in the discussion forum also because this is a point that we have been continuously focusing on or harping upon that just because a technology is there it does not mean that it can be used effectively, it is used effectively. It will have all the essential features that can enable it to be used effectively, but is it is up to the human or the teacher in this case to effectively make use of it. I have seen comments as in will flip classroom make teachers redundant and will flip classroom make the jobs of teachers go away. So, do not worry about all these things because for any technology to work properly you need to have the human mind which can actually harness it effectively for the intended purpose. Within the teaching learning scenario over here it is about focusing on the learning and that is why we spent almost one and a half hours exclusively on identifying the learning purpose and we spent the entire first week and also yesterday's face to face sessions. Once again reiterating the fact that we have to design activities effectively to make use of the technology. So, since this question about teachers being redundant or teachers jobs going away came up let me just add a small point here we can take it up again in the discussion during the Q&A while teachers jobs are not in any danger but the role may have changed. So what used to happen 50 years ago was that knowledge and information were really very valuable since most people did not have access to it. Some of the people who did have access were the teachers so their role was primarily that of imparting information and so on. Now information is available so the teacher's role changes from the person who is giving information to the one who is helping learners assimilate the information and apply it and so on. So the role of the teacher as you may think of it traditionally may not be valid exactly in the same way but the teacher is still extremely valuable and there are people there are human beings as Jay Krishnan mentioned needed to help other human beings make sense of the information and apply it in meaningful ways. I will just recap what we discussed in the previous session. Technology use has to be mapped to learning purpose. Focus has to be on the student learning for effectiveness of teaching learning in both online or blended scenario. Methods to improve effectiveness of videos, online quizzes and discussion forums were elaborated in the previous session. One more important thing that I would focus more one technology can be used at multiple levels in the revised Bloom's taxonomy. So video itself you saw that it can be used at multiple levels and so this is the LED videos we have used it at recall understand and apply levels. The online quizzes we have used it for assessment and feedback but they are at cognitive levels recall understand and apply. Do focus on the learning purpose which is given in the text box and then we looked at IIT Bombay's discussion forums. It has four main learning purposes that we identified. It is a broad at abstract level but it could be used at multiple levels or discussion forum can be used at multiple levels where you can actually start discussion on one flip classroom activity or your flip classroom activity others comment on top of it you review it and in this process it becomes a new creation. So the entire activity may change and you yourself may finally identify that a new flip classroom activity has been created as an effect of the discussions that has happened in the discussion forum. So that is why we say that discussion forum can be used right from a recall level to create level within the revised Bloom's taxonomy. Now all we were discussing today in the first session was about the IIT Bombay X platform for this particular FDP. One more important platform that we are utilizing in this FDP is the Moodle and I specifically focus on the peer assessment. The peer assessment aspect which looks at evaluate level also specifically at an evaluate level. There is a wiki which is at create level which we discussed yesterday. The course portfolio was the example. So I will be focusing a little more on the peer assessment process through this I will also explain. So many people are having doubt on how to do peer assessment. So the importance of peer assessment and review were explained by Professor Sanamuti yesterday morning. I will just tell you how it has been operationalized in the Moodle platform. So this is the technology use of Moodle specifically the workshop module within the Moodle for doing peer assessment. So what is peer assessment in Moodle? It consists of just three simple set of activities. First you have to assess an example submission which has been posted by the instructor. Only then will you be allowed to submit your response. So this is your entry in the week one. That is about TPS activity creation. So once you submit your TPS activity creation the due date is 17th that is Tuesday day after tomorrow. Once you submit it in the evening the review process will start. So when you look into your Moodle interface in the evening this particular activity you will see you would have received four submissions to review. I will just go through the details of submissions so that people are clear. Example submission consisted of three example submissions, two from mathematics and one from a subject of web application. Each of them have been graded by the instructor. So these are the grades given by the instructor for these activities. And a detailed explanation of why each of these TPS were good is given in the feedback. First you have to go to this example submissions, assess them individually. Once you complete it then you will have to see whether your assessment is closer to the instructor's assessment because that is the goodness of assessment. So people can grade it this first activity 17 out of 20 or 12 out of 20 or even 0 out of 20. But all those are further away from the instructor's assessment who the instructor has actually gone through the activity, gone through the rubric and tried to find appropriate rubric levels that this activity corresponds to. So your grade should be somewhere closer to this particular score for example one. So if you look at this example one and three are poor examples of TPSS. Typically they might have some good elements whereas this example two the TPSEuclidean distance is a best example according to the instructor. So try to ensure that your assessments are closer to this. Typically in a peer assessment there needs to be consistency among peers to provide you with valuable feedback and that is why you have to ensure that your assessment is closer to the instructor's assessment. So once you complete the example assessment then it will ask for prepare my submission and then you have to submit your answer. So the submission window will have an instruction below which you have a title that you have to give and also a place for text entry. Now the TPS activity constructor document that has been provided it is only for helping you in this process. This assignment does not allow file upload right now. This is specifically done so that you will spend your time in creating the think pair and share. So you will detail out the think pair and share out activities in the text box. So as an alternate you can use the TPS activity constructor for developing the think pair share and you can copy paste what you did in the document to model submission. Please note that since there are large number of users many due to bandwidth or some internet related issue might have problems submitting if you leave it to the last minute. So I would advise you to go back to date to your home, complete this assignment and submit it as early as possible. If you can do it right now it is well and good. If you have not started it go to your home or in the remote center start this activity and ensure that you submit it before tomorrow night. Otherwise on Tuesday with many users trying to upload their submissions there might be problems for submissions and we might not extend deadlines to a great extent. This is just to ensure that people are on same page they understand the limitations of some limitations of the technologies that we are using. Please note the submissions are due on 17th. So that brings an end to the session Aligning Technology with the Learning Purposes. So for the next 50 minutes or so we can do a Q&A especially people who did not get a chance yesterday please raise your hand. You can ask questions about last week's material, yesterday's discussions on Flip Classroom, TPS, today's learning purposes, about you creating your own Flip Classroom. We will try to limit the questions to topics which will be useful for all the participants. So over to each of you now. Let's visit Center 1107. Over to you. My question was regarding Think, Pay, Share Activity. When we are designing the questions, Think and Payer, can they be two different set of questions or is it mandatory to have a sequencing of the questions? It should be a single question but with different parts to be completed in the two phases. Okay, thank you for your question. So let me just repeat this, summarize and repeat. When we design a Think, Pay, Share Activity there are three phases. So are they supposed to be the different parts of the same scenario, same question or can they be different? So the main recommendation is that these phases, the questions or the activities in each phase be linked to each other. So the pair phase has to somehow come, should be linked to the Think phase. That means what the students do in the Think phase should be relevant for them in the pair phase and similarly between the pair and share phases. So it is not, or it's recommended that you do not have completely independent Think, Pay and Share activities. So one way to achieve this is to have a context or scenario or premise like we showed in the example yesterday and have questions all related to that premise in the three phases. So that you can think of it as parts of the same question or different aspects of the same scenario. Either of these will work but please don't keep them independent because then the whole purpose of the activity doesn't get fulfilled. So I will get a 1-3-5-5 over to you. My question is regarding the example assessment. As I have seen the example, in example one there are certain mistakes such as the times were not given of Think, Share, Pair so they are not mentioned. So I will assess on the basis of that thing but at the end there is a submission. So what will I submit, the rectified one or I didn't get the submission that what we have to submit. Should we rectify that what were the, correct this example and then you have to submit that or anything else. So just can you elaborate on that thing. The question is the participant has a doubt that there is, so I am just summarizing and rephrasing the question. So there is this example submission, after the example submission there is something called Prepare My Submission. So the connection between example submission and my submission is not clear. So should a participant revise the example submission and submit it or should the participant upload his or her own individual TPS submission, correct. So the answer is the example submissions are supposed to be indicators on how to do assessment, peer assessment. What you have to submit in Prepare My Submission is your own think-pair-share strategy. So the example is merely for practice, you do it, you self-assess your assessment with the instructor's assessment and that's all. You don't have to submit your assessment of the example. Okay now another question, just in this previous day, in that assignment that there was a video URL, we have to submit, right, in the out of the class assignment there is a video URL. So the guidelines were given that in the shorter length are preferable, right. So but in the next case you have given that you prefer the NPTEL videos, then the OCW or international videos, then YouTube videos. So my point is that if you consider the NPTEL videos, most of the videos are nearly about 1 hour or 50 minutes or more than that, right. So what are you preferring, the 50 minutes video or the 10 minutes video? No, no, no. So let me just clarify. So this is regarding the Plick Classroom Activity Constructor. So this is why we posted the NPTEL videos first was the reason that being Indian engineering educators, you are likely to find subjects or topics that you teach in the NPTEL first. And there is a clear recommendation that if supposing the video length is very high, you can actually chunk and sequence it. So you can ask your students to view say minute 1 to minute 4 within the NPTEL video. We do not recommend that you have to go in that increasing order itself. It is just because since it is Indian context with in certain areas, there is also a problem with language. So with foreign educators, some people may not be able to follow the language. So with Indian educators, they are able to, so it is found that people are able to better follow the language spoken by the Indian educators. And hence, we have put the NPTEL links on top in the Flip Classroom Activity Constructor. It does not mean that you have to go in that specific order. It is only a guideline. And regardless, please include only short videos. If the original video is long, as Jay Krishnan mentioned, include a small section or small piece of that video for your Flip course. Okay ma'am, thank you. And just now can I give a small recommendation that since we are having this coursework under AICT, but as you see in the NPTEL, most of the lectures are about 50 hours and as we can see in the NPTEL lecture series, in the rules, they are given that each lecture series must consist of 40 hours. So isn't that the NPTEL lectures of 50 hours, personally I am telling that it feels very boring at the end. At a stretch after 30 minutes, you feel that you are losing your interest on the lectures and they are much elaborate, not crisp. So being conducting an AICT workshop regarding educational technology, so can you think regarding changing this format of taking the one hour NPTEL lecture for every lecture series? It's my personal opinion regarding this. Thanks for your comment. So the first step what we can do since NPTEL lectures are available, we consider it as a huge resource that we have. It's like going to a library and seeing a lot of books and we pick and choose which ones we want for our class. But thanks for your comment. Let's go to center 1249. I would like to ask you, last semester I practiced virtual classroom using Piazza and movie classroom. And the students were very much active in the discussion, so take thoughts on using the states of actually the classroom and Piazza. How effective are they, are they better for other than this Piazza workshop? So I'll just repeat the question that the participant asked kindly correct me if I made any mistake. So the participant asked about Piazza and other sort of the online classrooms that are available or the chat discussion forums that are available. How effective could it be for this particular discussion? So yes, we have instructors in IIT Bombay themselves using such discussion forum functionality, Piazza specifically because it has tags and you can filter it using tags and the discussion is more traversable. So it is much more structured than the current IIT Bombay X discussion forum. Now let me tell you why we are using IIT Bombay X platforms. IIT Bombay X platform is completely open source. It's the open source version of edX and through this workshop we are focusing on open educational resources and that is why we already have a platform which is open source. It is only improving on this particular platform and there is a development team within IIT Bombay X that is working on its development and maybe in future editions you will find lot of these features coming into the discussion forum. So point number one, yes, these technologies like Piazza, Edmodo, all these things can be used. Why we are using IIT Bombay X strictly because it is available and it is open. Also this brings, there's a slightly more generalized question here as to how you make a choice of a particular technology, especially given today morning's discussion that multiple technologies are possible for a given learning purpose. And here there is really no single answer that's applicable to all of us and it's not meaningful to ask is Piazza better than Moodle or not. It really depends on your learning purpose and the features that each technology has for that purpose. So you can see what others have done and what others have said. So some may have recommended that Piazza is good for such and such purpose but Moodle is better for some other purpose. Use people's recommendations, it's like you're comparing two different options. So that's something I think all of us will have to start doing when it comes to technologies. Oh yeah, there was one more related point which may not be very obvious in the beginning. But what we have found, so this is again I'm speaking from our experience. Suppose you have multiple platforms available for a single course. So let's say you have Moodle going on or some college LMS in your class as well as you also decide to include Piazza for discussion because you like Piazza discussion better than Moodle. We've found that students get a little irritated when they have to log in multiple times. Maybe they'll do it for two but if you have three or more different platforms simultaneously going that's not something that students really appreciate because they have to keep track of logins and passwords and things like that. So sometimes we have made the choice of living with some technology that doesn't have all the features but it's okay because it's a single login for students. So we've made that choice at times. Center 1130. So I would like to share our thoughts discussion forum as well as regarding the flip classroom. First I will share the thoughts regarding discussion forum. While voting in discussion forum, the question should be appropriately designed so it becomes convergent or for checking the understanding. So based on what we expect from the students, question should be properly said. So this care should be taken by the faculty member. Also many times the faculty member becomes participant. He is a participant who has to monitor what's being on the discussion forum. So he should take care so that he is not over into tick to participate in the forum because if he becomes over enthusiastic the students may not open up and discuss. So he should refrain himself to be over enthusiastic in the discussion forum even though he wishes to share his thoughts. And one more thing I would like to share is that he should monitor the discussion forum so that the discussion doesn't go haywire and it should not lead to non-productive or it should not go in a personal way. So that also should be taken care of the faculty member by and large. So these are some of the thoughts we would like to share with you. Regarding flipped classroom, flipped classroom is definitely a good way we have been using it. But we have experienced that while we ask the students to do think-pair-share, if there is a classroom of 60 students and we have 30 pairs, faculty member to monitor what is happening, whether the students are doing the right not. So it was found to be effective more for tutorials where the number of students are less and we can individually go through the each pair and see whether they are doing the right thing or not. So we found flipped classroom to be more effective. Though it's still effective for larger classrooms, it is found to be more effective for tutorials. And we also had experienced that the video that we would like to ask the students to see, a priori, the video should be typically interesting and simple to understand. If the video itself is rather complicated and if the video is not seen and understood by the teacher himself, then it may create hurdle and the students may lose the interest. Because if the student loses the interest in the first place itself, it becomes very difficult to bring the students back on the track in the classroom. The faculty should take utmost care in selecting the video and ensure that this video is quite interesting so that the students will come enthusiastically to take participate in the discussion in the classroom. Thank you, Alchin College. It looks like you have had a lot of experience in using and implementing these techniques and your observations are really valuable. So thanks for sharing with the rest of us. I just have one small comment and clarification regarding the think pair share. The goal is not necessarily that the teacher monitors what exactly each student does in the think and pair phases. So it's if in the think phase or pair phase, if some students are, say, going wrong or something, doesn't matter too much because by the end of the discussion, by the end of the share phase, they'll all come on board. So this is just a clarification that I'd like to make. Sometimes it's completely okay if a student goes wrong initially because it's their thoughts. So in fact, it's better if they do something, go wrong and then realize why it's wrong in the share phase rather than being told the right answer. So that was just a small clarification. But otherwise, thanks for all your comments. Center 1, 2, 5, 4. And my question is that what is learning with dialogue video and how it is different from normal video? Okay, the question is what is a learning dialogue video? So and how is it different from a normal video? The difference is very simple fact that we have inserted reflection spots in the learning dialogue video. So if you go through the IT Bombay's videos, it may end with some videos may end in a reflection spot, some may have instructions in between, pause the video for a minute, think about something and then write it down or some similar kind of instruction where you have to actually pause the video and do something. So all these are purposeful entries into the video so that the learner does some application of the knowledge that he or she has received till that time. So this is very different from a normal video where it is only a one-way communication. The reason we concocted this name is typically if we use the word video, the connotation is that one person watches what happens on screen. But here there is effectively a dialogue between the learner and the video because the video asks a question, tells the watcher to stop, do something and come back. So that's in the form of a dialogue. So it's the dialogue between the viewer and the technology. So that's why we came up with the name learning dialogue videos. One more question. Okay, please go ahead. What is screencast? Okay, screencast is nothing but you completely record the screen of your desktop or laptop. So we'll be having a lab today afternoon for screencasting. There will be a lab activity constructor which will help you in understanding more details about screencast. Center 1193. My question is, as you know that the most of the institutes are affiliated to the different universities and we have to follow a very time-bound syllabus schedule of the university. So in that case, how do you suggest or how do you recommend this think-pair-share methodology which is supposed to be quite time consuming? Thank you. Okay, so this is a very common question that comes up that a lot of the techniques that we have been discussing are somewhat time consuming. So think-pair-share typically takes, let's say, 15 minutes or so. If it could go up to 20, sometimes 10 may be sufficient. There's one more technique called peer instruction which we had done in a previous workshop. That's a little short of. So how can you do that and complete the syllabus? And there is really no easy answer to this. So I will just share with you some suggestions from our side as well as what some of the other faculty members have given. And the first thing is, you may not need to complete every single word of the syllabus in the way you think. That means you don't have to lecture every single thing that's there in the syllabus. Perhaps there is some application of a particular topic that you can do in the think-pair-share, especially if the students know the information or the knowledge required to solve that problem. So think of creative ways in which you can quote-unquote cover the syllabus without having to lecture every single point. So think-pair-share is not something that you do over and above lecturing, but it's an integral part of the entire teaching and learning process. Having said that, you don't need to do this all the time. If you can manage to do it once a week, that's great. If you can manage to do it only once a month, that's also fine. So do as much as you can within the rest of your constraints. And in fact, what I'll do is I'll actually stop this particular response right now and request you to kick this discussion off to the discussion forums. And the rest of your colleagues, the 4,000 people who are enrolled in this particular FTP, they can give suggestions as to how they manage to do some of these and yet complete the syllabus. So this is a great question for the discussion forums. We will throw it open on the IITBX platform and you can discuss this over the next few weeks. Center 1101. My question, two questions are there. Both are interrelated each other. So as TPS is important in terms of peer review, so every campus has their own Moodle Login, which is not cross-platform more than one campus. So whether IIT Bombay Moodle Login is only for FDP purpose or you will allow us to access other than FDP purpose, which will help us to do the TPS activity with peer review, which we need expert comment for improving the quality. Okay, can you, is there a second question? Yeah, both questions are interrelated each other, whether that peer review is possible within the campus level itself because the if a faculty center is 16 or 12, 80% of the faculties are in less experience. So we cannot have an expert member within the campus itself to review the quality of TPS. Okay, a quick solution to this particular. So within the FDP, if you put up a submission, a TPS for a peer review, the Moodle automatically allocates it to different peers. So it could be any of the 4,000 registered participants within this FDP. Now the second question regarding whether TPS will be, you will get access to IIT Bombay Moodle, that is very difficult because this IITB Moodle is specifically for faculty professional development as part of the T10 kitty or the other associated projects. You can show them how this was done, but you cannot use it for any other academic purpose within your campus. So definitely there is a drawback in TPS peer review because we don't have access more than one college. No, no, no. So TPS peer review, it happens within this FDP across all the participants. So it is all the participants registered in this IIT Bombay Moodle will review it, not just your campus. No, no, this FDP is correct, but my point is after we are using in regular semesters. Oh, in regular semesters. Is it really possible to peer review more than a campus level? No. So we don't have such provision due to the drawback of accessibility. One recommendation, IIT Bombay X platformers will be available this course, the IIT Bombay X course will be open throughout. So I would request, so in case you want to have reviews, that is one purpose, building up collaborative communities. So this community will be driving this and that is what we want to come out of it. And IIT Bombay X platformers always available for posting your discussion. For the registered participants. So since all of you are registered, you can still access it after the FTP, but with the discussions will be between the 4,000 registered participants. Thank you. Center 1329. We're expecting a flow diagram for the admin. A simple flow diagram was shown to you in today's slide, where first there is a submission, then it is followed by example assessment, followed by your submission, which is then followed by peer review. A detailed description of a peer assessment is already provided in IIT Bombay X. It is called a step by step peer assessment document. So that has been provided already. So if you want specific screencast for this, we will try to upload something by next week. So I think I got what you want. So you wanted to know how to post portfolio. So the portfolios step by step instruction is also given in the companion resource document. So there is a separate companion resource document in the IIT Bombay X and this session was done yesterday, where we showed you step by step what to do. I think the videos for that session will be uploaded in the coming two, three days. So the videos of all the interaction, face to face interaction that happened yesterday is going to come in two, three days. So you can see the video of that step by step instruction in the IIT Bombay X platform. Center 1299. Sir, actually it's a concern on behalf of management faculty at RRC that most of the illustration and examples that you're posting in the content are in the context of engineering or technical background. So some of the quizzes that we have seen, some of the illustrated quizzes after the videos or LEDs that we have seen even yesterday for the today's taxonomy session. So all the questions out there are in context of either mechanical or electrical or some technical background or IT background. So we are not able to relate and with the context. So understanding the overall concept is becoming a bit of concern for us. So can you help us out on that front? Yeah, so yes. So most of these examples were developed since IIT being an engineering institute were developed in an engineering background. But I think many people have started posting in the discussion forums. So I see a lot of management, participants from management domain, arts, humanities and management domain posting in the discussion forums. We'll try as far as possible to be neutral to the domain. That is why we gave mathematics examples from basic school mathematics. See at this point we are limited by both our bandwidth and also we see who are the majority participants and our examples are geared towards that. So while we understand your concern, I think at this point it will be hard to come up with examples from many domains. So one way for you to try to overcome this as Jai Krishnan mentioned is to post it again to the forums and we will try to pair you up with other management faculty and you can create examples and learn from each other. That's the best we can do at this time. For future courses, we'll keep this in mind. Maybe we'll try to get some faculty from other domains in this program from our end too. Thank you. We will also have their time as well and they will also have the same contextual questions. So but they're also going to face the same problem. So if you can again, I hope you have got the concern. So if you can do anything about it. We've noted it definitely and we'll see what we can do about it. One, two, two, five. This question is about the research forms, professional organizations and journals of international repute in educational technology, especially with respect to research. Specific question is, are there any research forums, professional organizations in educational technology research? I'll give you a quick answer because it's actually a list of things but we will take up this. We will post it on Moodle and IITBX, the information. There are some professional organizations and in fact there are several research conferences and research journals. Some of them happen, some of the conferences happen within India itself. So this December, IIT Bombay is running two research conferences on educational technology. One is called Technology for Education and the other is called ICC, International Conference on Computers in Education. So all the actual information, call for papers, dates and all, we will post it on the online forum. The international journals of reputes are cancelled. Yeah, all of them, we post them. All these details will be posted in the discussion in both IIT Bombay and Moodle platform. Madam, my request is, all quizzes and activities to be conducted on the same platform, either IIT Bombay or Moodle. So already we are familiar with how to use IIT Bombay so better to conduct in the same platform. Yeah, so one limitation of the current version of IIT Bombay is that it does not support file uploads and there are a lot of create level assignments in this faculty development program because you are creating something with the technology. And that is why we have both IIT Bombay X and Moodle because Moodle supports this file upload right now. Yeah, so we'll have to ask you to live with this slight clunkiness for the rest of the FTP. Center one, two, five, three. Definitely madam. So my question regarding that number of students involving in the TPS activity, in case if the number of students is going more and more, is there any change we need to do in the TPS activity? The question is what kind of changes if any do we need to do if the numbers are higher? So I'll have to think about this a little bit because off the top of my head, I can't think of any very obvious changes that one needs to do. The reason is that, see in the think phase every individual is writing, usually at that time the classroom is silent because people are thinking and writing on their own. It's the pair phase where there's a lot of noise in the classroom. So one thing is that please be tolerant of this noise. It's actually good noise. It's good because people are discussing their ideas, critiquing each other ideas. So even in the pair phase I don't expect any specific changes to be done by the instructor other than seeing that look there are a lot more pairs. Where you may have to do something different is in the share phase. That's because how do you get a lot more pairs to participate in the share? So there you can try some large group discussion techniques. For example, you can invite pairs from the left side of the classroom, right side center or the front and back of the classroom. So in the share phase you have to do some techniques to ensure that most or a large fraction of the classroom is represented. You won't be able to get all the pairs or all the class members to participate in the share phase. But at least you can try to ensure representation from various physical locations in the classroom for the share phase, that is one possibility. And there is one more thing in the share phase that we have tried. So suppose you have a problem that has multiple valid answers. And let's say these are some obvious or standard multiple answers. After the pair phase the instructor has posted these valid answers together on the slide or on the board and just asked people in the share phase to raise their hands if their answer matched approach B and so on. So share is when you have to try some things. The other thing that we can try is if you can maybe in the pair phase go up and down a little bit to try to be more accessible to the various pairs. So as you see, there are things you can try. There aren't any specific rules. Personally we have tried it in a class of about 200 or 250 and it's worked. It's not been that challenging. The first two or three times are when both the teacher and the students have had to get used to it but otherwise it has worked even in a class of 200. Center 1111. My question is, is there any statistics or condition to be followed to pair the students in TPS, in PFASEMOM? And you told the Andrews you can form a structured group or unstructured group. Is there any statistics to be followed to form a structured group? So the question is about pairing. And yesterday I think we had taken this question again. In the think pair share, you can form unstructured pairs or unstructured group strategy does not recommend any specific statistics or so on. When you're looking at more structured group discussions, there are some recommendations. I think we will take them up more formally in two weeks from now. But one guideline that people have suggested is that the groups actually be heterogeneous. In terms of, so let the groups be more diverse, whether it's in terms of their academic achievement or in terms of gender and so on. Because it's been found that a heterogeneous group actually is able to contribute from multiple perspectives. That's just one I can think of, but we'll come back to this point more formally in about two weeks. I have one more question. Whether this methodology induce the students to read books, ma'am? Is there any provenance available? I haven't come across any such direct study, but yeah. Center 1098. My question is regarding TPS activity. The achievers after getting outside the class all the content, if they go in a mode that I have already done with the content, then how to address this thing? Okay, the question is if there are some students who are especially the high achievers, they feel that I know this content, I've done it already. What do I do in the TPS? So the first thing that you'll have to do as a teacher is to design your TPS activity so that it is sufficiently interesting and challenging. And this is not so easy because you also have people who are struggling with the content. So don't make the TPS is too easy because then the concern you have is more likely to be valid. Usually if you pick real life application contexts which are new to all students, even the high achievers will want to solve it because it's a new context. They may know the information or the equations behind it, but they may not have solved the problem. So if the problem itself is interesting, they would do it. The think phase is supposed to be easy to ensure that all students get into it. All students are able to start the activity. So you can announce upfront that the think phase is going to be easy for a short duration, but the pair phase and share phase are when the more challenging parts of the question are. There's still now we have seen the lot of technologies either the active learning methodologies and then flip classroom. Everything will be almost the most suitable for the theoretical oriented concept only. Either this in academic, we're having the two part one is the theoretical and the other one is a practical part. So because of the practical also, so it will take as a major role when you're student going for somewhere higher studies or job, wherever it may be. But how this technology, we can implement for the practical oriented subject either it may be the same assessment level learning by dialogue, we can follow Intel subject or we want to implement some other new technology for the practical subject. Kindly give your suggestion. So the question is I'm going to phrase what you said in the beginning as a question. Are these suitable only for theoretical subjects or also for practical subjects? And let's let me try to respond in two ways. Most of these techniques that we have been mentioning here are for classroom based techniques or a combination of classroom and online. The techniques we discussed here are not directly applicable in the lab settings. To some extent they are, but there are in fact many, many more techniques which people have researched for the laboratory settings. Things like pair programming or learning by doing labs, active learning labs, inquiry based labs. So there are several techniques which have been formally, they have been created and tested for the labs. What we've been discussing here are focused towards classroom learning. But having said that it doesn't mean that these techniques are only applicable for what you're calling as theoretically oriented subjects. Also these terms are very ambiguous. So whether you have topics which have real life applications or whether you have topics which are more conceptual in nature, more mathematical in nature, less mathematical in nature. These techniques are applicable for a range of such subjects. But the context of the setting is usually the classroom plus online setting. These TPS are activity where it has been implemented and video, are there available? The question is, are there example videos of TPS available? I saw that in today morning somebody has posted a video, but we will be definitely providing learning extension resources for all that we have discussed till now in the coming week. So this is, since we thought that it would be an overload, we have not posted much of these videos in the last week. Now we will be definitely posting these videos. So we will post videos of people carrying out TPS activities as well as we will post a few research papers which have experiences both from India and from other countries where people have tried it and they have shared their research results. Thank you for the suggestion. Center 1093. Ma'am, as you suggested, that quiz should be arranged before the classroom to ensure that students are watching the resources before the classroom. So should the result of that quiz be used as a summative purpose? Okay, so the question relates to the quiz that is part of the out-of-class component. Firstly, this quiz is something that you can do this quiz in two different ways. You can either have some short quizzes that students submit online before coming to class. That's one way. If you have a learning management system or something equivalent, or you can actually have a short quiz in the class, in the first five minutes of the in-class component. That's also a valid method. If you use them for, many people have used them for summative assessment, but if you do use them, my suggestion or suggestion here is to have a short, very small grade associated or small weightage associated with it. Don't weight it very highly. If you feel that it is not, you don't want to do it for summative reasons, that's also okay, but you have to see, then it's a feedback which is more important and see if that is working with the students. So either our formative is okay, but if it's summative, then let it have a smaller weightage. You may find that students are likely to be a little more serious if there is some weight associated with it, even if it's one or two percent. So my question is, as we are facilitated to fast as well as slow learner, how we design TPS for both learners to balance the classroom environment? The question is how to design TPS to address both fast learners and slow learners or low achievers, high achievers and so on. Again, this is one of the eternal challenges for most teachers. Here are only some suggestions which have worked for us. Again, these are not rules and you will have to experiment to some extent with your own learners. But the things that have worked are, the TPS is an application type of problem which has three phases. So you can actually have the three phases be of different difficulties. We recommend that the think phase not be too hard because we do want all students to be able to attempt it. There is also the assumption or the prerequisite that students have already gone through a lecture or watched a video lecture or sat in a previous class and they know some of the information needed to solve the TPS. So the TPS is not something that we are using to introduce a material at this point. So if you can also make sure that students have done the reading or done the watching of the necessary videos that will help and within the TPS itself have a range of levels that will help. And the third thing which actually works remarkably well is in the pair phase what happens is that students are teaching each other. So even if you have two students of different achievement levels sitting next to each other, both of them do get something out of the activity. So again, there are some open questions where there are good suggestions that people have tried and we will post this question also to the discussion forum. Center 1352. Actually, I want to share two points, ma'am. One is a question and another one is I have implemented this TPS activity in my class. I teach engineering chemistry for the first BTEC students. One extension of this TPS activity, what I can suggest is since we do this TPS activity in the class, when we are summarizing all the points and if we ask the students to put up a write up, it would be like teaching them the writing skills so that an abstract writing happens so that we can drive in students more towards the technical papers because even students are writing a lot of technical papers. So this is what was one of my experience which the students have come ahead when they have summarized the TPS activity in the class and when we asked them to list out everything, they just gave it as an abstract. So in this way it was helpful so I just wanted to tell you that the TPS activity can be extended towards abstract writing. And another thing is since we are all aiming at this outcome-based education and we are talking about these accreditations and everything, how do these activities really help us for the assessment of the results and everything now? So this is a concern because when we talk about this outcome-based education and all the accreditation boards asking us to project the data, the assessment technique is really putting us into trouble like how we can address this particular assessment when we are doing such type of activities. Okay, so I just have a quick clarification question before I respond to the second question. You would like to know how to assess the topics that you have addressed in these activities? Is that what you're asking? Or whether you want to evaluate how effective these activities themselves are? Yes, in terms of results also Ma'am, because when we project the data, if we are only confining it to assignments, we are saying that when we do this activity we will give you marks for the assignments in terms of incentives. But when we are talking about introducing these activities into the curriculum, the mapping, the COPO mappings which are there in this outcome-based, so to that extent we want how these activities can be assessed. So I think one thing you can do is, at the beginning when you design these activities, start with some of your objectives, whether it's the course outcome or the module level or the program level. And during the design itself as a teacher you can map some of these outcomes to some of these activities. Okay, so this is not, I mean this happens much before you go to the classroom. So and this is something you can actually show in your document, in your mapping document that it's not just the lecture component or the some specific assignment which is being mapped to an outcome but some of these activities are directly being mapped to the outcomes. That is on the front end and the other thing is in any of the exams, let's say especially if you have some internal evaluation, see if you can include questions which you have actually done within these activities. So then you have a mapping between the activity and the exam question. You need this two-way alignment, right? Objective activity and activity exam. So keep the activity as your center and do this mapping before you do your design itself. This will be related to constructive alignment. Yes, exactly. Ma'am, then do you think you can recommend accreditation boards for mapping first things into outcome-based institutions? We will try, we will try to ask Professor Fatak. I think he has some saying the boards. We will recommend all of these. See, the thing is the reason we are recommending these activities is that there is years and decades worth of evaluation and research results behind these activities. So it's not something that we are coming up and saying that, okay, do this tomorrow. There are scientific experiments done. Some of them are even controlled experiments. They have been done in a variety of contexts. That means different subjects, different topics. Some are from Western countries and some are even from Indian situations. So over a range of context subjects, people, there have been several experiments done that show that such activities actually lead to better engagement or better learning or whatever the goal is. And most of the things or all of the things we recommend actually sits on this whole foundation of results as well as theoretical reasons why we are recommending them. So that's something definitely we, I think we should share with both the boards as well as the practitioners. Thanks for your questions. So we'll take one last question for the forenoon session. Okay, the last question from Center 1061. I have two questions. So one is about the blooms economy, modified blooms taxonomy, another one is TPS. What do you mean by that modified blooms taxonomy? How ICT tools change the existing system? Is there any changes in the levels of achievement in modified blooms taxonomy? Next part is, if I want to use any demonstration methods, adsection models or charts in my TPS activity, is there any changes? Do you recommend? Okay, I'll take the first part of the question. It is called revised blooms taxonomy because the original blooms taxonomy was modified to rename and adjust one level. To evaluate and create, they were renamed something else in the previous version. This revision happened about 25 or 30 years ago. So what has happened these days, almost everybody uses what is called the revised taxonomy. So this is a bit of history. The original taxonomy was proposed in the 1950s and sometime in the late 80s or 90s, there were some small revisions done. So the name of this taxonomy since then has been called revised blooms taxonomy. The revision is not because of the introduction of ICT or technology tools. So using the revised blooms taxonomy, what we are doing now is to see what levels of thinking or what cognitive levels can be achieved by the usage of different types of technologies for different purposes. And your second question was, what changes will this bringing in artifacts into the classroom, like poster boats? Yeah, within TPS. So I think the minor modification that you have to make is make sure that the specific phase that is connected to these artifacts. During that phase, all your participants, all your students, you should let them focus to the artifact that you want to show. So if it is a poster board, you should ask everyone to look into this chart or poster and identify a particular mechanism. In fact, one good idea that comes out of your suggestion is if you bring a chart or a demonstration or an experiment, create a question around the experiment or create an entire TPS or some phase of the TPS which the question itself is about the experiment. So watch the experiment and make a prediction as to what will happen or how would you reorganize this chart? So make sure that the TPS is actually aligned to the chart or demo that you're bringing in. That might help. Okay, so thank you for your interaction.