 I am back. So, we will take questions specific to this particular talk, any other questions related to concepts or lab wait till after the tea break. So, we will spend the next half an hour taking questions specific to this flipped classroom talk. Yeah, please speak. Ma'am my first question is suppose in one hour lecture how much portion we have to locate for multimedia and traditional content and second one is what is the frequency of switching between that. We have always conclude about that how can we switch between those contents in a one hour lecture. Okay, I mean I thought the talk covered some of this, but may be not in too much detail. So, the way I had conducted the course is the multimedia content is totally not during class hours. They are supposed to watch it during whenever they are free. So, typically at IIT Bombay we have what in a traditional setting 3 hours of contact time and they are supposed to work 3 hours outside class hours. So, overall 6 hours per subject is the rough figure. So, out of the 3 hours of contact time what I typically do is I ask them to watch roughly the equivalent of 2 hours of video content. So, I will put may be 4 or 5 videos for them to watch. So, this thing they are supposed to do whenever they want and then what we do is we meet face to face for 1 hour in a week and what we do during the face to face there is no media no multimedia content there is just face to face and what I do this is the tutorial session I was talking about. So, during this time you can use it to do multiple things like you could do some practice problems that is kind of not that interesting, but you could also do this thing pair share the talk is going to happen tomorrow. So, if you go through it you will understand what I am talking about basically what you do is you have covered some concept. Now you are going to try to apply that concept in some other setting. So, you pose the problem and ask the students to work in groups to come up with solution. So, there is lot of discussion that happens and again depends on you could also demonstrate some interesting lab concept as part of the tutorial. So, tutorial design is again a big task that is something you have to pay lot of attention to. So, they learn something offline without the face to face and when they come face to face you need to design the curriculum during the face to face such that they are motivated and want to do interesting things. So, it should be something that makes them think or something that makes them solve some problem or something that shows them a demo of something. So, that should be what the face to face tutorial session should be. Ma'am there is one more question as you were talking in your talk that there the teachers from the remote areas of the country from the engineering colleges of the remote areas of the country can collaborate with IIT, B or IIT other IITs. So, is there any platform available where teachers from engineering colleges like us can actually collaborate to develop such type of videos and study material and something like that. So, that we can also implement that flip classroom structure very effectively in our institute also. Yeah. So, there isn't any. So, there is effort towards creating such I wouldn't say see both if we the platform that is used for running the courses in a flip classroom setting and there is an effort by I think professor Patak was also mentioning Indian government is also very much interested in developing an India specific MOOCs platform which is like Bodhi Tree or edX or Coursera or whatever it is. So, we wanted India specific and there will be a lot of ecosystem around it like once you have such a platform you want to use that platform to populate it with content populate it with questions populate with labs. So, there is lot of stuff you have to add on to this particular platform. So, there is definitely what is it called push towards creating an India specific MOOCs platform will maybe in another year from now maybe things will be more such a platform will come into being and things will become more clear. Now, regarding the course content as well as quizzes and other things. So, people teachers like you and me across India can potentially contribute within that. So, for that also once the platform is there to host one has to work out what is the method to. So, we could conduct again some training workshops that tell how to. So, in order to create these kind of videos we use certain tools like I was using the tool called Camtasia. It is a paid proprietary thing, but we use it and so how to create that kind of content. So, some kind of workshops for it and again as I said quality also is quite important we do not want there will be lot of content developers. So, one has to pay attention to. So, maybe some peer review kind of a system should also be in place that tells this content is pretty good whereas, this content could use refinement. So, that kind of ecosystem currently is not there, but we are trying we are interested in it and we are going to work towards it. So, MOOCs as I said is a very recent phenomena especially in the Indian context. There are many players many universities IITs as well as others who are interested in this space. Right now each one is working a bit independently of each other. So, hopefully they will all converge some point and take it forward. So, that the clarity will only emerge after a few years it is too early to kind of have clarity at this stage. Hello good morning ma'am. Good morning. This is Shri Priya from Chennai. We were hearing to your flip classroom discussion. We do agree with all the things we you discussed, but I am actually a person from EC background. How to use all these facilities or how to use all these things effectively for derivative paper? Could you please give some suggestions? What do you mean by derivative paper? You are saying theoretical. Yeah, no more of equation oriented papers. You are talking about running a course that has lot of equations in it. Is that what you are asking? Yes ma'am. So, that would mean someone has to create content based on. So, I understand that whatever this course content material that is there has been designed for computer science students because we come from a systems perspective. But the same course if it were thought in the electrical department or electronics and communication there is a theory factor. So, they spend lot of time and evaluating for example, the MAC protocols through some probability analysis or Markov chain kind of analysis. So, the question is if you want to use this platform for that kind of flip classroom thing someone has to create a content specific to the electrical electronics. So, that is what I was mentioning is it can be computer networks course right now there are let us say 60 concepts. You could add on another 20 concepts that are theoretical in nature and if you are running it you just can pull whatever concept you want create the syllabus and use it. But the content has to be created and that content is best created by someone who is more comfortable with that kind of thing. So, going forward yeah someone will create again I had I think I did not explicitly mention it, but if I will put up a Google sheet anyone who is interested in adding more content to this computer networks multimedia textbook like saying I want this concept to be covered as part of the textbook. I will go through it if I find it something that I can do I will add that particular concept also that way will create a superset. Thank you ma'am. Hello. Yes, good morning. I can hear you. Good morning. I am asking you regarding this auto-graders in the lab session you are talking about the auto-graders. Yes. Supposing a question is given to the students they answer it and we need to grade it the grade the answer as per this. You are talking about auto-grader. So, let me tell a little bit more about auto-grader then maybe it will be some clarity. So, currently the platform has some questions already asked these are in the form of multiple choice or fill in the blank where if it were a fill in the blank I specify in what format you had to fill in the blank. So, these are concept based questions. So, that is the platform already handles the platform naturally in fact not just this platform any platform will find it very difficult to handle descriptive type of questions like if you give a design problem and ask them to design some protocol I have to grade it manually because there is no tool that will automatically do it. But when I say auto-grader in that context that is more specific to the lab component. So, for example, if it is a data structures lab there is lot of coding that you do that is coding of lab exercises like programs it need not be see it could be Python it could be Java it could be any programming language. So, that has also been finished completion. So, we have in fact integrated it as part of Bodhi-free and it will undergo trial runs in the next semester here at IITB across two courses one is a postgraduate level software systems lab and another is a computer architecture lab. So, we will see how it goes and then we will open it up for others. So, it is basically going to grade programming type of assignments. So, yeah, that's auto grader. Thank you ma'am. One more question regarding the lecture time you said video lecturing time it said nine minutes quite ideal you said 20 minutes it can go. Sometimes we listen to the lectures hours together. Sure, sure. So, I request you to view the most ideal time as for your research. So, this in fact has been studied extensively I think in many of these edX course era platforms where they kind of capture the students how much do they watch when do they stop the video and go away and what they have found ideally is the lecture the video has time has to be under 10 minutes anything about 10 minutes I think results in a very steep fall in the students watching the video. But there is a what is it called a clause there in that those students see here at IT Bombay if I am putting up a video and I am saying you watch the video and I am going to give a quiz based on it that will count towards your grade then they have a lot more incentive to watch the video because if they do not watch it they will do badly and thereby get a bad grade as part of the degree. Whereas in these platforms like course era or edX I mean you enroll but it is not that your life is dependent on the grade that you are going to get there. So, you can tend to take it easy that clause is there but still from whatever feedback I have gotten from my own students beyond 20 minutes they say their interest levels their focus goes away ideally I would say video should be about 10 minutes at most but as an instructor I find it difficult because you just get started you tell something and then if you have to stop at 10 minutes it's an abrupt break it's not a clean break but to the extent I mean I didn't pay much attention to it during the multimedia content that I have created but I will try to break them up into smaller portions going forward. Thank you thank you ma'am. Good morning ma'am. Regarding scoreboard man I have a clarification which student will answer suppose anyone student attend the questions and get the answer correct answer he can pass to the next student and the next student also score good marks. Likewise how we can evaluate the student performance. Okay so in my course when I had run this scoreboard marks had no contribution towards their grade zero contribution so I have not used I know the students will copy if it is very important to them otherwise if it is just even there there may be copy cases so it's not that they may not copy there but the incentive for it is less because it's not going to count towards their grade the but scoreboard really worked in the sense that it generated a healthy competition among the students there were always a bunch of students who wanted to see themselves at the top of the scoreboard because I also used to encourage them and what I used to do is almost every two weeks whoever is in the top I used to give them a treat like announce their names give some gift kind of a some chocolate whatever it is so they used to feel a little bit motivated and generally seeing their names in the top it kind of motivates them but more than that also I think lot of them so when I normally put up assignments earlier also in a traditional classroom setting I used to put up assignments but very few people used to solve the assignments they'll come directly for the mid sem or final with minimum practice but with this Bodhi tree platform something that I have seen is majority of the students had actually solved the problem so because the fact that it is all in one place and they get immediate feedback as soon as they solve a problem they get to know whether their answer is correct or wrong so before again in traditional setting you pose the questions after one week you pose the solutions so that in lack of immediate feedback they forget what they have done they have to refresh again so it doesn't really help them that much so the fact that you are getting immediate feedback that tells you whether you are right wrong that is also something that they have appreciated so again before the exams they revisit all these problems go through them quickly so it kind of help them in that context as well so the role of score board is not I'm not going to use it for grading it is just to encourage them to work such that it enables a healthy competition among the students. I was noting down some of my earlier speakers views on teaching and learning software so I noted down certain things now in our remote center which is basically a degree engineering college offering BTEC and BTEC courses in different disciplines we practice several things like this semester itself I'm going to introduce Vashak and NS2 on cloud because you know as people face lots of difficulties in installation of the softwares especially NS2 so I'm going to make them available on the cloud via rich internet application first and second thing this for basic network concept we need to certain comments which we either go for Windows common prompt or Linux terminals so for for example if students does a student doesn't have a computer ready in front of him or her he or she can use his or her smartphone to access the terminal via terminal via a cloud which provides the service of these terminals and third is coming to Camtasia studio I once used the software for making some of my slides which are hosted on YouTube channels so now I didn't find it quite handy because it takes too much of the memory so the computer on which I'm working it makes it is made so sluggish that sometimes I cannot proceed with recording as well as working with the software like Android SDK so it becomes very difficult so for these things we are going to introduce a cloud recording system which will you know compress the multimedia information in a preparatory format and later on convert it to the format desired on a later time and fourth regarding the attendance system of students in classroom which allows us one hour of class it takes a lot a longer time to take the attendance so it at least takes 10 minutes to roll call of a student to a comparison of hundred students so we practice a thing where each of the students are asked to wear a certain you know an ID card which is comprised of a keyword code and and a lab or the classroom is continuously under video surveillance and the video frames extracted to decode codes and mark the student present so what do you think where are we going in the correct detection okay I mean the definitely whatever you have mentioned the first three points about providing an environment for people to log in using their smart phones and so on I mean that something there is definitely a need for it we are also kind of working towards that direction so I definitely feel it's good regarding your final point about attendance I mean something that we do here at IIT Bombay I mean it's not something at the administration does is most of the classrooms are pitted with a bio metric attendance thing so before the student enters he has to take his fingerprint before he comes in so that turns out to be a I think probably an easier solution than video surveillance with what is it called expecting them to wear something but again with the use of smart phone something that you could potentially do if we are talking about a smart classroom which has Wi-Fi and everyone has a smart phone you can definitely do some authentication again within limits because the people could pass on their smart phone to someone else and do something but yeah some attendance system there could also be worked out yeah we once had a plan to use biometrics but you know in self-financed colleges it's very difficult to get biometric devices always ready and places where power cut is often a bigger problem this biometric devices might not run properly and meant and so is the maintenance in remote remote places from the metros it's very difficult to get these devices always up so keeping that in mind we introduce this viewer code system but the video surveillance also will cause power coming if there's a power cut how will your video surveillance work it's done by only a laptop the teacher's laptop which runs on the battery by the webcam so it is very much accurate and it has been proven to give you a hundred percent accuracy not less okay and last of all I had a question so one of my former speaker even about the data structures and how students motivation can be you know induced for the subject so rightly you said that for the first 10 minutes students motivate themselves to the learning and the focus try to receive as so as the time passes so here I have one strategy to get them induced by introducing real-life problems which directly a interfere with data structure for example as we talk about Android we have must have heard of the swipe keyboard of Android where we scribble of thing editing of a document or to type a text message or whatever so is basically an application of data structure so what I have asked my students in PG level as well as in BTEC level obviously in form of a project as of now to make an application on on windows windows itself not for the smartphone right now to make a software where there'll be several you know virtual keyword where dragging them point a device it may be mouse for testing devices it can be simply a finger touch to stable to different letters and it will the form of the curve and it will you know not only make a permutation of the words that we have in a dictionary but also it will have provision to add some learning feature to the software because once I make some new word which the dictionary doesn't recognize it can be added to the dictionary and again coming to the learning we can prioritize of which of the words are relevant to the current document and that with the official intelligence so clubbing things together I think at this way we can induce students to get to more and more motivated to topics like data structure where we where we lock students you know interest what do you think madam yeah sure I mean definitely interspersing activities with videos is a good way forward my question is that actually we are on a track of OB guidelines outcome-based education so that is based on I think glooms taxonomy right so can you give some techniques or can you discuss some methods which can be applied to average or for students yeah I mean so lot of this flipped classroom is also working towards improving the learning of the students and Shreeder who is going to give the talk the next two days he is going to share with you some of these active learning concepts that also are supposed to work towards students improving students understanding of the particular concepts so I mean I would say just wait till both of his talks you will get to know some of the techniques that can be employed in a classroom setting to improve the learning of students often we ask subjective assessment in exam and do the subjective assessment how it can be incorporated in flip-based classroom yeah so one thing I want to make clear is flip place classroom is more for what is it called instead of you going to a classroom and teaching something there is it's more from the learning perspective it's not quite from the evaluation perspective evaluation of a student be it so typically if you want to test whether the student has learned something you do need to ask this kind of subjective descriptive type of questions you cannot go with multiple choice or fill in the blanks so that for that you do have to set up your own exams and grade them in a typical classroom setting where the students come sit in rows separated by one seat you pass the question paper and they answer it you collect it and you grade it so all that is kind of orthogonal to the flip classroom thing that's it the flip classroom can help to the extent possible in practice problems like the kind of practice problems you have already seen on Bodhi tree which are multiple choice or in fact I also provided descriptive questions except that they are not graded you are given the descriptive question it is on if you really want to learn the subject you should practice yourself and then once you are sure that this is my solution then click on the solution to compare your solution with the solution. So, flip classroom does facilitate practice problems whatever you want the subjective descriptive multiple choice fill in the blanks everything but when it comes to evaluation it's orthogonal you have to do your own evaluation typically in this particular setup. Thank you ma'am. Ma'am flip classroom is innovative idea it's really helpful for urban area student but what about the rural area student who has low internet connection. So, we are again working towards the an offline mode of flip classroom. So, this Bodhi tree platform itself you could potentially if you install something on your machine you could do most of the stuff remotely but whenever you have internet access or even if it's for a low internet access it will sink between your thing with the server and kind of get your score or other aspects. So, there is an offline version of it which we are currently I mean it's we have we have just now started work it will take some time. One more question we have many tools for creating online video lectures or online lectures but most of the time computer science people so computer faculties are aware about the all the tools but what about the like other department they are not aware about these tools and they are not comfortable about these tools. So, I think there should be a workshop on Kemptasia or like e-learning tools or like iSpring these tools are available for the video lectures. See the tool I mean I have used Kemptasia it's I won't think that you need to have a computer science background to be able to use this tool. It does involve some learning if you're totally technology averse then naturally it will not work but then you may not even consider flip classroom in that context but with some basic training it's not a very difficult tool to use. You don't really need to be a computer science background to be able to use the tool. Thank you thank you very much. In class if you relate the theoretical concept with day to day practical examples can it provide a effective teaching? Precisely I mean any teaching I think especially of subjects that are technology oriented like computer networks or databases or whatever it is where there is lot of technology related to it you should have a hands-on component. So mostly these go hand-in-hand with a laboratory session where whatever concept you learn you actually use it for learning through hands-on some implementation the concept that you have learned in theory. So anything that has a technology component of it should be designed such that for best learning it should go hand-in-hand. Thank you ma'am. Technology you're talking about is much better good motivation and encouragement but I have tried this practically with a small email test the students as the analysis shown by you about IIT is not only 9% 12% 42% masses engineering students of a lot of university many engineering colleges and personally I have tried it tried a small email test but I didn't get much response from the student. So what I think is there's no environment around us it might be way well when you're talking about IIT's environment but what about the masses engineering colleges. See I mean I totally understand as well as agree with you that the kind of environment in many of the engineering colleges is not very conducive to learning in other words the way they are tested the question papers themselves if it's a wrote kind of a thing where you just say what describe the seven layers of the OSI protocol stack I mean you're not learning anything it's just you memorize it and you reproduce it into the paper. So there are many things that have to change in order to cultivate an environment of learning in the engineering colleges starting from changing the way the questions are asked the syllabus itself probably needs revision adoption of some of these things and finally from a students perspective it all boils down to a job. So they want to do the bare minimum possible to get good grades or whatever it is such that they can land a job. So I mean and it's not something you should say you should do for learning sake I mean their priorities are different and I think you should respect that as well. So given that I think what we need is a shift a big shift in training students for the kind of job oriented skill set where they learn concepts with a hands-on component so that also motivates no matter how disinterested a student is you throw him a challenge in the form of okay you know this is this and if you try it out hands-on they do get motivated we do see that even at IIT then many students who are not that motivated but in the labs they like it because they're actually getting to see so when you use email if you show them a demo of what's happening behind email most people do get excited about it. So you just need to build that environment I mean it is not easy it will take lot of effort in multiple dimensions people are working towards it the hope is that in a few years from now hopefully things will change. Thank you. Good morning ma'am I'm Mithika Sharma I would like to ask a question many times I come across students who are forced to do engineering rather than by their own choice so how should we motivate and encourage them to study? Well I think we face it a lot I mean we majority of the students at IITB I feel also fall into that category it is tough as I said as a teacher for someone who is not at all interested in technology or engineering and he wants to do some other area or when the come in itself they want to do an MBA there isn't really much how much ever you bend backwards to motivate so definitely throwing a challenge at them keeps them interesting but they may be interested they may learn something but their final goal let's say is to do an MBA or to do something else there is only little that you could do. So I kind of just focus on fine if they're not interested there's not much I can do but at least let me focus my energy and efforts on those that are interested and at the same time keep the content exciting and challenging with the hope that those that are not interested will also pay some attention and pick something in the process but from the point that you have said it needs what is it called societal change to bring about it the parents everyone have to nurture the child such that he can he or she can pursue what is it that they're interested in rather than this heard mentality of go for medicine or engineering so unless that changes there isn't that much we can do as instructors other than keep the material exciting. Yeah so I think with this we will stop this session we'll break 40 and once we come back I will give you an overview of the upcoming lab as well as we'll take some more concept based question and answers thank you.