 So today I wanted to expand on the theme that Bhavesh mentioned the other day, he talked about personalized individual feedback, which is part of a larger concern of being able to offer personalized instructions. Have you heard of personalized instructions earlier? I had mentioned it as one of the 14 grand challenges for this century that the American National Academy has listed and that shall be one of the research aims of the department over the next several decades because we are amongst the pioneers in the country to work on blended and online education and where it is possible to capture the learning behavior of the students and therefore create a model of the learning habits of students and accordingly provide a mechanism of personalization. There is a fundamentally different shift in the educational communication that ordinarily happens in the system. In the system as you are aware, we have lecture hours where a group of students are addressed by a teacher and then there are individual or group efforts in working on problems. So we are looking at this particular aspect of the point of view of shift that will happen in the educational communication. So how does this communication happen normally? We have seen several facets of this lecture into a large group including stage fear, that is, exploring ability to address people, eye contact, body language, etc. The main point is ability to experience other things, giving examples and anecdotes which makes it simpler for people to understand what is being taught. There is a basic goal of educational communication. The next set of communication occurs between the group of students as they are individually in smaller groups. They can call it discussion although it will involve collaborative problems solving or whatever it be. Expanded onto the group discussion would be the motion of a forum. There are other, the forum is visible to everyone. There are a few who are participating in that discussion forum and contributing to the exchange of ideas. In the normal communication. When we talk of personalized instruction, any known model that comes to your mind immediately, might become, yeah, so localize what? In the educational setup, language like personal coaching or tuition. Personal coaching or tuition are good examples of individual communication. Ideally, this should be the form of individual communication because as we already have agreed, every individual is unique and has these or her unique ways of analyzing things, understanding things, articulating things, absorbing things, etc. And therefore, this personal coaching or tuition is nothing new. It has been going on for a long time. In fact, if you take the old ashram parampara, although there will be a large number of disciples, the forum would individually work with every person and would be able to communicate with everyone individually based on both the capabilities and aspirations that they need. But that is because the disciples and the gurus spend the entire time, every year, day and night, all together. This is not the mechanism of modern communication. And therefore, personal coaching or tuition comes closer to the personalized instruction. And tuition is an example. Any other example that you can think of personalized coaching being manifested in our society today. Take the entire lifespan of a human being from birth to death. What occasions or at what levels do you see such personalized coaching or personalized tuition as we may call it happening, may be sporadically, may be occasionally. Parents. So when a child is raised from the child of the parents and their elder siblings, they spend individual time with the child. It is not just they spend time for the sake of spending time. But during the time that they spend, they try to personalize their communication which intrinsically is educational, but it's not called educational time. When a child runs the mother tongue, when a child runs to walk, when a child runs to coordinate hands and eyes, right from that time till the time that the child learns to read, child learns to understand images, all of the, the child offers a received personalized coaching. But this is not an organized communication. This intrinsic natural communication that happens due to parenthood or mother code feature of every individual human. So whether sister or brother attending to a sibling and talking to that sibling in terms that the sibling can understand his personalized coaching. So parents is one place. Personal coaching in terms of regular tuition and other things. Anything else that you seek, yeah. So a guide for a PSB does this work, sir. So a guide for a PAV or intake protection usually has personal one-on-one communication with these students. That is a good example of personal life. So here again, the child will know the strengths and weaknesses of the student and accordingly advise the student, not just what to study but how to go about studying it, how to prepare oneself, how to cover or work short-term. These are the things that happen. Again this happens intrinsically. This is not the major, the major purpose is not to give personalized instruction. But that is what happens intrinsically because when one individual talks to another individual, the communication is lost. So parents is one example. A guide is another. What about friends and mentors who are not associated with technical guidance of learning of a particular subject? Who took out that also as personalized instruction? I write mentors generally characters but friend is a requirement for a mentor. There is one issue however, is all such personal communication. This kind of personal communications are guided by the intrinsic sensitivity and intrinsic desire, not so much by a lobster. Parents do not undergo a degree program on how to do personalized instruction because they intrinsically learn or do whatever they feel like. In conventional education however, such intrinsic sensitivity and intrinsic capability are inadequate. You need to actually ensure that people who train for education are themselves trained well and that brings us to another category particularly in the arena of sports. Have you heard of this category? Trainers. This is different from a teacher handling a class but trainer is almost always an individualist. So whether it is back at the coaching, whether it is any sports that you take you will have a trainer for player of a certain degree. The trainer understands the requirement of that particular person and that understanding is what prompts the trainer to give appropriate training for which the trainer himself or herself has been well trained. You are aware of how the trainers are trained. Sports for example, are you familiar with colleges which give degrees in what you call physical instruction, physical education these people become coaches in different schools. A coach is not a trainer. A coach is like a journey teacher coaching or training rather than. So you have to get team coach for it. Amongst these coaches then evolved personalized trainers who would train individuals doing fully well their shortcomings and the strengths of every individual. Given this background, how do we map it onto the modern educational system to give what we call persistent. We cannot lock off an individual human being giving personalized training. As I often say, you have 350 million engineers under the 14 years of knowledge. Each one needs to be coached individually. Then you will require 350 million instructors. It is not possible. Logistics does not permit that to happen. And therefore, as far as human beings are concerned there will always be a few people who will be instructing a line of work. As far as human beings are concerned. And therefore this problem of personalized instruction is not solvable generically through individual human being becoming personalized. It is not possible. Although a large majority of Indians which are more than 35 million or 350 million exist. They have their own things to do. They are not available for spending their time entirely on personalized work. There is a reason why there are only a small percentage of the human population which constitutes teachers, instructors, etc. And they have to handle the other number of jobs. So a human solution is not possible. If human solution is not possible, can machines, solutions, can machines replace human instructions? Things can add to human instruction but it will not completely replace human instructions. How would you say? An add to human instruction can enhance it at the personal level. But people would still feel more connected if a human is teaching them rather than a machine. So it is agreeable observation that machines can enhance human efforts but cannot replace human. And the MOOC fever was catching up in the world in the first, second, third year when it was expanding exponentially. There was a statement made by some very senior people and people. It said that no human teacher will be required in 20 years. There was a statement almost similar to what the great creator of large IBM machines said at the beginning of the computer revolution. Do you remember what he said? The world requires maybe four computers. There was a statement here. Very soon IBM became the largest supplier of computers in the world. They were manufacturing and selling 50% of all the computers that were ever sold to the world during those years. And the number sold by IBM far longer than four. So that was similar to what the Google observed. Most guided by the oven says not necessarily by a deeper understanding of things. Like our friend here said, machines can enhance but cannot replace human. The question is in which way can they enhance? So I want your opinions on how. It's like our machines can be available to the student at any time they prefer whereas human being may not be available 24-7. It's available. A personalized coach or instructor or a tutor or a mentor will not be available 24-7. As I have to say that if a human mentor was available 24-7 to me, I would actually be very frustrated because I would like to have some, not some but a large moments of my private life. I would not like mentor to be observing being available to me 24-7. Available 24-7. Can I say on-demand? That means they are available. I cannot do this. I can fix the machine shut off any time. I can't do so with a meter. Not very easy. So the machines are available 24-7 on-demand. Which certainly is not human being possible. They may need a microprocessor. I don't know if I will be there. That's also a machine. A machine can, say for example a trainer or something, a printer basically. So for example if he has a machine or a device which is attached to his body and which calculates how many kilometers they run, how do they run and all those things. So that data which is being collected by this machine can be analyzed in a better way compared to a human mentor as such. And another thing being that the amount of data which the machine can evaluate in a short period of time, the same thing would be when the human can take a good amount of time, a large portion of the time to activate a good set of instructions. So that way machines can give better, I mean that way machines can enhance the, in this way they can enhance the instructions. So in the healthcare segment you are already familiar with the bands that, wrist bands that people can wear and which can measure the number of steps that you walk, the blood pressure, all kinds of things, right? However, and of course it is, it can be taken for granted that machines can collect human gas amount of data which is not possible to be collected by human trainer. And the machines in addition can also collect and analyze. So there could be different machines working in time. For example a arm, wrist, leg, it may only be able to collect but using Bluetooth of whichever mechanism or a USB port I can port it onto a larger machine which has software to collect and analyze these things. Now that is one ability which human beings simply don't have. The ability to sense, measure, monitor, collect, collect and analyze. This is actually the crux of our approach to using machines meaningfully in anything including our agent. Now here you spoke about the machines collecting data which primarily relates to the physical activities of the human being. Physical movement, physical steps taken, physical blood pressure, etc. However, education with more of your mental activity and how many times we have discussed that the physical activities do not necessarily translate into being able to live with mental activity. Suppose you are giving a lecture and I am sitting in front of you. I think I have mentioned this that for one hour lecture that you give I may not be looking at your master's degree even if you force people to look at you, I may be looking through you. I may be looking here and there. So my mind-bearers, any major of physical activity alone is not a good indicator of the mental participation which is always required for education. But we are on the right track. We have concluded that machines are available 24 by 7. They are available on the ground. Whenever they are available 24 by 7, they are available, I am not cruising. A wristband bomb does not stop me or prevent me or distract me from anything that I do. So I am not crucially measuring my steps, my physical activities and so on which I can travel without doing anything. Imagine if that machine was to be a big rucksack it had to hang on my shoulder. It will obstruct my flow. So non-destructive measurement of physical activity or physical parameters is now possible. And it is possible to be done on a large scale which you can have on a regular device. But coming back to the vendor, how do you bridge the gap? Ability in the machines to sense your physical activities or perhaps I can put a separate kind of not wristband but a different band to every student to some sensors on the brain or something like that. Unfortunately, we are not yet figured out who is in the brain box. But at least if I sleep off or do the opposite class I should be able to capture that. So supposing I am attending his class and out of one hour lecture I am asleep for 10 minutes. My wristband may show if you are asleep for 10 minutes. Whereas it will report to him automatically if you are asleep for 10 minutes. But sleep is a physical activity which can be measured. But what if I look through you like this? I hear your voice because the voice I have to control is being on my head. But I refuse to take cognizance of what is being said. What will you do? And not because I want to do so, but because my mind made us. You are not able to get my mind attracted to what we are doing. In short, we are talking about bridging a gap in abilities to collect data. For collecting data which is related to physical activities and which can be done versus collecting data related to mental activity. One of the most important things in giving any personalized instruction whether by a computer or whatever is the ability to get and give data. So if I am your instructor or I am a student you are the instructor. You would like to know what mental activities I am doing. You would like to get this feedback from me and in the going by strength and weaknesses you would like to give me a feedback but in a particular subject that you are teaching me that this is how I should proceed. So in short we mean the materialism for a teacher to get the complete picture of the learning activities of a student. So what is the traditional way of learning activities? Performance in a test or a quiz. That this is inadequate in fully understanding the learning activities of a student because performance in an assessment could be based on several kinds. So I don't attend these classes I sleep in the classroom whatever, whatever but he conducts a research exam for which I prepare currently and I crack 95 marks out of 100 in diameter. Now will you control that I will be learning very diligently throughout the semester? Statistically you may be able to say that a group of people who scored more than 80% marks were probably learning diligently throughout the semester so you can only make inclusion based on some statistics but not about your degree, performance in an assessment. So good observation frequently conducted assessment. The trick is how frequently is good enough I am super thick to see a small amount in a blended course we conducted quizzes in every lecture clearly overdid our act because students were scared the attendance was compulsory they had to see the in a blended course they had to see the lectures which was okay the class they enjoyed because we solved problems and we had discussions but at the end we had a quiz at the beginning we had a quiz so how do you frequently conduct such assessment without the modernizing students? that is how frequent is good should you say once a week in a semester? I will say it could be different for different people I will answer that question because it could be an estimate that once a week is fine it could be different for different people I would prefer to have once in two weeks or two times a week but the derivation is something different say in two weeks I give one quiz today and another will like seven days after or six days after that the first so as in I don't know it could be that keeping the personalized this could be personalized in the sense that I have a week and it is necessary that you have to give two quizzes in a week now it depends on me when I want to give those quizzes instead of something like that you have to give these quizzes on this day at the same time so that we have flexibility in terms of when you want to give the quiz with the determination or with the restriction that you have to give quizzes these are my quizzes in a week or something like that so yeah so I will say with option flexibility in terms of when you give quizzes with the restriction that you have to give is many terms the work assessment or examination instead some kind of a fear psychosis is in the minds of the world and to take the stick out of such fear is what will be suggested that gives some options gives some flexibility like for example you have the fact that we count best five scores out of eight minutes now that puts people to rest I can defer to do not so well in some way and the reason is that whenever human is being evaluated intrinsically human is fearful of external life any external life and that is the reason why the reaction is slightly on a ridiculous but you can make options flexibility you are wrong however I come back to my earlier question would an assessment performance necessarily indicate the complete picture of my learning activity I will give you another example a traditional set up in a university where you have only a aerating examination one paper three hours doesn't mean that the student does not perform any learning activity throughout the year that is not correct number of students may be preparing only for that paper just two days ahead but people do attend classes people do discuss things throughout the year is some activity that is going on that activity however is not major area so the reason why we concentrate on assessment is assessment is immediately major area can you think of some other mechanism of majoring your learning activity other than that another thing would be like doing projects that would be another way of preparing the discussion project is actually project is the mechanism to force a group of students to perform activity together or to force a student to spend longer time in solving a more complex problem which is not like a fixed time assessment but an activity which has to be done over maybe a week maybe two weeks or something typically you take a post project to work many hours for that post project and different points in time but you are still assessing better how we are going to do the problem is not with the actual activity the problem is our inability to measure the details of all that what we are talking about we are seeing this is a very fundamental difference to keep in mind what you yourself were said and the ability to measure your movement I may be working for 8 days off and on for half an hour I work today and morning 15 minutes in the evening tomorrow or something but this thing measures completely at which time how much I work is measured and is available when it comes to education we are talking only about measurement by assessment so even if you take a project it is important to do educational activity activity activity people learn maximally on the project but can you decipher how much a person has spent in learning activity on the basis of the marks obtained by their students in the project that is the problem so what are the other measurements in the world of moves a world of data about how individuals learning behavior can be unobtrusively captured for example I am learning online at what time did I log in to a session can be recorded how long all that session can be recorded meaningless information because I can log in and start watching a movie as well but we are talking about the cases it is unlikely that everybody logs in and then goes to watch a movie majorly the people will log in and do something meaning what is it that they will do so let us write down what all activities people will so let me read out long list that I have prepared here just off the top if I am a student attending his course but I am not required to attend his lecture I have prepared a massive open online course and made it available on IMU of AMS that course contains exactly what he would have normally taught me in a semester he has lectures, he has written material he has practiced problems with them suppose to solve he has online courses with them suppose to answer he has online exam in addition he runs a discussion forum he has a set of teaching sessions with him I have never seen him in my life but when I enrolled on that course all of these facilities are made available to him he has given at the very beginning a schedule of a six week course every week he says I will announce a quiz which you will have to do every week you will have practice problems like all good teachers he says I will conduct six quizzes but considered are only the four best anytime you have a question you can raise it in the discussion forum either I or my colleague will answer it maybe other students will also answer that you have seen that what happens in the discussion forum now come to the concept of measurement of my learning app now I am sitting in Jharsapura and he has not seen me so there is no way he can measure my physical presence or anything but now there will be whether each and every one of these activities which I have written here can be independently captured by him in terms of time, date, etc not and can he not collect all the data log in, capture it go to course page whether later again and click a mouse every mouse click is captureable where I am clicking the mouse is captureable I have opened a PDF file now whether I read or not he is not conclusively proven but I have gone to that page I have gone to that page and tradition indicates that a large number of people who go to a page they browse through that page when they skip out of that page I know that they have stopped reading this page now they may go somewhere else but whenever they come back we have a video lecture whenever they click on we have a video lecture I know on what day, what time they click night through clock, morning through clock whatever if they play the pause button I can capture it if they press rewind I can capture it if they press to XP I can capture it I want to solve practice problem I can capture which problem I want to how long did I spend on that problem how long I spent on that problem exactly again we have exact measure of how much time I spent but generally it will be true that I will not be going to a practice problem and then going somewhere else statistically it has been shown that the data so collected does reflect in majority of cases a large majority of cases the learning behavior of the system how long do I need discussion I can see actually which post I have gone so I can even notice he can capture that part of looked at the pointer related discussions maximally in his series this is something which he otherwise cannot find out even if I was to be a personal student to him in his class he would find out how many times I have discussed pointers with my colleagues in the class outside the classroom but in the discussion we can capture that when the course I have made on what topic did I make those course how many responses I give to the forum observations how many problems I have solved myself when somebody has asked that question you see all of this information it relates to learning behavior and all of this information is capturable when the point of this captured information that pressure study in the next session because this is becoming the most important aspect of educational communication in the coming years and decades I started with personalized instructions so let me conclude today's session by seeing how this will lead to personalized first of course seriously sir this is a question sir does learning behavior actually say that I learn this much in behavior I mean I can have a behavior in terms of I study hard but the problem is that I do not understand the particular topic or something in time but what I try to say is that does learning behavior translate into actual learning which I have behavior tells me ok I study for so much hours I discuss more so like this but this discussion is a fruitful discussion something like that second observation does learning behavior translate into actual learning the answer is we do not know and you are very right in observing this however statistically it is shown that a very active learning behavior results in better measurable performance in the assessment that is equivalent to learning or not is a different question how to tell what we call greater engagement hopefully results in greater learning but that is your hope the point I am making is slightly different point I am making is currently I have absolutely no way of even measuring or monitoring learning behavior at all even assuming that this learning behavior has a marginal ability to translate into actual learning but you will agree that knowing learning behavior is much better than knowing only the marginal exams what we do with it is not very clear I agree but shouldn't that be an approach taken for future to begin with you also therefore capture the learning behavior it is not so we make only one observation at this day as opposed to the traditional measurement resulting out of assessment and exams based on this people have attempted in giving personalized instructions to people I got only 40% marks so he gives me a special extraordinary experience somebody got 80% marks he gives hard problems for him to solve etc but that is based on my performance everybody in the past where 40% marks are given the same material by him now he has a chance to observe that product from Jharsapura learns differently this fellow can learn differently and therefore he can suggest a mechanism to give personalized instructions different so this is the step in time we will discuss the measurement and the feedback mechanism that is what we started with and we will continue this discussion in the next class which I will announce to be an obligatory class people will have to write answers to questions which depend upon this lecture discussion and on what we will discuss for our particular analysis that will be an obligatory assignment you will have to be developed in the past it will be an individual assignment obviously those 15 of you who are here will do that again because one of the problems that you will have to fill in that lecture paper is whether you attend the lecture or not