 So, what are the mechanisms that we have to ensure quality standards and content creation are equal. So, we get to adequacy like pure, if someone who wants to say, wants to comment on what standards we employ right now when we talk about measuring adequacy, adequacy of quality of content. All of you is me. Who is me? Who is me? Who is me? Who is me? What is me? What is me? What is me? Our mechanism is that we have to ensure quality standards and content creation are equal. We as the general population and India and NME ICT, we can take whichever they believe want. There are no standards in content creation. I don't see. No, there should be standard. No, there should be standard because we know what you can develop. That's fine. Actually, regarding the requirement there can be a standard, but presentations or delivery mechanisms, etc., or other issues. It depends upon the people who are developing the thing because there are so many ways you can explain. Structure we can clarify. Structure. You can explain. Structure, objectives, etc., etc. So, those structures. The structures are of, yeah, that is a standard practice. Structures. Structure of this. The content with structure, structure can be standardized. It has, many people have worked on that. We also follow the same thing for each of these programs. We follow a particular structure. But so far as the content is concerned, it depends upon the individual who is developing there. I don't think. So, the point I wanted to make with Pearson as an organization, they are a large company, but then you see one of their focuses is around learning efficacy. So, when you produce a content, you know, you test it out just like you would a product and you say, does it help, you know, learning how to. And if it doesn't, so there is a sense of quality you can have in terms of how well does a piece of thing. I fully agree. I fully agree. Structure. Structure. Structure. Structure. Structure. Structure. You must have certain structure, objectives, etc., etc. So, the requirements of an average student of that level, they need to work on that in the content. So, in one project, this is an environment in which that there is always a sense of success. I think that Professor Ray was saying that when you write, you know, so about competency and setting objectives for us and then making sure. Actually, in activity at Ocata and elsewhere, there are four in activities in the country. We started in instruction. Then, the learning objectives, objectives from the, in terms of the students, after the training is over, what they will be able to do. Then, go through explanation. Then, small, small, small chapters. In fact, okay. And then, we will say some questions. The evaluation of the questions. All these things are true. That is the structure. So, if some standards are required, that's the right. Yes, we can find a standard for the structure. For the mechanism, if we suggest some mechanism. We have been doing this. We are in this business for last 40 years. One point you must improve that what shall be the format. Because we have to, out of these deliberations, we have to fix certain standard of content generation. So, technology may be divided. You must have some audio, video, anything. But what will be the ultimate learning outcome of that particular content. And the module is to be identified. Otherwise, this sort of discussion could not be moving at all. Let us deliver it on that what should be a common format for generation of content structures. Because this point does not really one meaning and we have already discussed four, five points over. Which does not carry meaning at all. I am an honorable man. No, I didn't get an example. Can I just want to just say a very quick thing. For instance, when you are off your land. See, radio is a tool you are incorporating. There is a standard. There is a quality standard that we are working on. No, let me finish this. If you take it with a web camera, such as all of us have from your laptop and you grab a picture and that like it. It's very difficult from the studio to record it. So that is what we mean by defining standard. What is acceptable for the enemy ICT? Isn't that something that you can take from your room while discussing it on your laptop or should we have studio standards? Let's move into certain things. Definition is hard to do. That is the quality standard. This makes a difference. If you say that laptop based video is acceptable, anybody can contribute a laptop based video. If you say a studio based thing, they have to go down to a studio to collect it. Just a quick comment. The total cost of the setup that Southconn uses, I've gone and seen it. It's around $200. It's a good microphone. We believe the video is distracting. Actually, that's why I think that's audio only. And he uses a ordinary laptop. So what I'm saying is we have to be careful in terms of studio versus non-studio. So let's not say that standard is acceptable. If you have everything available, this is the best of the selection. We're only going to look for the quality of the video. Great. What you argue about form and substance will come out and therefore we want the best content. Yes, sir? I think the first thing here is the quality. The standard of the quality of the laptop is that the confidence in the resource versus the feature is important. How the feature is connected, how the feature is engaged. That's the first barrier. The confidence of the feature. The transparency in selection of the feature, how they are in the resource person. That comes first thing. The structure comes later on. And the structure, there's a bit by all, there's a four-quarter difference. The selection of the resource person, the structure of the content, and then the certification and validation. Student feedback also plays in the content. Of course, the students feedback. The certification and validation. VHEC, I'm direction CEC, which is involved in the content creation at the government level. We are creating content for it on 87 individual subjects right now. E-content. And we are following the important approach. We are following the rigorous method of this validation and certification. We are doing certification and validation at two level. The first at our production center level, then at CEC level, we involve the user group as well as we involve some outside experts at CEC level for certification and validation. So this is required. That is important in the area. So some area, the students are not done. They are going to understand the basics for such kind of things. You should see that. I think basically you are creating content for the students. They are not even to understand the content. And then the test comes there itself. The students, they are not able to understand. Now we take the ideas in the students. The idea is required. I was talking of... The content created also is different from the content created. The content created is what the ingredient is, because of the focus of the infrastructure present in India. Go outside of IIT and all the way to IK. What is the bandwidth available for a person to correlate in the environment? So apart from the structure, format, two things are very important. The competency of the teacher, there should be a mechanism for the level. Can I leave that out of this moment? Because it is again a subjectivity. You have to give me a standard where you derive the competency of the teacher. But the other methods, what you mentioned since you are developing content, you mentioned the standards that NBICP and you. I think that the competency of the teacher might be given to you. But the rest are very useful. To be honest, I don't know what the standards are. And if you are developing content, they obviously pass through. Do you have something more? I think the last part is possible to enforce quality standards through the outsourcing of NBICP. I think it is. Do you have any objection to that? I don't want to object to that. So why? Is it possible to enforce quality standards through outsourcing of NBICP? And if you want to object to it, then why? I would like to say respect to access, I mean. We are always trying to limit ourselves to thinking that we have all access to this information. What about colleges or people, content creators, books type of places where there is less than 40 KVPS access available? What is the concept of NBICP? And if you want to expand content to spread for these people, the content you create should also take out the infrastructure present. I think once we are in the building, they take care of the first part. And then we come to that in point number 5 as well because that is not relevant with standards for content, unless you think it is. So it is because what we can do is that we have got a new tool. We can create standards for tools to be used for any content creator to use it. Rather than saying this content... We don't have that. For instance, we can modify its resolution and so we should create tools and content creator to utilize it. Rather than saying this will be focused with this thing. In some places, I can have... I think it is not a good one. I don't know how to say that. But... Tools should be in the standard space. Excuse me. This is actually what we have been talking about. So this is chapter XYZ. Then you start with the introduction. Then you write the learning objectives. This chapter you follow. And then chapter explanations. Then chapter explanations. As examples and questions. Then the evaluation. This is actually again the form of a particular content. What we are talking about is content creation. So that is not the main question. Because a question is in technology there is a need to upgrade existing content. Which the presence of various delivery mechanisms, what methods are required and what are the methods that we would employ to keep the content. And I think to that end the point that you are making about taking into account existing infrastructure and then factoring that in when you speak about, you know, updating content, I think that speaks more closely to the scope of it. But any other comments on whether you want to employ or if you are creating an update content? Yes sir. You are more in technology work. So that is what we have to take care of it. And that is also a technique. That part which is related to how you are. Thank you. Can I address this question? They are all used to reading books. I mean people of my generation learn different books. Wasn't so much in teaching. What is the change in the book in the content that the next generation of learners use? They are talking about a change in the technology and require to upgrade the existing content. Now let me go back into the way that I normally mark it between all the books. Let me go for a little one. Make short notes in an added note. Essentially in a computer terminology what you are doing is you are marking up this particular content. Now that is possible with books. I am just giving you an example of changing content in how to be used for the next generation. Can you use that line as a discussion thread to give us solutions for this particular answer. There is a need to upgrade the existing content given there are different types of delivery mechanisms such as video, printed books and various types of e-content including e-books. What methods are required to keep the content up to date? Isn't it possible that the next set of books that come out have QR codes which link it to the video videos that are available or to take further reading that one wants to do. You can always have links to each other. So that is the only way you can update content and new methods of types of information are available. I can't really integrate the existing ones. Very often from common libraries take the British Council for instance. It means on them they are extremely irritating but they are not what you want. There is something perhaps something else. There is also the problem with sharing You have the choice to scan the QR tag or not. Do you? There is a QR code you have to scan it then it gives you something else. Unless you want to look at your phone look at it. Ok, no the problem with mashups can be that they can be too mashup. What I was going to say is if you look at content not as a book not as a video a modern website is content. It is hyperlinked and everything else and all the rest of the world in businesses keep their websites updated by adding additional content adding new types of content something that is outdated moving it out substituting it So we already have the flexible the web and HTML and all these things are actually really content types and why isn't learning content it is not that single video it is rarely if you think of it as a website thing that is usually going in and out specific tools get making updating specific things more easy so you know what I talked about in the morning if you do as a platform video you want to add new examples you add a couple of slides publishing again specific tools can help us specific people but it is really a website content is a website just like people see websites of today you know it is coming at the version of content they are they are in the provision of blogs so that people can interact on the level in fact the feedback drives what you have to do if you laugh blog is a kind of a tool it is an interactive kind of a thing we are we are using the tools of the web to integrate data and allow constant updates content in the form of books which is useful it comes in editions after 2 years 5 years whereas the content creation in the present technology form could be even everyday problem that is one part the second part is content creation it takes a lot of time to understand there could be direct simulations which are introduced into the content thereby you understand the topic much quicker faster how does IC engine work you know you write it in files pages instead you can write it in the form of a spot video clipping and that becomes a better content creation I personally don't like videos only that right in the front I am sure that there are two groups at least to understand the process this might not be understood in one hour we are not talking about content creation to bring you back to the topic do you know who Lili Singh is yeah so Lili Singh is a video developer who might often ask me to get autograph but she has 3 million followers and she creates a whole content she is very clear though I had to search her point is that she creates her own content so we don't know content creation and content creation tools in the future of this content I like the relevance of integrating content and using the existing tools to keep content updated but it doesn't necessarily have to be linear versioning in terms of time we don't have the time for the half-life of the information much shorter than 4-30 years ago yes we are saying that some of the technology has moved ahead but we are not really using exploiting all these technologies for example the markups that you mentioned ebooks is very easy to integrate this technology the research labs are coming out with it and I am sure good commercialization will be possible so if you have this idea that content is this monolithic book and how do we put on modern technology relevant or proper so how do we use it what point is content updating actually if I consider what is the point of view that content appearance is based on the requirement based on the nutritional object views then the app will be different because then we have I didn't know I got this I didn't know we have identify where the content suffices the requirement or not because not that some I don't know I don't know what that actually follows what we just give is integration question of the sense one big point imagine your app in ebook as a website one life the entire ebook as a website this is dynamic so you can say like I was saying you can modify it I find a better video I make a link so it's if the authors allow that whatever then becomes a dynamic website so the content incrementally gets better if the committee of that thing allows so just the website is also being able to capsule it into a form that we have used so in the links I agree with what you are saying we just use the word web technology and allow dynamic update that should be at the time since you brought up the concept of ebook that comes in with standards which we cannot define among ourselves there are standards for instance for learning management system there are standards for an ebook who is accepting them they have to be defined as local standards with the real advantage that is go to the d-like standard it was there you could develop things you don't have those standards do we have to define them for this particular project so that we can get uniformity or should we allow chaotic content to be created so that it will be on the basis of form and substance selected by an algorithm I think we should have standards but what are the standards e.g. the ebook e.g. the standard we have to be able to I am going to say we are not going to be again but we have to be for instance the standard that you develop and you have to also use what we can get to any other that only has the actual important I am saying that we have to publish what we do in the ebook in the ebook and say this is the choice ok so I think e.g. should we mention the standard ok so question number 6 is easy enough to pass what four quadrants methods are can you generate content from any of the quadrants automatically the answer is quite simple yes the answer is that it has been easily generated from voice text before content content you should take as text content ok if I understand what the four quadrants are I am not sure it is audio, video, the whiteboard and you have text I think they said animation video audio is one video is just for questionnaire I think these four quadrants are not quite questionnaire and in fact part will be there actually if there is a PC we are as I told you we are developing content on k7000 subjects the projection we are developing e content there are four quadrants this is the the first quadrant is textual document video illustrations in fact it is required salivation this is the first quadrant then the second one is video and audio content in an organized form including graphics and animation then the third quadrant related links to kpedia development of course open content on internet case studies then nf.l information historical development of the subject article this this is included in the third quadrant then fourth quadrant multiple choice questions problem quizzes, assignments solutions, online feedback so discussions on setting up the FZ and clarification of general list consumption etc. this is the fourth quadrant and this is divided into self learning kind of the fourth quadrant self learning assessment and the third one is web resources and the first quadrant is the text resources and the second quadrant is visual resource this is how the fourth quadrant is third one is web resources this is the fourth quadrant then open content on internet case studies including historical development of the subject including articles ok thank you anyway comments on being able to create one audio content and see the content easily being able to create more the emphasis is more on self learning kind of the material which is the fourth quadrant which include multiple choice questions problems quizzes assignments solutions feedback it is kind of the self learning and it is the innovation kind of the one left The fourth one. This point raised in the form of the feedback in this focus more on this set of assessment type of the material. Now there are two questions. Can you generate one component from the other? That is the second issue. And the second is that? I am answering the second one. The second one is can you precisely define the requirement of the fourth component if you can mind assess the other? Yes. The point is that there should be much more of a focus on problem solving and evaluation of this method. There must be some detail between these four components. Otherwise it is meaningless. The focus would be more on self-learning kind of information. You must be serious. But will you use some examples? Self-learning for video questions. Say multiple trash questions are there. This is there. Self-learning and assessment kind of thing is included in the presentation. Some problems are given and those problems are... This is what I wanted to share with you sir. I don't want to share with everyone but you can describe it and then you can give them the slides. Okay, here we have a Centurion University. We have non-standards as a new form of pedagogy. And we have created content for engineering, management, training, ITI. And we have many options here as Sun is discussing. It is completely self-learning package. We have lecture notes. We provide the students lecture notes, difficulties, solved question banks, assessments, class cards and additional information that can be provided by the facilitator. And the students have given excellent impact on the assessment option. The teachers can create as many quizzes as they want. And the students can take n number of quizzes, n number of exams, n number of tests. And that helps the students to improve their performance. And this is how we also compare the students for tomorrow because there are four important skills. Digital skills, communication, creativity and collaboration. These are the four skills. Every teacher while facilitating has to concentrate on these four skills. So this is one of the options which has the students and the facilitators to be in tune with the time. This is the school level. Pardon? No, no, this is for engineering level. For the school level also we have. So this, Dr. was 4.7% of those four skills that you looked at. Yes, because they go beyond the present, what is the method that the students take? Does anyone have any other points that they go beyond? Knowledge representation, I would call it. Or concept maps, maybe. Is one way of knowledge representation. Because what we need is a way to tie up all the coordinates. So we need a syllabus and we need some kind of knowledge representation. What's the form of knowledge representation? That's actually a very useful point. I feel that the concept is actually not used to be much better than unless you have a knowledge representation. Exactly. One thing like a mind map. Anything like a mind map. That also if you look at the Khan Academy, they have a structure of when it sees three vectors there is another thing. Largely the same as this kind of form. Exactly, exactly. That's great. With the help of mind maps we can create that concept. Okay, next is the existing model which is largely project based. Assigned to faculty and academic institutions. Such faculty do not have necessarily such faculty do not necessarily have to require specific competencies in terms of instructional design in related areas. What kinds of efforts are needed to address this? This is the actual data. We have to do that. Is it the one that after was convincing? No, this is of the knowledge, but this is an issue that I face. Instructional design is not what we were taught in our faculty domain and subject. And only if you do something in the area. Here my response to this question actually also connects to the models that we talked about right in the beginning. I think one thing that's missing in these models is some sort of a biological model of a text. We've been focusing a lot on the technology and the domain. But for example, what Anup mentioned earlier that there are games and simulations, there are videos, and there are guidelines connecting for example the learning objective level to what type of media one should use. And there are several of these guidelines present. If such a guideline is available, it's against the guidelines and recommendation level. I don't think we should make it in certain standards. But for somebody who doesn't know how to begin, such a guideline is not going to be easy. And one thing we're planning to do in this regard is the new books that I want you to know now which is a pocket tension. You're planning to do one on how to create and open up these books. Similar to the EJs one you're on for the EJs one thing. So I don't know, I'll give you my example that I have zero experience in instructional design but our university is a very different kind of university. My teaching model is limited and we have much more interactive classes than the teaching that we all use. So it doesn't really matter. I can offer shifts by lecture on the fly to another topic as I know. That's where the knowledge representation becomes important for me and for my class because we can go or go to the floor. When you have a strict curriculum based course, then how do you design your content as teachers or as administrators to your field or teachers have these skills? I think not. I think instructional design is an extremely important part in any teacher's curriculum. Instruction design for a particular content is even more different than for face-to-face. So the short answer is no. The long answer is how? Is it the solution by teaching teachers? It's too much of training I think. Can I ask you? Yes, go ahead. When PhD is becoming mandatory for future teachers, why can't you listen? The basics of instructional design we have posed for the PhD students themselves. I think when you're teaching, you have to learn ways of changing technology. The basics of it. I'm not even aware of what this instructional design creates and requires. At the PhD, due to the course level, I can get aware of what is to be done. I know from UGC's requirements that an academic staff college for upgrading skills, one of them has to be an IT. The problem I know from our own academic staff college is not going to run down to university like KU in public, but they don't know enough IT to teach them. So you see, more of IT, the creation of digital content is missing, and this is a skill that is missing even at the upper level. So it has to actually disseminate from... So for example, UGC has essentially taken the initiative by bringing CC as you are fighting out academic staff college together for the orientation of teachers for this ICD. For excellence, you know, from all of them. Yes, yes, yes. That's it. That's what we're doing. We're doing the other S and X number of faculty to create a curriculum of particular content. That is our recommendation. Let me go back to you. The problem is that there's been drop-down smoke from the IITs to others. There was no other problem there. But there are very good teachers in different places. So if we democratize content creation, then it will also showcase the teaching ability of people who are so far not visible. That's the bottom line that we want to give you. But the future of content creation is not just about democratizing this so that every teacher has a space to make themselves visible. It is also about what are the tools and policies we need. And it's not very easy to predict the future like I started seeing. So the answer is that we need to first be building our teachers in ICT also. And I'll come to you and get some more inputs so that that's on. Okay. So one of the problems I've got, why do we actually, I should have asked, was it interesting to introduce this institution a little more because you're from a technical space and he's in the UTC space. He develops a lot of the content that we use in universities. But if you allow me, I can do a five minute interview. I definitely can do it but I have this obligation to present. Yes, yes, yes. Okay, the pros and cons of outsourcing some of the development works such as transportation and driving. That's close. Quality, speed. It should not be. The cost might be more than the cost of producing the revenue. There are many. Okay, so I can thank you for some pros and cons. It should not be coming up to 70 to 40 people. Content creation should also be something that can be... Why are we not, you know, multimedia power generation? That doesn't say it there. Translation coming up, first I'm sure that these translation coming up are learning more and more learning process. It should not affect the employment issues. Sorry, can you repeat the question? The translation activity should be focused more on making sure the students get understanding of the content rather than excess for me on hardcore translation because that will affect the employability in the larger scale. There are general areas where there is no nature. There has to be a translation of the content. It is meant for the learning. That's the basis of translation. Okay, so there is a large and vibrant private sector. Is there any possibility of leveraging the expertise that I'm taking a step out here? I can't from very leftist universities and they haven't died from this particular question. Comments? Yes, yes, yes. There has to be something. There is a need to put in a certification and evaluation to be able to check on the content. We should be sure that we can have the learning best done. And also I think for the translation and learning everything I think is a better way to go about things that I've tried to do. But subject to the certification evaluation. Does everyone agree? Provide it. There is no subjectivity of the organization and the background. And also long as it's guided and subject to all the checks and policies I think it's okay. This also leads to the creation of a standard in doing those things. Because you can't have a single private entity trying to own and say for a better common good handling of the translation. Because of a prior ability. We cannot depend on a single entity in private entity. This leads to the creation of standards for those translations and what other content modifications are needed. If those types of multiple partners can be taken, it is good. Depending on a single partner, it's a rather simple one. Yes, yes. Why don't we use the institutions? There are some professors in Auria and Bangla and all these Maybe we can diversify humanity in any case. That would be very nice. Next question. Next question. Please give me your comment and how we will talk in the future. How can such continued techniques be used? As I was discussing the in the case that has to be protected with local income because there was some very difficult reasons. What are the areas of isolation and isolation? When they are being protected by independent law and by independent law and You have a lot of content today from top universities around the world, how would you like to make use of this? If you take the topic of top dynamics, it's something that you can actually get loaded and you have the skills to meet such a ridiculous subject. Would you like to replace that with a lecture that is given from the mind, which has been rated as a very good lecture on top dynamics? And how would you like to integrate that into your teaching? I tell you what you would be accused of. You would be accused of not doing your job because you are paid to teach. No, no, we are supposed to be in the development league. No, no, so we have to create a policy where it is acceptable for a teacher to take a lecture that is rated as very good on that particular topic, use it as their classroom material and then find out how to integrate it into their teaching. So how do we do it? We have created so many courses in material online. The latest one was Optical Communication by a faculty who took part in the end而已. And we created the whole course. For the 2nd lecture, we have created a file on material online. It has come up very, very well. There are handouts from MIT, there are handouts from Stanford. There are assignments also. There are careers also. So not only that, earlier we were not about to make it, I'm getting actually a look at the key part. One part is evidence. It's only a matter of using a glass and then looking at it like that. So how do you use it, gentlemen? I brought it to this point because I know that teachers and colleges would be accused of getting their students to go and watch a video and not take the link. So that's the flip side. How would you use high quality content from outside and integrate it with these materials and then it would be used? Well, I don't believe that it's going to be a huge impact issue against any device. And they think the glass is more interesting and that I've developed this way of the topic because we were, for example, a post on Optical Communication, Optical Fibers, and certainly a class was shown a video of America's Impessivity. And that came out from outside. Those are the first points that we don't have enough teachers, but the good promotion of our teachers is that they don't teach. We have to be honest about that. But there's a problem with this concept of a teacher and there is a public perception of a teacher's person who shares work. I was accused of being person who works half the day of the year for being such a combination. These are the kind of perception you have. I'm giving you this from a teacher's perspective. So how would we use it? You know, if we have a mashup or we have some sort of a policy which allows a blending of purposes and the content that is from abroad that we are using is allowed as part of our syllabus, as part of our curriculum, then it would be fine. No. It must be accepted. There are two parts of it. You were saying the part of the curriculum. I was saying something like that. You know, I need a faculty. I'm not saying that I'm going to learn everything from there. I was saying that you blended it so that you have a blended classroom where you blend it, but you also predefined the content that can be developed. In some cases, an open teacher might be able to do a good enough job. There are a lot of pros and cons of having a teacher that has the skills Why don't you want to replace something like that? Yes. In case it isn't good, it's not going to be good. Should we promote the use of open source software and education? Yes. Yes. It also comes down to the design. Can you tell me why? I'll tell you the difference. See, Microsoft is having a very improved advice. Yes. Now, here's the flip. I'm a very, very ardent fan of open source and I use it. I work with it, but in altering tools, open source is way below what you can get from that same app and what you can get from it. Even with that, from the Microsoft, you're talking about content creation. Any information on funding for an open source? So I say that it should be promoted, but it should not be non-exclusive. Yes. That's what you need to get done. Can you record classroom pictures of outstanding teachers and make it as something that is relevant to the public as it is a lot easier to create such recordings compared to studio recordings? Yes. Who will be dividing the outside media? I will get an outside media. No, you have to. It's going to take a little bit of time. That's going to come from the local students. That's going to take a little bit of time. You can support the place. Suppose you take a university. In the university, you can pinpoint, you say that this person, this particular faculty member is expertizing. I think honestly, it's important that you should ask every teacher to give a lecture, their killer lecture, their favorite lecture and record it and put it up. Because we must make teachers a lot more visible than they are. So it's not that we are only outstanding teachers. Just make every teacher give an outstanding lecture. I'm sure that anyone can give one outstanding lecture. But are we, how many of us are teachers left in the audience and are we administrators left? So you are not administrators? Yes. And you are providing a step to look at everything. Okay, should we come up with effective strategies to create textbooks for all universities making the different deals but from the same original resource? That's all that's happening. Should we leave it for the yes? Because if you're not tired and you have a future of one more question, but I want one round of last comments from those who have the energy to do it. Ideally these questions should be extended beyond the yes or no into why and into how. And I don't think we have enough expertise left over here. Okay, now should we use the social media experience in content creation? Should we ensure that the content creating crowd sourcing means unknown such as quality? We leave us at the second one because crowd sourcing, I can jump that down and send to my email. There are methods in which you can ensure crowd sourcing meets quality control. First is have a standard operating procedure on what you define as correct. And the second is always have redundancy. So you have more than one or two persons who are activating some particular... Then the content will be there. Transparency of the process is assured. But I'm saying that to keep crowd sourced content or to quality check crowdsourced... I run an experiment on this one. First part, should we use the social media experience in content creation? Okay, this is something that is still at the very nascent stage of research. For instance, if you put up a topic and ask your students to write a copy and give them a wiki. The wiki can give you enough details on who is put what content that you are grading on the wiki. Obviously, how the content is made. And that's an example. It's not exactly social media, but it's a creative. If you're using social media, you want to cover some social media experience? On the social media, the emphasis should also be on writing rather than creating more discussions. Because creating videos or seeing videos is one thing. But able to represent it back in an experiment back requires other skills to be popular students. You are dependent on rich media is not good for students all around the world. Not good for teaching, but not for the students. Maybe you can give us an input on that. I'm not sure I'll read that in the wiki. Because then I draw back to some projects that we were doing at CRS at one point in time. Where we actually found that in the creation of videos and in the creation of other information. The learning was exponentially better than it was. Learning is always will be higher. I'm talking from the angle of examination or other common factors present. A student in 10th or last year in college could be very learned or can do a lot of great things on social media. But in his meeting, rank on a particular common example. The translation to what I can do or answer the particular problem is an issue. I actually agree with you. I have a favour towards a printed material, text, rather than anything else. Because you can read it, you can scan it, you can search it. Both for software as well as for learning is easier. I've never liked video, because you just have a talking face. You have to learn extract all the information. But that becomes a personal choice, especially depending on you. However, I would love it if I had a tool that I could generate a greedy image for an animation. And generate video that goes beyond the path point that we can go and test. Do we have software here? Okay, there are two points that we want to wind up with. There were some points which Anup had put in. Is that the tools of teaching in our country are missing games and simulations which are more involved than civil, multiple choice and other things. There is the paradigm of constructivism, which is a concept of the media where students learn together. And there is a lack of completely or proper solving environments which we know. Our education is largely about this. So I think that the content should be created along these points as well. I'd love that if you had an objection to it. Probably went off the stage so I could have said anything. Okay, do you have any last points? If you can wait for another two minutes, I'll ask Mr. Rajpeet. Thank you. I would like to do my speech in the first step. When you come in, you press us for two minutes and then we let people go. Now we are down to a magic number of seven games. What's the first point? For the first point, I'll do, to any way I say, a lot of content is created, for example, in media. Not all the skills are covered to the same extent to what are some of the big gaps that need immediate focus. Since we are hearing about content and media content, it's a whole thing that really does a lot of good work. But so far as the gap is concerned, we all understand that the, what is the percentage of the meaning students of the total population of the students of higher education. And for that matter, the population of all technical courses. I think it's 14%. The rest of it, 86%. The total population, it's only the 14%, the engineering and other technical students in higher education. 86% of the students' populations belongs to arts, social sciences and other like professional courses, and social sciences, basic science courses. One more problem is that these courses normally don't involve computers, normally technically learning. Yes, yes. So, they say use gap. And I think they accept CC, which is right now involved in, yes or no, only 87% of the students. The rest of the gap is, it's a use gap. As you are saying that the annual is teaching more than 400 courses, 600 courses. Yes, yes. I'm not talking about all 600 courses, but it's a pretty fact that the gap is enormous. So, the first question is there need to be addressed. So, there is need to fill up this gap, there is need to be more content for 86% of the students' population in higher education. Which is a use gap. This needs to be emphasized. Sure, it's quite interesting that you know that the semester is pushing, the focus is on DSP. The focus is more on technical techniques. Content creation of the technical courses. Why do you think the problem here, if she was talking about, I had this problem, but from the point of view, I really raised my hand for this question. Sorry, I didn't mean that. You could have brought it up that IIT is taking all the money. No, no, no. It's true. One more problem. One more problem. The point is that it's a fact. It's not a start-up. This is good and this is bad. The point is, they have done, they have done good work. They have done quite good work. That should be appreciated. But at the same time, they need to put more emphasis on content creation. I think actually this point needs to be made. See, because of this mission, the scale of grants for doing some particular work will not just go on for one, four, ten, four, it's going on for a hundred, four, at least. Nobody could get grants like 16 crores to study the pedagogy of some subjects. Yes, you are right. I know what your institute has been doing because they are on the JNU campus land. They have been struggling to produce these kind of courses in some teamsheds, which give them a little bit like one crore will be probably better. So the whole idea is that there is a huge amount of money in this and it will be very localized. It should be democratized. And I was hoping that we could adopt the future of content creation. So again, since we are down to a basic number of 17, we have a strong leftist, point number nine, where you involve a vibrant private sector in the development of content, at least open to teachers, present skills, and also the important point of being able to teach present teachers instructional design and a rather bit authoring tool to create these courses.