 My name is Avinash Aute. I did my B. Tech M. Tech in IIT Bombay. I work for donkey's years in the industry. Since 2006 or 7, I am working with Dr. Fartuck on his education initiatives. This Ekashiksa, I started about 3 years back. In 2011, this was launched. The concept is, as you can see, one nation, one gain. Meaning, I was really upset that each state is coming up with its own books on physics, chemistry. While, in my opinion, the NCIT books are more than enough. They are literally very, very excellent. Meaning, I have worked mostly on CBC NCIT books only. The concept was to have all, take a lesson, take a CBC lesson and bring some life into it. That was the concept. And the second concept was to take that lesson and translate it into all Indian languages, all international languages. It does not matter. I am technology. I am not an educator, but I am a perpetual student. So, this site is based from the student's point of view, what I think the student requires and what I think technology can bring to the student. How does it relate to MOOC? The way I think it relates to MOOC is, this site has got a lot of interactive learning things. There are about 700 of them. Each one of them are very simple. It was very nice that I am doing it immediately after him because there are a lot of people who have said, who is the subject matter expert? For me, the subject matter expert is CBC. I do not go outside it, generally not. There are a few things outside where I am sure of the physics of it. And CBC books are very, very amenable to what he terms as simulations and what I term as interactive learning objects. It is very amenable. That is why I was able to create 700 of them without having any subject matter expert because the books themselves say what should be animated, what should be the interaction. So, let us try with, let us start with what I have. I will start with physics, mechanics. Let us pick this lesson. All the CBC text I have converted from PDF into HTML. This is not a pure HTML. This HTML has been broken down into strings. All the strings have been stored in the database. When I bring up a lesson, I take each string, join it together and then give you a lesson. The reason is I can, at a click of a button, give you the same lesson in Hindi. Now, Hindi I have picked up from the PDF. It is not complete because CBC has published PDF of Hindi. I do not have soft copy. So, I have got a person who is actually taking cut and paste and putting it in string by string because unfortunately the PDF to HTML converter does not work on Hindi at least. It was a painful exercise. So, this Hindi is correct. It will tell you how to do it. It works, you will tell you how to do it. It will solve, but that will only work for Hindi. If I convert it to, for example, any South Indian language here, nine languages are supported on the net. Now, I do not know whether this is correct or not because all I have done is taken the string, given it to Google translate whatever I get I put it there. No, it is dangerous, but it is translatable on the net. So, you can actually log in as a translator, take it string by string and give me the correct translation on the net. It will come on the net. So, basically it can be done by, it is based like a wiki. So, let us not go into it. Let us go back to English. What do I have in addition to the book? In addition to the book, I have got about 11,000 questions of these variety. So, let us try one. Now, these questions are not classified currently under, I do not know whether they are right or wrong. I am just showing you how it works. I can skip. I said done. So, you have to tell me which of my answers are correct or wrong. I can go for the next set and the next set it will repeat. So, basically this is probably all mechanics questions. These are not strictly related to the reactor because when I got, the way I was able to do all the 11,000 days, Dr. Fatak runs a summer internship program. As a part of that program, about 50 percent of the work, whoever works with me, ask them to prepare content. I have not looked at the questions, but these are engineering students and we are not talking about engineering physics. We are talking about nine standard physics. Everybody knows that. They can create questions and they can put it in. So, I can go with the next one and next one and next one. So, the 11,000 not only true and false, but other types as well. Let me show you different types of questions. Again, this is based on students. So, it is not as if it is an exam. You have got four right, you have got five wrong. You are going to always retry. Oh my god, this is direct. This is direct. That is okay. Then I cannot help it. This is supposed to be random. See, now this will say red, but it does not stop me from doing that. I can go and do this wherever it is. Third law. So, this is the second set I have. See, the basic purpose is start with the basic assumption that CBC books are the best and I actually literally believe it over the past two, three years. I have literally read all CBC books including physics and math. NCRT books. So, they are the best. So, I literally read all of them because I had to create what I am coming to is the next set of activities. There is multiple choice and fill in the blanks. Fill in the blanks is like this. I gave four options and you can drag and drop. Again, the same principle I can go for the next one. So, this gives you. Crossword has not been implemented as yet, but for cross. Now, again, based on the Aikashikcha philosophy, it is an open source thing. It is open to the world. So, teachers can contribute. So, I have got a nice little framework where you can say for this topic, this is the fill in the blank I want to add. You can give a sentence and you can give these are the options. What is the license? There is no copyright. It is free interactive and downloadable. It is downloadable also. There is a back there. So, the idea is a nine standard student can take all nine standard content. I unfortunately happen to be the administrator of the NCRT's website and what we have done is the copyright organization. Yes, I agree. You have picked up a copyrighted material. No, I will tell you. I will tell you. I have, I have, wait, wait, wait, wait to answer your question. I have looked at your copyright thing. It says you are encouraged to use it and distribute it and promote it. It says that in your copyright law. So, I am, that is my fallback version of doing that. My second fallback version is I am not making any money. So, I think I have covered the lesson. I have shown you how that you can add questions to it. You can add questions to it. You can add, you can translate it. Plus, one more thing I will do in the chemistry lesson. Now, let us see what I want to cover is for the same lesson. I want to show you a three interactive objects which have been created. I do not have a lesson window up, but the lesson, if you go back to the lesson, the CBSC lesson has exactly what I am going to show you. One of the activities of the CBSC lessons is this. That is why I am saying I do not need a subject matter expert because the NCRT books are my subject matter expert. So, if you go there, there will be an activity. We say take this, put a block on the table, push it and see that it moves. If you push it from both sides, if this side pushes more and that side, there is some content. I am sure. So, this activity allows me to do this. I can change the left mass. I can show velocity, show acceleration. See, it has started moving and it shows all the values here. I can now change the right mass and I make it move the other way around. I can pause it, I can note it and since you talked about this, if during simulation I change the left mass, now see the force is this side, but the velocity is that side. The student can actually experiment with all kinds of things to learn whatever the teacher has taught him. Whatever the teacher has taught him is there in the NCRT books. It says to conduct this experiment. So, after that book, this becomes the addition to the book where instead of taking a physical table, putting it there and pushing it and things like that, where you cannot measure. It is like a virtual, I would not call it a lab. The specifications are the NCRT. I do not want to think. I do not know how to teach. The NCRT books have said if you do this, you will learn something. So, I am allowing you to do it. So, this is one exact copy of the NCRT. Probably, it gives more things that necessary because somebody asked whether I can turn it off and on. So, basically you can define how that experiment is to be conducted and what should, what are the values the student should see and what is the control the student should see. Obviously, that is why when I talk to him I said you will get less color, but you will get more physics and this is exactly true. Everything has got physical equations at the back, physics equations at the back. So, this is one. I want to show you a second simulation and there are about 700 of them covering all subjects. The other thing that was there was Galileo's inclined plane experiment. This is also an exact copy of the book. It says have an inclined plane like this, have an inclined plane like this, drop the ball, observe how far it goes. Same chapter, same thing. So, what it allows me to do? Set height of ball, set angle of second wedge. Then, I can start simulating. In between, I can change the angle of the second wedge. It will go up like this. I can bring it down here. It is very interesting. Stroll up like this. Again, exercise, activity given in the CBC book captured on this. Whether anything else can be added to the experiment, whether the student can learn anything more, I do not know. The way all this was done was when I went to the book, I said activity will run draw one wedge, draw one wedge. Somebody talked about story. My story board was this. Refer to NCRT book. This activity, you need this, you need this and I need the control to change the angle of this thing and the height of the ball. Why does the object accelerate when it is coming back on the second plane? Is it an illusion because this object is. Probably. What is now? It is probably not taking care of that rolling and all that business. Probably. I do not know. It should accelerate in this aspect. No, no, no. He is right. There seems to be an effect at this point. At this point, it seems to be going faster. No, no, no. That is okay. And a third one I wanted to show you from this is. So, one thing is what is not clear to some is whether these are also released under Creative Commons CC BYSA license or not. They are released as free to use. No, but. I am not releasing open source. I am not releasing source. Why? Why? Very good question because the only reason I am not releasing sources is there is a whole set of community over there. You can go to merit nation. They have got a lot of interactive objects. They have got a team of 40 subject matter experts. Plus, I do not know about 100 animators. Whatever these guys are talked about. I am not going to give my ideas free to them. That is not in the spirit of open source. No, that may not be. But I think I will not give to allow anyone to make money. According to me, money is being made in education by a lot of unscrupulous people and I am against it. Put an NC into it. NC. Non-commercial. Non-commercial. That is okay. You can give it free to the teachers. The idea is also to improve upon this. Correct. You can always submit to this. No problem. No, no, no. I will hold it. Anyway, let us talk about that later. This particular thing, the reason why I brought this up, it is very similar to the earlier one. Very similar to the earlier one. It shows unbalanced forces. But it shows a lot of other things because now he is talking about Newton's second law. That is why you have got velocity, initial velocity, displacement. Time will have final velocity. This also illustrates a stopwatch. We have got this clumsy looking stopwatch, which can be used in experiments like in the 6th standard. There is an experiment on pendulum. You attach a pendulum, then rotate it, find out how long it takes for 10. For that, I need a stopwatch. So, you can count it. You can start the stopwatch. I have got an observation table where the student can write the observation table and then the software will correct whether it is wrong or not because that observation, for example, that observation is what is the time period of the pendulum. If it is plus or minus 5 percent, I said okay. Then that allows him to increase the length of the pendulum. Now, that is not included in 6th standard because somebody talked about various levels. For the pendulum, that particular thing is not included in the 6th standard pendulum. But there is a 9th standard pendulum where you actually know the pendulum formula, where with the same interactive thing, I will allow him to change the length, allow him to change the gravity and then see what is the effect of time on the time. So, basically for the 6th standard, I am hiding all those features. I am just giving him just a stopwatch to measure this thing, standard length. Because he does not know the formula. So, here I can do this and then it will fall off. That is okay. So, this is the third animation. So, physics animations are generally have this concept of experimentation. They have a concept of changing some parameters, most of them. So, that is as far as physics animations go. So, just after the power of the net, force on block must change in that window. It should not stop at that time. I know. Earlier thing is stopped. Earlier. Earlier stopped. Stop, but the force will change. Okay. That thing. It should go away. It is falling free. Actually, in that thing, what you are supposed to do is, I can reset. What you can do is this. Now, start simulating. Okay. And then I can change the leftward force and then it will go like this. Correct. No, you can adjust it so that you will have velocity going like that, more force like that. So, it stops and then turns. Basically, it is an experiment. You can play around with it. Okay. Maybe I think what you have to do is this. These forces should be less. Okay. So, that the motion is lower. No. The flow of the table. I know. These values should change. Correct. Correct. So, one more thing. Instead of giving the numerical value, it is good. It is one way of presenting animation. The problem is how to prepare students for solving a numerical. Means how to prepare them, how to solve numerical problems in physics. For that, actually, these digits are not required. What is required is another window in which the equations can be shown. How the equations and balancing of forces is changing? Why the left force and right force? The difference or the resultant is giving a rightward or leftward acceleration. So, a separate window. No, no. In the next level. It can be written here also. In which equations should be given. Whatever it can be written here also. Like free board here. Free board. I know. It can be done in this area. It can be done in this area. See, there is a reason why it is not done. It is my personal feeling and my experience also. See, in the area in which students are lacking while solving a problem is not the numerical values. It is the concept of physics which enable them to write correct equation. Then, numerical part is easier. That is a mathematics actually. Not physics. This part. Some of the physics things. See, I have not done anything. I have done specification. I have got them to do it and I have sort of a team which tested it. That was the thing. Whatever is not tested is not even included. So, one of the global instructions which I had given was to avoid text. That is why probably they are not there. To avoid text. Not on the grounds of this particular thing. But because I actually want sometime in the future all these things to appear in Canada. So, this school level. They should appear in Canada. So, the software is designed in such a manner that I can translate it. But I have not gone around translating it as such. So, each of these strings that are that is there. I can get it inserted in a database. Pick it up from the database and show the Canada version. That was my final idea. That is why I have already two things. I have already sound. The sound is almost impossible to translate over the net or using Google or anything. Only the one way is by showing the simulation. Similarly, the teacher should write on the. Exactly. Exactly. You can pause. You can pause in the middle. That is why the pause is given. You can do it. Correct. You need a teacher. It cannot be done on your own. Now, what I will now show you is how chemistry can be done. So, let me go to maths. I have four concepts in maths. Remember this is my presentation. I had called it mathematics practice. What is the title? In maths, the Heron's formula is taught by the teacher. What does the student need to do? Teacher can teach at one speed, but some student may have doubts. So, what I call as a demo. Demo is my virtual teacher. I will tell you what the four modes are. This is Heron. Let us take Heron. Hopefully, it will come up. In the first mode, the software generates a triangle between the values of 2 to 20. Now, I have made sure that the total sum is divisible by 2, so that I do not work with 0.5. There is no point in working with 0.5. Correct. When I draw the triangle, I write the formula for s a plus b plus c divided by 2. Then, I plug in the three values and I calculate s. Then, I write the formula for area. Area is equal to square root of s s minus a s minus c. Then, I plug in the values and calculate the area. Now, I can repeat. I will generate one more triangle. I can repeat. I can generate one. Sometimes, as he wants to see the calculation, see the procedure, he can see it. The student can see it. Now, there are two modes. I can do step by step in which each step will be executed and there will be a stop. He can understand what has been done. Next step, he can understand what can be done. There is step mode and the auto mode. I can only, all the steps are there. At the end of the screen, I will follow all the steps and do it. It depends on which mode he wants to work with. So, that is the first demo mode. Some intelligent students would like also to experiment by saying, for example, let me try what happens for right angle triangle. I know it is 3, 5, whatever. Does it work? Now, I may not have generated that. So, he can give 3, 4 and 5. That is what I call as interactive mode. That is a solution on demand. Second is teacher on demand, where a teacher comes and keeps on showing the problem solution all the time. Second is solution on demand, where I give the problem to a teacher. Teacher will solve 3, 4, 5. Teacher will solve 3, 4, 5. So, that is my second mode. Interact, what I call as interactive. The third mode is guided. In hereon, guided is not that important. I will show you how it works. The guided mode, I can give an example of 4 digit addition. If there is a 4 digit addition in the guided mode, I will ask him to enter the unit's placeka addition, 1 digit. So, he will do that. I will tell him whether it is right or wrong. Then I will go and ask him to enter the tenska carry. Then I ask him to enter the tenska addition. I ask him to enter the hundredska carry. This is what I call as a guided mode, step by step. Same thing can be done in multiplication. Same thing can be done in division. First, I will ask him this division. What is the first divisor unit? Then write this, then write this, then write this. How do you judge the educational validity of the stepping in the fluid? There is a level at which I do not want to do that. There is a level at which when I am introducing a concept, I would like to do that. At another point, I do not want to do that because I would want the student to work. So, what basically you want to do is you want to solve problems without a carry. First, no? No, no, no. I am saying, see, educationally, when you introduce a concept, you need to go through that more to explain the logic of this entire algorithm that you are using. Beyond that, I want the student to challenge himself or herself and go through that. But in a machine mode, what happens is that that stepping once introduced into that always will give stepping. In the sense, there is nothing that I can switch off. No, there is a test mode. The final mode is a test mode. The final mode is a test mode where, for example, in herons, I will specify a triangle because my software generates a triangle. I will ask him to give the value of s. I will ask him to give the value of area for which he can do his pen and paper calculation and I will just say whether he is right or wrong. Is that what you are talking about? I am only saying that this is an optional sort of aid. This is practice, practice. Isn't it? I should be able to switch it off even willingly. Even as a student, I should be able to switch it off. I know how to do this. Why should I go through those steps? Then you do not have to do that mode at all. That is exactly what I have done. You do not have to do. The four modes are separate. You can choose whichever you want. Basically, if you are just preparing for the exam, all you can do is let me test thereon. So, I will just run the test thereon where I can do s and this. Then I do not have to learn. If I make too many mistakes in that, then I can start with the demo mode. All are independent. There is no step-by-step thing. Even independently available to you. See, physics is all about experimentation. Chemistry at least at the till the school level. Actually, I am not sure whether to call it chemistry or not because there seems to be nothing. No chemical formula, no balancing, no equations. All that starts on 11th and 12th. 9th and 10th chemistry is a little bit less than what I expected. Again, we will choose a nine standard thing. For example, let us have a look at this sublimation. Again, this is the sublimation thing. It is an exact copy of what is there in the Inserity book. Same diagram. So, here you have these some explanations coming in as what that phenomena happens. Then material is reducing. All those particles, gaseous particles are coming. There is no liquid intermediate state. And finally, the burner will stop and the particles will get deposited on the walls. That is the end of the interaction. So, the chemistry things are like this. This again, almost an exact copy of what I have mentioned in the Inserity books. It says take a beaker, take sewer and take pudding. Except that there is a little bit of an explanation here. Now, there is five of them. Now, they will slowly disappear. I am showing the concentration graph. Then we will drop some more. So, chemistry is like this. There are processes. There is not too much interaction, but as near as possible to the concept. So, that once the student sees it, in the book it is written as words. Same thing is visual. So, he will never forget. That is my feeling. Now, again these are not large because at the school level you do not need too much complexity. Most of things are very simple and using simple illustrations like this, you can always add a lot of value. And there are some things in biology. Biology is like this. Some another type I will show you. This is drag and drop. This type. I can drag and drop things on the correct place. So, these type of things where you have simple things. You have talked about a figure. You have talked about parts of a flower. The same diagram that you have put it there, put labels and drag and drop the labels so that once you do it once, then in the future you can always learn. So, teacher solves the problem step by step. So, student can work on step by step. This is the second step. I can do repeat. Another problem gets generated and I can do auto. So, the problem will get solved here and then I can look at it. So, this is one mode. Again for mathematics, this mode is teacher on demand. Whatever the teacher has taught on the screen, I can go come home and repeat it. The only difference I have made is I am not solving it. Because this is not a canned problem. I do not get a clear A. This is the demo mode. And again you can repeat as many times as you want. The second mode and this will be true for all mathematics. The second mode is where I can give values. Then my values will be solved by the teacher. This is true for all mathematics procedures. Again, no theory explanation. Theory is given in the book. Here you come for practice. The third mode I have is this, which is the guided mode. So, A is equal to 3, B is equal to 9, C is equal to 8, S is equal to kithna value. Now, here if I give a wrong value, it will tell me it is wrong. Will you ask me to calculate the value? This is the guided. Where the student is guided, what is the next step? So, these are simple. Once you do it, it is okay. So, here if I give the wrong answer, you will tell me the correct answer. A B is the correct answer. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. That is wrong. Actually, this should be cut or this should come. Yes, this should come. This should be cut or this should be lined up. Yes, it should be cut. And finally, this is the test mode. Where you can do the test. I do not know the area. Whatever. No, you can repeat. It tells you. No, it is under root. No, it is under root. Okay. That is correct. That is correct. Because I am not asking him to do a square root. Because... I believe in the energy. Yes, correct. No, no, no. That is not wrong. Because this is, look. It is called animation instruction book. I have nothing else. Okay. What is to be taught? He does not know. Okay. And he has not done it, right. He will do what he does. He comes here. The total is equal. So, the student assess, he can assess, how many he has tried and how many, so the concept of maths animation, I will show you one maths and that will work, division, one maths animation concept, I will show you, but in maths I am not too sure, where animation will be very useful, except at the lowest level, where you teach division. So, division. See, this is division, 21 by 3 by the addition method. So, I keep adding 3, 3, 3 and how many blocks are there, I will do auto. So, division again I can repeat. So, division there are two methods, one is this and the addition method of learning, what is division and the second method is distribution method. So, we have got animation. Sir, symbol used are very, very ambiguous. Arrow coming in, I give either is less than, no, no, arrow one is greater than 2, arrow one is greater than 2, arrow one is greater than 2. So, what I had told my team, you go to the CBAC, they have given so many hours of lectures per half, divide it, come with a proposed plan. So, our mathematics plan looks like this, week one number system, two number system, three number system and this and the way that course will work is in our view. Again, this is only a sample, we are not creating a course. Our objective is to take whatever interactive, we are not creating content, you will be preparing some sort of a video or something for week one, which talks about real number system plus they will be text. What is interesting is, we can have exercises like this, this is like homework. These are again NCRT exercises. I do not know, you will say incorrect answer, correct answer is yes, find irrational numbers, you can collect that. These are some exercises the student can do, then there are irrational numbers, real uska exercises are again CBAC and here is we can have practice exercises slash quizzes. You can collect from Ekashiksh, you can build your own whatever animations. This is how a course would look like in my view. So, I just wanted to say there will be some weekly this thing, it will become open at one shot, close at one shot finally, when you cover with the full nine standard spectrum. No. This is this is not Ekashiksh, this is EDX, No, it took other people who also doing 9 standard course, this is the receptacle, we have created a receptacle where we can take our interactive stuff and put it there, even if they do that, initially they will have to do it in some particular format, which you will put it in the information, where it is going to go, then we have to make a overall guideline and then place it in it, it is made for that only. No, it does not matter to me. No, it is not an idiot, it is our platform, IIT Bombay X. No, no, there are no, so OpenVVX is one global platform, we have been interrupted in India, the final platform name which will be released in India is called SWAYA, but for that time being, we have created multiple versions, one version which Professor Avinash Haudensteen has created is being used for blended books, as I mentioned in the morning, there are CS1O's foods are learning. The second version is the one which all of you are using, which is called the IIT Bombay X itself. Same thing. Which is the same, so you can create any number of courses there and what he has made is a course which is like a hold all kind of thing, where people can put variety of things there. I have a 10 minute discussion on whether a set of learning objects constitutes a course. No, it doesn't. There is some glue which is missing. No, no, it doesn't. No, no, I understand, I understand. See, there will always be the urge to put in objects like this, the one that you have got now, in each of these paints that you have got. There is a running sequence there, there is a glue there, which is holding that first activity with the second. That is not getting communicated. Even in the morning when we were looking at the demo course, see we are not referring to a particular example, sir, we are referring to what edX delivers and what is that overlay that I need to lay over it in order that it function like a course. I think we need to discuss that at some point. My session on running and offering a course, which is different from creating content. Right, so that I will mention. The interactive stuff is only an aid. It does not replace any other thing. It does not, interaction will not give you knowledge. Please do not confuse what he is presenting with a course. This is not a course. This is merely a receptacle created to keep all those contents, that's all. So, do not confuse this with the basic theme of this workshop. This is an additional session primarily to expose all the expert teachers from schools to whatever we have been doing to get a feedback and to indicate how the same open edX platform can be used even to contain these. That's all. So, this is not a course. You are very right. For example, I can tell you how such a structure can be used by your team. Basically, if you create a math course like this, for example, this is the outline. You start plugging in content. You have to create videos. The moment you want to create an animation, then you can specify that week one may for this particular section, for example, week one ka ye jo hai ish me, ish ka tum you create for the number line, you create an animation like this. So, the animation creator will now know ka ha text hai, ka ha animation hai, ka ha fit karna hai. This is just a mechanism for you to specify what additional stuff you require other than the content. Content is the soul. And any other thing is the soul. Others are additional things which help. And also, there is a notion of sequencing and activities and interaction which is different. Which is not seen here. Which is not seen here. I have just broken it into lessons. Nothing else. Lesson ko break karke dala hai. All right. It is not as simple as this anyway. Teacher is very... Can we go over to the next section? Thank you. Thank you so much. Let's give him a big hand for all the applause.