 Good morning everyone. Welcome back after tea. So, as Prasafate had mentioned in his morning talk. So, we will be in future we will be conducting most of our workshops through MOOCs. So, that's why this talk will help you to understand how what are MOOCs, how MOOCs are created. So, this talk will give you an overview of MOOCs and how it is created and how you can use MOOCs. So, I am Kalpana Kannan, project coordinator for the T10KT and also IIT Bombay X. So, incident I just want to know how many of you are aware of our platform IIT Bombay X. Oh, that's good. And how many of you have taken any courses on IIT Bombay X? Okay, very good. So, I know that some of you are already familiar with the platform, but this talk will make you even more familiar. So, I will be talking about how to implement MOOCs through IIT Bombay X. So, this is the outline of my talk. So, initially I will just introduce you to what are the various platforms available for MOOCs and what are MOOCs and in particular I will be talking about IIT Bombay X. Then I will also be talking about how MOOCs are created. You know, that is very important because many people don't know like they all see only the learning management system, which is the front end IIT Bombay X platform or any other platform, but what goes behind, there is lot of work. So, once I explain that you will know like MOOC is creating MOOC is not a joke, it's lot of work. So, MOOC workflow I will be talking about and then I will also be talking about how we have adopted MOOCs in our classroom teaching and how IIT Bombay has adopted MOOCs on various ways. And I will be concluding my talk with a demo. My colleague Urmila and Hitesh are here. So, they will walk you through the IIT Bombay X platform. So, if you are not familiar with the platform, don't worry. So, we will give you a live demo of our own platform. So, this session will have only about IIT Bombay X and how MOOCs are created. So, just to give you an historical perspective, in the year 2000, Tosfatek started the distance education program just called DEP. And so, this so, initially we were we were delivering live lectures through VSAT or eduSAT. And then that distance education program, it became bigger and then we had we have our own now since Center for Distance Engineering Education Program. I hope you are all familiar with NPTEL. So, NPTEL, CDEP coordinates the NPTEL activities and they also transmit a lot of live courses. So, it is a Center for Distance Engineering Education, it's a center in IIT Bombay. And then in 2005, how many of you were aware of Aklavya project? In 2005, I think there were very few colleges which joined this Aklavya project. So, what happened was Tosfatek in 2004-2005, he traveled across the country and he found that in many colleges there are a lot of good students, but they don't have good mentors or teachers. So, he came up with the idea of floating a project which was called Aklavya. So, this had three components. In fact, I joined in 2005. So, I know like how the whole thing happened. So, in 2005 we floated three, there were three components of Aklavya project. One was called E Guru which was E mentoring for the B students project mentoring. And then we had E outreach program. So, there the in fact, I was coordinating the E outreach program. There we used to record all the lectures like the live lectures given by the faculty members in a CEP program. And then we used to record it and make it available on the web so that anybody can download and use them later on. So, we ran this program for three years from 2005 to 2000 almost 2009. And in 2009, we got the funding from MHRD for the trained thousand teacher training program. So, in the thousand teacher training program, initially we started with only 22 remote centers. And these 22 remote centers already had the edusat facility, but we are not able to scale up because this edusat setup was very expensive. It was around 2 to 3 lakhs I believe. So, not many institutions were able to afford this kind of money. So, later on in 2009 itself, Amrita came up and they said that we have this facility AVU. So, we tested it initially with some remote centers and it worked well. In fact, in December 2009, I think this was started. And for the first workshop, we had both edusat as well as AVU and we compared, we asked the participants how was the reception for AVU. So, everybody said it was excellent. So, only because AVU was on internet, a lot of people could afford it and we could scale it up in no time. So, that is when in 2009 to 2012, we slowly increased the number of remote centers. So, I think in end of 2012, we had around 100 remote centers. And then in 2012, ministry said that why are you doing only for 1000 teachers? We want to scale up. And so, then we immediately said okay, we will try it out and we increase the number of remote centers from 100 to 250 and then now we have around 357 remote centers. So, that is how the whole thing happened. And from 1000 teacher training program, we went to 10,000 teacher training program. And now in 2015, even because we can train only in thousands, whereas in MOOCs, we can train in lakhs. So, we have to think bigger. So, now we have our own platform, MOOC platform. So, in 2015, we adopted the open edX platform and we modified it and it is called IIT Bombay X. So, from 2015 to 2017, we have worked very hard. And now we know like how the because MOOC is totally a different game and we had to learn it by doing. So, there was no shortcut. So, we have learned our lessons and here we are. So, as you all know, MOOC is a very new concept in the education. So, 2012, it became popular world over. And there are a couple of big MOOC providers in the world. So, they are edX, Coursera, Udacity and Future Learn. So, out of the four, the first three are US based and Future Learn is UK based. And out of these four, only edX and Future Learn, they are open source. All others are not open, they are all commercial. So, we joined with edX in 2013. We have signed up an MOU. And edX is not for profit organization founded by MIT and Harvard. And this because this was open source. So, we said we will sign an MOU and we will modify that platform for our own good. So, IIT Bombay is a charter member of edX. And IIT Bombay's first MOOC was floated on edX in July 2014. So, we first launched our MOOC on the global platform. And then, because we had to learn how to create a MOOC. So, we first did it on the global platform and then we came to our local platform. So, now, IIT Bombay X is the platform which we are using. And this was launched on Republic Day, 26 January 2015. So far, we have offered 40 courses and we have more than 1 lakh learners. So, this is how our platform looks like. So, this is the URL. You can note it down if you don't know about it. So, these are some of the courses which we have offered on IIT Bombay X. So, Interaction to Computer Programming. So, we have mainly all the engineering courses plus the technical communication for scientists and engineers. This is a non-engineering course and the use of ICT, which was talked about in the morning. So, this was the use of ICT in education for online and blended learning. This was a faculty development program. And we also have some skill development courses on our platform. So, the basic 3D animation using Blender. Dr. Sami Thasubuthe conducted this MOOC and he'll be talking about it in the afternoon session. So, this is the statistics. So, in just 2 years, we have reached out to more than 1 lakh learners. We have floated 40 courses. These 40 courses are not unique courses because MOOC has a provision of rerunning the courses. So, once you do the work, you can rerun the course and you can rerun it any number of times. So, that is one advantage of MOOC like you record it and the platform is available and you can rerun it many number of times. And so, we have covered almost the entire country. And we have 3 partners. IIT Kharagpur is our partner in Teton KT and IAM Bangalore is our partner in IIT Bombay X. So, they in fact, they floated their courses on our platform. Now, we have modified Open edX and we have given them their own platform. So, IIT Bombay is providing all the technical help to IAM Bangalore. And TIS was they initially started, but now we are just mentoring them and how to create MOOCs. And we have given 18,000 plus certificates. So, I just want to tell you like how big is the operation. So, we have as Professor Fartek said in the morning, we have 300 plus project staff. And out of that, only to handle MOOC, we have so many teams. So, you can imagine. So, massive is in the terms of, we have to use a lot of manpower to do this. So, we have a development team. Aparna heads the development team. So, this is a team of software engineers who have modified the Open edX and implemented. So, we have couple of software engineers in the development team. We have system admin team. Abhilash heads the system admin team. So, because a lot of data, video, a lot of things going to MOOC. So, to manage that, we need good hardware, server, and cloud setup. So, all that is managed by the system admin team. We have studio team. Of course, Sajjan, you all know. Sajjan, Shushant and his team, they manage all the video recording, editing for the MOOC. So, some teams are doing a lot of work. Content team is a new team which has been formed only for MOOC purpose. So, we have Urmila here and Hitesh and couple of others who manage the content on the edX platform as well as on the edX platform. So, they are responsible for course authoring and management because this is a very complex platform. So, people have to know how to upload videos, how to put it in a proper format. So, for all that, we need a separate team which manages the content for this. And then, we have blended MOOCs admin team, which is the current workshop team. You are all aware of Mahendra and Sandeep and others. So, they will be handling the blended MOOCs admin. So, they are already handling, but when it becomes bigger, they will be doing more work on this. We have blended MOOC software team. Shweta is here. She heads the blended MOOCs software team, which is, they manage the MIS because a lot of data gets this and in blended MOOCs, every faculty member in the college, they want to know how that students are doing. So, we have given a separate dashboard where they can see only their students. So, Shweta will give a demo in the afternoon session, so you will understand how it happens. And the course team is faculty member and his TAs. They are considered the course team. So, this course team will vary from one course to another, but all other teams will be common for all the courses. So, this is how we have organized ourselves and this is true for anybody who is planning to give a MOOC. So, we should have a MOOC coordinator or a program manager and then he has to coordinate between, he or she has to coordinate between various teams. And then the course faculty, when he is giving the MOOC, he has to interact with the studio team, content team and his own like TAs, so course team. So, as you can see the team, I already explained to you about the teams, so their functions I would like to highlight. So, the video recording, editing, rendering is done by the studio team, transcription, uploading, proofreading, video syncing, all that is done by the content team. And the course team which consists of faculty member and his TAs, they have to plan all the lectures, they have to plan the quizzes, assignments and they also do the beta testing. I don't know how many of you are aware of, like we also do beta testing before the course goes live because if anything goes wrong, even where there are so many small, small things one has to check. So, beta testers has the job of checking all the links, whether everything is working properly before the course goes live. So, that also the course team does, sometimes our team also, they also do the beta testing. So, these are the various steps which are involved in creating a MOOC. So, unlike lecture which you just come and give, here there is a lot of planning required. So, the MOOC has to be planned properly and then the next step is you have to create it and then you have to run it. So, there are three distinct steps involved in creating a MOOC and running a MOOC. So, we have to announce these MOOCs well ahead of time. So, this is especially true in a global platform and you are announcing your MOOC, it has to be anywhere between 6 to 1 month before the launch and then each course has its, each MOOC has its own name, code and a banner. Banner image is what you see on the display. So, you identify a course by the course name, code and the banner and each course will have its own short description, long description, objectives, course levels, like some courses may be just basic level, intermediate or advanced. So, you have to add, you have to say that your course is at what level and in every course will have their own prerequisites because unless they qualify like this everybody has to know what are the prerequisites for the course, then only they can register for their course and the course staff image and profile is also put up on the course announcement page. The course handouts are also very important in a MOOC because the course handouts tell what the contents of the course will be, what will the grading policy, all that you have to announce upfront. What are the textbooks, references, what are the collaborating guidelines, forum guidelines and course calendar because these courses will run for anywhere between 6 to 8 weeks. So, people should know what are the deadlines. So, in so all courses we say that they should display their course calendar well ahead of time. So, the organization of a MOOC is into sections, subsections, units and components. So, it is a hierarchical structure. So, the section comes first and then subsection then unit and then we have four components, the video component, HTML component, discussion forum and the problem component. So, all this my colleagues will explain to you when they do the demo. So, these are the four components. So, this is the lecture flow, video lecture flow chart. So, we the faculty member has to prepare the lecture, he has to record it and the editing team, the video team does the editing rendering and then the content team takes over, they do the transcription, proofreading, syncing and the proofreading we also tell the course team to check it once. So, the proofreading is done by the TS, then we do the video syncing and then beta testing is done by the course team and then the course gets launched. And you can imagine the amount of time which is required. So, each 15 minute video requires about six to eight man hours of post-production work. So, you can now, you will know it is not very easy to make a MOOC. In fact, I tell everybody it is like making a movie. So, faculty members are the stars, they are the hero in heroines and there is a whole lot of background work which goes on in producing that movie. And the only difference is here the script gets written after the movie is made. So, we do the transcription after the movie is made and we do not have villains and songs in the movie. So, running and managing a MOOC is again it is a lot of work. So, we this is an optional week, it is very easy to conduct a survey or a poll on a MOOC platform. Then we have weekly releases of course content. So, instantly there are two ways of you know releasing a MOOC. One is called the instructor pace where we release the content week by week and another is called self-paced where we release all the content in one go. So, people can join any time and they can exit any time. And we have to keep track of all the discussion forums. So, the TS mainly we need lot of TS who will answer the discussion forum questions, release of quizzes, assignments, final examination, exit survey and once the course is finished we also archive it for the future reruns and then the certification is given. So, this is the screenshot if you have not seen our platform this is how the video lecture looks. So, this is you must all be familiar with the professor Gayathunde and on the right side you see the transcript and as you so, because these transcripts are synced with the video. So, you can go to any place and play the video will also play from that point. So, it is also vice versa and you can see how the courses are organized on the left side of the panel. And we have also done some transcription in and dubbing in Hindi we just wanted to do a pilot. So, we did it for two courses professor Gayathunde's course and professor Fatak's course. So, this also works well. So, we can do regional language transcription for some of the courses especially for the skill development course which we are planning to offer. This is a screenshot of the quiz. So, you can there are multiple ways you can assess the MOOC participants. So, this is a multiple choice quiz. My colleagues will explain what are the different options available in the quiz component. The reason you just announced about the Swayam platform. Yeah. The other platform students can register for courses and they can get some credits. Yeah. Whether this IIT Bombay IITX comes under that scheme Swayam scheme no. No. So, actually because we started Swayam is a recent development like it launched only a year ago. It gives a leverage for the students to register for courses and they can get credits. They are not attending the classes in the university nowadays. Yeah. So, three courses they can afford. Yeah. So, Swayam is a national platform. This is our own IIT Bombay IIT Bombay platform. Then we have also NPTEL platform and online courses they are offering NPTEL. I think NPTEL MOOC on Swayam only it is called NPTEL MOOC if I am not mistaken. But even Swayam platform not many like I think they have just started. So, we do not know. In fact, the similar kind of. Yeah. Yeah. It is. Screenshot is what I have seen there. Yeah. So, you have different platforms for MOOC. So, Swayam is our national platform. So, IIT Bombay will also might be in future it might be offering courses on Swayam as well. Okay. Yeah. That NPTEL we are talking about that those are open videos. So, you can learn things from those videos. Video courses are separate and MOOCs courses are different NPTEL. Yeah. They are they must be I do not know that they are conducting MOOC courses or not. Yeah. They are offering MOOCs for the past two years they are offering. So, coming back. So, we have adopted MOOCs in different ways. Professor Fartek already talked about some of them in morning sessions. So, blended MOOCs is what we have offered and we have also offered we are also using MOOCs in the flipped classroom method and we have conducted this first FDP on our platform. So, faculty development program also for that also we are using our MOOCs. So, blended MOOCs what is blended MOOCs? So, I know some of you might be already familiar, but MOOCs which is taken in lieu of regular courses. So, you can ask your students to take MOOC. So, and then we will give you the additional admin support and the whatever is not covered in MOOC the local faculty member can supplement it by his own lectures. So, the courseware is available through MOOCs and specific portion whatever is not covered in MOOC the faculty member can cut taught locally. And teachers can give marks for their in-class work projects etc. and invitation is also possible. Like if you want a proctored exam when they are writing the taking the online exam you can do that. And students can also earn credits for MOOCs. So, which what you are talking about. So, I think AICT and UGC have all already permitted that 20 percent of the credit can be earned through MOOCs, but the details are still being worked out whether it has to be a national platform only or for any MOOC anywhere. So, we do not know. So, the details are still being worked out. So, I do not know the details. So, I think it will be up soon. So, here I just want to tell you you are all familiar with the different modes of interaction, but I just want to highlight that the face-to-face which we are all used to from ages is the classroom teaching what is required. So, in face-to-face you have to have same time same place like what we are doing now like face-to-face is same time same place. So, which is also synchronous. So, but this is highly interactive very effective, but what is the disadvantage that it is not scalable and we have lack of good teachers. So, it is not possible to scale up because of this problem. So, synchronous is same time anywhere. So, this we used in our T10KT, but again there was a problem like for two weeks lot of people said that they cannot you know come for two weeks to in one place. And even though we made it like they have to just go to the nearest remote centers it was effective for some time, but after some time everybody started saying that this two weeks are not you know I have exam duty I have this admission. So, it is impossible to get everybody together in one place for two weeks. So, it is scalable it is also interactive, but all have to also learn at the same speed. So, which is not as Professor Fatuk said in the morning. So, we assume that everybody will be in the same level and they will learn things at the same time and same speed which is not true. So, individual learners have different capabilities and give different speed of learning. So, the synchronous thing does not work for everybody, it is good for some, but not good for many. A synchronous is anytime anywhere which is what has come up in the form of MOOCs and also the spoken tutorial which I am sure all of you are aware of is another national mission project. So, this is scalable, convenient and also the cost is reduced even though the cost of making a MOOC is high, but when you average it out per participant the cost is very less because we are talking in lakhs. So, if many students register the cost per student will come down, but what is missing is the interactivity. So, in MOOCs because it is asynchronous there is less interactivity this because interactivity happens only through forums or any social media. So, to compensate this we have come up with this blended MOOCs. So, in blended MOOCs anytime anywhere with interaction. So, here so, because the interactive is missing in the plain MOOCs we have to have some kind of interaction to make it more effective. So, it is scalable, convenient, cost is reduced and the interaction will happen through AVU. So, we thank Amrita University for providing this wonderful tool for interaction. So, we will be using AVU for the interaction and, but the disadvantages we have to have both the it has to be asynchronous as well as synchronous. So, this is the blended MOOC statistics. So, we have so far we have offered 12 courses in the blended MOOC format 60 institutions have participated and from these institutions. So, we call them blended teachers who used this in the blended teaching. So, 400 plus faculty members have used and we have given certificates to 22,000 students. Now, coming to the flip classroom we have also used MOOC in the flip classroom method for CS 101x the computer programming course. This is a course which is offered to all UG students and the class size is really huge. We have 550 plus students in this class. So, here we said that the students let the students go through the material or the recorded material before they coming to the class and when they come to the class it will be only for the discussion and problem solving. So, we have used CS 101 in the flipped mode. Similarly, the technical communication course which is HS 791 this is a compulsory course for all PG and the PhD students in IIT and there are more than 800 students for this course every semester. So, this is a huge class. So, it is not possible for the faculty members to conduct such huge it is possible, but it is very difficult. I have a query here. This is already implemented in the flip classroom in IIT Bombay. Yeah, yeah. In that case you might have gathered feedback. So, I would like to know in fact you have 800 students here. So, ensuring them to listen to this video lectures every class hour before they come to the class they need to listen to it. It is a very Herculean task. So, how come you ensure that the students have listened to the lectures and they are reaching your class? Yeah. So, it is a very good question. So, in fact, so we have something called recap quizzes. So, we are just to make sure that students have gone through the videos we conduct. So, in the every session when they in the class session. So, for first 10 minutes is spent only to gather the knowledge that the students have gone through the video. So, there will be a 10 minute quiz on the video itself. Just to make sure that the students have gone through the video. Through a paper test or through Viva? No, it is online. Online. Yeah. So, they need to give answers and you will record. Yeah. So, you will know we will know. So, we use. You use Akash tablet for ensuring. So, different. No, different teachers are using different methods. So, I do not know. Okay. So, but it is possible to gather data whether they have gone through the videos or not. Because in fact, we are experimenting and we are finding it extremely difficult to force the students to listen to these lectures and come to the classroom. That is very difficult we are facing. That is why I inquire. Yeah, it is a challenge, but the faculty member has to make sure he has. Because once if the student is going to miss that lecture without listening, if he is going to enter the class that 50 minutes one hour is going to be a complete waste for him. Okay. He will be sitting simply ideally and without doing any job because unless you listen to the lecture, you will not be in a position to solve problems. And that is a big problem we are facing. So, we generally address this issue by having the recap quizzes. So, I think you have to come up with a method like how you want to ensure that the students have gone through the material. So, this course is taught by 10 faculty members across various departments. So, also it is very difficult to coordinate between the faculty members. So, it is once a MOOC is created it is easy like people have to just listen to the lectures and and similarly you can talk to Professor Kannan in the afternoon session. He has he always conducts his class in the flip classroom. So, he can explain to you in a better way like how he manages. So, the digital control course is taught by him. Digital control course is taught by Professor Kannan Maudgalyan and he always does in a flip classroom and in fact, he has also written a paper which explains like the flip method is effective or not. So, there is also paper available by him. So, you can talk to him later. So, the faculty development MOOC which Professor Phatak talked about in the morning. So, large scale teacher training with MOOCs. So, it is live interaction is through a view and teachers are exposed to MOOCs based education and we find that we can reduce the cost by this method. And also the MOOCs education can be strengthened with live interaction and we found that better completion rate and satisfaction level with the interaction because the MOOC does not they it does not provide the interactivity. So, but we are going to use a view for the interactivity. So, Professor Phatak told about this in the morning. So, I just want to highlight. So, these were the enrollments in the use of ICT in education online and blended learning which was conducted from May to July. So, 4000 plus participant had registered and more than 50% cleared it and certificate of excellence was given to 383 and out of that 253 were selected for the cash award which was sponsored by SAP and we also got 700 OERs got created and which passed through the plagiarism check which Professor Phatak already mentioned in his morning session and participants developed websites using WordPress and peer assessment was used for evaluation. So, these are some of the feedback from the participants you can just go through it. So, now I will talk about what are the benefits for a faculty member who is giving a MOOC. So, MOOC time is available for class discussion. Animation and other ICT tools can be used which you cannot use it in chalk and talk mode. Supplementing or modifying the content is easy because each module is 10-10 minutes. So, you can if you if you are not happy you want to redo it we can just you have to just redo the 10-minute thing. If you want to add something it is possible and machine grading is useful for large classes and peer evaluation can be used for essay type questions. So, this facility is also available on the platform. So, in fact for the FDP participants recently last weekend we conducted a session for the FDP participants and they did the peer evaluation on our platform and collaborative work is easy. So, what are the benefits for the students? So, as Professor Phatak said each one has their own learning pace. So, learning at their own pace is possible and active learners instead of passive listeners. So, because we can use this to make it very interactive and course material can be revisited for better understanding. So, as Professor Phatak says you cannot rewind a professor, but you cannot rewind a video. If you do not understand you can rewind the video and listen to it again and again. Discussion forum encourages learners to learn from peers and community and recap quizzes this is what I was talking about improves the learning before proceeding to the next topic. So, there are also a lot of challenges creating a good MOOC is time consuming as I. So, now you know like what all goes behind the scene. So, this MOOC creating a MOOC is time consuming manpower intensive evaluation is a challenge. So, not all like you have to make it machine gradable. So, you should know what kinds of questions you will ask and participants belong to diverse age group culture education backgrounds this is especially true when you are offering a MOOC for the global participants. So, you have to take all this into account when you are offering a MOOC and students may get overloaded this is what you are talking about like in the flip classroom. Many people say that I have to watch the video before coming to the class. So, I am actually doing more work, but there is a way to reduce their burden. So, if you have three hour contact hours in a week, you can say that you don't come for one contact hour or two contact hour will meet only once a week and for the rest of the two this thing you just watch the video and. So, there are ways to you know solve such problems, but you have to make sure that if they don't study like you said if they don't study they will not learn anything. So, one has to implement it in proper way then only it will work you cannot say that the videos are there you go listen to it and come to the class nobody will you know. So, then it will not work properly one has to enforce it in a proper way there are ways people have done it and you can I am sure you can do it. Self-study credits are there for some of the courses in some of the universities in India and abroad. So, how does this MOOC? This MOOC is a refined way of self-study I hope. Yes sir, MOOC is like it is available the content is available for anybody to access. As you rightly pointed out evaluation is a challenge only multiple choice and all those computer based exams only we have to conduct writing skills or diminished that's the other thing. So, asset type there is a provision where you can judge your students in the asset descriptive questions also but not every method. So, you have to if you have to offer a MOOC you have to do even the faculty member has to do a lot of work background work. If you come up with methods how you want to assess your students. Yeah, if a teacher is to teach for 500 or 800 students at a time how is the method works how is the facility is required and all that's what I am saying for a large class MOOC is very good because you don't have to you can ask the students to go through the material okay and you can conduct online exams. So, physical presence of 500 people in one place is not needed not required they have to read on their own and then study on their own and attend exams only directly. So, instead of three hours per week you can teach only one hour as a contact hours and remaining two hours they have to read. This is basically we are reducing the interactive sessions. Interactive sessions you are reducing but then you think that when you are lecturing everybody understands. So, that is also like many people are out of find that if it is a large class students are creamy students what about local colleges that's a big question they will study on their own but other colleges I hope. Okay fine. Thank you. Madam one question. Yeah. Actually as Professor Patak I think emphasized on the NBA. So, in NBA there is a one aspect called as a design of experiment. So, we feel faculty or expertise in that area is very less in various colleges I think. So, if you can have this blended MOOCs training program for the students so it will be a great help. So, any individual request we will handle later so you just. Because this is not again my request I think if all colleges AICT approved colleges are going for NBA then this is one of the major component in which a student should be able to analyze research data and do the interpretation sort of thing. So, everywhere there is a dearth of this thing faculty who are expert in research methodology and these. Yeah. So, research methodology we have already we have course we conducted in fact twice we have conducted on the T10KT. So, research methodology we will have a MOOC definitely. I am asking MOOCs right because I am asking this for the students not for the faculty. Yeah. So, in future whatever MOOC you want you just let us know we cannot offer everything but we will try our best. Because this is what I suggested to my management to include this but they are not very clear. So, I thought we can implement this via MOOCs. Okay. Thank you. So, any things are evolving see we are all learning. So, we have to come up like what works something might work something may not work. So, we are all evolving with the technology. You know there was a comment that some students will not study on their own. Yeah. So, that is true. I mean I think you know we as people tend to be social animals and we learn in groups and with other people rather than just learning especially at the undergraduate level is very difficult. So, I believe here you have the intervention of the teacher can use AVU to give them suggestions. In addition to that what we are now starting to experiment at Amrita also is for these MOOCs we can create what we call an online chat room. Okay. So, then the students can come in there anytime and talk to each other and solve each other's problems because then you know it can be moderated or it may not be moderated. It can even have a text chat and you know once they and it can just be an AVU session which you already have. So, people can just come into AVU they have open access let's say to some class and then they can discuss their problems and issues anytime. So, this aspect of becomes then peer-to-peer learning which is actually where most of the learning takes place. Yeah. Even in regular classrooms you know people sit in groups and learn that's where the real learning takes place. So, what I'm suggesting is that you could use chat rooms as an online mechanism for peer-to-peer learning. Okay. You could try that. Yeah we can try that. Another comment I had was that you know for flip classroom there's a very good paper called Sage on the stage to guide on the side you can google it and you'll find that paper it's an excellent paper. So, what is happening with all this online technology is that the role of the teacher is changing from being the you know person who stands on the stage and gives the lecture to let the students learn and then guide them. Yeah. So, everything is as I said the things are evolving. When it comes to the MOOC what happened always we're always thinking that replacing whole our system to the MOOC. It is not like that. So, don't consider that our regular teaching process is very bad and we want to replace it and there is interactivity. Think yourself that how much interactivity was there in 90 minute lectures. So, hopefully 15 minutes, 20 minutes, not more than that. So, why MOOC was added to have an interactivity? So, either it is three sessions in a week is replaced with one session but that complete 90 minute is an interactivity. So, I don't know at everybody's place how much is the faculty is available for the interaction after the class and so many things but I practice it in my college it is average students are there. I asked them to just go through that half an hour lecture on data structure basic concept and I taken 90 minutes on a practice session. Student will work on that they will write the programs I will help them. So, basically don't consider each and every course has to be replaced by the MOOC. There is interactivity required then you can definitely go for the MOOC. Not only the MOOC platform and other things there are video lectures available platform is also not actually required because in NPTEL we have the video lectures we have uploaded those video lectures I have cut that video lectures and put up in half an hour lecture for one particular topic on my Moodle server. Student do listen that student may go and search so many other lectures on the same topic and then we will discuss that same topic we will solve some problem on the data section and we do that. So, there definitely there is an option only thing is that we need to understand how you can use this ICT concept in our regular teaching and it gives very good results. So, thanks to IIT because they have given and thanks to NPTEL because they have given lot many options available only thing that we need to have to change basically teacher has to become an agent of change then and then only it is possible thank you. Thank you. Madam one question. It is very nice practice madam IIT Bombay through 36 courses are available and students are doing that but whatever courses are available so that courses comes during the university exams of the students like 3D Blender animation course 10th April is the last day for registration later on this course will start and probably in the month of May and June actually university exams of the students comes so this task comes overlapping with the university exams if there will be some change in the schedule and if in the month of January to March if students are free or in second semester or in first semester like July to August, September in this if exams are conducted it will be more beneficial for the students as well as for monitoring for the students although. So, I agree with you but so that's why I said in my slide also so anytime anywhere any place so all the MOOC because we have the provision we can open it anytime so it need not be restricted for during the semester we can keep it open so the self-paced MOOC the advantage of that is that we can keep it open for a longer time and people can come anytime and they can exit anytime in fact Dr. Samir is here so he yeah because this query was raised regarding my course and so I am going to talk about it in the session at four o'clock and Kalpana answered partially to it so instead of this regular lecture based courses like you have every Thursday four o'clock lecture and or even in MOOCs like every Thursday 12 o'clock a set of videos will be released for the entire week and assignment also will be released and next Thursday again set of videos will be released and an assignment will be released and a quiz will have a deadline of two weeks or something so this is a this is a course which is the pace of the instructor so it is instructor oriented pace we have shifted from that mode to self-paced where we release all the content on the first day of the course and people or the participants are free to choose their own pace whether they have four days at a stretch of vacation and they want to complete it in those four days in fact some of the statistics of my course show that there are participants who have topped the course by visiting my site only for four times right so they have properly analyzed what videos they should look at what should they download when should they come and attempt the quiz all that has been planned by students so they are much smarter than what we are thinking so if they are interested in the course I have seen that they will find out time from any corner of their 24 hours but if they are not interested even if I keep it open for two years they will always give me excuse that I was busy so it depends and MOOC has that problem all the time the success rate of MOOCs worldwide has not grown from 10% at all whether it is Stanford MIT or IIT Bombay X and we all agree with that it's only the way that how how it is interesting for students and how it is practically applicable to what they are doing I think people will take it and we are we are here to offer so now we wouldn't we don't want to get into that debate of how to do that I will try to address that in the session I am holding so let us allow Kalthana to continue with the next part yeah one question like we need to everybody need to ponder how to find out what is what what should be the interest of the students how to find out that what he is interested in yeah we have to not do a lot of experimentation one question yeah so in this discussion approach yeah in a large class there might be cases when only few students are interested in discussing certain aspect so it might happen that discussions will digress and majority of the participants are not interested in the discussion yes but at the same time if the teacher prevents the discussion then it so that's why we have in all these forums we have somebody called discussion moderator no not online in the class discussion yeah because even in online it's a major problem yeah so for online so that's why the job of the TA the teaching assistant is to monitor the discussion forum if in fact it has happened that sometimes people post answers to the quizzes on the discussion forum so we have to watch out a discussion forum very carefully we have to say so that's why the discussion forum guidelines are posted I had talked about it in the beginning of my slide that so you have to have discussion guidelines and on top of that even then people do such things so we have to monitor the discussion forum very carefully uh so I just want to wind up because my colleagues will be giving you the demo of IT Bombay X platform so IT Bombay X so in future like already we have started this first skill development course Samir has given on 3d blender animation and 3d visual architecture so he'll be giving more courses and he'll also be coordinating a lot of vocational and skill training courses and we also plan to this is already like professor Shridhar Ayer and professor Sanna Muthi are doing a course which has already announced IT 611 this is for school teachers to train them how to use ICT so we are doing all these courses and you talked about SWAM so we all know that SWAM is a national platform for MOOCs and already there are courses available on so courses in arts science engineering management from repeated institutions are available on SWAM so you can check that out so in I just want to conclude so so many believe that the future education would be MOOC based and our experience is also quite comparable to what others universities of importance as Samir pointed out the completion rate in MOOC is the average is only 7 to 10 percent but we have found in our blended MOOCs that this completion rate has increased and it has come to 20 between 20 to 50 percent so as you saw in the faculty development program so blended MOOCs we are able to achieve higher completion rate so this so within this two years we have done a lot of experimentation and I am just giving you the results of that and as you all know MOOC was developed in the developed countries US UK so for them the students already have good education so it is something like icing on the cake but here we have to make this because our students they lack good education so here if you are offering MOOC it is bread and butter for the students so we have to make it as interesting as useful for the students so it is our job to make it interesting and useful so I will leave you with a good slide in the end so so MOOC so first objective of any MOOC is to educate but and the last this thing is to empower but between educate and empower you have the other two things so one is how to engage a remote student so this is very important especially in asynchronous mode how do you engage your students so you have to engage them you have to also entertain them as somebody pointed out like how how do we know that what the students want or so there has to be and especially true when you are making a MOOC for the school children so you have to in somehow you have to make it very entertaining interactive so there are also now studies on game-based learning so we have to come up with new methods how to engage and entertain the students then because the next generation is all on the mobile and internet so we have to come up with new methods of doing this thank you Urmila and Hitesh from the content team they will give you a demo of the IT Bombay X so they will tell you the first the LMS that is the learning management system which you see on the platform and also the instructor side the course management system like how one uploads the video or other so it will have both learning management system and the course management system and because we are using the open edX platform internally both are connected so the learning management system and the course management system are connected but because I know many of you will be aware of the which is available on the screen on the dashboard but what how to upload a video how to do all this how the instructor is supposed to do so they will also talk about that yeah hello everyone as I have gathered most of you know are familiar with IT Bombay X learning management system so this is our home page most of you must know when you log in you go to your dashboard these are all your courses which you have enrolled in when you go inside a course this is your workplace where you can see the course outline this is your video and these are synchronized subtitles you can change the unit by just moving horizontally this is changing a section you can move yeah you can just move horizontally and change the unit where you can see your slides if your faculty has added slides for your session similarly after the week at the end of the week there are graded quizzes you can go to the graded quiz and there are various types of evaluation techniques for you know putting questions on the session this is there are multiple choice question this is a single choice then you can have descriptive answers as well which has some advanced components like ORA and all will yep this is how you get the feedback when you select the answers right or wrong and this is the tip after the answer is given this is basically how the course is being done then this is a course info where you get updates by the course team and you have some course structure and frequently ask questions as well this is a discussion forum there yes you can post your questions answer questions have you you know we get involved in our discussion and this is pretty much about LMS most of you know most of the things we'll put more emphasis on how to use a CMS a studio where you create a course this is where the course is created you log in as staff or admin and then this is your dashboard here are the all the courses you have access to as a course team member so select one of the courses this is a course outlet which you see in LMS if you expand it this is a main section if you expand it this is a subsection inside it there's a unit go inside a unit and you can edit it as per your requirement you can add a video this is how you add a video you have a can add a component of a video your youtube url if you have transcript you can already uploaded on a youtube youtube then it automatically syncs here you can have problems n number of problems are there see these are the basic common type of problems like checkboxes drop down multiple choice numerical input and text input if you go to advance section this is a open source platform that's what it's an open source open edx is an open source what i'm asking is for example if i'm going to offer a course this semester so i'm interested in taking video if we have a studio in our university no so you have to install you have to do a lot of configuration okay so because we have the setup here because it needs good hardware as i told you we have our own cloud and because the all what i'm saying is there are certain this this particular screenshot i can download from the open source and i can use it in my computer is it not then you can use it yeah i can customize it and i can upload my lecture notes on that text box and i can take a video of my lecture and i can upload in that upload video and it will be stored in maybe in youtube or some cloud space i can create okay in my university and i can allow my students to listen to it or watch that is it possible yeah it is possible within my within my university yeah you have to yeah you have to configure the settings and all that okay you have to download first it is available open edx is available on the github okay you have to download it from the github and then you can okay fine thank you so as one of you uh when ma'am was talking about uh evaluation one of you mentioned the problem with evaluation of 500 students or 800 students this is a there's a peer assessment component where peers assess each other and evaluate themselves which is very like subjective it is very useful for a large uh quantity of candidates with uh for subjective answers answer types like essays and things so this is an html component where you can add updates about a course or uh you know you can make an announcement you can add an iframe tool and include other external resources in that so as we saw uh there are course settings to be done like uh course start time course end time that can be done through settings schedules and detail and all the schedule and detail about the course can be set here so the about page that you see in the lms can be made here you can invite your students for invite only course this is the about page on lms sir i have a question how do you compare uh moodle with uh this uh moodle is a uh content management different different system this is a mook this is a massive online open course no no no i'm because you you might have worked on moodle also so how do you compare moodle with iat bomb eggs right now i'll talk with it bomb eggs we'll talk about the comparison later no no because uh is is it similar to that or is it totally different so um i think uh moodle has the different moodle is first of all it's not scalable um so that is a major difference because we have used moodle in um t10 kt and of at a time when the quiz i hope you all remember we had taken uh so more than 2500 part spends at one time it could not even take that load so then we had to make it into slots like from this time to this time this center will attempt the quiz so moodle is not scalable first thing so and this platform is scalable because it can handle lakhs of students at one one time so even if um one lakh students appear for the quiz the same time it can handle that and there are other small like differences so um we don't know the but i'm pretty sure this uh platform is much better than moodle that's why people have moved to this platform thank you uh moving back to uh creating a course like setting your details and schedules on the lms here you can see as a student you can see your progress now it is also quiz wise it gives you your marks in a quiz and a total as well this is uh when you scroll down this is a detail about uh the courses you have the quizzes you have taken in each week and the scores for each quiz so um if you have any uh questions so uh we can answer otherwise we'll break for lunch okay thank you