 So I'm enjoying. So before I start the session, I have a quick question for you. How many of us present here have some experience with vendor learning? Connected to a quick show of hands please. Just so that I know where I stand. Okay, thank you. Okay, so this is just to quickly value through the rollback for session. I will tell you briefly about what is vendor learning. We will, of course, run it here with it. I'm going to take the project which we're going to do. It's a vendor learning project. I'll show you the results. I'll, of course, be carrying home when we go from here. Okay. So, I mean, just imagine a picture of the vendor. It's no problem if there isn't a picture. Right? It's different to have a piece of learning. We put them in the vendor. We stir it and mix it together. And we put it in the braids of the spoon. That becomes vendor learning. Just so we can see. We have here night grabs. Basically, to put it in a nutshell. It all incorporates two components or two modalities of learning. One we have the face to face traditional classroom needs which all of us are familiar with. It's just been there the last 500 years. And now what we do is we take online learning and we online the two and it becomes vendor learning. So we will take the wet line you see on one circle. and the other one is opposite. And with the two diagrams overlap, that portion is the blended portion. So that's the simplest way to look at what is blended learning. Let's go a little deeper. So that's why I'm calling it the cuts of the blended learning. What are the savings? Or what are the savings? These are my terminologies. Most of the universities, they believe in the three savings. On one end of the spectrum you have the traditional pure face-to-face, another end of the spectrum is the pure upon-line, and somewhere in VVD you have the blended. This is why I call it the three sibling model. So in this model, and this is the one that we have followed, this sometimes also referred to synonymously as hybrid learning. Well, there are some universities which differentiate between blended learning and hybrid learning. So I call it the four sibling model. That is, most notably, the Illinois online network. What they have done is they have separated blended learning from hybrid learning. So in their model, blended learning is closer to face-to-face. So a larger component is face-to-face, a smaller component is on it. And hybrid is the reverse. A larger component is online, a smaller component is face-to-face. But however, we follow the traditional three sibling model. Okay. Let's take a quick look at the classification set in there. Rotation model is the one that you are focused on, where the students survey different modalities of learning at the distribution of the teaching. And this is going to be some models, which I'll share with you a little later. There are other components also, like for example, flex learning, where the students need the professor at the flexibility, at the ability, you know, a-to-day basis, a need-to-basis to the professor. That's what's called the flex model. There are a lot of classes that we go to restaurant and we order food according to what's there in the menu. Here the student picks up one course, which he wants to do, here she wants to do online, and the rest of the courses he or she wants to pursue face-to-face. That's called a la carte model. And then we have the enriched virtual model where the professor starts with the face-to-face and then the student continues online and enhances his experience. So that's about it. This is the traditional classification. However, a little more sophisticated version of the same classification is the next one. If you take a closer look at this, you see that the rotation model is the one which is a true hybrid model. While the flex, the a-to-day, and the enriched virtual are closer to the online concept. So we will focus on the rotation model, especially the subdivision or the flip classroom, because that's not our project law. But I'm going to explain to you how it was a flip classroom and what is a flip classroom, and that's going to be interesting. So let's go to the next part of our presentation. What was this project like? Well, I'm a neuroscience professor, so let's move on to the first project. I was speaking to some of those friends back in Europe last year. I was a neuroplasticity, and neuroscience is a very, very difficult subject to teach. You can see I've lost most of my hair, right? That is genetic, by the way. This is just a joke anyway. And in neuroscience, there are certain topics which are even more different. And therefore I chose a really difficult topic. That is the hearing pathway, we call it auditory pathway. How something goes through this year and goes to the center of the brain and goes to many other parts of it. So I decided that I'm going to do a blended learning project on my students using this. And I had three objectives. First, to see. This is a pilot project. To see whether it does really improve student outcomes, learning outcomes. Secondly, I wanted to get feedback from the students. How they felt about this whole blended learning project. And you'll see the interesting results we did here. And of course we used this audience response system clicker. How many of us are familiar with this ARS, audience response system clicker? Okay, so I'll tell you about that one. So I'll show you the results also. You'll see the actual results in real time. So this was my three objectives of my project. So this is me taking the class, and those are my classrooms. Those are my actual, of course, they gave me some other projects. As an airman students, only our three students in a basic medical science course. Neuroscience, as I told you. And I was working in the carry maps. And I was pointing towards small island. And we had to drill down really on Google Maps. So as it's so small that you have to go right almost above the ground to see the size of the island. You know. It's very small. You can see one end of the sea and you can see the sea on the other side. Very small islands. So anyway, so this was where we did the project. So let me tell you briefly about what was it. It was a pilot project as I told you. And it had two cooperates. One online cooperate and one face-to-face cooperate. The online cooperate was for 30. I mean, I estimated that the students do not have to spend more than 30 minutes at Google Maps. I mean, I don't want to burden them too much. You know, that's pretty blue murder. And I say the face-to-face cooperate will be 50-50, 100 minutes. So this was the... And as I explained to you, it was a rotation model of blended learning. The fifth classroom. How it is, I'm going to show you just a little bit. Okay, so how did we do the online cooperate? First, I explained to the students briefly, look guys. I'm going to do a nice thing for you guys. What? Blended learning. The Bolly Horses don't get so upset. I didn't go to the must-eaters as I did here. I told them, it's nothing. If you go to the teachers, treat it as a nice video at home. So I explained the whole thing to them. And then I gave them the online cooperate. So what was the online cooperate? I gave them a picture of the three classrooms. I'll show you the picture. I mean, it's really crazy. And then I gave them a link to a video, an online video. Just 4.1 minutes, that's all. And to help them along, I gave them two objectives so that they'll focus on those two objectives when they look at the video, otherwise they're treated as a movie. And I also gave them two questions pertaining to those objectives so that they would have something to focus on. And I told them, you look at that movie as many times as you want. Don't spend too much time. Don't move around. Don't Facebook around. Don't Twitter around. Just look at that video only. And just look at those objectives. And you leave them tomorrow when I come for the class. Okay, so this is the picture that I already passed. This just, by the way, this is not a class. Neuroscience. But you can see how difficult, how complicated it is. It's really crazy. And then I gave them this link. So they have to just click on that link. And this is very small. Next, these are the two. I told them that you have to focus on two things. You have to know what are all the components of the object pathway. There are eight components. And you have to know them to the right sequence. Watch for these eight components in the right sequence. And you must also know exactly the impulses go from where to where and how to travel and all the rest of it. That's called the natural energy protection. This is a little technical. But these are the things that have to focus on. And these will save two questions which I have asked. For the confidence and for the laterating protection, just keep two questions in mind. That's all. Nothing more. Then next. The face of this component. Before we get started in the lecture, embedded within my PowerPoint slides, I put three questions. Embedded them using this software which I will show you just now. And these were the three pre-natured questions. And after the whole session was over when I finished my lecture for 100 minutes, I embedded five more questions. What was their feedback? And I'm going to show you the questions and I'm going to show the responses also. And how we did create this embedding, we did it by means of this audience response system picker. So those of you who are familiar with it and those of you who are not familiar with it, you can quickly read what it was. It's actually a software for turning points up from turning technologies. So we saw this software in the river and we opened our slides within the software. And each student is given one instrument in their hands. Small instrument size is called a credit card. It's called the ARS clicker, audience response system clicker. As you can see, it's got donations. A, B, C, D, E. And it is controlled by radio frequency waves. There's a small USB stick here. It controls. So we put the question embedded within our slides. The students see a question. We give them one minute. They take it off. The parents share and they'll enter one minute and I say, okay, finish. And I press the next button and give the response. So this is how the audience response system clicker works. The clicker as well as the software are the same software. Okay. So I'm going to show you the three questions and I'm going to show you the students' responses. There is a nice place where you can also go to review them. Yes. Okay. So this is the question. I gave them all over the question. It's a technical question. It's a question about how to do part. You don't worry about what is inferior polyclase, what is lateral leptiscus, and what is nuclear nucleus. It's not part of our session. So I put this question. This is what I do. So before you even start the lecture, this was meant entirely on what they had studied in the online conference in the previous day. And I put these three four options and I gave them one minute. Okay. You have one minute. If you press your clicker so you can talk, you can discuss what is important only for one minute. And yes, what we got answered. This is an actual response I'm going to show you now. So when I press the switch, the next button, the great answer came up and the students' aggregated responses came up. And as you can see, just a minute before I started my lecture, two-thirds of the class got the question right. So it was a small, small, this is the equation for me. At least they have learnt something. So now I know where to start. Okay. The next question, same thing. Again I put that question. One minute. Give your response. Okay. So this was the response. A little less than two-thirds of the class. All right. The third question was a really difficult one. It was a dramatic question. I just wanted to see whether they're fooling up, fooling my leg or whether they're doing it. So I gave them a really difficult one. This whole three-thirds of the question. So what do you think is the biggest response to this one? Good, bad, ugly. Good. You're not guessing me. You're absolutely right. 92% of the class got the question right. It was a really difficult one. As you can see, the options, etc. It was a crazy option. I mean, I don't give this question the exams, but I give it there. I understood it was so happy, they all started clapping, you know. I mean, the boss made sure to do the question right. And why not even start a lecture? This was purely based on what they did wrong and wrong. So these are the three lecture questions that I posed. I had my session, 15 minutes, then break in 15 minutes, answering questions, 30,000, everything. And then I posed the next five questions. These were to get their feedback about the whole project. The first question was, how did they find the online video? So it was in the form of a liker scale from very helpful to a lot of helpful. I considered ABC as somewhat of the positive side and DFT as somewhat of the negative side. So let's see what were the responses to this. The activated response was sort of mixed. So I would say that ABC together cost you about 75%. Well, the rest of them. Every class has a package, it's not very important. So this is the first question. Next question. The pre-work question, the two-question question, taking them at home. So what was their response? A game about anyone, about 45th of them said, okay, helpful, moderate, helpful, reasonable. A game about 50th of them. Usually, we can expect that. Next question. How did they find the pre-lectured question? The three questions that I showed you just now. What was their feedback about that? And again, nine-tenths of them said, we really found a useful helpful. Maybe because there was two thinking of the kind that they got it right and whatever the reasons. So the fourth question was, overall, what was their experience about this blended learning project? Maybe the phase-to-phase component for the online component and all the rest of it. And again, about three-fourths of them generally said, okay, because recently we've done the last one. This will give us an insight into the minds of the students. Wouldn't they like to have some more exercises like this? What do you think? Yes, yes. That's what we would like to see. So what actually doesn't work out that way. That's what it gives us an insight into the minds of the students. They're drinking people. We have to understand them how to base them. So only a little more than half of them says yes, maybe not me. So this was their response. Would they like to have more? This was just a small project. We were moving 43 students. So this was the last one that I had to respond to. So therefore, just to summarize, I mean, the most of the students understood the material well even before I started. After my lecture, the majority of them found it helpful in a manner of speaking of the system. And as you can see, that the error's response system, the clicker system, I've been using it for a long time and this one is the time when I really put it to use, put it to test. And I found that it gives us wonderful results, wonderful from both points of view. We as a teacher, we immediately come to know how much the students have learned and after we have taken a look, let's suppose a concept and explain the concept and we find that the majority of the students have understood it well or not understood it well. Then we know we can deliver our course, you know, we can tailor our course to actually coordinate it. So the clicker system is a very useful tool in this regard. And how was it? It was a rotation one that I told you. Rotation only means the student's rotation of fixed schedule determined by the teacher at the discretion of the teacher. So in this case, the schedule was you do the object, object chapter, okay? You don't spend too much time on this and the next thing we'll have to face was a rotation. We can have many more modalities of learning but one of those modalities have to be online to perform the definition of the intended learning. And why was it a flipped classroom? Now let's take a traditional classroom which all of us have familiar with. What do we do with the traditional classroom which has been there for the last so many centuries? We first teach the students the basics of the concepts and we tell them you enhance it at home. You learn more further there. Here we did the opposite. They learned the basics as well. We enhanced it in the classroom. So therefore, we flipped the classroom. That's why it is called the rotation model method flipped model. So rotation flipped classroom. So this was the rotation flipped classroom model which we did. As I told you, this is just a pilot project. Therefore, we need to do more studies. Be a lot like the the largest group population. I should give them more difficult topics. A written pathway itself is not sufficient. It's very difficult but I should give them something like the Basel Ganglia or Parkinson's or whatever. And I should have a larger group of students. I should have more robust results and more concrete conclusions. Only then we can generalize our findings to the rest of the population. But otherwise, the preliminary results, this was what we got. And it was quite encouraging to stimulate us to do further work. And finally, when we leave this room for our coffee, what will we carry on with us? Those of us who are not familiar with the learning projects, we have seen that there are four models though we do not remember the names of the models but we do know there are four models. We have seen how to conduct a blended learning project and we have seen what is the at least the preliminary educational value before climate learning. What else did we learn? We got inside of the mindless tools how they can fool us. So we should always be ready to understand so that we can deliver, we can tailor our core delivery strategy according because we have to understand in order to deliver our learning effectively, we should be one step ahead of their training process. What we think can be effective teachers. So this is a useful exercise so that we can get an incentive for the students and we also see in this how an audience response is done, turning point technologies, how it works and of course not that this is part of the session but all of you know that there is something called original pathway, isn't it? Something about hearing pathway what happens when hearing goes from this year as the whole same was it goes from this year it comes up from this year no, it goes from this year and it goes to this half of the great 90% goes to the same side how does it happen, it goes from last year but it does happen so that is the original pathway that was just part of it that was just a by-direct of this whole exercise so these are some of the things that we will carry home when we go from here okay so thank you very much for watching this was and if there are any questions any comments, anything I would be very very happy to explain to you yes please