 In this endeavor, where we are beginning with three courses, which have been tested by IIT Bombay in global offering on MOOCs as offering for the Indian's rules on IIT Bombay Act. So, before introducing the faculty colleagues who are behind this, I thought I will very quickly give you a glimpse of IIT Bombay Act's platform. Like any MOOCs platform, you would see a front screen. So, if you go to Coursera or EDX, you will find similar screens there, which list the number of courses which are available on that platform. The standard procedure is that anybody who wishes to do a MOOC will first register on that site once, giving the email ID and giving a publicly visible name as a single string. In fact, MOOCs do not wish to know what your background is, where you are from, that is the nature of openness. Your privacy is guaranteed because you, although you give your full name for the purpose of certification, etcetera, etcetera, that is never revealed. In India, unfortunately, we do not have privacy laws. And in fact, we specialize in our colleges to collect all private information about every student and every staff member, although it is irrelevant many times. But we maintain it and we do not guarantee that we do not reveal that information. That is the status. It will change after some time anyway. Why I am telling you this is that when we collect information about learners on the MOOCs platform, it is an extremely limited information. The MOOCs as such does not need any other information because they are open courses. When we ran our courses, for example, in my computer programming course, we had 60,000 enrolments and there were several kids of 12 and 13 years old and there were solvers of 65 and 75 years old also were learning. We never knew what they were doing, whether they were teachers, students, lawyers, whatever whatever. It does not matter. And that is in fact, the main power of MOOCs that anybody can learn any subject from whomsoever one chooses. Once you log into there, you have two roles. One is you are a learner. That is what most of your students would be. That they will register on IIT Bombay X and then enrol for either of the courses that are offered under blended. If you see the dashboard, once I login, I will see these things. If I choose a particular course, I will be able to see these things. So, for example, if I go to courseware, this is what the students will say. This is a demo course. Hi again. Oops. I am Gyasi and I am here to help you. Put together your courses as you know after online. The point of this is that these videos are played here and if there is a transcript given, so if I go somewhere else here, the video automatically advances. Now, this is a facility for the learners to view those samples of the video again and again which where they have a problem. Unfortunately, what has been observed is most people use this facility to literally sample the video. They do not watch the complete lecture and one of the important hallmarks of a MOOC is MOOCs never ever have a one hour recorded lecture which is our standard way of interaction. They always have 8 to 10 minutes difference. Many of my own colleagues find it very difficult because we have never learned to compress the explanation of a concept in 8 to 10 minutes. We are used to teaching in a different style. Now, this is what the MOOCs do here on in any course of a particular lesson one. For example, you will have multiple things here. For example, here is an assignment that people will do. There could be some material. There is another video lecture here. There are videos and problems. There are some take note questions. Things are assembled on the top for every week or every topic and people could go through that. There would be a graded quiz which is automatically graded and students will get to know their score the moment they appear for that quiz. Generally, when we run a course, the course has a sequence and that sequence has to be followed, but that sequence has to be kept as open as possible. For example, if there is a 6 week course, it is not uncommon to have a weekly schedule. The material for the entire week is exposed to the learners immediately on the beginning of the week. There are sample problems which they can attempt and they will get answers whether they are correct or not, etcetera. The quiz is typically released on the last day of the week and is kept open for 48 hours. It is so much different from our insistence that the quiz will be for 20 minutes, it will be supervised and so on. This is because we never know which person has which convenient time to sit and answer the quiz. Now, whenever a student or a learner attempts a quiz, all events by are locked at the back end. So, we would know at what time which question was attempted by a student, how long the student remained on that quiz. All of these things are captured through what we call event logs. Unfortunately, these event logs result in a very, very large unstructured document. I mean gigabytes of data can be created through the student interaction and its analysis requires what we call big data analysis. Now, work is going on everywhere. We have managed, OpenEDX has managed to analyze some of the events. We are continuing to handle more events. Currently, what we are able to capture is which quizzes were attempted by the student at what point. Overall, how much time the student spent on various activities? This is an ongoing work. The point is at the end of a week, the student either completes that quiz or does not complete that quiz. If the designated day is over, the student may attempt that quiz, but those marks are not counted towards the evaluation. At the end of these five weeks or six weeks of course, a final exam is typically held. Almost all exams or MOOCs are multiple choice questions. That is not necessarily the only way of doing things. However, for some specialized courses such as computer programming course, we have introduced an auto grader where people can submit their programs and those programs are automatically graded. Unlike what he said giving zero or one mark, we actually spend a lot of time in designing the problem or assignment for that programming project. We give actually a structure consisting of several divisions. Just like in a handwritten paper, if a student makes a mistake somewhere in a program, we reduce one mark, but if something else is correct, we give partial marks for that. In exactly the same fashion, our auto grader is capable of evaluating each segment independently and find out whether it is correct or not and partial grading is possible. Now, this kind of thing is not always possible in all other subjects, particularly automatically evaluating long answers is still a matter of research. However, this platform provides again based on open edx backend. It provides what we call a assessment of text answers through two mechanisms, either through machine learning algorithms if you have one available, but mostly through peer grading. Now, peer grading is another mechanism that we are evaluating. Obviously, it is impossible at this juncture to consider marks obtained through peer grading in any formal evaluation, but such are the possibilities and going forward all these possibilities will be actually incorporated in these things. The eventual aim as professor Sudarshan mentioned, I do not know whether you are aware or not, but advancing personalized instruction is actually regarded as one of the grand challenges for this century. Some of you may be aware that national academy of engineers in the United States, which published 20 great achievements of the previous century has actually put together 14 grand challenges of engineering for this century. One of the 14 grand challenges is advancing personalized instruction. Now, personalized tutoring is nothing new, 20, 30 years people have been writing intelligent tutoring system, but most of them provide additional material for me to study based on my performance in some courses. So, basically my performance in the previous quizzes is taken as the only major parameter on which it is decided what more things I should study. If there are 100 students with the same performance, the fact is that these 100 students have different learning styles. Some look at the complete material very critically before attempting exam, some will directly jump to exam, some will look at some solved problems first. Now, if this is my learning habit, then targeting the extra material to me should be in sync with these learning habits of mine. So far these learning habits could never be captured. Even in a classroom when we engage with students, we have no clue on how much time the student spends on what activity back at home, but on MOOCs you can capture these learning habits. And the research area that is now thronging is how to translate the knowledge of these learning habits into some kind of measurable parameter and use them for advancing personal idea. All that is future research work. So, let me come back to this IIT Bombay Ex. So far IIT Bombay has offered courses first as partners of EDX in a global consortium. We have offered courses in the global learning community. Then when we built IIT Bombay Ex, we offered the same courses to Indian students where we collect some more information about the students, which is what is your location and what is your pin code. Pin code is unique to India and therefore, we are able to say whether this student is from India or from Moscow or from someplace else. We are no problem other people learning those courses, but we are primarily targeting to Indian students as I said. There are Hindi translations available for lectures and courses. Why three courses? Because these three courses were offered first to the global community. These three courses were then translated or dubbed into Hindi and we have some more about it. We have interacted with some of the remote centers in an experiment on mentoring online students etcetera last semester. And therefore, we said we could start this experiment of mainstreaming MOOC using these three courses. So, I would like to introduce my colleagues here, Professor Uday Gaitonde, who led the initial efforts on the thermodynamics course. He is unfortunately in Pune. In any case, he has passed over the leadership mentor of that team to Professor Upendra Bhandarkar. I thought, ah, Upendra is there and Professor Millind Atre, Millind is there. Yes, Professor Millind Atre, by the way, we have multiple hats. He is also Professor in charge of sign our incubator. I understand somebody, he handles the entrepreneurship thing. So, he is the head of our entrepreneurship activities here as well. And of course, for the limited purpose of our interaction, he is the team member of ME209. We also have a course in signals and system. Originally the signals and system course was taught as a T10KT workshop by late Professor Somnath Sengupta of IIT Kharagpur and Professor Vikram Gadare of IIT Bombay. Vikram has created this course jointly with some of his other research scholars and colleagues. Vikram is not here unfortunately, but we have his team mates. Can you just introduce yourself I have forgotten your names already. Ashwet and Abhinav. The third course is computer programming course, which is taught by Professor Supratik Chakravarti, my colleague. I did not see Supratik is not here, but I am here. I am the other member of the team. And we also have Nagesh Karmali and Firuja. Firuja is not here. Her parents are unwell, but Nagesh is here. Now having done these three courses, when we thought about blending it, we tried to see whether these courses will make sense or not. Let me tell you eventually the idea is that such courses should be not just the basic core courses, should also be elective. And such courses need not be created and offered by IIT Bombay alone. They can be created and offered by very good accomplished teachers from any institution. So, the effort is to bring all of these together and merge it with our conventional educations. Now most of you would have seen the paper and the documentation that I had circulated to you. It is my own opinion endorsed by many others that bringing the two together will not work unless there is a formal recognition of the assessment done in online courses and the assessment done in our conventional thing together. Because with all said and done, while we may tell our students or it is a great knowledge, they are learn it on your own, the attention will be paid to such material may be by 3 percent, 5 percent. Majority of our students will work, will learn something, but will work only if there are marks associated with some assessment involved in that problem. If there are no marks, I have no particular desire to spend time on. This is one of the reasons why MOOCs have seen very large enrollments, but very poor finishing rates. Because those certificates, what value those certificates have, we do not. That value however is increasing. In the United States it has started happening that if you have done certain MOOCs courses from certain professors and obtained a past grade, that is now being factored into job interviews and job allocations. It has started happening in India also although most of the employers currently use additional online testing, but some recognition has started. What it means is that increasingly the employers are finding that degrees and marks in the degrees cannot be the only criteria for shortlisting people for jobs. In fact, you will notice that in our own conventional education scheme, we notice that that many public sector units are actually asking for your gate score. Now, why gate score? I mean I have a degree from this college, but somehow public sector units believe that gate score is an independent evaluation. So, they will factor that. And it is not uncommon to find that interview committee for people with similar good marks will prefer a person with a higher gate score. Now, that has started happening. What it means is that society at large and the employers at large eventually will start factoring such independent assessment and evaluation on their own. Another reason why I thought our university system should bring the MOOCs into mainstream is such that their degrees are not left alone and hanging, but their degrees get weighted of the additional inputs that the students are given through this MOOC course. Now, all this is well known to you. The idea here is very simple. We are not trying to transform the complete education system in one semester. That is impossible. It is not even attempting. But what we are trying to say is that all of us who teach a course here, if I can say that while my assessment will evaluate to these 100 marks today, instead of giving my grade based only on these 100 marks, if I agree that I will factor some portion from the MOOCs assessment into my final grade, that will immediately bring a sanctity of the MOOCs activity and students will pay attention to that MOOC fact. Now, what percentage should I decide to allocate to that MOOCs score? Which part of the MOOCs score I should consider? This is the matter which theoretically every individual teacher teaching a course should decide, because that is what autonomy of a teacher is. Unfortunately, the autonomy of a teacher in many institutions is restricted to the autonomy of the institution, which is further restricted to the autonomy of the university, which is further restricted by what UGC and AICT announced. So, I first try to generalize from our own experience. Let me tell you what our experience is. Last year, we conducted the same experiment in IIT Bombay. When Prasupratik and I taught CS11 course to some 550 students of IIT Bombay and we said, we would like to assess students through online exam and we would like to run flip classroom. We will not conduct lectures at all. We will just conduct discussion sessions and all evaluation of that online exam will be considered as part of our course grade. Only the final exam will be conducted as, final exam has 30 percent weightage in our field, 70 percent weightage in our field. Both of us went to the dean academic program to tell him that, look, we will be writing a letter to you seeking your permission, but we have come for initial discussion. You know what our dean said? But, this is your course. Why do you require anybody's permission? So, maybe you send a letter to me informing me that this is how you will conduct the course. So, that is the autonomy we are privileged to enjoy. I doubt very much whether such autonomy exists even in other IITs, forget other institute, where a teacher who decides how the teacher will evaluate the students has to be endorsed at least by the local academic standing committee. Like in our case, SINET is the supreme academic authority, but SINET does not goes into, does not go into these nitty gritties. It leaves it to individual teacher. Eventually, I would expect at least the enlightened institutions that are represented here to have that kind of autonomy given to the teacher and ultimately that should translate into autonomy of a learner, but these are all long term. We know for sure, for example, that all of your institutions, why we have chosen you, let me also tell you that. First of all, university system will take a long time to take such decisions. The only institutions which can take such decisions, which are either autonomous institutions are deemed to be university. Even there, they will have a due process. They will have academic bodies, which will have to consider this and then take a decision. For example, director NIT Bhopal wrote to me saying that since I do not have my SINET's permission, I will not be able to join this ending. Now, he said chicken and egg. I do not even know what permission I am seeking from SINET. So, this enclave, conclave is actually to discuss what is it that we ought to do, both in terms of formal mechanisms of endorsing our decisions and in terms of practical implementation. Now, one suggestion that I have for this blended MOOC software case, these are the three courses. You should identify the teachers in your institutions who teach the corresponding course. They should actually evaluate in detail what are the syllabus that is covered here, what is the syllabus that is covered there, etcetera. They should be free to decide what portion of the MOOC's course will be considered as useful for their students. And they may decide that this portion of evaluation, they will consider towards their component of evaluation, this portion they will know. We do not want a decision to be taken that all participating institutions must do this. That is nonsense. That makes a mockery of the autonomy of individual teachers and institutions. What we propose to do is, so we will discuss this blended MOOC and when I will describe later the blended MOOC, dashboard that we have made for the participating teachers. I just mentioned two things. In terms of formal interaction that is required, there will be two stages of interaction. One is, we would expect a in charge teacher teaching any one of these courses in your place to submit to IIT Bombay. The email IDs of all students enrolled for that course under that teacher there. There are 100 students doing thermodynamics. The teacher should submit a list of 100 students saying these are my formal students. And IIT Bombay will ensure that the performance of these 100 students on the online quizzes of that particular course are routinely communicated to that teacher. Similarly, the teacher will be able to download all the evaluations for the entire semester. And it is up to that teacher and that institute to decide what part of this assessment, what part of this evaluation should be considered as a component for the final grade. What is required however, is that there should be a non-trivial component of the online assessment that should be considered by the institute participating in then and only then this will happen. Now in this eddie world, since we are attempting it for the first time, there will be large number of questions. And I am sure many of those questions are already there in your mind. To request those of you who have some very pertinent points to raise to raise them, we will note them. We will not necessarily be able to answer all of those questions. But should anybody who has thought of any issue, let it be articulate so that all of us are aware of various problems that we face. And we would like to resolve these problems eventually before the end of the day, so that we can take this follow. But one thing I will tell you, this kind of effort of recognizing the MOOCs marks into regular university credit by a large number of institutions has not happened anywhere in the world. So, there are no precedents to go by. Traditionally, our reaction is, has it been tried in MIT or Harvard or Oxford or something? If not, has it been handled in IIT Delhi or something? Means, has it been done by somebody else? Then I will try to answer. It has not been done by anybody. We have now an opportunity to create history, because I am convinced that today these 15 institutions are starting, next year there will be 500 institutions and here after that there could be all 5000 engineering colleges. That is the scale at which we need to quickly rapidly move on. And that is why it is more important for us to somehow make this experiment succeed and become meaningful. So, we would like to derive learnings from this experiment. Towards the end, you would notice in the write up that I have given for the schedule, you will notice a funny name called formation of advisory board for the consortium. So, what consortium? What advisory board? So, let me tell you that before I throw open the discussion. This group of 53 institutions which is participating in this endeavor in my humble suggestion forms a consortium. This is the first consortium of independent institutions which are autonomous, which are coming together to do this. IIT Bombay is one member of the consortium. It may be first among the equal because we have taken the lead, but we are all together and equal in this experiment. Today IIT Bombay is offering move. As I said, tomorrow great quality moves can be offered by teachers of any institution. There are certain thumb rules which all of us are aware of. For example, the choice of people who will offer a move is not done through a tender process or some such thing or just saying please come. It is done very very we go to the teachers who have participated in our T 10 KT projects earlier who have an idea of how to interact with ten thousand people. We go to teachers who have won best teacher awards in IIT. So, we know that they have a passion for teaching which is recognized by the students. We also know that they are experts not only in the subject, but experts in explaining which is what teaching is all about. I am sure all of you know from your own place who are the best teachers. In future I would expect the members of this consortium to contribute to creation of moves and contribute to offering of moves which could be taken by not only these consortium students, but anybody and we will make all endeavors to make first of all this software itself as open source if you want you can run it. Eventually if the funding is released by MSRD we will be glad to host your such courses on IIT Bombay on your behalf as part of the consortium. All these are possible. The advisory council which I have indicated in the consortium which will form at the end, but I would like to mention it now so that you can start thinking about whether you would like to offer your services to be the member of that advisory council. First and foremost this consortium will be a short lived consortium in the present sense because there is no definition. The advisory council has to define what the consortium constitution is. My own suggestion is to form a simple multilateral MOU between all 53 institutions saying together for one year we want to do this experiment. Such a multilateral MOU signed formally by all 53 institutions including IIT Bombay will also provide some sanctity for each of us to go back to our own academic body and say that we are in this formally together. It will be a non-binding MOU. I would like advisory council to spend some time in the evening to decide on the broadcast. It should not be a 20 page MOU. It could be a just 2 page or 3 page MOU, but a formal document. Second and more important I would like this advisory council to constantly monitor over the next one year the progress and the execution of this experiment and should advise all constituent institutions including IIT Bombay if there is something that is not working properly or any additional suggestion that would be given. This would be the main job of this advisory council at the MOU. Do you agree that such a structure would be meaningful? Because then it will mean that we have an independent thing, not what I say, not what he says, not what he says, but a composite voice of all of us. So this is our general formulation of the organization. Now I would like to open up the debate and I would be very keen to listen to individual observations on the proposed model. I would particularly like you to say what problems you envisage if any and if there is any additional operational mechanism that your thought of which could be useful for all of us. Yeah, Dr. Mogherar. Professor, let me compliment on behalf of the participant or the excellent initiative you have taken. Sir, one of the point on the operation hurdles because I have been in the NIT system for the last almost 30 years. Now we have different type of institutions, IITs, NITs who are academically and administratively autonomous. There are some institutions who are extremely doing very well because I was in the AACT as advice that I know the institutions. Now there are a set of institutions who are affiliated to universities but they are not academically independent. So I would say that their effort will be more useful and more effective if you can't call some of the vice chancellors here and how exactly can we implement it through them so that the institute will not have any hurdles to operate on that. They can coin it on the course content. Because many of the, I have seen, when I came over here from Mangalore directly, I came from Mangalore, there are more than five or six institutions they approached me. Sir, I want to join this program because I had a talk in Suratkal and they were very happy but they are affiliated to the VTU. So they said why don't you talk to the vice chancellor and let the initiative be taken by the university. So they will be having more effective interactions. Thank you very much for raising this. In fact, this is precisely the worry that all of us in IIT Bombay also had. So you will notice that the invitation which IIT Bombay sent was not to all 5000 engineering colleges. It was not even to all 400 institutions which are autonomous in amongst these. But it sent this invitation to those autonomous institutions with whom IIT Bombay has had a relationship through the remote center activities. And that is because we know each other much better than any other architecture. Now, to answer Dr. Kupal Mukherjee's question, the point is very well taken. So let me tell you my interaction with IIT and UGC. There was a UGC committee which actually recommended that universities should be encouraged to factor 10 to 15 to 20 percent of their degree credit to be obtained through moves. UGC has been sitting on that report for more than one and a half years. We submitted in January, I was a member of that committee, AICT independently has indicated that there are no problems if institutions take the MOOCs course and MOOCs credit. The formal notification whether it has come or not, we do not. Unfortunately, even the autonomous institutions do not exercise their autonomy on their own. As you rightly said, some institutions like IITs or NITs are completely autonomous. They are all senates and all will decide these matters. But if I am a college which is academically autonomous but affiliated to a university, then I do not know to what extent I can exert my autonomy. That is your worry. So let me tell you, I had a chat at least with a few vice-chancellors of technical universities to which lot of these colleges are affiliated. Maharashtra does not have a technical university. But Professor Mayasappa from Vishwishwara Technological University said they are very keen to start the sector. The vice-chancellor of Gujarat Technical University is very keen to participate. In fact, in one of the interactions which Dr. Vithal Kamath, who was participant of one of our remote center coordinators mentioned that when this matter was discussed in a conclave of Gujarat Technical University college teachers and college principals, it was suggested why not permit. See, every college has to give 20 marks as internal marks and some 80 marks as final exam marks on somewhere. So, Vithal Kamath suggested why not colleges can give these 20 marks based on the MOOCs score. And the vice-chancellor said that is a perfectly good idea. You do not need anybody's permission to do that. Internal mark is your own mark. You are not accountable to university how you conduct it as long as you do it properly. Now, that is the extent to which some of the vice-chancellors are willing to go. But I agree with you that vice-chancellors should endorse if the colleges which are autonomous even amongst us but are affiliated to a university because eventually a university will have to endorse it. So, I am very happy to note that Rajiv Gandhi Pradhyo Kivishwath Dalai from Bhopal is actually physically represented here, somebody from yeah. And in fact, he is none other than the registrar. So, what do you say about this endeavor sir? Is there a formal position of the university on this? Actually sir, we are recently we have conducted one workshop on CBCS, the choice-based credit system. And in this system we are going to offer the many elective and the departmental core and other subjects. Of course, looking into that and the faculty and the quality faculty and as well as the students need, we definitely will be looking to that those students which are required, which are very much interested in taking the other subjects, they can go through these MOOCs subjects and so on. So, this was of course a general question but let me come to a specific question. You have in Madhya Pradesh several institutions affiliated to your university but which are autonomous. Now, I suppose your university will have no problem if autonomous institutions decide to factor MOOCs in any which way that they want to. No sir. Good. Because this is an important thing because if I were for example in mother engineering college that present is or in a Tokeka's institution or J.CITS, I would be concerned little bit although I am autonomous but I do not know what stand will take. But you can see now how beautiful and positive endorsement is coming. MITS is already doing sir. MITS is already doing sir. Oh, you have decided already. So, in fact let me also share with you. I am not to steal the thunder from Dr. Nasa's presentation but I have been requesting AICT, NBA and other accrediting institutions that when they evaluate programs of the institute or when they evaluate institute should they not give some additional recognition to that institute if that institute is going out of the way to adopt such technologies as online. We will wait for Dr. Nasa to make his presentation then we will know his views on this matter. But I see lot of positive vibes. People are willing to take this positively. So, this issue about autonomous institutions but which are affiliated to universities will now be resolved and you are very right in suggesting that. Frankly, let me admit you something. When we wrote this letter we are not sure what would be the response. I was willing to run this experiment because I am seeing that it is writing on the wall that eventually the MOOCs will supervise everything and I am convinced that we must mainstream it. But I was not sure of the response. I had written to 100 institutions and I was expecting 578 institutions to come. Now, with those 5 or 7 institutions I could have personally gone to each vice chancellor and talk to him. Frankly, I never expected 52 institutions in this country to come forward. This again has never happened anywhere else in the world. And I am very thankful to you because that shows that a large body of the academic leaders in this country are willing to experiment and move forward. I will tell you that is why I am saying that this group is destined to create history when this news reaches M H R D when this news reaches U G C A I C T that 52 institutions are working together to blend the MOOCs with theirs. I think there will be movement that we are starting this. So, this recognition problem sir, I would actually be more worried about institutions like IITs and NITs and deemed universities on quickly getting these ratified in their academic body. That is not a problem. Sir, I am from Malchan College of Engineering. Our institution has started with online examination using Moodle. So, we will find this particular platform will be very easy for our faculty members. We already decided that 20% assessment which is going to be there which can be done through this MOOC and the 30% assessment which was there for mid-semester examination for which we are going to request to you that we will send some of the questionnaire. Some questions will be from your side and we can conduct even the online examination for the mid-semester also. So, we can have the 50% of the component which is evaluated through the MOOCs and 50% will be end-semester examination which will be conducted or... Very good. So, what he is suggesting there is an important... There are two elements in this. One element is how you can increase the percentage of marks of MOOCs to be considered for the training. Now, that is welcome. But the mechanism what he is suggesting is that his institution would like to send some questions to be considered as part of this mid-sem. The problem professor is like this. I can understand what you say. But if I am in another institute, I will also feel like doing the same thing. Now, if I get questions from 52 institutions in a single mid-sem exam, it is impossible to conduct. The mechanism that we are suggesting is please conduct your online portion of your mid-sem as a supervised exam internally if you want to use the same platform. But run it at your place. As a MOOCs organization, it will be impossible for IIT Bombay to run a composite activity of any kind. So, for the first year, the experiment that we are doing is we are saying MOOCs will run as in... Your teaching and learning will run as in... However, to blend it, we would establish T-10KT workshops where the teachers teaching those courses in your colleges and the teachers teaching MOOCs from here will constantly interact every fortnight through those workshops, through AVU and will resolve any issues that come. The point is you will tell your students to do MOOCs seriously because some marks are being contributed to that course. Now, whether you take 20 percent, whether you may decide for example that the mid-sem exam, if it is conducted for a MOOCs, then you will simply say that mid-sem exam for the MOOCs will be supervised in my college. So, although IIT Bombay may say the mid-sem exam is open for three days, we will conduct it from 4 o'clock on Friday evening to 6 o'clock on Friday and there you can say that they have done it in a supervised time. When we give you the marks of the student, you will know whether that student was physically present there between 4 to 6 or not and you can decide whether to take those marks or not. So, such are the additional working procedures that we can do that but for the time being, we would not like to add on anything to the MOOCs directly. However, through these T10 KT workshop which will run for each of the three subjects, there will be significant contributions which will be solicited from the participating teachers and all those additional contributions will be put as additional material for the MOOCs on the main course. You are most welcome to add. So, for example, the question that you want to add, add them as practice problems and let all students benefit. So, why only your students? So, that is the approach but thanks for pointing that out. Yeah. Formally put two slots in our structure for the MOOCs. We have open elective courses, slash MOOCs. Students are permitted to take any course either from NPTEL, MOOCs, EDEX, Coursera, EARN credit and we accept those credits. Oh, you accept those credits directly. We started. We started. We have two slots. I think they are the bravest amongst all of us. Yeah. And taking inputs from this, your talk, we will immediately start from next section to have a co-assessment activity at least for the some fundamental important courses. And on the behalf of College of Engineering, sir, we are thrilled with these efforts. We wish to salute these. Well, we all salute all of us because we are together creating a history. Thank you. Yeah, Dr. Gekir. At Davila University, we already made the regulations almost complete for CBCS systems and in CBCS systems, we are trying to introduce these MOOCs as well as foreign university grade transfer and so on. One question I would like to ask that if there are similar courses offered at, say, in MCA department or electronics department or energy department, is it possible for them to take this course or not? Okay. Two answers to that. First of all, our courses which are run on IIT Bombay XS MOOC are actually open to all. We do expect a few lakh students, in fact, to register for these courses when they start running. A segment of these one lakh, two lakh students will be the students which belong to our institutions who are doing this as a part of their regular course. So, the courses are open. If other people want to take it, they can take it. But whether they will be able to accept the marks of these MOOCs into their own credits or not? Yes and no. But this is a good suggestion. What he is suggesting is if I can expand on Dr. Gekir's observation is that currently, our blended activities are limited to these 52 institutions. These 52 institutions are some kind of Dada as we were saying. We are going ahead and doing this. But I am not a Dada. I am a small institution. But I would also like to benefit from there. Now, I am a teacher who says that let us say my internal 20 marks, I will be willing to take from MOOC. But please give me those marks. Now, I have these 100 students. You have these lakh of students. You are treating all lakh of students, two lakh students uniformly. These 52 institutions, you are treating them specially by giving them information about marks. Can you do something for me as well? So, my answer to this is very good suggestion. I will now write to all 80,000 teachers who have ever participated in our teacher training program. They represent 4000 colleges. I will write formally to AICTE also and I will offer the following. Any college which wishes to consider some assessment from MOOCs as part of their assessment, whether internal marks, whatever, whatever. All that they need to do to us is register on a separate site. This is my college. This is the course and this is the list of students. All that we will do is at the end of the semester, for that list of students, whatever are the marks scored by them on the MOOCs, we will just dispatch a formal valid file to them. Will that be good enough? One minute. Actually, the thing is like the University of Delhi, IIT is one of the UTD. The School of Computer Science, Tanwani's department is another UTD. Rascabha's electronic department. That is another UTD. There is an energy department. They may be offering this thermal course. And once we pass the regulation, students of those departments may would like to join it. So, what you are saying is that recognizing only one institution. Not only one engineering institution. May not be good enough. Good enough. For a university like system. He is smart. He is trying to say that I am present on behalf of one, but I have four institutions. Please recognize all four of them. I will tell you our problem. We can run these T10KT associated workshops, which we believe are equally important, because that will establish the interaction between our teachers and all other teachers. Only for those teachers who are participating. Now, we might be able to extend that workshop attendance or participation facility to teachers from those colleges. And we might extend this facility of joining this. I do not know. I would not like to answer often, but we will look at it positively and we would like to solve this problem. So, to translate this question again is that while 52 institutions are here and we are all assuming that each of the institution will have these courses to run, there seems to be a situation where there are sister institutions in that area itself who are willing to offer these courses and whether they can benefit from this. For across the board. So, what you are saying is your regulation will facilitate whether they can participate in this experiment or not. It will be same for all institutions. So, it will be there for them also. I think we will pose this question to the advisory council to be formed as the first important question to be answered. We will go by their advice. This is Partha from Valor Institute of Technology. You have rightly mentioned that this MOOC in it is there in all, in no universities in the world has taken it as the regular edit system. The question is many autonomous universities are there. So, is autonomy the only problem that because of that they have not taken? So, this is one thing. In fact, the certification of EDX and Coursera, we give some incentives of our professors who do this kind of certification and we got some feedback from them that most of the cases, these courses, EDX courses and other MOOC courses, not making them to think. So, maybe this is another problem. So, we need to think seriously that what the factors stopping them, the autonomous institutes not to make it as integral or essential. Very good point. What you are saying is that they are not convinced that the MOOC courses enhance the thinking capability of the students in that subject. Let me tell you something. We have done a very deep analysis of these and we have seen multiple courses. A large number of courses offered on MOOC platform including well-known platforms such as Coursera and EDX do suffer from this in concrete as you mentioned. The questions that are there in their evaluation do not require lot of thinking on your part. So, such thing may happen. In fact, this is another reason why we are not starting with large number of courses that are under preparation here. These three courses, first of all, let me tell you two things. These three courses which are offered on MOOC are exactly as they are offered in IIT Bombay. There is no difference. They are not specially tailored for outsiders. They are courses that are offered in IIT Bombay. The questions that are asked in our quizzes and exams are exactly like the questions that are asked in quizzes and exams in IIT Bombay. Professor Bandarkar has actually run a flip classroom of thermodynamics of this course last semester before offering it here. And we are convinced that the way these questions are asked, it makes people think. There is a misnomer that multiple choice questions cannot be designed to test people's thinking. That is not correct. But we will not go into that debate. Let me assure you that the courses that are offered, we had this worry in our mind. Are these courses guaranteeing sufficient quality of enhancement of power of thinking and knowledge to the students? We believe it does. Now, whether it actually does in your opinion or not, we will have to be found out. So, there are so many things which will be discovered when we do it now. There are no answers already available where to find them out. But I am sure we are not offering these courses without testing. Why I emphasize this is when later members of the consortium would be willing to offer courses as MOOCs courses and may request either us to run or you will run where others will join. Please keep this observation in mind that the course is not just because I have some enthusiastic teachers who want to give a course. But the course is designed, experimented and tested to ensure that there is a huge impact on the better learning experience of the students unless that happens, we are not designing MOOCs for the sake of that. That point is well taken sir. But I can assure you that as far as these three courses are concerned and we have gone through these precisely these questions. Do you know for example, to set a quiz for my programming course? I know we have a team of TAs. They work over a week and assemble a set of questions. Then our team including Professor Supratik and I would spend at least 15 to 20 hours in deciding how the final quiz should be framed, how the explanations for the right answers and wrong answers should be given. That is the amount of effort that is required. There is no shortcut to that. But thanks for bringing out this. Hello, good morning sir. We could have a couple of more points. Dr. Manoj Kumar Deshpande from NMIM at Shripur campus. My question is just fundamental issue of offering MOOC because all of we are worried and even we have heard from IIT faculty also. The attendance of students in the classroom is really point of worry because 100% attendance we never get and even it is reduced up to 20-30%. By offering such kind of... The reason may be because IIT gets very high quality or good quality students and so they are able to study there by their own and referring and assessing some resources. Of course it is not my view but I am just putting and representing this view of others. So this MOOC will not enable student to remain away from the classroom actually and then the second part is whether this kind of online offering, online course offering will reduce the requirement of faculty and professor at a large throughout the nation and reduce employment particularly in education. Oh my God. Thank you. Well first of all we are not here to solve the employment problem of the country. Second of all let me inform you from my knowledge of the problems that our institutions face including IIT Bombay. We do not have adequate number of qualified and experienced teachers in any one of our institutions. All of us desire to have more people. I think all of us sitting here will endorse it. We are perpetually struggling to find faculty. If I meet somebody at an airport who is good enough I will tell you why do not you join tomorrow. That is the situation. So let us move on. About attendance let me tell you something. Attendance is not a new problem by this. When I was a master students in 1969 we also had people who bunked classes. Avinash Haute never attended any class to the best of my knowledge when he was a student. It did not matter to him. The point is not that the point is you are considering MOOCs as a separate activity and classroom as a separate activity. That is the jinx which we want to break. Please understand that we are sitting here not to say we will run this and we will run this. We are blending it. So let me tell you how we blended it. I had 100 percent attendance in each of my classes in CS 101. Although there was no lecture. No lecture, do you understand? But there was 100 percent attendance. Two stratagem. One, each lecture hour was converted into a discussion session problem solving session. In fact, one problem we faced was that the furniture is not arranged in a classroom which is conducive for group discussion amongst 10 or 15 people. That is another. Second, at the end of every class there was a quiz. A handwritten quiz, a simple paper was circulated. Please remember even if there is half a mark associated with an activity student will not miss that. Now that quiz was based on the discussion that happened in the class. People could not prepare it earlier. It required us 4 to 6 hours to decide on how to conduct the discussion and quiz for every lecture to spend that time. I would expect your teachers to spend that time. Do not treat MOOCs as something as an addendum. But see if this week, this particular topic is being discussed. I normally teach it in a particular way but I see that my teaching and say Gayathondes or Bandarkar's teaching is similar. Then I will say the following which is what we do here. In this week I will announce to my students there will be no lecture. But you will be required to listen to professor Bandarkar's lecture before coming to the class. In the classroom we shall have discussion. We will solve problem. Which problem? Well, I may not be able to compose problem. That is where through the T10KT workshop I will ask professor Bandarkar in advance when I interact with him. Hey boss, I want to propose to do this. Please tell me some problem that I could discuss in this class on this topic. And Bandarkar will help you saying this is the tutorial that we had done last time the additional problem. And these are the suggested problems for quiz which you may conduct. Now when that teacher announces that in this week the classes will only have discussions, problem solving sessions, but a quiz every class. Do you think anybody will miss? But that requires time and effort to be spent by your teacher. If they do that, yeah, sorry. Yeah, so this point is so important that I thought I would emphasize it in a different manner also. So the point here is that in the 20th century if you think about it information was at a premium. And the teacher's main role was to bring that information accessible to the student. Whereas in the 21st century now the information is already available. That's all that is being provided by the MOOC. So if you are a teacher who is continuing to simply provide the information to the students yes you will become redundant. But as a 21st century teacher if you say okay these are the new skills that my students need to learn. The skills being critical thinking, coming up synthesis of information, coming up with new ideas, collaboration, communication. These are the 21st century skills which our students need. So if you are a teacher who is saying that these are the skills that my students need and that's what I am going to be providing to them. Then the discussion part of the MOOCs which are going to happen in the blended phase in your classroom they are going to be invaluable for your students. And by experience we can tell you that students will come to the class. Teachers who do this do not become redundant. Thank you. I will tell you in fact the discussion sessions were so passionately participated by students. And in every class there are some very good students, some not so very good students. But you see when a general discussion happens every student... And most of the students are now using that code chef and other problems or techniques or those websites. Today they have code chef and other things. In 1963 when I was a student in GSITS there were some teachers who taught from their 1948 class notes. So this is not new. But even then there were teachers who are extraordinary who will read the most recent things and teach. And even today there are some teachers. So what we wish to happen is to begin with in these three courses and subsequently in all other courses our teachers imbibe and incorporate this kind of interaction that Professor Sridhar Ayeri said. Because what students are telling is same thing Dr. Sridhar said. Yes. That actually if you are giving this information everything is available on website on books. We can read it. But Dr. Toketkar I will tell you also the problem. I will put myself into the shoes of a teacher in your department. And I am being advised to do all this whole discussion session. Solve difficult problem. I will tell you my problem. I am a teacher in your place. I have myself not solved such difficult problems in my life. Now I do not feel confident of facing my students with these difficult problems. That is where I am saying you will tell me that look what I understand you have no experience. But now this Bandarkar and Gaitonde are going to talk to you every fortnight and are going to tell you how these discussion sessions could be held. That is the advantage of adjacent T10KT workshop which will run simultaneously not for two weeks. It will run for six months spanning the entire course. So this point is well taken. I think we are getting late for this. Sir, one question please. Yeah. I am Dr. Preeti Singh, head of electronics department in Amitya University, Haryana. Sir, as you floated three courses, thermodynamics, sea and signal and system. Being a teacher of signal system, how can I contribute in the existing system? As you already floated signal system, if I want to put some good assignment in this, how can I contribute? Yeah. So as I said the contributions for this limited experiment will come in the following fashion. Okay. So all the teachers who teach these courses in participating institutions. Yeah. They will form a sort of sub consortium of that subject. Okay. And the T10KT workshop which will be conducted involving all these teachers will have assignment. Okay. Now what assignment do I give a teacher? I do not ask him normal question. Yeah. The assignment will be can you contribute an interesting example? Okay. Can you contribute a problem for discussion? Yeah. Can you contribute a video lecture? So yeah. Now you make all such contributions. Okay. The IIT Bombay MOOCs team which has an authority to decide what goes on to the MOOCs course. Okay. I will request them to consider putting all of this as additional material with due credential. Okay. We have only one request. Okay. We do not put any material on our MOOCs which is not in open source. So anybody who makes a contribution with an intention to put it on the MOOCs must give a clear undertaking that A, there is no IPR other than what I have created. And B, my IPR I am voluntarily giving to the creative comments for inclusion in this. These are the two conditions that we have. Right. Short notes on DC motor. So they go to internet DC motor, whatever they saw there, they write that in that notebook. Sir, I have written this in short note. They do not prefer to see the textbook. Professor, let me tell you. I think you should read my paper which was, I gave a very invited talk in 2014 January where I had said precisely the same thing. When I was studying in Indore, I did the same thing. There was no internet there. But I knew that somebody will ask write short notes on these three. Somebody will ask explain something. Somebody will describe these things. I could mug and answer those questions. More importantly, when I reached third year, I could even predict what questions will be asked because several questions were repeated. I will tell you, I am responsible if I ask this stupid question, write short notes on. What is the meaning of writing short notes in a technical paper? When I came to IIT, Mumbai, I was shocked to find first no option. I was used to saying solve any six out of ten questions. Second, no explain, no short note, no nothing. Problem one, problem two, problem three, problem four, problem five, paper n. Now, why do you think IIT is, IIT system is not fallen from the sky. But why this system produces people who perhaps are better problem solvers is because the questions that are asked are like this. I will tell you, we must craft the current system of examination completely. If we do not do that, we will not inculcate thinking. When I was talking about internet, in Madhya Pradesh several students told me when I asked them what do you read, something called Shivani they said. I do not know what Shivani is, some guide books or whatever. And in every state there are guide books. Why they are reading it? Because they believe that they can crack examinations reading those guide books. But you tell me even a classroom where I hold this session and in this session whatever discussion happens on those problems, my quiz is going to be based on that problem. Where will guide book or internet help? I have to change my ways as teacher. I have to change my ways as assessor and evaluator. Unless I do that, I have no right to expect that my students will come and participate. But believe me, if I change my ways, they will participate. This non-attendance problem is there everywhere including in IIT. But I will tell you wherever we are running this blended books. Karnan has run it for 5 years. Professor Sridhar Iyer also ran CS 101 throughout this semester. We had practically 100 percent attendance. I mean some attendance would be less, but we always say best 5 quizzes out of 7 will be taken or some such. So, it is possible to do that. Thank you.