 Good morning and welcome to this FDP on pedagogies for effective teaching learning using online and blended modes. The introduction was actually supposed to be done by Professor Fatak who is currently in Rajasthan in Udaipur in Padmopat Singhanya College. But there seems to be some problem with transmission from their end and the audio is not coming out clearly. So we thought rather than delay the start of the session we will just go ahead and start with the session and later on when he is able to connect we will also have him participate in the session. So many of you would have done the previous FDP and we are happy that there is such a large amount of participation. What we will be seeing in this one in the previous FDP you would have seen various technologies and what we will be seeing in this one is how to use these technologies effectively both in the classroom as well as online as well as blended modes. So some of these technologies are what we call as learner centered technologies. So over the next two days we will be having interactions to talk about how do we do peer instruction using such technologies, how do we do peer assessment, how to move from being a 20th century teacher where the focus was mostly on one's own delivery, how well am I lecturing to moving to a 21st century teacher where the focus is on how well are my students learning, what activities can I create for the students to learn well, how can I promote collaboration and things like that. And in tomorrow's session what we will be doing are some strategies for how do we use visualizations effectively both in the classroom and online mode, how do we integrate active learning with visualization and also we will be talking about creation of open education resources, how everybody can participate to create a large number of open education resources. So that is basically the agenda for the live interaction for these two days. So with that I will invite Dr. Jay Krishnan to take over the session. Good morning everyone and thank you Professor Sridhar. So the key points for the coming two days or the key focus in the coming two days is how to use technology effectively, the pedagogy behind it and how to make the entire teaching learning process more learner centered than so the idea of moving from the 20th century teacher who is the in the information transmission mode to a 21st century teacher who is actually a facilitator within the classroom that is what we will be focusing on in the coming two days. Now some quick what do you say updates about FDP 101x. So in FDP 101x we had around 7700 registered participants and at the end of the faculty development program the initial grade cut off was 50 percentage. So around 4900 participants had qualified with more than 50 percentage marks. However we have I mean as you would be familiar lot of technical issues were faced by both the participants and IIT Bombay which had made it a which had made a lot of problems during the entire FDP 101x. There were also very genuine reasons due to which some of the participants were not able to completely participate or were not able to complete lot of the activities in the FDP 101x the graded activities. So keeping this in mind and since this was a foundation course where we were expecting the if you look at the learning objectives the idea was to expose participants to the various technologies that are being having and ensure that they use it in one form or the other. So what we had done in FDP 101x was that we had modified the grade cut off to 35 percent so that which allowed around 498 more participants to qualify for FDP 201x. So now we have a total of 5300 participants in this particular FDP where they will all be exposed to how to use the technology. So each of we had three main technologies in the previous FDP wordpress as a content management system, Moodle as a learning management system and screen casting software like CAM Studio and Screencast-O-Matic so that faculty can create their own audio-video resources. These three skills will be used extensively in this particular FDP so that all faculty will create effective teaching learning designs or teaching learning plans for their own courses. So for example, let us say I am teaching computer science, let us say programming. So as a teacher what would work while doing FDP 201x is that you take up topics that you are going to teach in the upcoming weeks. Let us say I am teaching loops in computer programming on 21st that means the coming Thursday. So for the flip classroom practice you can just use some topics within this loops, let us say it is a for loop. You can create a small screencast on the for loop, the contents on for loop and then see whether you can do a structured discussion within the classroom or do some activities like think-pair-share or the peer instruction that you will be doing today and tomorrow and see what is the change happening within your own classroom, how the learners are responding. So this would be an ideal way of doing the FDP 201x. So once again repeating take a topic that you are going to teach in the upcoming weeks and for all the activities as practice you create resources based on these topics. We are going to just check with RC 1132 where Professor Fartak is present and he will be addressing all of you for the first introduction session. Over to Professor Fartak. So first of all I apologize for the delay in starting the session, much of it was because of me, I did not teach here in time and the connectivity took some issues to be resolved. I am very happy to be personally present in Padampat Singhanya University where I see a lot of enthusiastic people here. Tomorrow I will be addressing all of you from Mewar University Chittorga. I wish to take up a couple of points today. The first and the most important probably is to emphasize active learning. People are familiar with the term active learning but often it is not very well understood. Active learning is where learners act and learn by doing. You are already familiar with some of the exercises in FDP 1 where you actually encourage the learners to participate by action. But here we are talking about active learning in a classroom. Traditionally classroom is used only for delivering lectures. However in the active learning mode when we use the flip classroom we typically ask the learners to study the video sequences elsewhere typically from their homes and when they come to the classroom we engage them in activity. Now that is the common sense interpretation. However to prepare for the flip classroom is not an easy task. It is not a random activity that we wish learners to undertake but a very focused and planned activity. Let me emphasize that the concept of flip classroom was not feasible more than 20 years ago. There was no internet, there were no pre-recorded videos available and accessible easily to people and therefore the teachers had to give the lectures in person. And of course as we all know we cannot rewind a physical lecture being given unless of course we stop the teacher and ask him to explain something again. And that was the time for everyone. Basically pre-recorded lectures, short lectures permit learners to view these at their homes, at their leisure, at their chosen time. They can view these again and again if they have any difficulty hopefully they would have learned the basics by viewing these lecture clips. So when they come to the classroom essentially we convert the class into a large tutorial session. Perhaps it is best to take an example and explain how some of us attempt a flip classroom. Three years ago my colleague Mr. Suprati and I taught the first course called CS 101. It is a first year programming course. All the participating teachers would be familiar with this course. Some of you would be teaching this course and others would have done a similar course when studying their undergraduate degree. I believe all of you are familiar with basic programming. Now the way the programming was traditionally taught is usually the lectures are given and in the labs you attempt some programming problems. Some assignments are given which you work at home. But in a flip classroom what Suprati and I tried was we actually converted the entire one hour session into a problem solving session. Typically we made groups of students sitting in the class which were aligned to their lab groups where they will be working in the labs later in the afternoon sessions. Now each session began with a problem being presented on the screen and that problem a programming problem was to be attempted by all individuals first. We would give them five to seven minutes to write their programs and then we would ask them to exchange their answers with the neighbors. What I learned from my colleague Professor Sridharayar and Prasanna Murthy, what they call the think-pair-share method, whether I have worked out a solution, my neighbor has worked out a solution, we both exchange the solutions and comment on each other's solution. There is supposed to be a small discussion in which I try to convince my neighbor how my solution is right and the neighbor does exactly the same thing. After giving three or four minutes for individuals to discuss, we extended this think-pair-share where we said the entire group of about eight to ten students typically sitting in a row in the class would work together in working out a better solution than the ones which were produced by all the individuals. They'll give them five more minutes to do so. In a class of 250 students, we had more than 25 to 30 groups of this kind. Each one would have a handwritten time ready with them at the end of the seven minutes. Then I decided to do a more fancy stuff. I would randomly pick out two or three solutions from these groups and take one solution and present it on the overhead project in the class. The entire class looks at the solution prepared by one group and then I ask the whole class, please find out errors in this program. As all of you know, we being humans, we are delighted to find errors in other people's work. The whole class very actively participated, making comments like this one is missing, the logic of the statement is wrong, something or the other. The point is because of this activity, the entire class without exception was engaged. The group whose solution was being presented was furiously taking notes and was trying to defend their solution. The rest of the class was busy in critically finding out errors in that program. The point is the whole class learned much more than what they would have learned through a 20 minute lecture on the same issue. Then we'll go to the second problem, do the same thing, go to the third problem. It is possible typically to solve three programming problems in this kind of individual and collaborative effort and engage the entire class in discussion and dissection of the solutions presented. Believe me, at the end of the semester, we both determined that our students had learned much more than what they would have learned in a normal course. Now, this one activity that I gave an example of was peculiar to a programming course. Depending upon the course that you are teaching, you will have to come up with some innovative activity which will keep people engaged. That's why as I said, it is not something that one solution fits all. But active learning is the important element. And the active learning can be incorporated on a large scale throughout the semester only if you practice the flip classroom and for which you prepare very thoroughly by planning the actual actions that you will do. In IIT Bombay, we were privileged where we could experiment throughout the semester like this. However, when all of you are engaged in teaching conventional university, I believe it is next to impossible to try and do it for an entire course in a semester in the first instance, particularly the university compulsions, the rigid syllabus, the rigid follow-up, etc. But my suggestion is you could always choose one or two topics of your entire syllabus which are typically covered in one or two weeks in advance. And inform the students that for these two topics, you will be engaging them in a flip classroom. Prepare the lectures, prerecord them, you are welcome to use any open source lecture material on that subject wherever available. IIT Bombay itself will be setting up all these lecture resources of previous workshops in an OER repository. And you could use that and tell your students that look for these two weeks when you come to the class, you should have studied these lecture clips, come to the class prepared and we will be having only problem solving and discussion session to active learning. I am sure that if you practice this for just one or two weeks in one semester, you will have enough experience and expertise so that subsequently you can extend it for the entire semester for the whole course. I will like to inform you that for the first time when you do this, a whole lot of more effort is required. I remember Sukratik and I and two of my senior associates, Firuza Aibara and Nagesh Karmali used to spend 8 to 10 hours in designing for the problems for every session. But subsequent years it was possible to use variations of those problems and the effort required was much less but the impact on the students was much more. So in conclusion I would like to say that active learning of which flip classroom is one important but not the only element is the way going forward. You should promote this activity even outside the classroom and that is where we need to encourage collaboration among students, collaboration amongst teacher and the students but on which I will speak later tomorrow from Chittorgad but today I would like all of you to know that encouraging active learning by doing appropriate planning and execution of a flip classroom is a far better mechanism to ensure phenomenally higher levels of learning by all learners. Thank you so much. Over to you JK. Thank you Professor Fartal. That was really an inspiring message to all the teachers who are out there. So two important things that I will reiterate when you start off just do it for just one or two topics within your course and then slowly once you get a hang of the entire active learning strategies then start using it more frequently. So this is what we have been doing even in our if you look at the pedagogy of the course itself. So there is always these learning dialogues where the teacher uses reflection spots to make the learner engaged and which is immediately followed by a learning by doing activity. So as a teacher when you are practicing these kind of activities in your classroom it is very important that the practice is continuous. You take specific you design for the flip classrooms or any other active learning strategies well in advance and try it out on very few let us say two or three topics and then understand its effectiveness before trying out on an entire topic. So what we will do is in today's first session we will try out active learning strategies in a innovative manner. So I hope all of you are have used AVU interactions either with your mentor or now using the remote center interactions scheduled remote center interactions that we have. So within AVU there is a tab called questions. So what I would request all of you is post one question from each RC where you have a doubt regarding the wordpress, screencasting and moodle. So integrating wordpress, screencasting and moodle within your classroom. But we have to do it in a structured manner. So individually think what is one challenge that you face while integrating these technologies in your classroom. So within think phase I want the remote center coordinator to tell all the participants to think individually. So at this point think individually what is one challenge that they are going to face while integrating these technologies within their regular classroom. So you can take approximately one to two minute to think about this. Do not post anything in the questions tab now. This is a time where at the RC all the participants have to think. So remote center coordinators please ensure that everyone in the remote center is thinking about this question, challenges that they face while integrating moodle, screencastomatic and wordpress within their own teaching learning. So at the first point do not post anything in questions right now. Just think individually. So approximately one minute is over now comes the pair phase. Just turn to your neighbor share the challenge that you face and then together come up with solutions for the challenges that has been shared by the peer both you and peer. So in the pair phase I am repeating again remote center coordinator you can just ask the participants to share with their neighbor the person who is sitting just next to them these challenges and together come up with a solution for come up with one mechanism through which these challenges can be addressed. Once again do not post any questions in the questions tab right now there is going to be a time. In the pair phase you can take approximately two to three minutes to discuss the challenge and come up with a solutions for these challenges or ways in which you can tackle these challenges. Remote center coordinator please ensure that participants are discussing. Now we require the center to be very active there will be loud noises but it is acceptable. So take two to three minutes in discussing the challenges that you face and possible solutions to it. So once again requesting all the remote center coordinates not to post anything in the questions tab now because there is going to be a specific time for allotted for this but if you want to post just see what all questions have been raised first in the questions tab and upward questions that you are finding similar to the ones you are having. So supposing somebody had a question on let us say screencastomatic and there are some questions related to screencastomatic in the questions tab. So you can just go there check what the question is and upward it so that the instructor will know that more than one people are having the same question. So do not post the question again just wait for see whether that question is already there but in this pair phase continue with the pair phase find possible ways or mechanisms through which you can tackle these challenges that your peer has given you. So now the pair phase time is almost coming to an end we will now move towards share phase. So within RCs share all the so the remote center coordinator please take some time now and ask all the pairs to share the challenges that has not been answered or that for which mechanisms have not been found to tackle the problems within the RC. So for example there is a person there is a peer group one where two challenges were posted and only one for only for one challenge they were able to come up with a solution. So there is one challenge that has not been addressed. So as a remote center coordinator you should now take consolidate all these unaddressed challenges. So ask participant to share all these challenges for which you have not found solutions. So this should be now done at RC and all those problems which has not been addressed yet the remote center coordinator has to consolidate. So remote center coordinators you can it will approximately take around 5 to 10 minutes for the sharing activity which is fine consolidate all these queries at your end. Once again participants we are hoping that all of you are sharing the challenges to your remote center coordinator. So we are also from our end we are looking at what is happening in each RCs we are taking few RCs we are also seeing that some are discussing so now the share phase is supposed to happen please do not sit idle yeah. So I see that the remote center coordinator in few colleges are actively looking at making people discuss. So remote center coordinators please do not sit idle this is the time that you have to be more active make sure that participants all the challenges that that are been discussed by the participants are elicited. So now what we are going to do is if the consolidation is done we would request the remote center coordinators to raise a hand. So we will approximately visit around 10 remote centers now through a view interaction. So what we are going to do is now we will come to each remote center and the remote center coordinator has to post one challenge and share it to everyone and we will be getting possible solutions to this from we will be sharing these challenges to all the remote centers and we will see whether someone can come up with possible strategies or possible ways or mechanisms through which these challenges can be tackled. So now I will go and visit each remote center so do not post any questions as of now because that question posing activity is going to come immediately after that please raise your hand I mean within a view please use hand raise option and we will listen to the challenges that has been posted by different RCs. So we will go to approximately 10 RCs today in the first session but we will be coming to each and every RCs across different sessions and we will be collecting these kind of challenges and other we will be interacting with each RCs across the coming two days. So first I will now go to RC1015 the coordinator can you kindly let us know one challenge that has not been addressed within your remote center. Good morning sir. Good morning. Actually sir at the time of that RCA2, RCA1 was related to the WordPress and RCA2 was related to Moodle. And in RCA2 at the time of creating Moodle site we have created the Moodle site but while uploading the videos there we face some problems like if video is of say mp4 format it is not accepting. So we are not able to understand which kind of video we should upload and how we should go for it. Okay. So because of that most of us have not able to complete that particular assignment. Okay. The question that has been raised by RC1015 is they were not able to upload mp4 videos into Moodle directly. Now there could be multiple issues to it but what we are going to do now is so I want all the RCs to ask your participants how can somebody tackle this problem. So within each remote center rather than me answering now all the participants have to think about this problem. The problem is that it is difficult to upload videos directly to Moodle. How can this be tackled? So all the participants think about this question and if you have an answer post it in chat. So I want RC1015 to look at their chat window right now within Avue. Remote center coordinators from other remote center coordinators please ask the participants within your remote center. So the question is how can videos be uploaded in Moodle? What is an effective way of uploading videos in Moodle? Direct mp4 or other videos are not being supported in the Moodle site. So the question so I want all RCs to look into this question. So RC1015 if you look at the chat window one solution that has come from RC1063 D.Y. Partial Institute is to upload in YouTube and share link in Moodle. So somebody is saying use file upload or book upload reduce the size of video upload video in link upload the video in YouTube. So a common answer that is coming from all RCs is use upload the video in YouTube and share the link within the Moodle site. So RC1015 have you received the answer? Yes sir yes okay. So what you are just seeing right now is like just what Professor Fatak said wherever there are issues so it is not just one person who is there to answer this question. You have almost now 5000 colleagues 5000 peers with you with whom you can discuss and that is the leverage that this technology is giving you. So you should make optimum use of it and there are many people who have tried different things. So for example I so what I used to do is in the case of video uploads is I will use a activity known as label and I will embed the YouTube link in that particular label. So if you go to YouTube and when you click share you will see an option where you will get a link or you can embed it as an iframe. So I take this iframe link and I put it in the label using the HTML edit facility of the label. And once it comes so you will see the videos embedded in the Moodle page. Like what you see in learning extension resources you will see the video and there will be some text along with it and everything will be seen as a page. So let me now go to the next RC. So we will be using the same mechanism throughout rather than me answering it will be the participants from other RCs will be giving the first answer. So this is RC 1094 Lourdmada College Trivandrum. Our doubt is regarding Moodle. So we could create Moodle in Genomeo. We want to know how many users can be enrolled in a course. Is there any limit? So the question so the new question for all all participants. So remote center coordinators please note the question from RC 1094 is what is the number of users the limit of users that you can have in a Moodle course. You can check with all participants, consult it, the answer. So I see that lot of people are responding. So they are asking about Genomeo site. Genomeo site which is a Moodle hosting site what is the limit of users. So many are saying unlimited but I see conflicting answers. Somebody is saying so it is not Moodle cloud they are asking about Genomeo. So somebody is saying 350 somebody is saying there is no limit. So RC 1094 I think the answer that you would be looking at is I think Genomeo might be having an unlimited size I will just check from my end also. So if you look at the Genomeo website there is a section called capabilities and restrictions. So over there it is being said that there are no limits on bandwidth or disk space but our resources are somewhat limited. So I think it is safe to assume that you can have around 100 people within a Moodle course but the size problem you will have to check with the Genomeo but I think if you actually look at so there are some answers saying that you need to go for a paid plan because it is being said in the website also to support more resources it is important that you go for a paid plan within Genomeo. Then you can have more services from the Genomeo website. So this is how typically all Moodle hosting services work. So they are offering this technology or the software as a service and there will be some cap for which you can have it for free and for the others you have to get extended services you have to pay them. So this is a typical model in which many of these technology hosting platforms and other services work. So I hope Lujmata I hope you have received your answer. Yes sir, thank you sir. So once again what I am trying to do over here is the pedagogy. So I have a tool like AVew and I have around 5000 participants connected to me and what I am trying to use as a teacher is engage students both in the session and also use the facilities of the technology to leverage the knowledge sharing as well as leverage the way in which technology can be used in the classrooms. So let me now go to the next remote center RC 1063 DY Partil Institute Pimpry. Good morning sir. Good morning. So the solution what we used in our colleges we have a local model server and we have increased the capability of a video which can be uploaded from 16 MB to the desired size and since it is a local. So unfortunately they got disconnected due to some technical difficulties. So I will repeat their answer. So the answer that RC 1063 provided was they hosted so I have RC 1063 once again back. Yes sir, please continue with your answer. Locally as well as can be accessed outside so as far as the technical challenge of size limitation is concerned that can be overcome by changing the size from 16 MB to desired size so that desired video can be uploaded on our server. If we upload it on a YouTube then there is a another challenge what we face at our end that YouTube is most of the places not allowed in the college. So by using this solution we can upload desired size video on the model. Okay. Also do you have a challenge to post so I will repeat the answer that they provided. So apparently within their college there is a constraint that YouTube is blocked. So to overcome that what they also did was they increased the size limit of the files that can be uploaded in their model servers and faculties then restricted the size within that particular size limit and uploaded videos directly to model. So this was a solution that is proposed to the initial challenge that RC 1061 had posted. So RC 1063 thank you for the solution can you now give me the challenge that has been undersold within your remote center we will try to get okay. So unfortunately RC 1063 got disconnected but let us move to the next remote center. Mayvar University 1, 2, 3, 7. Sir our query is regarding Moodle like you told like there can be unlimited users and there can be more than 100 users. So my query is regarding like if I am having one course and in that course number of students are there who are enrolling. So for them how I can evaluate like quizzes because if I am enrolling each and every of them then I have to fill details like username and password should be different for all students like if it is 58 students class then 50 students username and password I have to create. So is there any other way around like it could be easy for me to evaluate quizzes for these types of courses so that I could have only made only one time username and password and I can evaluate the quizzes for different students like this anywhere easier way. So the query raised by RC 1237 is that currently for enrolling 50 students he has to manually add all the details of the students and which is taking too much of time. There has to be unique passwords and other things so how to overcome this. So please look into the chat window now I want all RCs to query the part ask the same question within to the participants and post the solutions. So do not post answers other than this so the query is how to reduce the effort of bulk upload of users. So there are lot of solutions coming in I think somebody has first said about manual enrollment. Second is bulk upload using a CSV file 1103 is saying that they create Excel file with username password email ID etcetera in a single file and then upload it self-enrollment is a better option self-enrollment by students. So if you actually look into your chat screen within a view you can see lot of solutions coming in. So these are some of the solutions so I will just summarize the solutions provided by different RCs first you can do manual enrollment so if you set the course in a self-enrollment mode all you have to do is give the course enrollment link to the students and they themselves can fill in these details and get enrolled in a course. So it is similar to how users register in IIT Bombay X for an open course. They register first in IIT Bombay X and then they browse the courses that are available and then they register for courses that are open what you are doing in your own courses that you are actually mapping doing an invitation only mode wherein you know the students and then you are yourself are creating all the different user names and passwords but if you want to do this a better option is that you provide an Excel file with the username and details that you will be having of students and then ensure that there is a force password change is enabled for all the users I mean make this setting within the Moodle site settings where the moment you can give a provide a dummy password initially to all students so the password can be same but when they log in using this password then Moodle asks these users to change the password and then access the course so over here what you will do is you will do a bulk upload or a CSV upload in a CSV file give the details of all the users that who are there so essential details like name email ID a first name last name email ID user name and password so username could be their role numbers also and then do a bulk upload and if the force password changes set then when they log in they will have to change the password and create a new password which is known only to them so RC 1 2 3 7 have you received your answer yes sir yes yeah we are really satisfied thank you thank you before moving on to the next RC please note what we have done in this in the previous question so the student first raised a question the learners first raised a question where we collected answers from other students and based on the other answers that the teacher instructor received instructor then gave some more additional possible solutions on top of it so this you can do within your own classroom as well so this strategy if you actually look look at it this can easily be implemented even in a single classroom let's say you teach a concept or a teacher lesson in a day and you keep the final 15 minutes of the class for discussions like these where you do a think-pair share activity so the think-pair share could be that first you ask the students to identify concepts that they did not understand in that particular lesson then you ask them to pair up and discuss between themselves to see whether there is anybody else who know the concept and they are whether they are able to explain that concept to the peer so there here the peer learning is happening at the first level and then in the share phase you can take concepts that has not been understood by both the peers like in this case it was the challenges that was undisolved you can take up these concept and address it in the share phase where you can first ask other students the whole class to first find a solution for the I mean explain the concept to the person and if there are some shortcomings you can just add on top of add your own explanation along with the students other students explanation so let me now go to the next remote center symbiosis Institute of computer science 1190 the question is regarding a video creation screencast software is used to create the video and the original size of the video was 9 MB but editing was required so opencast software were used to edit the video and an increase to 90 MB okay size of video has increased 10 times than the original one after editing okay so yeah so the what is your question so the size has increased so do you want the mechanisms to reduce the size 90 MB uploading on even if on the moodle or YouTube it's not advisable to reduce the size so that even for the downloading purpose also it is convenient for the users okay okay so if other remote centers have not heard the question so the question from RC 1190 is that they had created a screencast using screencast automatic and then they found that there needs to be some things added so they use the open short linear editor to add these particular missing things or edit the video and after editing the file which was initially 9 MB increased to 90 MB which is a 10 time increase so is there some way in which the size can be reduced while doing editing so I am asking my video team also the same question so my video team also is also preparing answers to it over here so the video team the question is when the linear edit the nonlinear editing is done through open short the size increased to 90 MB so remote centers now please discuss possible ways in which the size can be reduced so one solution that has come from 1319 is use any online format converter and reduce the size of file the one more solution is the file can be put in RAR and then no so RAR upload is not possible so RC 1348 the RAR upload so you can zip file and upload videos into YouTube online video compressors are available truncate option so some of the solutions that are coming are use of online compressors yes so there is somebody else managing quality of video in terms of pixels I think this solution is somewhere coming so can you think the person who has posted the pixel solution can you think a little bit more I think you are coming close to the solution so somebody is suggesting other editors so MPH to editor or Microsoft will do so there is a editor look into the response provided by RC 1346 there is an editor at additional editor zip software is will not work because they have to upload the video in YouTube split video into smaller size split video into so this is from RC 1005 split the video into smaller sizes use video compression software photo editor or Microsoft photo editor will not work because photo editors this is a video so just normal photo editors will not work so I will ask my studio team to give you one more expert answer so so you can use lot of these online editors that are available where you can get a better compression rate I will also ask my studio team who are currently doing these kind of things over here to provide one more solution yeah good morning to all so when you edit any video in the editing software so when you render the file there are some parameters you need to set and the size depends on the bit rate as well as the codec which you are going to use so there are so many parameters you can set just try out if you use the lowest bit rate then you will get a file in less size so try some of the experiment using the editing software there is no need to use any additional software to compress the file okay so the solution that is coming from over here is that you can within your editor itself look into the settings and experiment on it and see whether you can get a lower bit rate so setting the lowest bit rate is always advisable if you want to reduce the file size and also there are other so through this we also came to know that there are lot of these video compressing softwares that are available online also so if you want to explore that you can also do the compression over there or online editors are also available so I hope RC 1190 you have your answer yes sir we will try are you happy with the solutions that has been provided not fully we need to try it out first and let us see whether it works because online if I use the online editor when I need to upload a file of 98 the first on the online exactly so while so you can use the alternate suggestion that our studio team has provided try for lowest bit rates yes sir that we'll try about that work out on that practice on it if it is workable will inform you yeah let us try it first let me try it first and then we'll come back to you sir yeah sure thank you sir yeah thank you so let me now take the next RC which is RC 1128 I have one query like using a view or model like how to cope up with the issue of low or interrupted internet connectivity or speed like most of the resources like the colleges they are located in a remote center so how to cope up with this issue okay so the question that has been posted by RC 1128 is many a times it may so happen that the internet connectivity at different places are not what you say continuous or the bandwidth might be fluctuating so how to cope up with the issue of fluctuating bandwidth when when you are using either so I hope it is a view that you are referring to right yes sir yeah so while using a view how to cope up with the bandwidth issue while using a view for interactions with different RCs so first I am hoping that since most of the mentors and mentees had interacted through a view across two to three slots two slots that we have provided think about possible ways so this is a quite a challenging question the question is how to handle interrupted connections of various places while doing interaction in a view so I request remote center coordinators to collect answers from participants and post in the chat so there this challenge so I see that the remote center coordinator so this was really good so what he tried the remote center coordinator tried is collect answers from the participants within the remote center itself so and this is decided so this is what is decided that you increase the engagement so within remote centers why the synchronous interaction is kept is because you not you can have you have around let's say 40 to 50 users and experts with you you should first get solutions from them and then ask then move ahead and you have around 5000 people connected within a view where you can get more answers and finally there is instructor so this is what technology is actually supporting in any classes it is actually leveraging the power of the knowledge that is available within you and is as a teacher you should know how to facilitate this knowledge sharing then you will have more engaged students and more active students which is required while these concepts are being taught so I see lot of solutions practical solutions as well as coming up use chat option do not use busy hours use the non busy hours to solve the connectivity problem internet connection through wired or fiber optics is better use chat option set higher priority for video streaming data on your firewall clear cache so whenever there is a video disconnection you can use chat button you can post more answers so again over here I will request our studio team so one practical difficulty is that if the internet the entire a view software is built on this internet availability of internet but over there also they have ensured that you need only very minimum bandwidth even with many very minimum connectivity you could what do you say get the optimum use out of it but typically when you use video and you have lot more people connected then the bandwidth that is being used is going to be pretty high the high bandit is going to be consumed so in this option so one of the ways in which is let's say you decide that you will be sharing video and audio let's say for five minutes or you decide the slots at which video and audio is going to be shared use chat more frequently and ensure that there is at least minimum to Mbps connectivity at the places so other than that I don't think there are other valid solutions so yeah so what the studio team is also telling me is that there is a audio chat facility available in a view so if video is consuming larger bandwidth audio chat can also be utilized so it's like you are there for two or three so like you do a Skype or the Google Hangouts where you don't use videos use the audio portion of it so offline videos system updates yeah so basically these are some these are all some solutions that we have from our end so RC 1128 happy with the solutions yeah seems to sir but not not so completely but yeah yes I can hear some feedback not completely but yeah partially we are satisfied yeah please thank you sir yeah so I understand that let me just explain a little bit about usage of ICT so it is so some of these softwares like the virtual classrooms that we are using the video audio synchronous interaction mechanisms they are all they all consume high bandwidth and hence the access to the resources becomes very important but if you have let's say limited resources and you want to do some integrate technology into the classroom then the first and foremost thing that you have to ensure is that what are the essential learning purposes for which you want these technologies so for example video streaming and discussions I think one way of looking at it is let's say you have a recorded video of with some initial guidelines and other things and then you handle it through chat which is more text based and consumes lesser data bandwidth that would be a viable solution so let me now go to the next remote center so we'll be taking this this will be the final question for this particular session but what we will do now is before we end the session I would ask all remote center coordinators to consolidate this questions and post in the question tab now for all the participants all of you can see this questions in a view in the a view so look into this questions and as a remote center come up with solutions to the problems that has been posted by other RCs and towards the end of the day what we'll do is we'll try to see whether we can find a mechanism through which this can be shared so what I'll do now is I'll take the last question for this particular session this is RC 1247 school of management sciences technical campus Lucknow sir my question is regarding screen casting when we are recording a video often we get noises from suppose fan or sometimes dogs barking outside my house because I'm recording from my home or the household noises how can we reduce these noises software for that or any other special mic or something for that so the question is a very interesting one so the question from RC 1247 is that while recording screen cast at home there are lot of background noises that are coming in now is there some mechanism through which this background noises can be removed or reduced what can be done on this so one question one solution use audio from speaker option I'm not sure whether that would work completely because the noises will still come in so all the remote centers once again repeating the question question I think is a very something that many of you would be facing while recording the screen cast at home or at your institute there are lot of background noises that are coming in how to reduce the background noise so if you have answers 1136 is saying use noise filter software use noise removal application so one there are noise removal application available in software like Adobe CC okay one practical suggestion use quality mic and a separate room so there is a recorder du recorder and adobe audio screen that you can use construct a special room use noise removal option use soundproof classroom okay there is one practical suggestion to take care of noise prefer recording at night okay one more solution switch off fan and record okay use mixer to filter out noise I think there is lot of audio processing that you will have to do at the end if that is there but yeah using headphones with mic but over there also the noise will come practical suggestions record at night okay just to add on to the so you will see a lot of so remote center you can actually look into the chat window there are a lot of solutions that are coming from different remote centers just to add on to it something that is that you can do is there is something known as a unidirectional mic so when you record you have to use these unidirectional mics and also sorry directional mics and then so okay my studio team is correcting me do not use unidirectional but use directional mic and these so when you actually look into the audio driver of your system go to the control panel and check the audio drivers there is a setting that you can make where you reduce the noise that can be controlled within your audio drivers so these two together and preferably ensuring that there is some sort of when you are recording you are you close the room and ask switch off fan and other things and ask your family not to make too much of noise I think with all these three options you can have a better quality but using of directional mic and adjusting the audio settings within your laptop is some ways in which you can control it control the technology aspect of it and regarding the practical aspect yeah so if a dog is barking I mean unfortunately we can't do anything even in our own studio if a dog barks now you may hear it yeah so RC 1247 are you happy with the solution we will try out the solutions which you have suggested okay and see the results and then probably see what results yeah so yeah so do not just limit it to the solution that I am saying so if you actually look into the chat window you will see that there are a lot of solutions that are coming being posted by other remote center remote centers so these are coming from the experiences of participants from those remote centers so you can actually also look into all the solutions over there and based on the whatever you is fitting within your own context you can use those particular solutions yeah with this we have come to the end of the first session the introduction session where process part and process neither I hear first provided you with a broad agenda of the fdp and once again they reiterated the need for use of active learning methods within the classroom when you want to engage the students more in these kind of activities to ensure that they achieve the desired learning outcomes so what we also tried out over here is we tried an active learning strategy called thin pair share to elicit solutions and do a first level answering of these solutions at the remote center and finally when it was shared as an instructor as a facilitator what I did was I first went to other RCs to get the solution and then provided some extra solutions from my side or from the course teams side which could work out so if you actually look at this strategy the same is actually applicable in your own teaching learning settings as well so specifically with with the scenario of use of ICT your students would be more interested enthusiastic and active in finding out various mechanisms or experimenting out with technologies and that that you will have to use it for your advantage that make them do more activities engage them with the content and that is how the lesson designing has to happen to ensure that your students are also active and they are also in the meantime looking into the actual content that they want to know and by use of these ICT what you can also see is how they are applying it in the real life so make connections to real life where your concepts are required and give these kind of assignments to students these kind of activities to students where they will also get engaged so we will now go for a break and we will come back at 11.30 at 11.30 we will be discussing about peer review mechanism I understand that many have queries and cribs regarding peer review so Dr. Sameer Sahasrabudde will be joining us from Chennai and he will be taking a session on how to do this peer review the importance of it etc. so till 11th we will come back and assemble at 11.30 thank you