 We were observing each and every groups, we were seeing how active each of you were. In fact, we have also have recorded some of your sessions from our end. As in we could see that a lot of different RCs were talking of very different experiences and they were suggesting some good feedback to the other RCs, where what they liked, what was more clear, why was this appropriate or how could a particular Moodle resource could have been improved. So, there were lot of these discussions happening across multiple groups. Also, there were few groups who had some technical difficulties and we could see that we try to intervene at certain point and we hope that those groups were able to do synchronous interactions with the other RCs in during after the connection was established. Once again, please note that these synchronous interactions are important for two reasons. The first and foremost, these four days of interaction count towards four full days in your professional development in the course. So, it is equivalent to four full days of activities in the course and just like how it would be in a phase to phase workshop where you have limited number of people. Here, you have an additional advantage of having lot many more RCs, lot many more faculty members from other colleges also connecting to you through the ABU system. And that is why the second and most important thing which is the collaboration that you can generate becomes paramount. While doing professional development, it has always been noticed that to sustain the professional development efforts after the workshop or the faculty development program is over, you need support from the community. And this is one place where you can look for other practitioners from your own domain or from different domain who is using a similar set of technologies to share their ideas, to share their best practices. And what we are doing in this FDP is just providing you a facility to interact with each other. So, there may be some targeted task like yesterday it was about Moodle's self-enrollment that you had to do manually some people. So, in fact, you could see that some of the RCs, so in fact, it was not the instructor who finally gave the perfect answer for self-enrollment. So, in fact, it was one of the RCs, I think RC 1359 who gave us the solution for solving the problem with Moodle's self-enrollment. And we have duly updated that in the shared document with all of you. So, it is one thing that we want you to take from this is that there are more knowledgeable peers amongst us who could actually provide you with valuable guidance. And as instructors, we are just facilitators to ensure that these discussions happen. So, this is the shift from a physical classroom to online classroom that we were talking about. So, in the Moodle course, sorry, in the IIT Bombay X course, you would have seen the learning dialogues, learning extension trajectories, the learning experience interactions that are very strong. I mean, the discussion forum has been very active throughout both the FDPs. But what is more important is when one of your colleagues is responding back to you in the discussion forum, how do you make the connect with that colleague? Do you go, do you start following the colleagues postings? Are you following, so are you marking all those discussions as start and following it? Are you trying to get more and more such colleagues in who will be able to give you some guidance or with whom you could share your guidance? And that is the most important part. I mean, all of us come from different operating context. So, one university will have some guidelines, another university will have some other guidelines, but ultimately all of us are working towards the same goal, improving the engagement, improving the learning and improving the outcomes for our learner. Ultimately, all of us are working towards improving the learners who are the final target and there are these technologies, these various mechanisms. All these interactions are just one of the many methods to expose you to various ways in which this could be done more effectively. I see that a lot of you are interacting via the chat also, which is again very good. Please use these facilities. So, a view as a system, it is not just for a one way transmission. So, currently what I am doing is one way transmission of information. But what is more important is are you able to connect to other people and are you able to get your queries, your problems rectified from your colleagues who are sitting in other RCs, much more knowledgeable colleagues than even me. So, are you able to connect to them and is this particular faculty development program able to help you out in the process of connecting to multiple individuals, understanding how technology could be better aligned to the intended learning outcomes or the intended learning purposes for which it has to be used. So, in this session what we are going to do is we will be looking at a different format of feedback where we will be pausing a general question to all the RCs. So, the general question is what did you learn from this faculty development program here and where do you have still, where do you think that the challenges are in converting whatever you learnt into actual practice once you continue your regular college semester. So, let me just put that question on the whiteboard. So, in this session we will all of all what we are doing is we are asking this common question and we are asking you to pose the challenges that you believe you are going to face once you are going to convert your learning into practice and what we are going to ask other RCs is carefully look at all the challenges that your colleagues are posting. If you can find one or suggest one solution to any of these challenges please provide that either when I come directly to you via floor transfer or through the chat. So, you have two mechanisms the first one is direct floor transfer when we are actually looking at it and the next is the chat and in case I am not able to. So, we have time till 5.30 today so close to 3 hours and what this is going to be a continuous session in case you want to take a tea break in between and come back please feel free at around 3.30 between 3.30 and 3.45 is the scheduled tea break. But I would be available here continuing to interact with all of you till 5.30 and if you have some open questions which we were not able to address from 5 o'clock to 5.30 I will be looking at the questions tab. Now there is a feature in the A view called questions tab. What I would want you to is post your questions in the questions tab. Now before posting the questions first of all read are there any similar questions in the questions tab and if there are just up voted. So, that I will understand that this is a most common question among all the RCs. So, let me lay down the ground rules. So, what we are going to have is discussion on what challenges do you foresee while you are going back and doing your classroom teaching learning practice. So, if you all look at the whiteboard that is available. So, this is the question for discussion has been posted in the whiteboard. What I would want all of you so right now what I am going to do is I am going to remove all the hand races now you can think about this question in the RC. So, I would request the course coordinator to do a small think pair share at the local RC. So, ask each participant what challenges are they going to face are they expecting at in their own practice once they resume after this FDP. So, in this FDP you have learnt about technology, you have learnt about pedagogy, you have seen how facilitation happens online, you have seen explorations of Moodle, you have seen various different technologies like WordPress, how it has been used extensively. All these have been experienced by all the faculty participants from your RC. So, ask your RC participants first to think individually and note one or two challenges that you foresee while you are going to implement whatever you learnt from this FDP. Now, for the other RCs these are so what you what you can do is so as an RC first do a individual think, ask all participants to think about it then ask them to pair up and refine it and finally consolidate all such challenges. So, note down all the challenges that the participants are talking about and I will be doing a floor transfer in 5 minutes from now. So, when I do the floor transfer you could ask the most common challenge that that is coming from your RC and what other RCs have to do. So, you will see you will all RCs will do this activity and while one RC is talking about a challenge the other RCs will have to think of possible solutions through which this challenge could be mitigated or how can you address this challenge. So, to other RCs while full floor transfer is happening here the challenge posted by your colleague your here the challenge is posted by the RC and what you should be doing is suggest a solution and to make this more effective what you can do is you can suggest the solution through chat so that the RC will here can see actually see solutions being provided by their colleague RCs. Additionally post all RCs can should use the question tab post common questions that they have and in case we are not able to come to you via during the floor transfer in till 5.30 then please ensure that your question is posted in the. So, please have a look at the whiteboard the discussion topic for today afternoon session is what challenges do you foresee in implementing the learning from this FDP while you are doing that your college once this FDP is over to all RCs so we will be doing a floor transfer. So, to all RCs while I am doing a floor transfer carefully listen to the challenges being posted by your colleague RC if you are aware of a solution suggest them once so you have two ways of suggesting it once when we directly come to the floor transfer we select you or additionally what you should always do is post the answers that you can think of in the chat so that the RC who is asking the question can take some suggestions that you are providing based on the feasibility. Again to all RCs use the question tab to post common questions that you will be also post the common challenges so that others will also be able to see it. So, in case we are not able so we have only roughly 3 hours to reach to around 100 RCs so post your challenges also in the questions tab upvote similar questions and challenges. So, if you see somebody already has written their challenge or a question that you already had please upvote it do not rewrite the question important because in a view once you write the question it just goes it goes as a long list and it we will not be able to see the questions. So, unless and until you so if you have the same question if 3 RCs have the same question and all 3 of them write it separately then we may not never be able to address it though it was a more frequently asked question. So, to ensure that we get the more frequently asked questions at the top please upvote questions that are similar. So, I see a lot of people writing the question and people upvoting it. I will be coming to so all RC coordinators do a local think pair share to collect all the challenges. In the meanwhile I will just there is a question from RC1353 which one other person has upvoted this is a question regarding the feedback. So, we have provided a feedback form to all RCs regarding the breakout session ideally give it by today evening 5 30 p.m. If you cannot do this by 5 30 today please ensure that you can you will submit it by tomorrow afternoon. So, the maximum time the form is going to be open as 12 o'clock tomorrow afternoon please ensure that you provide your feedback before it. So, I see a lot of people posting their questions. So, whatever questions so if you carefully look at the questions tab. Let me do a desktop sharing no so in case in your questions tab also whatever answers have been provided they would be marked as green and it will come to the bottom of the questions list. So, this is one way of using ABU for addressing common challenges. And I see a lot of people posting in the chat I will be looking at the chat messages towards the end. So, I will be first focusing on flow transfer and the questions tab I will be taking one after the other. So, after every three or four flow transfers I will first look at the questions tab and I will take a question the most common questions from there. Kindly ensure that see flow transfer we are coming to you, but please ensure that you do not ask repeated questions. I mean it is not a problem that I have to answer it again and again. But what you are doing in this scenario is that you are not allowing another RC who had a very different question being their voice is not being heard or the question is. So, more important than the RC's voice that question is not being heard by all the RC's who are connected now. So, whenever we do flow transfer please ensure that the question that you have is not repeated is not being asked before. So, when I do the flow transfer please ensure that you have a new question to ask. You could so in case your question or your major questions have been challenged already answered you could actually take a look at the questions tab and you can take a question from there. Even that is fine, but you should say that I am taking a this more popular question from the question tab so that you it gets addressed. So, please rules important rules for flow transfer please do not repeat a point that has already been covered. So, I want all of you to be very attentive in this session. So, in case there is an audio or video issue with a view please open the YouTube streaming of this particular transmission go to YouTube studio IIT Bombay. You will have a clear streaming of this transmission in that YouTube channel. So, you could always catch hold of the catch hold of the explanations and the answers that I am saying from the YouTube streaming in case you have difficulties with a view audio audio or video. So, without much ado let me go to so the floor I am opening for discussion all of you can do hand raise I will come to you and connect to you to get feedback about the discussion point. So, first is RC 1 3 0 2 second just hold on a second yeah RC 1 3 0 2 Sribuddha College of Engineering. Yes sir. Yeah. Good afternoon. Good afternoon. Myself Ajit Joseph. Yeah. Good afternoon Ajit. Good afternoon sir. Actually the major challenge that I personally feel that we will be having when we go back to the colleges that for years we have been following a set kind of system teaching learning methodology which has not changed too much when you go from tier 1 to tier 2 colleges. In tier 1 maybe the things are accepted very quickly but in tier 2 colleges there is always an inertia to change into something that is even the requirement of the time. Okay. So, since we have covered many concepts within these two months actually many of these works we used to do in our class but we were not able to actually define correctly if you go back if I would go back to my college and ask any person to define ICT in a few days they would actually fumble and even I will fumble because the definitions were not very very clear to me before I attended this FDP. Active learning or think pair share kind of activities are actually something that we do in our class but not completely that means we do portions of it but we do not 100% active learning when we do in our class. So what the major problem that I feel that we that as a teacher I am going to face is that how do I engage all the faculties to change from the normal teaching learning methodology that we have been exposed to right from our younger days from our school days to this new technology enhanced time. Okay. Yeah. Thank you RC 1302. So the point that RC 1302 mentioned and I think many of you would be having similar questions is how do you change the attitude from the current format which we are used to for a longer period of time let's say even we were taught. So as I said in yesterday's session many of us start with the idea that I will teach as I was taught by my teacher and that slowly from moving from there to accepting effective practices like active learning completely then moving on to making evaluations and correcting or refining our own practice to finally disseminate our practices to others other colleagues that is the biggest challenge that all of you are going to face. There are a lot of best cases that has come out of this FDP the various offerings of this FDP specifically some of the few colleges who have told us that there are a lot of different ways in which they encourage all the faculty to do practice. So I would actually wait for those colleges to those remote centers to post their answers or say their answers once they are coming on to the flow transfer but on the whole how was today's breakout session for you RC 1302? So today's breakout session we were able to discuss a lot of other RC members creative things that they had made in their yesterday's lab activity and then also we were able to give suggestions and at the same time point out what were good that we saw in their work in their model site to be precise we were able to give at least 15 different RC's feedback that we had seen from yesterday even though yesterday onwards the climate here has been quite stormy and we had internet link going berserk at times but what we have found out is that as a group we were seven members maybe because of the collaborative learning but we have been hearing in these FDPs we were able to actually collaborate together nicely and come up with a feedback for at least 15 RC's which we made it into a report and then shared with the group that we were in so that people would also understand how their work has been perceived by others in other RC's so they can get a feedback how a student would feel once they would come to visit their site great so I am actually looking forward to your feedback to the Google form and see one thing that we are going to tell to all RC's is that once all the individual RC's give their feedback we will be ensuring that all the RC coordinators will consolidate all the feedbacks and it will be sent to the respective RC's to whom the feedback is given so over the period of next three to five days we will be consolidating all these feedback and we will be sending it from our site from eOutreach to all the respective RC's please circulate it among all the participants over there thanks a lot RC1302 your question has now been posted in the whiteboard so if people are looking at want to have a look at the questions it is in the second page of the whiteboard the first page has the basic instructions but now in the second page I have posted the question posted by RC1302 please use discuss this question among the participants at your place and try to answer this question for RC1302 Sir I have one more question can I please post that question Sir actually we know that many of this technology is required for creating such ICT method for teaching do you know of any government support that can be given to the colleges or which can be accessed by the college so that we are able to set up maybe a studio for recording lectures or maybe videos for such activities do you know of any funding agency which funds specifically for it so I think I will be able to answer it partially so this question is again let me give you some insight into this question so many of you would be having these what do you say would have been now trying since with the screencast and other things you would be trying out to create many of these resources and would have felt that having a studio would really help you out in making more effective resources other government missions or projects that would support setting up of the studios and things like that see the Swayam portal which runs which is the portal for all the MOOCs in India have been asking for contributors of courses to the Swayam platform and they are providing various what do you say they are providing grants to participating institutes or teachers so there is I think I understand that there is a selection process I am not completely aware of the circular that has gone but as I understand it each of them they are being provided with some help in setting up of the studio so you will have to publish one full course in Swayam the number of hours etc have been provided over there and each of you get some money to run that course so if you do it as an individual that may not be sufficient to set up a studio but if it is being offered as part of the institution let us say 3 to 4 people from the institution gets this Swayam grant then that would be good enough to set up I mean make the initial set up of the studio for others who wanted to know the basic cost infrastructural facilities that you need etc the IIT Bombay E-Studio from where we are actually streaming this transmission it has been set up at a very low cost with basic what do you say the state of the art that is available at that cost so the camera settings the amplifier or the circuitry settings see the entire room is not bigger than an office so what you see right now is not a very big studio it will be how much is the dimension of the studio something like a 12 bar 12 feet so 12 feet by 12 feet office which has been converted both as office of the studio manager Mr. Sajjan Dixit and the studio for all the IIT Bombay transmission so if you have any doubt regarding the setup approximate cost of the machines and this is for all RCs who are here please feel free to email the studio manager Mr. Sajjan Dixit at Sajjan.dixit at itb.ac.in he will be glad to help you out maybe I will ask him to put up some general costings etc in a common site maybe in the IIT Bombay excourse so that all of you could benefit from it thanks a lot RC 1302 I hope I have given some feedback that you would want next let me go to RC 1131 Valchand Institute I know you will be having answer to the first question that RC 1302 asked yes please go ahead so first please talk about the challenge that you have you think that you will be having and then try to answer the other RCs question actually from 2011 to 2013 we have conducted three courses on active teaching here at Valchand and people from teachers from all over India have attended those particular courses it was based mainly on project based learning experiential learning and group discussions I found this course very very interesting because it has introduced to us how ICT has to be used to develop these particular methods especially in the week 3 and week 4 where we understood learner centric methods and we understood the teaching learning triangle which involved learning objectives, instruction strategies and evaluation strategies and I found in this course that discussion forum was very much useful because we have seen even many many participants who have not met for more than 12 to 14 years where participants in this particular workshop and one of my students, ME students name was put up there that he had contributed lot into the discussion forum this makes things very very interesting that people are putting their ideas and we can discuss very very easily and in a very informal way with various participants across the particular forum and the aspect of it is we are creating resources and assignments given by you for resource creation where really I should put it's a hats off to IIT Bombay because you made us work even after 30 years I'm telling you that I as a teacher really went through your videos and really did the work very very sincerely because we got lot to learn from it you have made us active so now comes my questions since I have gone through the triangle teaching learning triangle I have a question how is the design of specific and measurable LO's made easier because without LO's nothing goes ahead in the teaching learning process so how is the design of specific and measurable LO's made easier the second question I have is how is the design of instructional strategies made easier to help a student to be more occupied in the sessions that we are having for him and the third question is what is the method to select the best evaluation strategy for a particular topic which you are including in your course I am just noting down your questions so first is specific and measurable learning objectives and instructional strategies the first two and do you have something to answer RC 1302 so thank you for giving feedback about the course but I am also telling you in advance that there will be lot of breakbacks back to us because of the resource creation assignments and the peer reviews that we know that is slightly problematic peers are not evaluating it correctly and when you do things at scale there are certain problems but leaving that aside do you have something to answer RC 1302's question how can you move develop the attitude of this learning active learning among teachers who are as RC 1302 who are so used to the standard methods that they would not be able to work beyond a certain point teachers are students finally if you don't if you enter the teaching profession and don't accept you are a student you are obsolete so you have to be a student till the end of your profession as you make things active for the students the things have to be made active for the teachers so these things can be made active of course the strategies and the formalities and formal ways we have studied in 101 and 201 but we go little bit one step ahead of that and say that things have to be made interesting usually you see that graphics is better than text enjoying music is better than listening to something which is monotonous so make what we have done in our initial workshops of making things active for teachers is you have to tell teachers that adopting of these principles are going to save your time and that time you can use for it's a luxurious time which you can use for your enjoyment once the teacher understand that his work is going to be made easier by ICT he will definitely accept so RC 1302 one particular answer that you have is that motivate your thank you RC 1131 so the one answer to RC 1302 is try to motivate your colleagues in understanding the efficiency brought in by ICT so this by ensuring that efficiency it increases the efficiency of your regular teaching learning and you can spend those additional amount of time which you otherwise would have used for something as monotonous like repeating whatever instructions you did or making sure that your learners are doing the respective activities that time you can do for your own personal based on your own personal interest you could devote it to something which you like so this is one way in which they have tried this out I hope you have received one answer and I see that a lot of you are putting up answers to you so please have a look at the chat also because many of them are actually seeing providing you answers from their own context let me now go to the next RC so this is RC 140 women's polytechnic college good afternoon sir the participants have given the feedback for the challenges what you have posted in the whiteboard the basic the basic challenge is that the new facilities or this ICT technology tools has to be imparted to the students so that will be a big challenge for all of us and also the facilities are not available in the institution to impart this type of technology to the students so these were the major issues which was being posted by most of the participants in our RC sir so so the challenge that you feel is one is access to the resources like the ones which we discussed in FDP 101 to the students and the second is the students it is not just a problem of access they also need training in these technologies that sometimes is slightly challenging do you see the questions posted by the other RC so this is RC 1131 who posted this question so let me just post it over here RC 1131 had posted a set of questions which have been written as 3 and 4 in the whiteboard does your RC have some solutions for any of them RC 1400 are you able to see the question in the whiteboard yes sir yes sir we are seeing sir sir for the method to select the best evaluation strategy we can go for any type of testing the participants who are undergoing the course by means of any test or discussion forum so that we will be in a position to analyze the response from them sir that may be one of the best methods so all these things whatever you have been imparted in this course we can utilize it effectively sir okay yeah thanks a lot RC 1400 we have one more question sir this project the ABU has developed under the NMAICT project correct the government of India has offered the NMAICT broadband line NIST line yes with the NMBBS speed with all the rural colleges yes and one GBBS for the universities correct so recently it is provided in the tie up with BSNL correct so last 3 months back the BSNL and the government of India has withdrawn these facilities offered to the particular colleges yeah the project NMAICT has closed down I mean that the project was somewhere it was initially visioned for 5 years it got extended for 3 years so 2018 March was the last the final so in the last financial year the term of the project has ended so any mission or any project that is run by government it goes for a particular tenure and after the tenure the government expects the institutions who have benefited from this project to be self sustainable and be proficient enough to run these at the local institute level so that is why so that is the reason so once the project tenure is over then we will have to look up at other projects that would better suit these kind of facilities and that is where the SWAYAM project so the SWAYAM Prabhakar channel so the government has recently launched the SWAYAM project wherein they are asking all the instructors to provide content for the massive open online course platform SWAYAM and they are sufficiently funded for their course creation activities ok sir they are giving for course creation but accessing the facilities basically we need a backbone of internet sir so in that the government colleges are facing sort of issues for providing the better connectivity to the participants for our college concerns we have collected a broadband connection from the private network so it is not possible for all the colleges as a partner of NMAICT that courses so why do not you provide such a facility still to that end of the program so the reason why we cannot do anything more is because the NMAICT has closed out so till 2015 or 16 we were providing funds and expertise from our end for all the RCs to develop more number of RCs so in fact Prof. Fartag in his initial email to all university vice chancellors had explicitly stated that yes the entire funding is provided through the government national mission and we would be glad IIT Bombay would be glad enough to support any institution who would want to be a remote center to get these facilities at their respective institutions and unfortunately we had only close to 350 institution taking up this request and being our remote centers so it is not that we are not trying we had tried we had tried in fact Prof. Fartag had written to all heads of institutions a personal email from Prof. Fartag had gone to all the heads of institutions and university vice chancellors and if there is no demand from the other end when we are ready to give there is very little that IIT Bombay can also do but one thing that we are doing currently is we are asking more remote centers to join we are providing support as in you could all be part of the remote center network but you need to ensure all these facilities at your end people are the institutions are themselves funding these projects and are being remote centers so over the past 6 months the number of remote centers have increased from 350 to close to 512 remote centers now these additional 150 odd remote centers who came up we were not able to provide them a fund but even then they were ready to put in the fund chip in the fund and set up remote centers like what you have right now so ultimately it is also a reciprocal effort as in whenever these so exposure plus interest from the participants are also required so you need a dedicated remote center coordinator who would be handling all these activities so there are lot of things that are associated with these kind of facilities it is not just providing access you need people there you need close logistics handling so there could be multiple reasons why some of the colleges would be hesitant but yeah this has happened but again we expect that something would come up at least through SWIM or other channels new projects would be launched by the government which could be taken up by more number of institutions that is what we believe we hope for the best now it is a time to see the most frequently asked questions in the questions tab I think this is similar to the question that has been asked by the RCs the RC just now RC1400 ask the same question how do you provide access to ICT and training in ICT to students was their question again they also had a question regarding the NME ICT mission which I have answered so this most commonly asked question seems to be providing access to ICT and training to both faculty and students let me try to give you my opinion about the issue of access and training see access to ICT devices or at least let's say internet it is not as bad as it was let's say 15 years ago or even 5 years ago you have lot of good so India has a good strong fibre optic network which is being managed by several different players particularly the national player BSNL and there are lot of other private players who are involved in providing access there is also something known as national knowledge network that was set up for high connectivity and high bandwidth but having said that institutions locally to ensure that there is sufficient access to infrastructure I think we all should encourage bringing in of devices by students now for a fact we all know that the number of smartphones that are there and the internet data plans for smartphones are far less cheaper than what you would need as an institution and let's say if we encourage students to bring in these devices to the classroom and you try to use them more often in your daily teaching learning practice then that could be what do you say bringing in so the moment they have their device that also shows the ownership of the student whether they would be willing to utilize it many resources so for example in any accreditation many colleges have these facilities that they provide their students now the concept of remote center is that a remote center would become a hub for these kind of activities in the longer run so initially IIT Bombay connected to lot of remote centers across the country that was the initial setup but the vision was that these remote centers would then take up these initiative and connect to other local colleges from there and provide facilities for them and I believe NBA also acknowledges this outreach effort by local institutes so why can't local RCs think of these kind of outreach activities so let's say one RC does not have sufficient infrastructure or one institute does not have sufficient infrastructure can't an RC can't provide a scheduled timing let's say one or one hour or two hour slots every week where people outside can come over and access the resources or get familiarized with the resources in that RC so an example directly from IIT Bombay that we have seen in the past six to seven months is that there is a dedicated open day IIT Bombay where we invite anyone from outside to come over and explore our labs now specifically students so this was initially piloted or it was given as a facility wherein the students from nearby municipal schools could come to IIT Bombay and explore the various labs and facilities inside IIT Bombay first to spark interest among the students for using these kind of aspiring for higher education and second to know what is being used by institutes near to them to understand what all facilities are available over there so one important thing is this exposure so why can't remote centers so we have close to 103 remote centers in this FDP so why can't each remote center open up their RCs to the nearby school students where they can come over they can see the AVU setup the lab setup in the college and they can see some recordings of these AVU interactions so why don't you setup YouTube streaming of those the recorded YouTube streams why can't RCs think of this to expose students on the need for being connected with the technology devices and it could be a shared pool so like the idea of creative commons you could have a hardware commons which is actually a common hardware shared by multiple people to ensure that they get the access so where there is a problem of access at least they are not deprived of access to resources regarding training for students and faculties VU again the idea is that these training programs need to be cascaded now that you have received FDP 101 and 201 how can you impart the same to your colleagues nearby and we have started something known as FDP 301 which specifically aims at equipping what do you say equipping the FDP 1 and 2 passouts to mentor effectively in the use of these tools so all the mentors with whom you will be having your interactions on developing the OER they are all part of this FDP 301 so the top performers who got more than 80% in the last two FDPs were invited for this FDP 301 and 540 of them have gladly accepted so we are training them in the mentoring process and one of the vision that we have is that at some point of time these those who pass the FDP 301 course would be able to set up local FDPs so the same FDP 101 and 201 would be locally set up by those faculties and they will be the ones who will be facilitating FDP 1 and FDP 2 so this is a wish list that we have and this is how we are trying to sustain and scale up our faculty professional development initiatives but again the there is no one single answer unfortunately whatever I said was an opinion from my end at least on whatever I have seen over the past two to three years but there would be lot more of you who would be having different different ideas about increasing access to students giving them training please feel free to say those answers as well as respond back in the chat I will still keep this as the most voted question I will not mark it as answered because it is not complete so let me now go to the next RC this is RC 1388 Marwadi Education Foundation Institution Rajkot over to you RC Good afternoon JK Good afternoon Yesterday we were just appreciating your efforts that despite of giving a repeated answer for the same question the attitude and the smiley face that we see on the screen was appreciable now the questions from our RC the peers that we discussed today the challenges that we face in that the first one is how to familiar the how to make familiar to the students who are having an orthodox pattern of learning how to make them familiar with this ICT tool and second one is that how to decide the entry level of any students whether to offer them course in a first semester, second semester, third semester like that because in spite of what we feel that students should be enough mature to understand the importance of doing such type of course and third one that we have countered this question is how to make them self motivated for after completing one course for the next course that means up going course, suppose we offer three different course to the students after completing of one like we do that after completing FDP 101 we are motivated for FDP 201 our peers are deciding to also go for FDP 301 that is self motivation from our side but how to make students self motivated to enroll different number of course offered by us okay enrolled in thank you RC 1388 do you have so the first question that you have asked it is again that what most of the other RCs have posted in the questions tab I think that the previous RC 1400 also pointed out the next two questions I have a doubt in the second question that you asked how to decide the entry level of students is this entry level for training in the ICT program or for something else the subject that we taught in the class if you want to design a course in whichever way you should be using this ICT tool like noodle, word press and screencast videos so what should be the entry level of the students that in second semester they are being able to attempt this ICT program or not in the subject the curriculum that we do have okay so there are two questions from RC 1388 do you want to venture out to answer any of the previously asked questions so the ones which you are seeing in the whiteboard right now so there are five questions that have already been asked by your colleague RCs do you have you looked at one of them and have do you have some solution for any of the previous RCs I would like to just address the first one that is how to change the attitude of the teacher now according to me the generation is getting changed now new generation students are more ICT enabled already like we expect them that might be they are not knowing this thing but they are far away from us they are far ahead from us and if you want to be a teacher in this profession you should also upgrade yourself nowadays we have upgraded our mobile phone also we have changed to smart phones so like that we are changing your day to day activity life while you are seeing the last five years what you are being and right now what you are so there is a change in last five years whether you talk about methodology whether you talk about your day to day life activity the usage of the ICT in your personal life has been increased so this should be a motivated for any faculty and what I got is that the changes in the life always possess that you can achieve the success when you accept the changes keep the mind open don't be a close minded you should be open minded to accept the challenges and according to the challenges and the requirement of the student you should also get change to teach your students ok thank you RC 1388 so the message to RC 1302 question which many others would also be having us keep an open mind about the changes be ready to upgrade yourself because your students have already upgraded them by leaps and bounds so it is necessary that you also upgrade yourself otherwise you would become obsolete so that is the message that RC 1388 has apart from that RC has two questions which now I have posted in the whiteboard this the first one is about deciding entry level for students as to when should you expose them to ICT like the ones which we trained you in across the past two FDPs and the next one is how to motivate students to enroll in more courses that are offered by the same teacher which are the higher what do you say the higher courses that are offered by the same teacher so these two questions have also been added there are so again please have a look at the questions that have or the challenges that have been posted already whenever I come to your RC during a flow transfer please ensure that your question is different from the ones that are already posted over here let me now go to the next RC this is RC 1316 KJ Somaya College RC 1316 KJ Somaya College Mumbai hello sir we have listed down some of the challenges while listing down what we were looking at it is one is from the student perspective and the other is also going to be from the faculty perspective to incorporate what we have learnt from students what we felt was like probably when we are with us in the class maybe the entire class may not participate which is a common thing that we see in a regular class the same thing may happen this is one of the challenge and in such case what are we going to do that is a question that we have second thing is like we were also looking at the questions that we may come we may face with the students in terms of shifting from you know receiving more to doing more because already they are very comfortable in receiving and now we are going to ask them to do a lot of things so that is going to be the biggest challenge which we may be facing and from the faculty perspective again this is going to be the first exercise after going out of this FDP so first thing is identifying the resources that we need to extend to our students so that is going to be one of the challenge because with limited time now the college is going to reopen in few days so we would be trying to find out different resources and we need to post it to the student that can be a challenge and second thing is like the evaluation that we are going to conduct so many a times there is going to be a problem that students may copy so then what are we going to do how to handle this these are some of the challenges that we have listed ok so I am just furiously typing out whatever you are saying the last one was identifying evaluation right ok so there are four questions that you have asked do you have some solutions for the questions that are already been raised by other RCs I mean the challenges raised by other RCs do you have some suggestions for the ones so if you want I will just put it in the whiteboard again so if you look at your ABU screen it is available in the whiteboard some of it is similar but yeah do you have some solutions that you think for some of these challenges yes for the first question itself actually I have done this course last during your last first run of the course and I have made my module classroom for my course and when I showed it to my colleagues they got motivated with this and I am sure that my colleagues will be doing for the next time so this way it will not happen all on a sudden overnight in due course it can be happened ok ok yeah thank you RC 1016 for all RCs who are having questions similar to the one yet another solution is how you can bring it is again expose them to the effectiveness so from direct evidence so here you have a teacher who participated in the earlier offering and is now the course coordinator so that teacher has created their own model cloud course and showed it to all the teachers and showed how effective it was so it is actually the first hand evidence that actually helps you in motivating others to be part of this effort and as she told correctly things will not be like you will have all 100 of them or let's say 10 15 of them turning to overnight or with just the motivation the idea is to influence sufficient number of people so that you get a critical mass in your local institute who are doing this practices so you are never left alone so in case some you have a doubt so like what happened yesterday there was some doubts regarding the moodle self-enrollment and somebody turned up so it was your colleague from some other RC not even your RC there was a different RC who gave a they also face the same issue and they explored and they found out where the issue was and they posted it in chat so before even we could actually identify where we have gone wrong the your colleague has come up with the answer and you can expect this you should be expecting this throughout your practice because there are lot of these knowledgeable people out there and you should take these opportunities like what RC 1131 said about discussion forums you should try to identify these people through discussion forums through these kind of interactions and these collaborations are the ones that would actually help you out in getting the most out of these kind of programs and sustain them or motivate your colleagues also to take up these kind of practices and one important thing is if you know something please keep the knowledge open and that is something very important so that is why we insist on creative commons resources and when you have things in commons and when you have repositories like the WordPress site and the model site up then that would really help others also to look up and take these practices so having said that let me just put the question that has been asked by RC 1316 on to the whiteboard so do have a look at question number 9 that is going to be posted in the whiteboard that is a very common challenge that even instructors at IIT phase how do you overcome the resistance when you bring in these new kind of practices so to add on to a point that was initially said by RC 1302 tier 1 institutes also face similar problems and we also have these kind of challenges as you said over here maybe the access issue might be slightly lower but we face even more complicated issues in terms of attracting students to classroom so this same course same issue that how do you motivate students to enroll in a course that is given by us so unless and until there is a direct benefit for them in their placements or something that they can use in their own projects or things like that you would not have students motivated to take specific courses over here also this is universal the nature this human nature is universal so we also face similar institute similar challenges and we are also keen on looking at what different institutes do and learn from that to incorporate that in our own practices as well so that is one important thing learning that we get from these kind of interactions so let me go to one more RC before I take the questions tab this is RC 1140 Shastra University RC 1140 Shastra University hello good evening sir with respect to the answering for the question number 215 as to why some of the RC we have some solutions like instead of depending upon the government support for setting up the studios and all why not we ask the NGOs or some alumnus of our own college can be motivated to help once so that might be the answer for the question number 215 and for the question number 6 and 7 can you show in the desktop program for the question number 6 and 7 we have an answer like for motivating the students to enroll in any of the courses so we usually have to conduct some continuous assessment exams and all like maybe one of the CA exams may be made mandatory so once people enrolled and maybe being active in that courses can be considered for the CA marks and all so that would be the solution from us for that questions as per some of the RCs and we have one or two questions so the first question is see we have discussed so many regarding with the creation of learning objectives and all but all the learning objectives we have been like creating the learning objectives in order to fulfill the higher level of students because we are missing the middle level of students as well as the lower level of students knowledge also in order to fulfill their goals also so my intention is that the learning objectives should be created in order to like fulfilling all the levels of students so that is my first question and second question is will this to my knowledge I am asking the mode of examination is need to be changed or need to be changed for inculcating this effective all the ICT tools to be more effective which means the mode of examination whatever we are trying with model creation whatever it is we are just changing only that way of teaching and not we are intent to change the mode of examination for the students however it is people again at the end of the semester need to write in a model of paragraph and all 2 marks are 15 mark questions so to my knowledge what I am thinking the mode of examination need to be changed which will motivate the students to take the courses also yeah thank you from my side okay RC 1388 thank you for offering solutions for so other RCs RC 1140 has answered at least 4 to 5 questions that has been posted so the idea of taking help of alumni that is a brilliant one so because even IITs do take help of alumni in fact the building where I am actually sitting right now has been funded by one of the alumni of this institute not just one two three of the alumni have supported the setting up of this building and IIT also gets lot of support from its alumni's about various infrastructural facilities and they all contribute really well so yes so that could be one important thing that you could actually look at including the students yes you need to see one important thing is what assessment mechanisms are there so the hard truth is that students are motivated because of the assessment like professor Fatak said since attendance is mandatory in certain institutions and that is important for sitting in the final exams that is the sole reason why many students come over and sit inside the classroom so what is the incentive for your students to take up these kind of practices so you should have something built on to your existing assessment systems to encourage and motivate your students as well and having said that there is this open question about shouldn't shouldn't the assessment systems change the current mode of examination change to sustain the changes this is one question that has been asked by RC 1.40 so the challenge that has been posted is the current mode of examinations and targeting for all levels of students so learning objective at all levels shouldn't the objective also be set at all levels rather than just aiming at the higher levels of blooms is the other question so I am just posting these here I will just wipe out one of the questions which is question number 2 so question number 2 is more or less addressed well erase question number 2 alone again we are back to the hand raise I believe I have looked at 3 more RC so it is time to look at one of the most common question and again it has been asked over here this is initially posted by RC 1229 how does so the greatest challenge while incorporating technology or pedagogic practices like flip clubs room is how do you shift the mindset of the students from the traditional learning method to the active learning method so this has been highlighted by RC 1316 also where they have posted this challenge from the students perspective shifting from receiving mode to doing mode we can face resistance so how do you address that so this is one more open question that has been upvoted by 8 more RCs let me also look at the next upvoted question almost similar but there is the faculty component as well this is posted by integral university Lucknow since every faculty member is not so technologically updated implementing ICT will not be an easy task for all so how do you increase the adoption of ICT by larger number of faculty other than that the acceptance from students side is another challenge that needs to be addressed so there are like the perspectives of both students and faculty are being highlighted over here let me now go back to the floor transfer let me take one more hand race two three more hand races from here I will first select RC 1407 Army Institute of Technology Pune Hello am I audible? Yes you are audible sir please go ahead these FTPs 101 and 201 are really really good giving a lot of inputs to all faculty members so I must appreciate IIT Bombay for this thank you the challenges which we feel are something like this the first one when we talk about some open source technologies like Moodle then there are parallel options which are available like Google Classroom or Canvas in our institute MIT Academy of Engineering our faculty members are trained on using various technologies so we are comfortable using technologies but from students perspective it becomes challenging when they go on switching from one course to another and one technology to another in a semester so I feel that some comparison has to be made so that it becomes clear for faculty members which technology should be used this is the first challenge which I feel okay yeah another challenge which I feel over here is that in this 201 FTP we have come across many tools many technologies like right from screen casting making a video posting a video using Moodle using various technologies and this is it looks good and we all are confident that we are doing it right now but over a span of time few faculty members who are very new to this FTP some brushing up is really required so there has to be some provision where we keep on using these technologies and then we keep on brushing our skills okay so there are two so if I understand the second challenge correctly you are talking of provision of refresher courses for the same technologies right may be a refresher course or may be some inputs from the faculty members on how they are using the technologies and taking a feedback from faculty members on the challenges which they observe so do you want these feedback to be taken by the local institute or by IIT by IIT okay so what you are suggesting is a solution for this right yes sir so there is one more thing which one of our colleagues want to discuss yeah please go ahead hello sir yeah first of all I want to congratulate and thanks from can you keep the mic slightly away that would be great yes sir again immense importance in significance to faculty development in terms of ICT technology and utilization for the faculties as well as the welfare of the students now this is applicable to sir for the institutes and organizations which have ICT available facility in college fortunately we have that we can like questions posed from students in the point of view that is if at all students should have smart protocols they should have laptop they should have so called internet facilities with them to to call it sharing from the faculty to for example you have the talent in one of the facilities for the website creation is there and the second one is ICT using ICT technology and teaching in one of the places but then if the students are from the class family and they are taking admissions to using college like us because we are in general areas sir if at all they do not use this facility then how can they work on this how can they become a person how can they be destroyed how for the students to participate in this field classroom and ICT we really have to do so this ICT program students how we can encompass this how we can enter this particular situation those are our questions there are the faculty to know how to see up to the assimilation of the students because all the faculties so so yeah if I understand your question so let me just shorten the question a little bit so the what you want the last question that you had is regarding access so many times what happens is there are these students who may not have access to device these devices or facilities because of their economic conditions or their locality then how do you bring in the student centricity and use of these technologies together when they come to institution like yours correct thank you RC1407 I think there is since there have been repeated questions about issue of student access and questions regarding the teacher transitions or the resistance let me share my views about the issue so first regarding the students so in case your students are do not have access to these technologies that alone should not stop you from being student centric so being student centric does not mean that you need to have a smart board you need to have all the devices brought into the classroom you need also does not mean that all the students need to have access of the technology at the same time because we know the constraints see even within this constrained environment one way of looking at this thing is suppose that a teacher has the access to technology so what if teacher decides there is this one tablet that I have or one phone that I have where this simulations or those kind of whatever resources I have uploaded is available so why do not I share it with my students so why do not I invite the students to come forward in groups and play with it or do a certain actions so this is where the lesson designed by faculty becomes more important so knowing the constraints in which the faculty operates it is important for the faculty to decide what kind of technology would be ideal over there so suppose that there is a technology that requires complete internet and it cannot be done in an offline mode so maybe in colleges where there is power issue or where there is accessibility issue for internet that technology may not be the right solution rather things like you do the information transmission locally and share it with the students that kind of strategy is going to work much better than making students do a lot more with the devices but having said that the focus of the lessons should be still on students doing the activity so quote unquote students doing is what is more important and how do you overcome this resistance there are no shortcuts unfortunately even in IITs when we start these active learning practices students face a lot of difficulties and there is a stiff resistance from the students and only when it becomes a habit will they convert themselves or align themselves into the doing mode so I always quote this example in all the faculty development programs or in all the workshops that I give this was done in so we had a pedagogy workshop which was done in a blended format before IIT Bombay X was available we had used the IIT Bombay Moodle so this we had a pedagogy program pedagogy for effective use of ICT where we trained them in these active learning practices alone so there was no word press there was no screen cast it was just peer instruction think pair share and how do you integrate simple technologies like videos etc inside the classroom the best example came so we had conducted this workshop in January of 2015 so end of the workshop we had taken a feedback from the faculty and 3 months later we had done a follow up feedback so like what the faculty from RC 140 the previous RC just mentioned so we had done the longitudinal measurement which is 3 months into after they have attended the program and one teacher from self financing college in Tamil Nadu she had mentioned this so there colleges also has this constraints of the resources and constraints of various others so people the students coming from rural areas they are not able to do give too much technologies etc and this is this was her statement as she had responded so we had asked her what changes did you see in your practice once you started implementing the practices that you learnt so she said that she had these constraints of technology and other things so she decided to just stick to active learning strategies where she would provide all the resources necessary resources through notes or those kind of mechanisms but what she ensured was every week every once in every week I completely forget which day was it but I think it was a Friday or Friday or Wednesday one day of that week where she had the lecture every week she does one thing per share and she continued it for the entire semester so it is one thing per share every week initially she didn't face I mean she faced lot of challenges there were student resistances but she didn't give up she explained to them why what kind of strategies is going to be helpful for them and her exact statement where there was this by the end of the semester she had the back benches being engaged in the classroom and there was significant improvement in their results in the examinations by significant improvement what she meant was it was not like she went on to score 90% or so maybe students moved from 30% to 60% but when an Indian teacher says particularly an engineering teacher says that she was able to engage the back benches and she saw difference in this engagement in their examination results that speaks volume I mean that alone is a testimonial that we could just engrave and keep at the start of every program or we could keep in front of our office because as you all know back benches are notorious for their disengagement and the results that they bring in but doing these activities regularly so that is there are two important things one is making it a habit and motivating them motivating the students to participate in it these two becomes very critical in that matter and it is not just the technology so here it is not the technology that has actually helped it is actually the pedagogy practice or the motivation of the teacher the grit of the teacher that actually resulted in that change I mean she persisted with the strategy she tried to find why people are not engaged she tried to refine the thing pair these across the semester and this has the result was obvious for her at the end of one semester and I believe she would be still continuing those practices I hope that she has moved on to better practices now not just think pair share but I am sure that once a teacher gets hang of this practices they would be able to better do it repeated number of times and they would the more you practice the more you and as I said the more you practice the more you are capable and the more you evaluate your practice the better your practices would be so for teachers to ensure that you have the motivation you have the you try to improve the challenges faced by teachers there is only one thing one thing is that is you do the practices and try to evaluate yourself and then iteratively do that do not give up this is the simple message that I have to give to teachers but for students how do you convert the students to be more active the moment they see a teacher being persistent being resilient slowly the students would also start changing do not focus just on technology bringing in devices but also focus the main focus should be on the student centricity which is not dependent on the technology technology just amplifies the student centricity so if you use the appropriate features of the technology then you could amplify the engagement you could amplify the effectiveness etc try to find alternate mechanisms maybe schedule weekly one hour where they go to lab they explore these resources if access is an issue maybe one class in a month maybe on a Saturday or a Sunday where students can come in and explore the lab these could be all these all could be possible solutions to motivate the students and bring in more engagement inside the classroom reducing their resistance let me now take a question from RC 1063 D.Y. Partil Institute Pimpre hello hello for the question how to decide how to decide the entry of a student RC 1388 question number 6 question is how to decide entry level of student to expose them to ICT yes for this question in first lecture you can conduct one entry level test also we can give the demonstration to check the entry level of students ok and also you can conduct the test to find the learner style using federal learning style test is available on internet theoretically we can check the students learning styles and then we can plan the lectures and the activities accordingly great so one comment on learning styles it is actually there are mixed evidences about the idea of learning styles because the style of a person can vary across the semester so sometime they could be so somebody who favors audios there could be sometimes where they could use video based otherwise they could be text savvy so this idea of learner so learner style though it is helpful I mean diagnosis is good but do not have complete reliance on Felder Silverman's learning styles because it has been disputed by cognitive scientists throughout and there are lot of evidences so research based evidences that is disproving the learning styles theory but as a diagnosis tool this is actually I mean it indicates some sort of preferences of the students which is actually helpful but the other suggestion that you could have these entry level tests just to check whether they are capable that is a brilliant one I would so RC I forgot which RC was it but I hope you have seen you have listened to this answer provided by Dewey Partil College yeah please go ahead RC1053 what are the challenges that you collected from your own RCs actually we had the problem that students who are submitting the assignment we are not able to check the plagiarism as we don't have the access to that software that is a major issue because as it is a software based it is easy for them to copy from other students okay so the question one of the RC1053 can you switch off the MIFE for a moment because we are hearing echo from our own audio we had switched off so yet another open challenge that has been posted is about what are some possible softwares which are free and open source for checking plagiarism this again I am posting it to the community so I would ask the RC to view the chat messages that are coming in the chat and see whether people are posting answers to free and open source softwares for checking plagiarism let me also look at some of the other questions that are coming in okay so there is a question posted by RC1308 that has got 4 votes it is about preparation before class like courses in Moodle so I hope that it is a question regarding what kind of preparations that are involved in before the class before to incorporate classes using Moodle the most important thing is you should have tested it sufficiently but one more important thing that you should do as a preparation is you should get a review from a colleague from your own college about how good or how useful the activities are so like what we did yesterday yesterday we had all the RCs looking at courses from created by others so they would have consolidated based on their experiences what they identify as best practices and they would be also looking at providing you with areas for improvement on how this could be more improved so what you would need like what we are doing in this FDP is you would need a colleague to actually review your work and give you constructive feedback on how you can improve it further this is one important thing that you should be doing so if there are if you can find some open software for checking plagiarism please upload that I mean please share that with other RCs in the chat so that they could also look at it we will also try to find out some of the plagiarism checkers wiper and all you have some free versions that are available there is another question by RC1190 in model cloud courses there are in model cloud courses there are facility of only 50 students suppose and most of the colleges have close to 60 to 80 students in a classroom so what kind of what are the other solutions I think genomeo does not have a user limit they have a file limit I guess the next best solution is installed model as an institution so there are lot of people who are providing support now symbiosis puney there are lot of these model freelancers in puney also you could take their help and install model at your own institution so this many other colleges so many other RCs have participating in this FDP have various different LMS packages that they are subscribed to which they maintain in their own institution so this would be a good time so if people if any RC I believe 2, 3 of them so I believe RVR and JC if I am not mistaken so GRIT had mentioned in the last interaction that they got motivated with the use of model that many of their participants did in previous offering of the FDP they learnt model and they have now set up model in their own local college so they are maintaining the college is maintaining a local model of its own and all the faculty are required to upload the course materials etc in that model system so you could check with GRIT about how this is done so this would be a good time when many institutes who have these kind of best practices available with them could put up some helpful documents etc that others can also see so all your RC websites you can upload these helpful documents so that or even provide them links to your college website from where you could they could actually explore the model so this would be a good place where we can solicit collaborations and something useful can come from that let me go to the next RC this is RC11 00 Hello Hello Hello Sir I would like to thank IIT Bombay to give this chance I mean in the morning we have done the breakout session and that was the very good experience sir I would like to one raise one question here we are discussing about the content delivery methods and little bit on the assessment also so how to fill this gap between content delivery using ICT and traditional evaluation method because traditionally right now the students students are writing their paper I mean physically they are writing the papers and evaluation is like in the traditional way only though in some universities it is online the approach is same just scan papers are there and but the method of assessment is same so how to fill this gap Yeah I will keep this open for some amount of time so this is regarding the modality so if you actually look at the white board there is a question I think which was posted by RC1140 should in mode of examinations change to sustain whatever you learnt so I would put the question similar to this here again it is what you are referring to is the mechanisms still being writing paper the evaluation mechanisms also being seen so there is this one additional dimension evaluation also coming into the picture so how can you change it there is an answer that I have in my mind but I will ask 2-3 more RCs before talking about the evaluation mechanism so wait till around 4.30 that is the time when I will be speaking about evaluation mechanisms yeah there is one more question I understand Shenade which has been raised by other RCs that is how to motivate the students to use this ICT participation entire class may not take part so how to mitigate this so how it can be done is initially we are supposed to make them familiar with some similar apps where they can use Google forms like questions which we can put at our college level and we can share with them to ask like which topic they want to have a repeat and so on just to answer the quiz and so on and later we are supposed to encourage them by giving some score for their participation or for the browsing time or online time on the model account and so on to get a familiarity so once they go through that then later on we can make them to just go through the course material only videos not to answer back anything later on just to go to the PPT document and discuss that in the classroom later on have you seen this document today what have you found so where changes you expect how to put so as if we take the feedback not as in question so they will feel comfortable and confident to answer back and probably this may make them more active or they may take role in ICT and implementing all these things and apart from that what we feel is we are lucky to have good infrastructure to use this all this latest technology for the teaching method but apart from that one of the thing is the load is minimum 18 hours for all the colleges like you have seen it apart from that there are lot of activities which are supposed to be carried out and time is going to start now we are in the vacation so we are able to do yes ready to spend extra time but we don't have that extra time in our regular sessions it is not with us like most of the people have this and you had very given limited time and which made us to compulsive to work on that hence it is possible for us to do so time is one of the main limitation for most of the people what I find is okay so let me just there is one more yes sir yeah please go ahead sir the biggest challenge what I am finding it not for students myself is continuity and mastering ICD for myself I just before joining this course what was I doing a traditional approach I prepare my lessons and all these things but now by after joining the FDP I get the new ideas new concepts because of that only now I have learned everything what you are taught what are the activities we have done but now from the after this after this there will be a lot of committees coming all the document preparation will going on and from that and after that I will forget everything I am confident about that so what to do that is the biggest challenge I am facing not for the students I am asking I am asking you how to overcome that how to update myself about this all this activity what we have learned thank you sir yeah okay so two valid constraints one for which I have no solution to offer you regarding academic load maybe something from my own practice or our own practice that we have seen so and there is also this issue of other academic loads that are coming and that actually makes the existing learning obsolete or the other academic loads take precedence and learning cannot be practiced so this is something that RC 1100 has posted so before moving on to the challenges I think it is important to note what the teacher the faculty from RC 1100 just pointed out how do you bring in motivation to students again the answer is habit but how do you bring in this habit so one way of looking at that was incentivizing the participation so let us say you want to introduce model so let us say for introducing model you give incentives for participation or being engaged so look at their log in log out time and give them some incentives for that and also rather than asking difficult questions ask them their opinion questions in which their opinions are countered and let us say you incentivize this entire procedure then students would slowly get used to that habit and once a habit is formed then you know that even if even without incentives people would continue with the practice yeah but it takes significant amount of time and time is one thing that many of you will not be having so how do one manage the time again there are no straightforward answers it is like every other professional teaching profession is also requires a lot of dedication and I believe a teacher never stops thinking about teaching that is what even I have experience so yesterday night till around 1 o'clock 1 30 I was thinking about how could I have made that self-enrollment more effective how could I have make the breakout session more active what way I could I could motivate people to discuss more freely so I think any teacher so this is me I am talking from my own personal experience because that is what I can closely relate to but I think any teacher would have be having the same set of ideas because a teaching is a process that never stops so once you start both teaching and learning it is not just you go teach teach teach but you also learn thoroughly so this teaching learning is iterative and it is continuous and that is why it is called continuous professional development so all the universities outside all the different institutions outside now talk about continuous professional development rather than these in-service training programs because as a teacher it is important that they get continuously updated the other thing about documentation or other practices so be it NBA or be it any of these practices see there is some input that these kind of technologies can bring it so let us say you have the model CSV downloads or model graphs etc for your own course so by a single click you could actually show them this is the performance of my students and this is the innovative practice that I did the effect of which is this so the moment you start making evaluations of your own practice when you focus on making evaluations and logging it then many of your documentation efforts would reduce drastically I understand that NBA or any kind of accreditation involves a lot of these documentation but again over there it is all about planning the entire exercise and managing your time as per that it is a big challenge there is very little that we could do but what you would require is a support from the community so you need inputs from all your colleagues you need your colleagues you need to work with your colleagues and you should try out different mechanisms through which you could improve this see over there also the idea is that since this is a routine task how much of it could be offloaded to technology how much of this could be taken up by technology rather than you spending more time in doing this so once you have and that requires a lot of planning so the moment you spend more time on planning the results are going to be better so there are no other suggestions or practical advices or shortcuts that I can give at this moment because the problem is as I mean as prominent and as ever omnipresent across various walks of life not just teachers even professionals working professionals have the same issue where do they get the time once the proper projects or their work starts there is very little time for upgrading oneself so the only solution is that dedicated I mean ensure that you let say you decide that Saturday morning to Saturday afternoon I am going to just work on my own professional development I am not going to take up any further activities I will spend once in a month one Saturday just for my professional development and not for anything else so these could be some possible ways in which you could address it I would be anxious to hear what other RCs have to say regarding the workload and other things so let me now go to RC 1408 Malbhumi Institute of Technology West Bengal Yes, good afternoon JK Good afternoon So, thank you for having me today we have the breakout session really it is beneficial to all the RCs and thank you once again for the cross-partition of the knowledge so whatever other RCs done and what we can share our knowledge okay so since discussing the challenge regarding the challenge I will listen all the suggestions problems given by the other RCs so it is difficult that teaching as well as ICT it is really difficult to us and the difficulty is coming from the technology to the traditional so in teachers perspective all teachers they don't have any in the position to take over the traditional classroom to the ICT because they don't have any mental rehabilitation and in the students perspective so students is thinking last semester so I am trying to implement the ICT in my class so what I did to motivate them I have given you some MCQ questions in the module they have done it easily but the problem is that students asking us we are doing these things so this is not the university credit so this is the one gap of the technology implementation in ICT and whatever the problems since we discussed by the other RCs this is the budgetary problem funding and suppose we are expert in ICT all the faculties from a particular institute they are expert in ICTs they are not having in the position to record the classes video lectures etc etc and one more thing is the further rural college as like us so in the rural college what we are having the digital divide so students most of the students coming from the very poverty line and they don't have any in fact the mobile phone in the engineering engineering courses so digital divide is one of the major constant to implement ICT in the traditional classroom teaching so my question is that how how we can bridging the gap in between the tradition to the technological classroom so this is one more thing and that's all okay so this is RC1408 thank you for in highlighting I mean reiterating the problems that faculty face in various colleges and specifically I am just writing down the challenge that you have posted so it is how do you mitigate the or lessen the digital divide that is students and students or faculty not at same level in the use of ICT so I will just post this in the whiteboard I would want all RCs to look for alternative suggestions I think I will post it along with RC14 00s question how do you provide access to ICT and training to students so it is something similar to along that line so you will see this questions coming in between based on how RCs interact let me take up one more RC before I move to the major questions in the questions tab so this is RC 13 67 San Vincent Piloti College Nathpur my question is that there are tools of ICT which can be used offline sometimes there is a concern being online always so is there any other different types of tools which can be used offline so there are lot of offline tools but for what purpose do you want the offline tools can you specify that so the question to all RCs is so this is regarding collecting resources or artifacts from students for the purpose of collecting learning materials from students are there offline tools that are available one answer from my side is that there are lot of applications that work that support offline upload so for example Moodle mobile app that supports offline so the student can write the answer in the Moodle mobile app and once the internet comes in it gets submitted so this is I think this was introduced last year in Moodle mobile I am not really remembering which year they started this but it is the latest year that they have so many technology companies are realizing this issue of students being offline and then connecting to online so the Google Drive also has this functionality the Google Drive desktop app which could be synced and whenever you connect back to online it automatically syncs itself so Google Drive, Dropbox all these kind of tools do support offline mechanisms but whenever there is a connection required so whenever the tool focuses on connectivity or has the potential where it is in a server client architecture you would require some sort of connectivity to be there and that is what the power of technology is see if all the students were in the same class and they were at the same place then all of you could want is you can ask them to directly use the central system in the classroom but giving them the flexibility to learn and to use or show their expertise across varied amount of times that is where the power of technologies and that is where the connectivity has a major role to play so look for applications that support offline syncing so once you are offline you do something offline once you come online it allows for syncing of whatever you have done offline so this is one one possible solution for your query thank you so much let me now go to one more there are only few RCs who have raised their hands so let me now go to another RC where I have not visited this is RC 1149 sorry 1449 BIT Institute Anandpur Anthra Pradesh hello I am not able to hear you can you check your mic unable to hear you BIT Institute do one thing do check the mic once and do a hand raise again I will come back to you let me now go to another RC this is RC 1057 Madhuban and Bhanubai Patel Human Institute of Engineering Anand Gujarat hello can you hear thank you I have a few things to share and some questions are there okay yesterday you explained this activity report yes so I would like to show you if you can give me access I have very interesting result to show in which I could see only because yesterday I could see that activity report because we use Moodle since last four years in our university so I can show you demo of my course my login in which I have used courses and in last semester I taught two courses and in both courses I have used Moodle and which are the different options I have used and what is the activity report of that which I would like to show so that would be interesting result please hold on for a second Sushant how to make presenter I want to show the rest 1057 we have given you 1057 we have given you presenter access you can use that to share your desktop screen thank you thank you very much this is e-governance login so you can see that let me introduce we are basically from Dharamsa Desai University which is formally known as Dharamsa Desai Institute of Technology Nadiath Gujarat and right now we are participating from MBICT remote center in Anand so in our institution we have this e-governance server egov.ddit.ac.in and there is another separate Moodle server and we have integrated these two student enrollment and the Moodle that is integrated so I would like to show you two example courses in which I used Moodle that is immediately past semester the one is mobile communication and computing 2017 batch in the MTech course and the second is software engineering batch a year 2016 entry so these two courses I taught and these are basically the courses which I taught now you can see that in the beginning we started with this course information in that the course name the BTEC semester 4 CND division subject teacher so this is my name so professor and I used to use this Moodle access so in our university we have three compulsory examinations after four weeks of teaching one week of internal examination and three such internal examinations are compulsory for each and every student and average of these three seasonal examination is taken as their internal evaluation so this Moodle use was continuous as my lectures used to start and after that I was after completing my session I was using this Moodle because at that time I was not having exposure to this FDP 201X but in 101X I have learned some new Moodle features and those new features I implemented in my course and second faculty was also participant of 101X so he also used that those features particularly quiz and discussion forum so you can see we provide exhaustive information about different topics then we have also given some external link of Infosys and NPTEL video lecture and then there are some questions and it's solution then some quizzes we introduced and then some assignments are given so all these things are used so some other quizzes are also so after doing this I was having a question how many students have actually used my suggestions that they should expose so yesterday you showed a way to see the activity report so I've used this activity report and see this is the response and today when I've seen this response it was very encouraging we have in this course there are 140 students two divisions 70 students each and this number of views that is very encouraging for me that this IEEE SRS template it has 335 view so this is very encouraging in almost all this all of these activities the number of views are very encouraging so quiz one was viewed 429 times these results are really encouraging to me and definitely my course partner however here at this point I would like to ask one question you can answer it later on that question is that you said yesterday regarding the evaluation of our own teaching and one of the technique is this where we can do research on these numbers quantitative information can be used as a research so how this information can be used for that research if you could provide some information on that and second is here number of views are available but how many number of unique users have viewed this particular activity how to know that so that information is still I am unable to get so if you could give that some light on that can you just go to the reports itself and look at course participation in that yes in course participation I have seen but okay you can tell me I have already explored this just click on one of the activity that let's say IEEE SRS template you have that right yes choose past four months show only student show actions view just go it will take some time because it is a query that is running at the back end yeah so here the difficulty is that it is showing 5474 students that means all the students who are registered to our university so the difficulty is that how to know the students of my own course because in my own course there are only one for the students okay so these are the total number of students yeah so what you should have done is you should have made cohorts of these users and you could have actually done grouping of the students so each one okay whoever is in your current group you could have done query for your respective group at the student level okay so grouping is required so that I have to do yes in that case I will be able to see correct and one more thing is I think okay I will check whether the groups would be reflected so once you have the groups and I think the settings also you should ensure that it is visible groups when you create the course you should set it up so that it is visible groups and you have the group settings for that respective groups that is done throughout the course okay I will have to check because there are controlled access it is not as open as Moodle cloud so as a course administrator here maybe see you can I would like to show this one more setting over here okay okay groups you are referring to this right yeah okay so here I can make group and then maybe yes I will be able to reflect that those things I will be able to see I will try this okay fine do the groups and grouping so that is one way of getting your more control on cohorts and getting more insights into very specific data yeah and second is that the activity which we carried out email based self-enrollment but in this option we have only manual enrollment so I think our administrator must have kept that disabled that option yeah so the reason why self-enrollment is not preferred is because it may lead to spamming yes okay but once you are using this demo site since it is a demo site Moodle cloud etc is a demo site you could play with it with the maximum so you see how you can explore or utilize Moodle for a larger larger crowd with the learner having the control so I mean the insights that you are trying to get exact question on research it takes it will take a lot more time for me to explain how you could use this research this data for research but I think I will try to post some helpful templates towards the end of the course that you may use for plan planning your research but yeah the the exact information that you would need it is actually a full semester course for us at Bombay so we will try to see whether we can offer that again in blended mode if you want to actually look at a course that we had done in 2013 if you go to the NMAICT data the workshop conducted in 2013 we had conducted a blended workshop on research methods in educational technology there are videos as well as slide resources of that is uploaded in the NMAICT website alternatively it is available in our department website it is called ET www.et.iitb.ac.in look for resources so there is both teacher resources as well as research resources you could use those to understand how you could plan research with this okay fine thank you second demo I would like to show regarding this second course in this course I implemented this another feature that is the laboratory group activity that was the discussion from which I created and in this this is MTech course and there are 18 17 students in our MTech class so I have created three groups group one roll number 1 to 6 and group 2 7 to 12 and group 3 12 to 17 then I gave them four focus questions and then I also created one group leader in each group and I asked them to I asked group leader to post answer to this question after peer discussion and then I asked each of the team also to write at least one comment on which may be an addition to what group leader has given so this is how the students have responded so this is first group this is the group leader and then I asked them that they have to use the thread they have to create a thread so that makes it one group activity so this is how they have responded and I have considered this participation into this discussion mandatory as it will be considered as term work activity and the term work marks high marks I will be giving for the participation so that they can be encouraged so it is not just participation first they have to carry out the lab work based on that lab work they have to answer this question and then they have to participate all of this together makes it high marks so this is how I used and then for this I have seen this laboratory report okay activity report sorry and this laboratory group activity and the number of view I find is 350 now the total number of students are 17 but the number of view is 350 now this is very encouraging so it means that many number of students have visited it many many times then only this count is possible 350 so the discussion must be the participation is not just by writing a comment probably they might have understood that they have to write only once but they must have discussed among themselves and used this discussion forum for understanding what others have done so I think it was a successful experiment which I have carried out after FDP 101x during my current semester this is the demo I would like I wanted to show now I have a question regarding so now we can move to the video part I can now go to the video session yeah I'll take the control one second regarding the feedback feedback report so yesterday I had a discussion with my colleague who is not actually participant of this course but we had almost half an hour discussion on this feedback report now I'll explain the scenario in our university after every semester a course feedback is taken now that is a mandatory activity and that is also compulsion for ISO standard so the questions for the feedback are designed by the ISO committee and those questions remain fixed so that feedback is taken at the end of semester and that is anonymous and only the quantitative result is seen however the objective is that objective in any feedback is that it should be used for the improvements but now what happens is that if the feedback is let's say 70 percent how good is 70 percent that is the question so some will say that 70 percent is not a good feedback some will say that it is a good feedback so there is no guideline on how to interpret the feedback similarly if we consider yesterday's your class you have taken one poll the question was simple but the result was that 50 percent could understood and 50 percent could not understood so what is the interpretation does it means that your teaching is not good so it might be interpreted in a wrong way although it is not so because students have different level of understanding but the feedback is not the reflection of teachers teaching so this is the practical difficulty and if we introduce this feedback in Moodle in our course it is possible that our own feedback can go against us where the objective is improvement for a teacher but the administration some other reason may take it in a wrong way because it is a quantitative feedback there will be some quantitative information which is coming out after the feedback so this is the question is that is there any guideline on framing the question or is there any guideline on interpreting the feedback or is there any best practice available so that is my first question second question is is there any example course available in India and not on IITBX platform where complete course is developed using active learning strategy the question I am asking is because in other institutions which are not IIT institutions they have their own planning of lectures like in our university we have ISO system under which we have to plan our course for 40 hours in the beginning we plan course and at the end we give report how much we have completed and we complete 100% syllabus most of the faculty members complete 100% syllabus but if based on whatever we have learned till now in active learning strategy flip and TPS I find it difficult to do this for 40 lectures because many times our syllabus requires us to take extra lecture so we don't complete our course in 40 lecture we take instead of 40, 45, 48 lectures like in the mobile communication and MTech course I took 48 lectures and in software engineering I have taken 45 lectures just to complete the syllabus of course I was trying to maintain pace with the students but that is the difficulty so if we include active learning is there any demo course available in which syllabus is also completed and active learning strategy is also implemented so that is the second question third question is in fact third question I already ask you the number of user view in the activity report so these are the questions from my side I request now you to respond if you have some information on this first of all thank you RC 1057 I mean it was great to see that you have tried out focus questions in the discussion forum and seeing the benefit immediately so I had in my earlier interaction with all the RCs I had talked of I will be commenting about evaluation my views about evaluation system so I will be looking at these three questions so the idea that shouldn't mode of examination change to sustain the changes how do you improve the evaluation mechanisms of the current examination system to incorporate the ICT these two questions I think you have shown a good example through which you could actually bring in these innovative assessment techniques that are aligned to the use of ICT now let me talk of these standard evaluation mechanisms see there is some portion of the evaluation that is completely under your control and there are certain portions that is beyond you because if you are affiliated to a university a university prescribed syllabus university prescribed examination system etcetera comes in now the places where you cannot do a direct influencing or where you cannot do a direct change let us keep it out of scope for the time being but let us identify the places where you can do a direct intervention so this could be the series exams this could be the internal assignments that you give the students and this internals is a really powerful tool so some universities have a 2 is to 1 ratio where two parts of the mark comes from external exams and one part of it is internal exams so this one part is where you should actually focus on giving these innovative assessments so for example in your internal exam if let us say 5 marks of your internal exam is based on the quantity and quality of discussions that you are having in the discussion forum that is one way of looking at it Moodle itself provides grades for so there is a mechanism for providing grades to participants there is a mechanism to rate people's post and there is also mechanism to give marks based on participation so if you have done 3 postings 3 threads creations and you have commented on 6 of M then give mark so that is a minimum task required to get completion status so all you could play out with these various possibilities because at the end of the day it is actually ticking certain buttons setting up the grade book to accept these grades and your grades you can always add so this grade book you can download and it is in a CSV format and you could add your own grade and upload the revised grades into Moodle even a CSV upload of grades is permitted in Moodle so this is one place where you should be exploring a lot if you are thinking of bringing in changes into the evaluation mechanism it is actually easy because once somebody does it you do not have to manually go and look at each and everything Moodle itself actually looks at all the different things and it automatically calculates a grade and if you want to give certain additional marks based on certain comments etc you can always have as a teacher you always have the flexibility to add the mark on top of it this is one way in which the mechanism of use of technology could be introduced at a larger level you would need lot more of these colleges see I think it was mentioned in my last interaction also if you want online mechanisms or these kind of innovative mechanisms to come up at university level then you should have a core what you say core group of colleges or faculty going and presenting this work to the university with evidence so what is important is you show them this is how you do it this is what the difference was show them with metrics so how much of teachers time was saved how much of administrative overheads were saved how many times did how much students avoid this perceptions so these are the multiple things so again to the question ask the evaluation mechanism you should bring in evaluation mechanisms for these practices also and it is not just one evidence that you should show you should just you should not just rely on a survey feedback or you should not just rely on an quiz feedback or quiz marks you should take all these and show the triangulation see 500 there were 500 views in the discussion forum and you could see that 30 of my students scored high in this particular activity and this is again evident this is a group discussion activity so and so questions in my series exam were related to the discussion topic and the score of my participants the discussion forum participants in the exam is significantly higher than those who did not participate so you should bring in these evidences when you actually show this to the university or even your college officials when you want to bring in when you want to advocate use of technology for these kind of mechanisms now there was RC 110 I think Shastra university had asked a question university exam still remains the same so shouldn't the level of university exams also change the answer is yes but unless and until there aren't sufficient number of people crying for this reform and showing with evidence that this is actually possible no university is going to change the modus operandi that are currently doing we should understand the limitations as in every university wants good results from the students so at the end of the day they are happy that 80 percentage of their students passed a particular course or graduated but the moment you show them that 80 percentage of the students passing is not sufficient because out of this 80 only 20 percentage have the necessary skills then that is a different part of the problem I think all university chancellors all concerned officials know that this problem is very real industry has been repeating again and again that employability skills of students are less and what you are saying is now with these technologies I can reduce the time required for us to do these additional overheads now what you can say is suppose we introduce this technology now that this time is reduced why can't we devote the other amount of time to build better questions or better assessment mechanisms why don't we devote more time in those kind of exercises and the moment at a university level they get convinced that this reduction in time so that much time could be used for these kind of planning exercises that is where the change is going to come so my suggestion to all of you as teachers is always do a pilot show the evidences disseminate the evidences to teacher so our good friend from RC1057 showed you an evidence of his practice he showed how the discussion counts increased he showed how the participation across activities increased so this kind of experience sharing is important not just across across the FDP so the breakout sessions that we had it is not just meant for FDP certificate it is meant to be a practice in your own teaching learning process you know now these RC's exist these colleges exist so why don't you extend these collaborations across the next one semester so if there are interested RC's who would want to collaborate further what I would set up is a test a view slot for those interested RC's okay we would set up a test class we can set up the logistics and all those things in the days to come but the RC's the only requirement that I would say is all the RC's who are interested in these kind of exchanges should persist with the interactions for one full semester so we will set up regular a view classrooms for the RC's who are interested in collaborating with other colleges this would be weekly once so an entire classroom will be devoted to you once in a month I will I will personally be present for the interactions so we could discuss about various issues so once in a month for the next semester I assure you that I would be present for an interaction of 2 to 3 hours but what I am assuring you is this feature we could enable for the interested RC's for one full semester the commitment that I want is I would want teachers from these interested RC's to sustain these interactions for one full semester and we need almost 70 to 80 percentage of these a view interactions to be well attended so let say 5 teachers agreed for this collaboration we would give them a classroom in a particular semester you have close to 13 to 14 weeks so out of this 13 to 14 weeks if you can assure us that 8 weeks out of 13 you would be present in the a view classroom discussing various practices that you did that is sufficient for us so out of this 8 classrooms I will ensure that I come for minimum 2 between 2 to 4 classes I would also be personally present we could work out the logistics we could what do you say detail out the plan but the moment IIT Bombay sets up this logistics one issue that I would say is that once we set up a class then the issue is that it has to sustain so let say we set up an interaction from 3 to 5 or let say 4 to 6 on a Thursday then the next Thursday we will again meet and all you need is actually the a view application is actually free it is free and open source so you all you need is a good internet connection and a windows machine through this you could connect to a view the IIT Bombay server is working anyways so that interaction can still be possible and you let say you could sit from any place and still access the a view so why do not we take some leave out of this and those interested RCs who want to collaborate we would enable that a view sessions but we need sufficient number of people who agree to this so what I will do is I will put up a poll in IIT Bombay X course which is available only for the course coordinators I will just put up this poll by the end of this week that is on the Friday in the meantime please discuss this proposal with all the participating teachers as well as your own institute because you would need thereby so all those people who are interested please answer the poll the poll will be uploaded in IIT Bombay X it will be visible only for the course coordinators so the course coordinators of RCs if you can convince participants or if you get convinced by participants within your RC we will be setting this classroom up for the benefit of the larger community so that is one important thing that I would want so this is a commitment that I give you I would in return require your commitment that you will engage in interaction across the next semester so we will do this as a pilot and if this pilot works I will convince so that I have a data to show my higher ups that this actually can work and maybe from next FDP onwards we would make it a continuous practice that all the interested RCs could be allotted ABU sessions which is not moderated by IIT Bombay but which is moderated by one of the RC so we could do that because we could open up classrooms for you and as in breakout sessions we saw that even with minimum intervention some RCs were able to handle the ABU exceptionally well so what you would need is some more training in the ABU exercise so once you all agree for being part of this exercise we could give you a specific ABU training a day of ABU training that we can give you we could give you practice sessions etc. there is nothing stopping any of you from collaborating further even beyond this FDP there was a question regarding are there courses available which is completely based on active learning unfortunately we are not aware of any such courses I mean there are a lot of good courses that are available again see completely based on active learning there are certain limitations to have these put up in an online environment because many times so it is not just doing doing repeated actions of anything would also be tiresome so if I continuously engage students throughout the course that they would also feel less engaged they may be disinterested so it should have the right dose of information transmission active learning it should have facilities of engagement collaboration with peers etc. then only the course would be more effective so I am not really aware of any course which is completely based on active learning and how to interpret the feedback see single feedback is not sufficient for providing a summative result you should always look at multiple data points and base your what do you say actions based on these triangulation of these multiple data points anyone who is doing it based on a single data evaluation data it is not the correct practice in fact even research in research also it is not just quantitative research that matters basically there is something on a mixed method of research which actually takes in both quantitative and qualitative data that explains the phenomena a little more better so this is in terms of research parlance nobody is relying on one type of research method or one type of assessment you need multiple evaluation data and of multiple nature and you should be able to triangulate your inferences based on that now that we have done 2-3 interactions so I hope most RC's got the answers regarding evaluation and regarding innovative practices let me now have a look at the questions in the questions tab there is again a challenge that if we implement learning management system for all our courses we might not complete syllabus within stipulated time this is from RC 1387 and 3 others have upvoted it so a question to RC 1387 for reflection so I do not need any answer at this point even with you covering syllabus are you sure that your students are learning if syllabus coverage is your only goal what data do you have to say that by completing the entire syllabus that was the reason why your students were able to perform better perform better as in not in the university exam they were able to perform better in the conceptual tests so they were able to answer conceptual questions related to the subject that you taught so think of these 2 things one is syllabus coverage and one is deeper knowledge the moment you train your students to gather knowledge integrate how to assimilate it and utilize it you are giving them a skill so as you all know I think there is a proverb also you are saying you teach a man you give a man a fish you just satisfy his hunger for that time but you teach a man to fish you you remove his hunger for a life time so it is the same over here I mean you give all the resources all you cover the entire syllabus at one go are you actually giving them the skills to explore open-ended problems explore deep conceptual problems but in one or two modules you go deep and ensure that your students get the skill to tackle open-ended problems to do knowledge integration to do better articulation that really is a metric of what do you say the learning or learning from the course so in fact if you actually look at the FDP itself we have only provided very few resources regarding many of the active learning strategies or even the technologies that we have discussed so modal and all we have never gone in deep but we have ensured learning activities that will ensure that you will have to go deep you will try to find okay two to three times you will hear about modal dogs you start exploring you are provided with helpful colleagues or helpful RCs who could help you out in the presentation you are given exercises which requires you to do the pros and cons of a particular modal course you have to create things on your own so when you are being skilled in these resources it assures us that you give them an open-ended challenge next time around they will be able to do that really well so the OER open educational resource is that integration activity which is open-ended so there are no boundaries so we have certain constraints so the topic is your choice the activities is your choice all we wanted you to is look at this total duration of engagement now we have given you a real life problem isn't it so how do you engage a student for one hour is a problem of any teacher and how do you engage them particularly in that technology using that technology learning environment that is a problem of any teacher by this OER exercise we are actually asking you to solve that problem and we know that by this time you would have received so if you were active or engaging in the course and active in the breakout sessions in the interactive sessions we are sure that we are confident that you would be able to tackle the challenge you might find new features in Moodle through which you could explore a little more so always keep this in mind it is not see syllabus coverage is not the ultimate aim of a teacher the ultimate aim of a teacher is to equip their learners with the necessary skills attitude and competencies once you are able to do it then students themselves will explore the syllabus on their own they will be able to they will even go beyond the syllabus do not get daunted by the structure of the syllabus there are some more questions RC1359 QSAT Kerala how could we ensure the academic integrity will the students follow the honor code tough question but I think you will have to lead by example there are no hard and fast ways in which we could actually tackle the problem of academic integrity this particularly in the case of in the unfortunately many a times we have seen this across in our country also are we so do we actually stop at a red light and always do we stop at a red light or do we always cross the road only at zebra where zebra lines are available so this is called JVAC but I mean you have know the great Indian method of showing the hand and crossing the road right if you do that in let's say in a Middle East country you would be find a a large amount and you may be even imprisoned so how do you ensure that students respect the honor code and do the academic integrity for starters as teachers you should ensure that you follow the academic integrity and the other thing is you have to be slightly strict on the students because it is an attitudinal issue I mean it comes from the learning environment from where they are in our environment they see all these rule violations and nothing happening to the person who violates the rule so all these are culturally ingrained in our in our psyche and you need to break this from the roots and that is a challenge strict fines or punishments it can only do so little but yeah when you do this let's say as a group when there is sufficient number of people who are doing this that really makes the difference so for starters I would encourage teachers to show the way by actually doing it correctly then you need slow it is a slow process all the attitudinal changes are slow process just like what many teachers were saying how do you make teachers have better attitude it is a very slow process you need the help of the community you need live examples or live role models that you can follow so for me my my professors they have been role models for me throughout my journey and I have been learning a lot from all of them and also from the colleagues over here and when you then and they follow the right path then there is less scope for the student also to divert from this correct path because they know what the right path is so there is a question regarding again access so this is very specific to flip classroom so not all students have devices so how do you do the out of class activity of flip classroom the answer to this is provide hubs so within the college itself provide resources that they can access provide time limits give them some time before which they need to access the resource and make this at least available in the college if not at home if they do not have access at home then give the access in the college oh there seems to be more upvoted questions now so yeah the mindset have addressed the mindset issue let me now go back to the hand race and see take 2-3 questions from there so this is 1427 PA College of Engineering Coimbatore can you check the mic the audio is not coming mic seems to be switched off can you check the mic completely not able to hear you sir can you check the audio mixer audio settings have you connected the correct audio settings in the A view I am sorry yeah audio is slightly low can you hear me now can you hear me now can you check the mic yeah I am Dr. Suresh Associate Professor of Computer Science Engineering Department happy to meet you through this session about the course I have attended similar courses in the name of Infosys Campus Connect which is all the same concept that are the plenty of pedagogical techniques however that they concentrate much on online courses like that you thought in the importance of Moodle and the WordPress and the blog and those things so until I attend this course my thought was these sort of online activities are merely not that much effective that's what I thought but after I attend this course not only myself from all other colleagues that is how interesting it is and when we discussed everyone concluded or understood the important thing that preparing very well and in that thought very well not that student studied well understood well that is the most interesting and important thing that state and motivate us to adapt this Moodle and WordPress exploiting these online courses even though I am computer science background scientist even I hesitate to use smartphone because I feel that cell phone is merely a communication instrument is not an ornament what is the name of a smartphone and everything is the best of time only after I attended this course not only myself from all other department also the state importance and they are very interested to adapt to these technologies something I would like to speak concern outcome when a management want to encourage us to use these sort of courses the first of all ask why should they spend there why should you need to adapt if you prefer the courses you are going to use it for your long workload is very much reduced this is what general thought they think for a committee which are all visiting if they put a lot of mark if we adapt ICT technologies like this then we will get management support not only for national board of accreditation all other committees whenever it comes you people can encourage to put a plenty of mark similarly for teachers who has adapted this technology can get a plenty of marks when they attend the interview and some other things also this is my personal opinion and in the interaction some of the students ask certain questions RCS some of the sets are we are in a total background and our college is very our students have this much of background can you check the audio it is suddenly gone down my personal opinion that is some of us said our students are this much lagging and we hesitate they adapt it or not my personal opinions is students are very good clever and intelligent they easily adapt the pitfall or the limitations or the area to be covered is teachers we choose the comfort zone and we are the people who are doing all these things and we are putting the blame to students because this is my personal opinion because I have interacted with many of the students they thought a plenty of technologies to me and I wonder and I ask they teach me they love really sir they are teaching you know everything sir they easily adapt everything students no problem there is no rural background these students are very extremely good the one and only thing is teachers we should cut down our comfort zone and we should adapt to the technologies and this course definitely will inspire many of the students and it will helpful to attain your mission and vision and one more the situation from my side is what is the assignment you are giving suppose you prepare the screen cast and post it and if you view the video in the sense that the link in the sense that would be very helpful to us say for example for OER you have given assignment and model course you have given assignment for the assignment once is the assignment if you create the screen cast for creating your course or whatever it may be and you provide a hyperlink which is helpful to many of the people let me tell you one case my neighbor a colleague she is a scientist-mathematic scientist she also registered in this course but very much reluctant and safe I am also much interested to score good marks and want to adapt this technology who to ask can you do me ma'am I am busy how old was the next day and that day when she comes ma'am why don't you ask her she reluctantly do all these courses and the exercise particularly that resource submission and everything so this is my kind request instead of simply giving the assignment nearly the documents if you view any screen cast that they exactly do the thing then it will be helpful for many of the people because there are plenty of non computer science background people and the people who are very poor in using blog and some other things it will be useful and you can expect a very good response from all of this right this is my personal opinion and one more thing is we want appreciation for timely submission in terms of mark suppose you say 27 to 31 the people who is only 27 itself then 28 itself 30 itself, 31 itself they should differentiate they should encourage them faculty who are very real very enthusiastic and waiting for the submissions and so on otherwise I don't think there is any difference just 2 mark or 3 mark double star, triple star and so on and certificate also not nearly the completion something, triple star 5 stars such things can be given so that the people who try it out feel something different and about views sir have you got any word a consent teaching because this is not easy from 9 o'clock to 5 o'clock sitting and hearing with smiley face and facing everything is not the easiest thing because I am also a teacher and gradually the energy gets runch and at some point we cannot understand any questions from another artist, please this is what generally rise in our mind but from the 9 o'clock itself even in the screen cost also I have seen the pleasant feelings not to flatter you this is the real thing every RC, every member will definitely say the same thing it's a really opportunity because this is what you are giving the energy to us to sit here actually 64 people sit here, we people due to some reason we some of the people still sitting means they want to learn, this is what your motivation the energy we are getting from your side this is what my points are thank you, one of my colleagues still wants to give one more feedback please yeah please go ahead good evening JK this is my suggestion only instead of active instead of ICT teaching ICT learning also included into the students point of view for example say for example in first year few universities may include ICT based learning technology syllabus at least point of lab view they are using in lab like ICT based experiment they can feel interact in ICT based teaching when they are using ICT based learning process and assignments etc so this is my kind of suggestion there is no difficulties when they are using ICT based learning because some faculty use ICT based teaching some faculty not use so they don't know why that much of difference between two different faculty teaching so when they feel with some technology initially they may adopt interest to learn using ICT based and they may feel differences also this is my suggestion sure thank you RC1427 so I think one important message that I should be conveying to you is that it's not just me who is sitting with a smiling face I have an entire team so you are not able to see them because they are behind the camera so we have a studio team we have a workshop team we have my course team all sitting here from 9 to 5 I mean even after the sessions are over they work hard to handle all the logistic queries and they also have a smiling face whenever I see them their energy that gets transmitted through my smile to you so it's not just me who is helping you that's what I said it's not just one person who is behind this there is actually a team effort and we should acknowledge that team effort even when you are doing so doing it alone is energy sapping and that is where you require help from your community of teachers and if you do not have this help from teachers then it is going to be really difficult but yeah your suggestion regarding screencast screencasting the exercises that is very well taken into account we will try to so the next FDP offering so see major issue is that we didn't get sufficient time between the two FDPs to completely plan it and provide these so there are lot of these refinements that we want to introduce the FDP core structure but again our own difficulties the resource constraints that we face the time constraints etc the time we have to spend on in creating these resources we run close to 3 to 5 MOOCs every month for the past 2-3 for the past 2 months we are running minimum 3 MOOCs every month so that really adds a lot of effort and that is why we were not able to put in these additional resources but yeah we will definitely consider adding more resources in the future offerings the suggestions so one advice that that you have said correctly is that learners are not really shackled by technology I think I do agree to that because I have seen a lot of the current crop of students not at all afraid in using these kind of technologies maybe they may require some initial exposure to ideas like learning management system how to do this effectively and that is why people so as a suggestion from my end so why don't you do a 1 day workshop or a 2 day workshop on basic use of Moodle and how to effectively use Moodle just for all the students in your college all the faculty who are participated in this FDP could take turns do give hands on and also involve the students in the process that could work out a lot of that could make a lot of changes in the students do give it a shot and let us know how it would work out the other suggestion was about yeah the faculty said need to be changed yeah but again see the issue is that we have we are all from a generation which was did not have this much exposure to technology so that is why there is this attitude shift because there is this itself is a big change so adjusting to big change will take time but one thing is for sure is this change is going to be there forever so getting to know this change and changing ourselves or otherwise continuous professional development is what we would need so there is RC 1140 who has another feedback RC 1140 yeah good winning sir I have few questions to ask with you yeah the first question is by going through your profile we came to know that you have done the PSD in teacher technology interaction so I have a question in that since you have a PSD in that you have seen any data relevant for that impact of age and gender factor maybe any significant roles in your ICT tools because the gender factor is also more important right the men's cannot the woman cannot give more much of time for using these tools and prepare the note for this using the model or something with us cannot cast so I want answer for this we guide us on this so see I mean I did not specifically go into the factors regarding age and gender because I have two solid examples right before me so my guide was professor Sahana Murti and my the person who provided me with the research field to play with was professor D. B. Fatak now one person is and professor D. B. Fatak is one person if I go right now to top he would be sitting and he would be looking at a new technology that he went and saw last week and he is now trying to explore how it is useful how I can work with it and he would be the first one who is eagerly learning all these things so it is not the age and gender that really matters it is actually the learning context or the context in which a person is practicing that really has a higher saying or higher bearing than just age and gender so if the and this is what we call as a growth mindset so if your mindset is towards okay I need to learn I need to learn something new I this is something new this could be useful for me I need to learn it I could do something more with it if you have a mindset like this that really makes gives you that additional what do you say the spark to do many more things age and gender I mean there may be data but again see what is research research is re-examining these questions again and again nobody would have asked in what context are have they taken this data what is the context in which each of them are operating what is the kind of culture that is permeating in the environment where these people are practicing so I mean over here the culture is of open learning and process of attack would be listening to me or even a child who has something knowledgeable to give him so even a 3 year old he says that he has a lot to learn from even a 3 year old even or even a 1 year old so it is the mindset that actually matters and not the age and gender but in standard if there is there are similar environments similar operating context then many a times you would see that if at one place age matters then another area which has a similar operating context the age would really matter but again I would not go deep into this particular debate because there are multiple views on it but one thing is for sure is if you have a growth mindset you would not face this problem might be the final one from our side why blooms actually we have so many so many other taxonomy also but why ICT is here inculcating only the blooms and insisting blooms alone okay the mic just yeah sorry for that technical glitch so blooms is just a guideline I mean that is easier for many faculty to operate see any taxonomy or any learning models they are all reference points for you they are not the ultimate because the more you do research the more deeper you go you may find something new so all these knowledges would be refined so blooms taxonomy got refined to revise blooms taxonomy there are other models or taxonomies that have emerged in context of different different domains but the blooms has a more general appeal all the faculty relate to blooms taxonomy they understand the different cognitive levels more easily so that is why blooms is very popular but again see at any point you should actually look at what kind of learning do you want your students and blooms apparently happen to be an easier way of doing it do not go into the nitty gritty but understand that there are these multiple levels or the processes that a student has to do for effective what do you say effective learning so sometimes a recall task it could be very complicated but yeah I mean just because it is a lower skill it does not mean that it is it is it is not a valid skill there is a required skill blooms gives it in a much more easier fashion hence blooms is more popular there is also lot of teachers lot of resources being populated for blooms so hence blooms is blooms is one thing that we train teachers in regularly I mean it does not mean that there are the other models are incorrect the other models are also valid just look at the operating context from which these models develop blooms developed in a more the school going k to 12 ages so for engineering education etc there are other dimensions that you need to think so there could be better models that could come out so yeah so there is no other reason other than this thank you thank you for the core team of IIT Bombay sir special thanks to you too sure so there is one more RC RC1400 your mic is not on sir sir are you able to hear me yes sir that is a query from our side regarding this 4 year preparation we are having totally 11 batches so yesterday you mentioned that all of you you can upload all the courses in your RC model website itself yes so is it possible for us also to upload all the 11 courses because of any space constraints see it really depends on so like model cloud has a maximum file upload limit of 250 MB so if your 11 courses come under 250 MB please feel free to use it because the free version is available only for that much limit okay so but we cannot have the constraints because I don't know what the other members will be doing how they are going to create what are the LEDs they are going to upload how much space it is going to occupy in that case see the file uploads could be limited I mean you could have just one exercise and you can limit the maximum file upload size to let's say 1 MB so we should be monitoring the courses when they are going to upload it in our RC website yes or can you give any restriction sir or we can give any that each participant can go for this much of size for your course no so you don't have to go for the size of see size of course would be standard what is more important is what kind of activities they have so is there an activity which requires students to upload files so you could ask them saying that okay there is a total size limit of 250 MB and let's say we have 11 courses so splitting let's say 200 MB across 11 courses you cannot have a total file upload beyond 10 MB so each of them let's say they have 10 students they could limit the file upload to let's say 1 MB each okay maybe we can have 10 MB for each course something like that would work and also sir one of a participant you have kept it as a separate participant single alone you told that you will be giving the details regarding the other assist when will be uploaded sir it will be intimated tomorrow so we are doing the grouping so I think my team has done the grouping over here and they will be intimated of the grouping tomorrow okay sir one more question some of the past disciplines has not attended both the face to face program last week as well as this week sir but they have given their name for the group activities OER activities but so far they have not done anything in that activities what we will do with that but they have given their name for that OER okay so they have given their name which means that they are intending to participate but you can mark them as absent for the face to face sessions so they will have to do the summary report after viewing the entire so there is an alternative for them but they will have to interact with the other participants to clearly understand what they have done what did RC do during the breakout sessions and what kind of learnings happened so for that anyway they will have to interact with other participants do not worry about their absence you could mark them as absent and inform the E-outreach team so you I think you submit the attendance sheet to E-outreach team so the E-outreach team would be intimating these participants about why they were absent so all those things would be taken care by the E-outreach team okay sir suppose can I add some more participants they are absent for that face to face program but they are not including the OER list is that can we add them now no no no you do not have to basically the last date for each and every participant was provided an email from course support saying that 24th evening is the last date for submitting submitting of OER team by course coordinator and they should inform the course coordinator before that if a participant has and we have clearly said that it is the participant's responsibility to inform the course coordinator so if we if we relax it at this point it will completely disrupt the logistics of the course so we are not taking in any new requests of OER teams except in the case of the three southernmost districts in Tamil Nadu where there were curfew issues due to which internet was disrupted for most of the week from last Monday so only for the there are few colleges from there their case is genuine because they are not able to even connect to internet and hence these colleges are the only ones which we are going to take in otherwise we are not going to take any more requests regarding OER team okay sir thank you sir thanks for your help 1146 Karpagam Institute, Coimbatore good evening sir sir the same question what we have discussed in the previous RC is a 13th evening I will once again repeat the same sir regarding the grading policy I have raised the query out to you on 13th May that is in the very first beginning of the program in the introduction you have mentioned that the knowledge quiz for weightage given for a knowledge quiz reflection quiz assimilation quiz and RC assignments LA as well as for the OER that is differed compared with the progress what we have obtained now we are in the fourth week and in the progress it will shows that 5 marks for there is 5 percentage for resource creation assignments okay and there is no marks have been alerted for lab assignments sir yeah the lab assignments are offline so whatever you have done now so your RC's model course is the evidence for your lab assignment okay so that will be added manually and the grade would be updated to you so just like so there is this offline component so we will be asking all participants to put up their RC's model site so that would give them the mark for the lab assignment so you do not have to worry see the course the instruction is only ending this Thursday they will have to submit the OER so the lab assignment activity will be open once all the synchronous sessions are over regarding resource creation assignment let me check what is set up in the grading policy I think Peshpur University had also talked of some discrepancy in the grading policy so let me check what are the settings in the grading policy I will ensure that it gets see before 17th we will ensure that all the grading policies are accurate because so only on the 17th that we will close the course and we will run the grade report okay in case of there is some peer review changes in RCAs and all did you reconsider like DP101 yes we are reconsidering so we have a course team who is actually looking into these evaluations and they will be doing so all these would be done offline not online some of the members have done very excellent they have given the student feedback but when the peer review came its modest absent that's why they are I completely understand that so we will ensure that the course team we have a set of TAS for the course they will ensure that they will ensure that the evaluation so the TA evaluation is final so this is the team at IT Bombay so their evaluation so we have we know that they understand the evaluation so their course team once they evaluate their evaluation you cannot contest because it is the IT team and they will be providing you feedback on as to why that particular feedback was given so they will give you detailed feedback on why a certain evaluation was given okay sir one more small question sir while we are receiving this certificate whether you have mentioned any grade marks okay for the FDP since it is a skilling exercise we do not mention the grades but the top performance would be given a separate certificate acknowledging that they are the top performance okay okay sir thank you this is RC1103 NMIMS yes sir am I audible yes please go ahead my simple question is that sir is the due date for graded activity of the week 3 has extended or not yes yes it has so I believe the change has not been published but it will be published so you get one more day extension for doing week 3 activities okay okay okay yeah thank you and this is the last RC RC1455 you are not audible sir Mike please go ahead okay my question is regarding flip card flip classic concept of flip classic is really effective when we are meeting theoretical subject but you know as far as my physical education is fine so how could it be possible to make more effective classes in the flip products to make you know accounting and financial terminology for their numerical aspects for more efficient and more practical for the students so they can bring a lot of questions from their home and we can discuss in the class so how could it be possible to make more effective in the finance and accounting okay so the question is you are from finance and accounting domain so what happens is sometimes in flip classroom so how can flip classroom strategies be made more effective see flip classroom strategy just means that you do the information transmission part outside and you engage your students in lot of activities inside the classroom so be it any subject so be it theoretical or problematic as you said you could do see wherever some information has to be transmitted let's say students have to be the nearest that I know about financing so I am not from finance or accounting domain so pardon me if I am making some error there are concepts of ledger balancing in accounting right so you know the double entry ledgers that you are supposed to make and to tally the accounts there are these processes that you do I think the standard theory behind it is very I mean it is something like equivalent to information transmission if I am if I understand it correctly so over here let's say you could give examples so motivating scenarios you could give outside the classroom so wherein they understand how this ledger is kept by a certain industry so you give a scenario saying that this industry has these multiple accounts and this is how their ledger accounts looks like so give them an exercise as to okay observe what all are there in the ledger how the debit entries are made how the credit entries are made how the tallying is done so do this particular exercise outside the classroom and once once they do that if they have doubts and other things so ask them to bring their doubts into the classroom and you engage them in a discussion about how the tallying actually happened or some problematic so you give them a problematic ledger and let's say there is a problem in this ledger I want you to identify what the problem is let's come tomorrow and discuss it how and how we can tally the ledger solving the problem then we can come to the topic of finding okay so they used to pause the video and take on that with the question that I cannot get the process how is it possible to get the analysis so you know this is where I found the flip classic is like somewhere so in that case I prefer traditional classic where I put my job in the blackboard and in front of them and whatever the question will be asked by the student I address at the same time so you know I will need some other model like flip black flip classic I will need some other model to make it more effective in many parts too because people need verification on every step how we do how we do possible as per second slide from step 1 so is there anything that you can share with us that will be good for you so if you want a step by step so why don't you make a screencast of each step sequence of screencast of an example problem solved out that could actually be an alternate solution but yeah I mean if see every student needs a personal feedback towards I mean the instructor's feedback that really gives them the assurance that what they are doing is correct so why don't you encourage them to do something outside the classroom where you would need so some standard answers are already there and the instructor actually speaks these answers so you record these and provide it in an FAQ page or things like that and for each problem you would say while reading a problem ensure that you have looked at this you have looked at this whether this entry is actually into the credit bucket or into the debit bucket these are some helpful steps through which you could actually do this so give these guidance as outside class videos I mean see videos alone is not flip classroom so flip classroom essentially means information transmission gets done outside and not inside that's it so you know so you know you want one student who is coming with us with a back concept now there is a whole group are coming with us with a back concept because there is a problem with it so how we can deal with it we are facing a problem there is no standard of books and any standard of lectures where we can think of the whole concept of a single classroom we need a solution in the class also we need a solution in the home also so there is a between the home and the class class teaching so how we can deal with it 5,000 students see in this scenario I would say that you need to spend some time with them in the class so see flip classroom does not work overnight so let's say if your subject is not suitable so even when even if with you giving resources outside they still have doubts and they get confused so one exercise could be that you ask them what all doubts they have they bring into the classroom and give up the entry class would be you train them in asking right questions so your pedagogy should be eliciting questions from your students so give them video and ask them the video and come out with all the questions you do not have to ask them about did you understand the concept did you learn the concept of those things just ask them to watch video come up with questions good questions and you should say what is a good question like so a good question is should have this I mean it should not be ambiguous ask them to write good questions so once they start writing good questions you can take that all the good questions in and then one class you can dedicate in answering the questions and through that they will understand the concept so your involvement in the classroom is that you are summarizing those concepts so maybe you could group similar kind of questions you could ask do them ask them how many of you had the question come together so let us try to give small exercises incrementally solve their doubts so this is you just you do not have to completely offload learning outside the classroom the learning still happens inside the classroom but what you are teaching them is how do you ask good questions so the moment you train them in asking good questions they see any video or any resource that you provide them they will be trained in asking good questions so they will know where am I going wrong so you need some two three four iterations of this to perfect it but yeah question posing is a good exercise that you could train your students in yeah this is the last RC 1135 thank you for staying so late so it is up to RC 1135 Periyar Mani Amal University Tanjavur good evening sir good evening from our side only one question is there is no electronic domain in the domain list so what I have done is I have given us electrical and allied for two groups and also I have given the note in the same excel sheet and I have given mail to E outreach also is it okay sir yeah that is fine so all electronics instrumentation I mean all the electrical allied means electronics and communication and all those things will come under electrical and allied because the parent domain is electrical okay so that is our doubt and thank you for your wonderful workshop thank you sir no problem yeah thank you okay so that brings us to the end of the ABU session for today I see lot of lot of chat messages that are coming in I will be going through the chats and looking at so all RCs please do go through the chat because some of you might have answered some of your questions would have been answered in the chat let me now have a look at some of the questions that I have not been addressed okay 1408 they have added two three other challenges students mental stability and rehabilitation that really is out of scope for us also but I do agree that the mental state of students is also an important factor to consider while bringing in technology there are lot of different psychological conditions that are effective in the learning process so you should ensure that there is a good learning environment in the classroom devotion to time regarding loads I think I have addressed this lack of high speed internet I mean internet yes is but the status is improving day by day so try to look at alternate solutions see the idea is only to bringing in learner centricity and all these activities that we did with technology was about bringing learner centricity okay there is a question regarding where OER has to be posted so the section on OER update will be released since IT Bombayx was down we were not able to update it so the reflection 3 and the section on OER will be released in a days time so once that is there you will see the instructions where to post what to post so the posting of OERs need not start this week this week you should spend in designing the OER so once the OER is designed after that means after next Sunday the segment would be open for all for submitting the answers the it is available till June 7 from June 7 peer reviews are going to start so are there any next levels after FDP 2 yes there is an FDP 3 this is to Shastra University's question how to avoid copying in Moodle see you will have to buy get a plugin for plagiarism check in Moodle so there are plugins for plagiarism check inside Moodle also that would really help in it time required to create content yes that is a challenge there are major solutions for it as of now the other solution is repurposing the content and that is why we are asking you to create contents in creative common so that others can utilize it so there is a question from GRIT how to give accreditation to Moodle course see accreditation is a different subject all together and you need to follow the standards of the university who is accrediting it and you should ensure that whatever you follow measurement you follow evaluation mechanism you follow it is as per the university norms it will take some time because universities themselves have to first draft a legislation to accept these online graded marks open educational resources are obsolete and do not represent new technology 1 0 8 0 see open educational resources is not dependent on technology it is an educational resource any new technology any new things you are creating resources which are in open it is not obsolete I mean if somebody wants to use that resource it is freely available for them and that is the power of open educational resource okay how to access this Moodle to our near by colleges this is asked by 1 2 3 2 see the you will have to give them a user ID password or give them a self enrollment option to give them access to the Moodle how to give creative commons license to OER give the creative commons icon and write the creative commons statement go to creative commons.org they have all the guidelines on how you should do the creative commons license so this is a question regarding a view interaction from QSAT 1 3 4 5 9 regarding a view participation instead of coming to RC could be see the purpose of FDP 1 and FDP 2 is that you should be present in an RC to collaborate with your peer now when there are cases where an RC has only single participant we have allowed them the RC they could check with the RC and use that to login to a view because anyway they will they are only one participant we will try to formulate better legislations better rules so that you do not face this issue in the future this is I think Therna colleges feedback is regarding the consolidated feedback I mean see we are giving the time till 12 30 tomorrow because many of the RCs would be busy in attending the sessions that is why I said tomorrow 12 p.m. at least by tomorrow 12 p.m. give the feedback because we have to distribute the feedback to all the individual RCs so the more the feedbacks come the better it is for us to actually give to the respective RCs that is the only reason why we are actually looking at this the extended deadline there is there are three questions from RC 1181 how to maintain balance between traditional delivering lectures and using ICT tools should we need to completely shift most of the introvert students do not participate in share activities or group activities gaining peer support in colleges rather difficult than gaining students participation I think you do not have to completely shift to online there needs to be a blend always regarding getting participation of introvert students there is only making it a habit so that they come out of their shells gaining support of teachers it is a slow process but yeah I mean you show them the benefit show them the reaction of students do not go for all the teachers go for teachers whom you know whom you can who you trust that they will be they will believe these student evidences so go for them first and then slowly move towards getting all the teachers bind I would give more clarifications on the OER activity instructions etc. please hold on to the so you do not create a new model that is fine or if you want to use your RC's model that is also fine yeah the new Google form is available please use that how to ensure that students view give them small test so this is asked by Kalashalingam University how to ensure that students watch videos see what is give small assignments along with watching so look at the flipped classroom activity constructor we have given guidelines on that basic installations required in classroom focusing on hybrid blended pedagogies one for one one there aren't any basic installation requirements ensure that there is some mechanism to do both technology based and human based interactions yeah I think there was a question from regarding TPS so many people have posted answers to it so let me just summarize see this is a sensitization course towards use of technology and the benefits that it can bring in and we are not saying that technology is a silver bullet that will solve all your problems technology also has associated issues and there is a shift in attitude required and it is not just a technological factor there is a social factor also social factor of what the learners think what the teachers think and it is not just a technological problem alone so you need to attack it from multiple angles this what we are doing right now is just one such strategy where when we sensitize you start practicing it try to form communities and the more you have people along with you the more the problems the more number of solutions you have for your problems so on that note we thank you for participating in this ABU interaction for staying late I thank the studio team and the workshop team and the core support team who are present here throughout the day and is helping me out in the orchestration of this exercise the OER activities do not worry the guidelines the mentor mentee groupings etc would be provided to you tomorrow over the coming 2-3 days you will see all the resources uploaded in the IIT Bombay excourse the lab assignments and the reflection quizzes would be updated so lab assignments we would take the feedback and that would be counted it is an offline submission so we would be counting that separately offline and thank you for posting the queries make sure that you visit the chats and get more feedback from you and we hope that you will continue collaboration beyond these ABU sessions so that is all from IIT Bombay today over and out thank you good night