 Welcome to this session on FDP 201X. I am in RC 1005 Anna University and there are about 20 excited people sitting in front of me. So to begin, now what all of you have done so far is you have done the flip classroom activity, you have done the TPS constructor, you are doing the OER creation and all of that. So in this session, what we will try to see is how can we sustain such activities. So the main goal that we want to now look at is how to sustain such activities. So building and sustaining collaborative communities, because as many of you would have experienced that these are somewhat new ideas. So unless we form a community not just within one college but across colleges, it is required for us to keep up the enthusiasm and keep trying these new active learning strategies, learner-centric strategies and so on. So this is what we are seeing here on the slide is very famous levels of engineering education practice slide. So what this does, so this is from a 2012 reference and what it defines are these five levels of engineering education. So level one is at the bottom and level five is at the top. So what we will do is we will just go through these levels and try to understand where we are, where we want to reach, how to get there and so on. So if you look at level one which is the normal teaching what is called as normal teaching So the basic idea here is we teach as taught. So what do we mean by teach as taught? I mean the way we learnt, we went to classes and know we had instructors who come and gave lectures and that was sort of like the 20th century teaching where the emphasis was on the knowledge that was available to the instructor and the idea was to transfer as much of the knowledge as possible to the student and all the practice was being done by the student later on. So that was the teach as taught level which is the most basic level I mean if anybody starts often at that level of teaching the way we have been taught then once we improve a little bit what we do is we go to this level of what is called effective teaching. So how we do in effective teaching is that we teach using accepted practices. So what are some of these accepted practices? Well known practices like what we have been learning you know TPS, peer instruction, giving assignments to students and all of that and then once we say that I am implementing these approaches you know that this is a very common query that we get is that all these activities are fine but in our college you know if the noise level becomes very high then the other classes get disturbed and no principal says what is going on in your class and so on. So how do we counteract such things? The way to counteract is by doing these experiments. So you do some experiment very simple experiments not a very elaborate or complicated experiment. So you are saying that okay I will teach one class using TPS, I will teach one class without using TPS, I will teach one class using TPS, I will teach one class without using TPS. So you just alternate this is called a alternate or ABAB design and then you see okay how much learning is happening in one class, how much learning is happening in the other class. So alternately when you see it's a very simple experiment that you can conduct and then you will have data to show that my students are actually performing better when I teach them using these active learning strategies. Does that make sense? Yeah. So that is when you start engaging in educational experiments. Now again one person cannot do all the experiments. So in your college if you have to convince you know 50 other colleagues to adopt such practices you can't do all the experiments. So the way to do it is that each of you do one experiment in your own college and then we collaborate and we share the results so that the results become available to everybody. So some of you may have heard of this conference that we run called T4E technology for education right. So again in that many of the one entire track we have in that conference so this year we are not running but T4E 2018 will be in IIT Madras and so in that again there is entire track which is devoted to sharing of such experiences that okay I tried TPS in my class this is what I found and so that others can also become can access these experiences and implement them in their own colleges. So now what you need to do this what do you require in order to be able to operate at this level. So we are saying that we are moving about teaching using accepted practices okay. So when we came into the course maybe some people were as teachers taught but everybody moved out of that level very quickly okay. So everybody is at least at this level of saying that we are going to teach using accepted practices and now we are saying that okay I want to operate in this level where I am doing these experiments and all how do we do that. So how do we do that is one is we need to do regular practice right often I get this question as to you know how many active learning practices should I do in each class okay. So it depends upon how long your classes and all so but at least one active learning activity in every session that you take is a good idea. So that is a regular practice point then there is support from the community which is what we are talking about we will create a community like you would have participated in the wiki creation activity you are participating in the OER creation activity what we will also be doing later on not immediately later on we will create working groups which are you know domain based and we will try to say that look let's get a lot of ECE instructors to the together a lot of computer science instructors together so that together they form the community to not only share and contribute OER but also to share this knowledge of how to do the teaching it we cannot keep conducting these workshops again and again we need large number of people who are now able to conduct these workshops right. So this is what we want we need mechanisms to refine these so there has to be some mechanism of peer review right I mean it's not like I created an OER and I put it up make it available and you know that becomes the standard so there has to be a process by which it is reviewed by at least two three people who are in that discipline who are able to say that yeah this is actually a good OER it can be used and so on okay. So how are we going to do this after the FDP so this some of it Jay Krishnan will also be talking about later but in order to get support from the community we are having this notion of cohorts so we've already formed cohorts and on a remote center basis and we will try to create activities which will keep these cohorts going on. Then there are platforms to share and contribute OERs you are all now familiar with it right I mean everybody has done the RCS of creating these web pages contributing to the keys participating in the padlet activities and all that right and when we are doing a refinement of the OER we have to do some peer review mechanism in order to refine these OERs okay. So once again to summarize where we are is that we are now saying that okay I want to assess my teaching and make improvements and I want to start engaging in educational experiments. So in order to do that we have all these mechanisms of practice and sharing the resources into the OER and then refining the OER itself okay. So then what to do if you want to go even further if you want to get to level 5 okay so level 5 what happens is you are conducting educational research publishing in journals okay. So like for example the activity like the model that we have come up with for conducting this MOOC itself okay. So this model that we are using is called the attain align integrate model okay. So this is part of Jay Krishnan PhD thesis okay. Then the LEDs, LBDs all these ideas that you have now become familiar with right I mean so how should an LED be created. So coming up with ideas like that so that's when you get to level 5 where you start creating more research you start saying that okay how can I use this in teaching. You don't stop with simply using it in your classroom you don't stop with simply doing experiments to show its effectiveness. So there are two things right I mean let's say a new technology comes tomorrow I mean none of what we have heard beyond padlets beyond all of these things some new technology okay let's say take any example. So now one thing the first thing that you can do is you will play with the technology okay you will try to see what I can do. The second thing you will do is you will try to use it in your classroom you will create something to use in your classroom right after that what you do after that you say okay I'll do some experiment to see whether it is useful actually no I believe it is useful now I have to go beyond belief I have to see whether it is actually making a difference so you will do some assessment you will make some improvement then you will do some experiment in your more formal experiment with some control group some experimental group and you will try to see whether this new technology the way I am using is it useful or not right. Is that enough okay it should be known to others I make it available to others as part of OER still is that enough so there is one more step so that last step is what we are talking about now so the one more step is that now let's say you have done it in computer science in your topic of data structures and so on okay now I happen to be a chemical engineering teacher doing something else how can I use this idea for my course so that is the last step where from the experiment that you have performed you now abstract it out you take it one level above and you create some guideline you create some model by which others can do it for their subject okay so like like for example the LEDs that you have seen so we have talked about how LEDs have to be created right in November we are going to start a MOOC on how to create MOOCs how to use MOOCs in your teaching right so the way you will say is that it's not enough for you to just simply watch this LED how to create that LED itself what are the principles to follow so suppose you are using a new technology you come up with principles you say that okay for any topic you want to create use of this technology do steps 1 2 3 and 4 so that way the knowledge not only propagates to larger people it also becomes usable by larger amount of people otherwise what happens is I see that okay you have done something in computer science you have used that and as another instructor I may feel oh yeah all that works in computer science it is not going to work in my discipline you know often people stop there so you take it one level up so that is what is meant by this conducting educational research and publishing in journals journals conferences even conference like T4 is a good venue so how are we going to support this so from our side you know there are a lot of video resources we have created so there was a IST workshop on research methods and education technology some of you may have attended it I mean this we did this couple of years maybe two three years ago what we are going to do is in 2018 January 2018 we are going to run this again in a book format so that will run as ET 61 602 TX or one of those numbers okay so you can conduct action research on your own and then you know hopefully so in January we will run the course on you know so in this course you have learnt these new techniques now you have time to implement those techniques in your classroom in January we will say okay how to conduct a formal study using these techniques and then July will be the time when the T4E deadline will come so hopefully many of you will be writing papers for T4E using the knowledge that you have got in these FDPs so this one the next one which is a MOOC or MOOC how to create MOOCs and then the third one which is on how to do research in education technology and then hopefully in July you know we will see a lot of you participating in the T4E conference not just as participants many of you may have come as participants but we are hoping that more and more of you will come as authors okay the other thing that we are doing is that we have this teacher use of education technology research group so this is in the in our IIT Bombay education technology so if you just Google IIT Bombay educational technology it will take you to our department website and one of the so we have two major projects one major project is on how to one is for students and one is for teachers so very simply looking if that's the way it is the students project is about you know how to teach students skills which are useful beyond that subject so often it happens right our students know they are not interested in our subject because they want to go and do something else right so instead of wasting the time trying to teach them what they don't want to learn we are trying to see okay what is it in that subject that is broadly useful so these are what we are calling as pan domain thinking skill and we are creating systems by which teachers can use that in their laboratories and so on so that is one project okay so that is technology enhanced learning of thinking skills and the other project that we have is this teacher use of education technology that is like how teachers like you can not only get to know about new educational technologies get to incorporate them in your courses but also do research based on that okay so you can be a participant in a research study like for example somebody has come up with let's say I have come up with the TPS activity for data structures okay you may also be teaching data structures in a different college so you and I can together say that okay we let us see whether the results that I get in my college are the same as the results that you get in your college because these are all human subjects right they are not like you cannot say that it's a computer simulation or something that when the program runs each time it will go to give you the same result so different times you might see different results so then we'll get a deeper understanding of what is the difference between this college that college why it's happening like this here so in that way we can have people participating in research studies we can have people contributing domain examples right so a lot of these things now there are so many of you with from so many different domains like we are trying to create a corpus of TPS questions for each domain right so and in each domain there are so many courses so for each course if we can create let's say for each class one so if you say that you know there are about 20 30 TPS examples for one course right so I we cannot create it sitting in IIT Bombay just by ourselves I can only do it for my course so the courses I teach are programming and networking so for two courses I can create I cannot create for the other courses so that is where you can participate you can contribute examples for your course so this is why the OER creation activity was an important activity so that's how we are going to take it forward then you know you can be faculty associates in future workshops and MOOCs are any of you faculty associate here yeah so there are like three four of you are already familiar with this model and I'm sure in the other RCS also the same situation holds so then slowly you become more and more steeped in this idea of not simply transmitting information but to use the technology meaningfully so that students learn and finally you know we have not yet set up this working group so this is you know it will sound very abstract when I tell you that you know what is it to participate in a working group but we have to do some homework before this working groups become ready basically the idea is that we will somehow try to structure it as multiple domains different domains people come together and work so yeah for now see these first three bullets we are already doing the fourth one we are working on maybe by early 2018 we'll have some structure by which you can participate more in these activities okay now so let's hear from a few remote centers like how many of you are practicing active learning technology integration in your practice have you formed a community within your institution okay what difficulties are you facing and so we will do this in a Q&A manner so there are a couple of questions which I already see in the question panel so while people are making doing the hand raise let me look at some of these questions so I'm not going to answer any of the administrative questions like you know what will happen to my marks and things like that okay how to find creative commons license for videos so now this is again you know it depends upon the person who is creating like we have laid a lot of emphasis on don't create your own content go and find content useful content and so on now some of it you may find that they have not specified whether it is free for public use or not so if people have not specified the only solution at that time is to you know if you can find the email ID of the person you know at least send him a mail saying that look I'm going to do this is that okay with you or not typically but a lot of people have started putting their license on whatever content that we release like for example any PPT that we make now carries one you know creative commons attribution and you know free to use and all those kind of licenses okay so there's another question which says can we change the FC constructor design provided okay so yes you can I mean then none of these constructor designs are you know they are not like something which which is religious so they are may means to help you to do it easily so if you feel something is not working for you you can change but a lot of thought has gone into creating those constructors try to do minimal change that will be the best okay so then so same question has been asked again can we prepare our own PPT for flip-class room or only have to fill in the provided constructor I mean you can prepare your own to PT but it's like you know you're reinventing so what will happen is you may wind up making the novice level mistakes that we also made when we started doing all these things and there's been a lot of learning that has happened after which we came up with the constructors so I'll take we'll start doing the interaction so let me start with the local RC yes please go ahead okay yeah so the question is about you know if it's a PPT and now I am using ODP and then does it match and know the formats get garbled and all of that so if it is a question of format there is no problem at all I mean if like one slide doesn't work for you you want to put it across two slides that's also fine but in terms of the thought process that you're going to include I mean so how you create the RCA is not so important in terms of the I mean you could even write it in a document right so it's like the thought process or it's the teaching plan that you are going to have along with that classroom activity that is the important part yeah RC 1063 Dr. D. Y. Patel Institute sir my question is the class has worked very well but in that parent share is it that that anything parent share is going to be flu class what will be the exact differentiation between TPS activity and the class the question is what is the exact difference between TPS activity and flip class okay so see the TPS activity is one component of your flip class okay so the flip class has many things you have out of class activity and you have in class activity so in the in-class activities what you do is the TPS is one of the activities that you do in the in-class part of your flip classroom activity see flip classroom again is not a very new idea you know even though we seem to feel that you know it has been recently discovered and all that flip classroom idea has been there for a long time in the arts for example like if you take literature as an example a typical literature class would run as that the teacher will say that okay you read this passage and come and then in the class the teacher does a discussion students share their opinions and so on okay so that's nothing but a flip class where the teacher is not describing the passage in the classroom instead of saying that okay we will read this you know essay or something in the class the teacher is saying that we read it at home and then you come prepared for discussing about it in the classroom so that's the only idea about a flip classroom it's not like a very revolutionary new idea which nobody has tried before or anything so what you do in the in-class part depends upon your topic so for some topics you may want to do peer instruction for some topics you may want to do think-pair share for other topics you may want to you know simply give a quiz for some other topics you may want students to work in teams so that in class part is where all these other active learning strategies come in which is like PI, TPS, team pairs solo and so on so forth okay so we can go to the next college BMS College of Engineering sir we have two questions here sir I had conducted active learning for my course unique system programming wherein what I did is I had given a complex program like shell program for the students and I had specified what is expected out of the problem and later I asked them to join in the lab I had given two days before the problem definition and two days after I took them to the lab and in a one hour duration they had to code that finally I took their implementation and I evaluated so I have two questions here one is is my approach correct can it be called as a active learning and I had paired the students and they had to implement in pairs so my question is is this a form of active learning and the second question is I evaluated like how effective was the problem implementation using mouse and I had also taken the but I had not converted into percentage so if this is right can I convert into percentage and will this be a different approach okay so what she's saying let me just repeat the point for the benefit of the others so what she's saying is that when I have a programming type of a course like in this case it happens to be shell programming and I have a programming type of a course I give a programming assignment for students to do and then they will go and carry out that programming exercise in the lab maybe as pairs and so on so is that active learning at a very broad level the answer is yes because if you look at the broad definition of active learning you are saying that okay students need to express their thinking students need to you know go beyond simply listening to your lecture and so on okay so the important thing to keep in mind is that in programming it's very easy to feel that or in any course which has a lab associated with it it's very easy to feel that you know I'm anyway doing active learning because the lab is taking care of the active learning part of it okay but what is a little more useful is if you structure the lab activity also like for example in this case instead of just asking two students to work together what you can do is you can have a specific goal so even in the lab you can do something like a TPS type of an activity not a full-fledged TPS but you can say that look each student will work on some portion of the program and then they will discuss with each other otherwise again what can happen is one student is simply watching while the other student is going on you know typing or you know who's doing the most of the work so the to summarize the answer while most of the lab activities do come under active learning what is useful is to structure these activities a little more using the principles that we know like peer instruction and you know peer feedback and so on and the other question was about you know how to give grades and percentages for that I really don't know about I mean that depends upon college to college it depends upon you know what is accepted in your institute so but I don't see any problem in saying that okay I'm going to give some marks and you know convert these marks into grades for these activities so I'll just go back to BMS college and see whether this is answered the question if they have anything else yeah sir one more general question yeah I was also the participant last time when we conducted this similar workshop and this time also we are conducting large number of participants are participating in this workshop but even they are scoring very good marks some of them have scored same marks I feel it is limiting only to the certification many of them are not implementing it I feel I think we are not able to motivating them enough to implement there in their classes of course it requires lot of preparation before we go to the class so what to do about people doing it just for certification and not implementing in the class so if you look at it from our perspective at IIT Bombay our goal is not hundred percent we are not aiming for hundred percent of the participants to do hundred percent of what we are trying to disseminate okay so I mean there are various levels no so initially I mean many people will just be at the awareness level and all these ideas they take time to come into mainstream right and in education you know we have to think in terms of decades as the unit of change so we cannot think in terms of years as the unit of change so yes it is going to take a decade for large number of people to you know for this to become very standard practice so you are the early adopters right so you are the ones who have to be the pioneers and say that okay I'm going to do this and maybe one way to do that is no invite speakers from other colleges who have done these things no like for example this is a very common thing right I mean if somebody in my own colleges done it I don't think it's a big deal because it's like somebody in my college what does that fellow know so that kind of thing is there I mean in all colleges so what we do is like when we want to propagate something in IIT Madras so I'll come from IIT Bombay and tell them that look we are doing this in IIT Bombay so all the IIT Madras fellows do when I want to propagate something in IIT Bombay I'll call my colleague from IIT Madras to come and give a talk it's the same talk I can give that talk also but if I give the talk people don't listen in my own institute so I'll call my colleague from a different institute so you can do the same thing you know I mean you can invite your colleague from another institute to come and say that oh they are doing that in that college and now then we say that look more of us should start doing and so those kind of activities we can do right and overall also see there is no problem if people attend the same FDP multiple times you know in fact that is one of the advantages of a move that the first time maybe the ideas are so new to some people that it's very daunting to try these things in their class that's okay I mean it's like watching a movie you know I mean we are never hesitate to watch a movie multiple times so there's no harm in watching the same course also multiple times going through the same course multiple times and each time you know you build a little more confidence to say that I can do this on my own I can do this on my own there are others you look at the discussion forum you feel that okay that fellow in that institute can do it then I can also do it in my institute so that is the way we have to go at it so the real test will be like you know after five years so already we have passed one landmark you know so this entire D10KT project when we started being about more than five years now and level of interaction that we used to have in the beginning versus the level of interaction that we have nowadays you know the type of questions that we get we are getting very rich and very in-depth questions now in the beginning the questions that we used to get from participants used to be fairly supervision right whereas now people are saying oh I have tried this active learning in my class it's not working for that reason can you tell me how to make it work so it makes us also feel that you know a lot of progress is being made so it took us five years to get here so somebody who had not heard of active learning has heard of it has learned it enough implemented it in their class and now in today's FDP they're coming back to ask me questions that way look give me some more idea about how to make it more effective so we had made progress and in another five years maybe the others who are listening to it for the first time they will also get to that stage so which is why this community building effort is very important because if it is just you in your college who is trying it no it's going to be an uphill task it's never going to be easy but then when there are so many people across the country who are trying it you know even if it's not in your own college you can point to somebody and that's how it goes so we will wait for another five years to see how much difference it's making thank you sir thank you for the guidance okay so we'll go on to RC 1146 sir this is surrounding from Nanaji Institute of Technology actually in our college we are doing a lot of active learning mechanism like make a product front area area awareness and one minute technology presentation like that we are doing and really that is it provides a very good platform for our students they were actively participating in all contests which was hosted by primary institute like IIT Bombay, Nihendra as well as that is a multinational companies like PCS Code Vita and said here my question is that is we are doing lot of activities we are recording and if you want to upload those content in April how to create a common that in the license so that is the things here okay so the question is we are creating a lot of useful activities and you want to upload a video into YouTube how do you create your own creative commons license so what you can do is you don't have to do much so there is a creative commons website if you just Google creative commons you know creative commons.org and there are a set of questions simple questions that you can answer know how much distribution do you want and so on and then it will generate one license for you so all you have to do is you have to copy paste that license into your video you can just put it on the first slide or you know at the end again and that much is enough see the whole point is that when we are releasing something in creative commons and just attribution we are actually letting people use that for whatever purpose that they want and as teachers that's our goal we are not here to make money so it may happen that some people will not use it the way you're intending it to be used but that is okay so as long as you want to release it into creative commons all you have to do is go to the website identify what should be the correct license that I use that also the website will help you with asking questions about it and then you just use that license you just put it at the bottom of your first slide in the video and that's all that we do I mean we also don't do anything more than that if somebody violates it and so on then there's nothing you can do yeah okay sir one more question yes please go ahead good morning sir I am Sendil Kumar from Knowledge Institute of Technology so in my theory session I'm using a special mobile app that is plicker that is for assessment after conducting every unit I'm using that mobile app to conduct the assessment and by using that tool I am able to know whether all my students are understanding the concept fully or not if it is not if I'm getting the score below 80% then I'm able to repeat that particular session so if everyone use that tool then we can conduct the theory sessions in a better way then if it is for a lab session then I'm using Google Forms to conduct the assessment so if it is a regular Viva session then the problem is students are familiar with the regular question but in the case of Google quizzes then we can conduct the same Viva in a more effective way sir so those are the two active learning practices I am following in my theory as well as lab sessions okay okay so yeah so thanks for sharing this experience so like I was saying for the previous question you know that what is the improvement that has happened so we are seeing people who are already implementing this and now it's a good thing that you are sharing what you are doing what I would recommend is that instead of only sharing it during this live interaction session you also write up a little bit about it or write one page suppose like for example somebody else in this hall has heard what you are saying and they want to do that for their course so you just write up saying okay this is what I've done these are this is the tool that I've downloaded this is the instruction that you have to give to your students so that they can download the same app this is how what I did in my class this is how it worked for me and then once we have a few of these you know experience reports then maybe five of you together carry out a study and then maybe write a paper for T4E next year so this will be a good next step for you to take okay we can go to Clare Roger College 1173 we do use active learning strategies in our classroom my question is we'd like to know a few methodologies that would be used to evaluate the effectiveness of these methods that we use in the classroom very good question so how do you evaluate the effectiveness of active learning methods in the classroom okay one way to not evaluate it is by giving the same standard question paper right because what happens is like this is often the very big problem when you are carrying out studies and you're trying to write up research about that technique because what happens is that all these things that we do active learning and knowledge to deepen students learning and if you use the same exam at the end which the students can mug up and come and write the answer then there will be no difference seen in those exams course not significant I mean there will be a difference your students will still do little better but they won't do so much better in such exams so that exam is not your metric to use so actually so there are several other metrics that you can use okay so one of them is for example you can use metrics which are dealing with the effective state of the student so there are questionnaires which can measure how much the students motivation for that subject has increased how much the students interest in that subject has increased from before you use the technique to now after you have used the technique okay so learning is only one of the things that you will measure as an improvement because of your technique other things that you can measure are you know how much engagement has increased like for example in one of the times when I was teaching CS 101 so many of my PhD students were sitting in the audience as observers so during the think-per-share they were observing the other students to see okay how much engagement are they are they showing so finally we wrote that up as a paper saying that okay when you use TPS in a classroom in this way I mean this was a very large class 450 students classroom and we found that like we can say 83% engagement was there in the classroom so 83% of the class is engaged even though the class size was very large so engagement is one thing you can measure motivation you can measure confidence so many times students say that oh initially I used to feel that this subject I will not be able to learn but now I feel confident that I can take up I can do this thing well so those things you can measure and then you can also measure application but then you have to change the question paper you cannot do the same standard question paper that was being given earlier I mean many universities that constraint is that that you don't control the question paper right I mean you control only the teaching that happens in your classroom somebody else has set the question paper if that somebody else has not well versed with setting application level questions you may find a question paper which is largely recall based questions so you can do that you can see how well the students are doing on projects so these are some other metrics that you can use to evaluate the effectiveness so by and large so there are two reasons for doing that one is for your own you know feeling that yes something is happening in my class right my students are learning I mean as teachers that's our main goal right we want to get that feeling that yes my students are learning so that will be satisfied and the other one is to share that knowledge of you know how much it is increasing that also will be satisfied using that to convince others to also adopt your techniques is a little more difficult that will take it a little bit more time you know only after a lot of us have tried these activities and you know it becomes very common even this term active learning if you think about five years ago very few people had heard the term okay so when we started doing these T10KT project and these MOOCs and all that's when no large no people are casually talking about who I do active learning in my class in this way so we have made it so much progress so that's how the measurements will become useful I have an added question to this we are aware of pre-test post-test difference in scores and feedback questionnaire as data collection tools for measuring the effectiveness are there any other tool other than this so there are many other ways so that is what I mentioned earlier that this research methods in education technology so we'll be running this MOOC starting January okay so right now we have already run it once in the T10KT model so all the videos and all are there but we have not put them in a MOOC format yet so you can go to the you know T10KT website IIT Bombay and look for workshops and look for the research method RME it's called research methods in education technology workshop so there we are talking about it so that's the long answer the short answer is that yes there are many other ways so one way is like to do what are called focus group interviews so you take a group of students and you conduct an interview so there is a protocol that can be followed for these focus group interviews where the students express how much they have learned how useful they have found that technique so it's a little broader than using these survey instruments because survey instruments are allowing the student to only answer very specific questions so in the focus group interviews you know you can get richer data and then you do some kind of a you know content analysis of what they are saying that's one way or what you can do is you can observe what they are doing in the class like if you're given them an activity what exactly are they doing in the pair phase and then you can see is there any improvement in the kind of ideas they are exchanging with each other so there are standard protocols for analyzing such data so the data need not be only exam marks or their responses to your feedback questionnaires the data can be a quantitative data in terms of interviews in terms of observations and each type of data has its own corresponding analysis method by which you can draw inferences okay so we'll take a rotation and we'll come to RC 1005 okay so the question is that you talked about publishing it and how large should be the control group and so on so again it depends so now if you are going to do a statistical analysis if you want to do something in that manner then you do need a significant control group I mean there is no definition for significant but people generally as a rule of thumb they say you know anything more than 30 there is some statistical significance okay anything less than that it's very difficult to generalize these results like many of these statistical techniques their results are not valid if the numbers are smaller than that but that is if you are doing these control experimental type of studies but before that what you can do is even if you have only five students you can do these qualitative studies so it's not necessary that you must do a quantitative study as your first study okay so you can do a qualitative study where you are just saying okay what are these five students doing how is it making a difference to them and the important thing to do is to follow a methodology so there are several qualitative research methodologies and you follow one of those methodologies to analyze the data so you find identify what is the type of data I need to what is the question that I want to answer for that question what is the suitable data that I need to collect and for that data what is the suitable analysis technique that I should use so once you know the answer to these three you can even work with small numbers of students yeah there's one more question it doesn't matter okay okay so this question is a very broad question how much importance to give to publication see this is a very standard problem okay we have that in IITs also okay a lot of us do this but finally when it comes to promotion and all it is like okay how many journal papers you're published so that question is I mean it's it's there even in it's not just in IITs you know you go to any university you know you go to MIT everywhere so while there is a lot of importance to research the thing that we have to keep in mind is that what we are trying to create here I mean so this is the problem to some extent we are trying to solve through this education technology mechanism okay like earlier you were just doing good teaching okay now what we are saying is look it does not make sense for you to do let's say communication research okay maybe your colleagues are doing communication research maybe they're publishing maybe it's useful maybe it's not useful maybe you don't have the resources whatever be the reason but it is important for you also to publish so we are saying okay you can do education technology research if your interest is more in education then you can do research in that discipline I mean it's not necessary that you have to do research in your own you know whatever subject that you're teaching you can do education technology research that way it becomes a little more meaningful where you are getting some benefit for the good teaching that you're doing but other than you know all these other questions that you asked about you know who's doing the research where am I getting it done you know that is beyond my scope to answer you know I mean so that's up to individual institutes yeah I am aware that okay this problem exists but I don't have a solution for that okay yeah okay so the question this again is a important question can we get time to spend time at IIT Bombay ET department to further these research goals the intended answer is yes so there is a will to do that so the implementation is a little tricky because you know like even in this course there are 5000 people even if I take one percent of that okay we are still at 50 I certainly cannot accommodate 50 people I can probably accommodate five okay now which five when five all those issues have to be sorted out and we are still not yet I know how do we rotate maybe by rotation we can do that so we are still working out that model you know so like I mentioned one of the bullets was that working group bullet so through that working group maybe we will say that okay we have created this working group five people from one topic will come to IIT Bombay for let's say a week you know work together to create a set of resources on a particular course on a particular topic and then maybe also write up about that and then go back so we're trying to make that happen you know there are a lot of other constraints logistics issues are there you know there's accommodation issues are there so we still don't have a good solution yet but we hope that next year we'll have some mechanism by which you know some of you can come to IIT Bombay turn by turn to participate in these working groups okay so we'll go to RC 1343 in active learning there were two different strategies that were pointed out one is think pair share and another is peer instruction strategy but I could not find much difference between the two is there any gray measure difference between TPS and PI strategies apart from just polling which happens in PI okay so the PI strategy is often driven by a multiple choice question okay so you have different options and students choose an option and then they discuss with each other so while both the strategies can be used you know it depends upon which strategy you find more suitable for that particular topic PI generally we use when we want to either know what is the prior learning level of the students like for example I'm going to start a topic and I want to see whether what is the level at which students already are so I can have a set of PI questions and I can see that whether are they able to follow that or I can do it in the end of the course where I say okay how much learning has actually happened so often when you have questions which have specific answers which can be put in a multiple choice format then PI is a good strategy think pair share on the other hand is more useful when you have broader goals like if you want students to design a program you want them to come up with the idea of let's say building some software so there instead of just giving it as a project group project what you can do is you can split it up into a think phase a pair phase do this then a share phase and so on so where there are multiple solutions that are possible you want students to do some create level activity where you want them to apply what they are learning their tps is more suitable where you want to you know check their comprehension you want to check whether they have understood the topic and you can use an mcq format their PI is more suitable so can we do polling in tps that will be okay there's no notion of polling in tps because you have a you know a set of people so after the pair phase what you have is everybody is going to share the idea so there's no question of a often when you construct a tps activity there's no single correct answer oh it's like for example one very common activity that i use in cs 101 is like sorting algorithms okay so in the think phase you say okay suppose you are given a set of 10 numbers how are you going to sort them everybody knows some sorting or the other they'll say i will do it this way then in the pair phase you have you know two people talk to each other try to identify whose sorting technique works better and so on and the share phase together we come up with a set of sorting algorithms so there is no polling notion of polling when we are using tps thank you sir okay we can go to rc 1131 val chand institute of technology right now there is no just such query but i want to comment on the few things that questions that you have asked so right from RMIT we are practicing education technology and also we have published three papers in t40 2013 so we have started with tps peer review visualization and different techniques and officially we have established professional learning community locally at our institute where we have organized structure and through that structure we are practicing et and having some research in et so all the courses that move courses and the pedagogy courses or all the fdps are conducted locally in organized manner and so that we can have a success in et also and in completing the courses also so this was the few things from our side the one question is that now practicing active learning is happening in the classes but what next further research or the deep level research in this education technology okay so what i will say from val chand institute of technology to take us through the process what did you do in the beginning how did you go about setting up these things so that if there are other rcs who want to you know do a similar thing in their college they have some process that they can follow and then i will come back and talk about you know how you can do deeper research so over to you val chand institute thank you sir so initially as you said we have started our practice in january 2013 and till july we have practiced the things and then under the guidance of irt bombay we did three papers in d40 2013 then we have individually started practicing this tps peer review visualize and different techniques in the different classes by some practitioners and then what we did is that we have established professional learning community so structure of this community is like this so at the apex there's the principal sir after that there is one plc coordinator for the institute and then we have departmental coordinators those are having some knowledge of et and they are guiding the practitioners from their department so that domain specific knowledge can be given to the different faculty members and they can practice the active learning so this is one scenario for practicing the et or having the active learning in the classes for the others like courses that conducted by it bombay regarding this et so these departmental coordinators take care of all the faculty members for example there is some resource creation we do peer review of that resources here locally before submitting this so that we can have the more enhancement in this resource creation one more thing is that we have started creating our videos also for flipped classroom so we have set some guidelines how to create what should be the format of that particular video with the under the guidance of the same that you have created and then we are creating our own videos which will be circulated to the students and implementing flipped classroom so we are setting some guidelines through this plc which will be circulated to the mentors and mentors will be following to the next faculty member so this is a structure that we are following okay so very good thank you and what i would recommend is you know you again write up these guidelines that you're talking about and make it available as one of the OERs and so that if any other you know college wants to start they don't have to reinvent the wheel they don't have to start with you know discovering the mistakes that everybody makes in the beginning so you can do that and what we will try to do is you know the next t4 we will try to create a session where which need not be a research session which can be a practice sharing session where many such colleges can come and say that look these are the practices that we have started adopting in our college and this is the way in which we went through that so some kind of session we will create now coming to your question of how can you do deeper research so once you have done the first level of you know effectiveness in my own classroom so there are multiple ways you can go so one way you can go is what is called discipline based education research so which is like let's say you're teaching a subject now how to teach that subject more effectively so there are communities which talk about that like for example the most famous one is the PER community which is the physics education research community so that was one of the earliest education research community so they talk about you know should this topic be taught in this manner should it be taught in that manner should the topic be taught at all and you know what are the student misconceptions that arise in this topic they talk about creation of concept inventories a concept inventory is a set of questions using which you can identify the misconceptions that may be there for the student in that level so PER community was one of the oldest communities then there is chemistry education research there's maths education research computer science education research is about about 10 years old 10 maybe 20 maximum 20 years old and then we have also other disciplines like there is a broad engineering education research also so participating in these discipline based education research activities is one next level that you can take and then the other next level that you can take is like what I had mentioned in the beginning that participating in a project like our thinking skills project so now we want to let's say you are teaching a course like for example signals and systems now we also know maybe 50% of our students are not going to do that topic later on you know they are going to do something else but then you can ask yourself the question that what are these thinking skills that the student can learn through signals and systems which will be useful for them even if they go into a financial services company and then you can teach the topic from that angle so then what happens is that the topic nearly becomes an excuse for teaching them those thinking skills and for different topics they are amenable to different things you know many of these topics and we need to go beyond ideas like you know mathematics or problem solving or something so like for example in networking one big emphasis that I have is on doing pros and cons analysis you know when you are doing different technologies you're doing a pros and cons analysis of different technologies so I take that as an excuse to teach how to do pros and cons analysis properly rather than just the technologies of you know there is Wi-Fi there is Wi max there is this there is that and so on and so forth so those are some ways in which you can go further beyond doing action research so what we are talking about right now is what is called action research beyond action research you can do discipline based education research and beyond discipline based education research you can do this you know pan domain thinking skills education technology research so these are possibilities that we can keep following okay so we'll go to RC 1015 with Dya Pratishtan College actually my question is there that that there are different techniques but each technique is not matching for all the students means the mob of the students actually I'm talking about one technique may be suitable and effective for one class but it may not be effective for the other class so how to identify that which technique will be suitable for which people one technique won't be suitable for all the students and how to identify which technique is suitable for which students it's not possible to answer this at a very broad level but see by and large you are best suited to answer this question because you know your students right I mean I do not know your students so in your college if you feel that look my students will respond better to you know giving them tasks that they have to do something that is a you should use more techniques which are like that or on the other hand if you feel that okay my students will respond better to peer instruction PI questions type of technique then you should use more techniques like that within the same class it is very difficult to use different techniques for different students but what you can do is you know you can make some options available like in the case of assignment so what we do is like we are for one assignment we actually give some choices we say that okay for assignment one you can either do this or you can do that or you can do that like even in the fdb we are saying okay you do it for your domain we are not saying that this is the one assignment which everybody must do so some such technique you can use to make sure that the needs of different students are met but by and large the only solution here is for you to become aware of number of techniques try out these techniques find out what is working for you and then you are the best person to decide what works for your class I mean I am not the best person to decide what will work for your class okay so we'll go to RC 1 2 to 8 so today morning you mentioned on different levels of teaching and different lessons also which is focusing on the Bloom's taxonomy since we are the affiliated institution we go to follow the university prescribed syllabus under their evaluation we found that the different levels of teaching Bloom's taxonomy some of which is deviated from the the university pattern of evaluation how we can overcome such a problem sir okay so there are two different things see what we discussed today was different levels of teacher practice okay you like even though it looks similar to Bloom's taxonomy so Bloom's taxonomy is for levels of student learning okay so that has the recall understand apply analyze create those levels whereas here we are talking about no teaching as you were taught teaching using accepted practices doing assessment and finally doing some research and so on so they are two slightly different things but I get your question that if we are going to teach our students using these new techniques where we are taking them to higher levels of Bloom's taxonomy like they are doing a lot of analyze activity and if the exam is only going to focus on the recall level what happens so what is required is for you know many of you who have used these techniques for a long time you have to get into these paper setting committees there is really no other way if the paper setting is still being done by people who have no exposure to active learning you will continue to have those kind of questions only so there is that seems to be the only way in which this problem can be solved that and like I said education problems cannot be solved in a year they have to be solved in a decade so maybe in a decade a large number of you who have undergone such active learning techniques and who are practicing it in your own colleges will slowly get to those positions where you can influence these setting of papers across colleges and so on there is really no other solution to that thank you sir I have one more question I think last two months we are attending that FDP one and two what is the plan for next phase then blended teaching in the phase two is there any plan for the phase three like that in such a FDP sir okay so yeah we have further MOOCs planned now it depends upon how much we will be able to execute the plans are there so we'll have to see so for example November we are thinking that we will start a MOOC on how to create a MOOC January we will start a MOOC on how to do research using education technology so we'll see you know how much we are able to do if we cannot sacrifice all right neither you nor I can sacrifice all of us we'll see how much we are able to do thank you sir thank you okay so we'll go to one three five sir my question is how to find the license of youtube video so if there is no license stated in the video there is no other way to find it out I mean I mean you just have to see if you can get in touch with the creator and ask that person it is the creator's responsibility to put the license can we assume that all youtube videos are the creative comments licensed no no no no no so we cannot make any such broad assumption so somebody in this RC knows a better answer than I do if you go for the search tools you have an option for cc license videos and standard youtube license videos so you can select the video which are based on cc license okay creative comments license other but it doesn't mean that they will have to take the photo of the creative comments license or the statement may not be there and try to make you okay okay so youtube you have to do a filter based on cc license and that keeps you safe so okay let's go to RC one two eight two this is our last request I have a build on think and pass how it can be applied for derivation based on subjects okay so chin is how can we apply think pass for derivation based subjects so I mean you will need a more specific example at the broad level it can be applied in the sense that what you can do is you can do a partial derivation yourself and you can ask students to think about what will be the next step in the derivation and then you can ask students to work in the pair phase to do the next few steps of the derivation before you come back and do the you know entire derivation in the classroom yourself so that actually ensures that the students are thinking along with you and not simply following the derivation that you are doing on the board so it depends upon the subject of course but by and large this technique can be used I mean you do some initial start the derivation off pause it at some point ask students to do the next few steps ask them to discuss about you know what should be the next step of the derivation and then you can go ahead from there so that is often a useful way of making bringing active learning into highly mathematical and derivation based topics okay so another question sir how it can be applied for lab laboratory subjects laboratories yeah so the question is how can these techniques be applied in laboratories so it's not necessary that you have to apply peer instruction and think pair share in a laboratory setting you can use other active learning techniques like you can have a team pair solo type of a technique which works for a laboratory setting it depends upon again you know what you are doing in your laboratory and as long as you are making students go beyond you know following the lab manual and you know okay aim materials procedure and so on as long as students are doing beyond following routine procedure whatever activity you do will be beneficial so it doesn't necessarily have to be structured as a peer instruction or a tps activity for a lab session okay so there's a question which says you know what is major contributor in tps activity for its effectiveness this is actually a very good question you know so that is again some deeper research has to be done as to like why does tps work we know that it's working why does it work beyond saying that okay students are able to elicit their thinking making them work in groups and so on so the answer to this actually connects back to a previous question about you know what is the deeper research that we can do so there are techniques so this goes into the domain of learning sciences and then cognitive sciences to find out why do these techniques work I don't have a clear answer myself I just know that it works I have some broad ideas about why it works but there's a lot of research left to be done as to why does collaboration work in this manner when exactly does it work you know what happens what is the mental schemas that are set up for students when they are doing these activities so there at the state of the art itself is that people don't know these answers very well even the most leading researchers don't have very clear answers to why do these techniques work so that is where we need large number of people to collaborate to try to determine answers to such questions there was one question here yeah so we'll take that as the last question the local RC has priority so we'll take the last question from the local yeah go ahead okay sir for the past 10 years I'm taking a for FTPs like the combination 10X, IAT, just 10A and then the problem we're implementing at one of the FTP members mentioned that those we are doing for the only certificate why because there's a session outside clearance and I don't know the evaluation seats clearly you're saying but in details in applications they're not saying this is not my administrative work I want you for FTP, hope you can understand we are doing the eight-leisure work in the process so that we don't put much consideration on people knowing proper rather than we are going to have proper role, NVA role, admittance, marketing, placements etc. yes it was a question of problem well you're giving knowledge to the teachers that is that I'm going to 5,000 people or everything but when you layer off implementing if you have anything associated with IACP so that it will be going the proper way we are ready to implement okay so the question is that okay how do we implement this when there is so many other tasks that we have to do and it's a very valid point so at the very least people have reached up to awareness right everybody knows the words active learning now some people are trying it out in their classrooms that is one level so you know the problem has to be tackled both bottom up as well as top down okay so we started by tackling it in a bottom up fashion saying that okay let's educate the teachers about these new methods and how to teach with technology and all that now we are also tackling it top down like Professor Farrak in the next session will be in a better position to answer like for example this FDP is recognized by AICT so we are attempting to also tackle it top down by saying that we will try to maybe you know have some mechanisms by which implementing these techniques gives you more credit than simply leaving it to your own initiative and things like that yeah yeah so this problem exists everywhere I mean it's not like it exists only in your college it exists for me also that's true so again so this is the point is that you know you don't want to only do these things this is like similar to the question that how many times do I do tps do I do only tps in my class that's not so see the point is that when you're just lecturing the efficiency is at most point two point three right I mean that learning gain slide that we have seen this at most point three now you do a bit of tps here and there it goes up to point five you know if you do it well it goes up to point seven so that is all that we are attempting to do we are not saying that everybody must do it every lecture in this manner that's not what we are saying and so do as much as you can as much as is meaningful for your students and think about okay for this topic does it make sense so it's not like lecturing is bad there is a time for telling so we just want to ensure that we do the telling at the appropriate time that's all right so that and this other question of you know teacher's motivation yes there is a lot of work like for example take my case you know even all of us at at bombay who are doing these fdps it's all counted as part of our outreach or service activities which does not count for us for any other you know the same metrics that you are talking about that okay for promotion I need to show this I need to show that I need to show that same thing applies to us you know we get no marks for doing this still we are here on Sundays doing this why are we doing this same thing for you also you are doing it because you believe in doing it you believe and there is a philosophical component to it you are consciously making a choice that okay it is okay if I don't get that promotion it's okay if I if that does not happen doesn't matter okay this makes sense to me I am going to do this so you have made a choice and you are leading your life as per those choices that you are making and whatever compromises you have to make as a result of making the choice you say okay I will make that compromise so it happens yeah okay so we will stop here okay so thank you for being with me for this session