 Let us start the open question and answer session. So, this is Bhagawan Parusharam Institute of Technology. Question is that, can we have similar content in all semesters, in all subjects, in all technical institutions? If we have like this, then will it be possible to have any patient for student community? If you are asking whether it is possible to do educational technology courses for all subjects, then sorry we cannot. In a branch, in a particular subject, contents of courses in all semesters in different, different universities can be similar or if they can be similar then I think it will be beneficial. So that is really out of scope for this particular workshop. What we can do in this workshop is for your course and at most your department or institute, you can work out some plan amongst your own institute. Selvam College of Technology. My question is how to form the concept mapping for a derivating and problematic peppermint? So the technique is the same as for any other topic. Like I mentioned yesterday, ideas like concept maps or learning objectives in various blooms levels, a lot of people have tried to create examples in various topics. So if you are looking for concept maps for a specific topic, you can actually go to Google and see if somebody has done it. But the technique is very similar. You identify small concepts and try to relate them using cross links. SI is Graduate School of Technology. Yeah. Good evening. The question that we have is, these activities that we do, the peer instruction activities, have they been tested in large classroom of say around 75, 80 where the discipline of the students could be an issue and particularly when say even a teacher may be inexperienced. This is one. And second is I have made a learning objective and I have a question that is specifically at the apply level. So if I say in my exam or in the assignment, I have given a question of the understand level. Is my question still aligned with it and vice versa? Okay. That is the question at a higher level. Okay. All right. Let me take your first question first because that's actually quite interesting and it has a lot of, there is a lot of information. So in fact, it turns out that peer instruction is one of the techniques that has a very large body of experimental research and studies done on it. Large is not restricted to 70 or 80. There have been results from classes as large as 3 and 400. And peer instruction has been implemented pretty successfully in terms of student learning of deeper student conceptual understanding and then definitely student motivation. In very large classes, if you have some technological support like actual clickers, it might be useful because it's much easier for a teacher in a class of 400 to see the responses electronically than by a show of hands or so. But in classes of 70 or 80, show of hands is perfectly fine. And the other thing that can be done to manage is something that was shown in the lab. But I'll just show it again. Take a piece of paper and simply divide it into four quadrants, right, A, B, C and D and students can hold up their answers like this or like this. This can be done in very large classes also and it's fairly easy to get a distribution in terms of what different students have answers to. Students do respond. Again as mentioned yesterday, the first two or three times when you do it, they also may not be clear as to what is to be done. So you may have, there's a small learning curve at the beginning, same for teachers. But I think after say three sessions or so these activities, it's fairly, they become routine for both the student and the teacher. So for discipline, again, it's up to the teacher in fact to create the conditions in the classroom, teachers and the peers to create a rapport and to get student buy-in. And in the beginning as a teacher, you have to make some effort to get student buy-in by explaining why you're doing this, what might be the benefits to students. And if a few students actually do have buy-in, use their help and seeing their peers interact enthusiastically is one of the, that's a good motivator for other students also. Your other questions about learning objectives that apply and understand. So strictly speaking, apply and understand are not the same and we won't call it alignment. But so yeah, an apply level question for an understand or an apply level objective and an understand level exam question won't be aligned completely. But if your question happens to fall on the border, like some examples we saw yesterday, then you might be able to make a case for alignment. And the purpose of alignment again is to see if your objective is achieved the way you write it. It's not alignment for alignment sake. We'll do an entire session tomorrow on writing assessment questions, actual exam questions and project questions on different levels, inside different levels of Bloom's taxonomy. And we'll also look at possible methods of evaluating some of the higher order questions. So tomorrow morning is devoted to this topic. Let's see Sri Buddha College of Engineering. Madam, is there a difference between course, objectives and course outcomes? So can you please give me one example for both? Okay, is there a difference between course, objective and course outcome? We took this question multiple times yesterday. So I'm only going to briefly repeat the answer. We addressed this question many times yesterday. There may be some subtle differences in the definition. So if you have a strict definition from AICTE or from some governing body that says this is what is meant by an objective and this is what is meant by an outcome, please do follow it. But for our purposes here, we don't make any serious distinction between them because the purpose of both is very similar. It is to determine or to identify what is the performance outcome of the learner. It's to identify what can be measured when learners do something. Jawaharlal Nehru National College, please go ahead. Madam, actually I strongly believe the human work can't be replaced by machines. Actually, you talked about video and animation, animation-oriented teaching method. So at what extent this kind of video lecture series is useful for knowledge sharing and distributing and knowledge sharing with the students? And because we can't pull up all the things in video, video lecture series, because some of the important portion may be skipped at the time of explaining the video series. And how can video lecturing be useful for advanced teaching methods? Okay, so once again, the answer to this is that there is an entire session on Clip Classroom tomorrow where we will be taking up this question of can everything be converted into a set of video lectures? The short answer is that no, everything cannot be done. There is a lot of things that there are only few things that you can outsource to the video which the students can do out of class and there's a lot of things that you have to do in class after the students have watched the video. What those things are? We'll see tomorrow. IES College, please go ahead. Madam, I have a question. For visualization, we are having three tools like video simulation and third one, animation. Which method is better for visualization? Okay, this question was actually answered in the session in the afternoon on visualization and the answer to this question is that it's not a meaningful question at all. One and again yesterday, similar questions came which is the best teaching method which is better A or B. Such questions are not at all meaningful because they won't help you find a suitable method for a particular goal. Short answer to your question is it depends on the purpose. There is no other answer to which is the best method. Sri Shankaracharya Institute, please go ahead. Madam, DPS activity for faculty member is very good but if we implement for the students in the classroom, it is very much difficult to complete the syllabus in between the given time frame. Can we implement DPS for specific, some unit or some topic on this? Okay. The question is that DPS activities take a lot of time and is it possible to complete the syllabus in the given amount of time? I think I have paraphrased that question appropriately. So the point again here is that it's not necessary to do every technique for every topic. So once in a while, so for example in one class if you are doing DPS or maybe even in alternate classes you are doing one DPS activity, that is a good enough frequency of the DPS activity. So the choice of matching the purpose of the activity with your learning objective, that is the important thing like even in the case of the previous question for the visualization, which visualization rather than that match the purpose with the learning objective. So for a particular topic, DPS may be useful then use DPS only for that topic. So you will find that it's possible to cover the syllabus. In fact a lot of topics the students will discover on their own through this mechanism. So only when you start implementing them you will start getting confidence in the techniques that all these issues of class control and issues of syllabus coverage. These are the two common concerns that any instructor has when they move from traditional lecturing to using some active learning technique. So you will find that both of these things in your own class you will be able to see that they are being taken care of. I want to take this common issue before we go to the next question on completion of syllabus and we did discuss this to some extent earlier. There are a few more points I'd like to make to continue this answer and the main concern is how can I do all these strategies? I like active learning, I want to do all of these but I can't complete my syllabus. So as was just mentioned you don't have to do, in fact you should not do all these activities at the same time. You should pick and choose the one for the purpose. At the same time you can, you will find that if you use active learning, one of these active learning strategies, for example ThinkPairShare to discuss a particular concept. You may not need to spend 20 minutes giving a lecture on the same concept. So don't think of these activities as something over and above what you have to do in terms of giving a large lecture. But you can start off your class with a peer instruction question and the discussion phase of the peer instruction can be the instruction for that topic and then move on to the next topic if you feel that students have understood it. So this is one way you can use to insert these techniques within your lecture. Vila Institute of Technology. Good evening madam. Good evening. There's a question like we have written the course in objectives and then we have also written the concept, we have done the concept map etc but how can we validate that it is right? What is the validity? Is there any such validity for knowing that what we have done is right? So correctness or the validity of the concept map, there is no, I don't have a clear answer for that. What you should do instead is see if that concept map helps you achieve your purposes. In the sense it's a tool for yourself. If you are creating a course, a concept map for your own course, it's the, it's a basis for which you'll design your entire course. So it's an alternate representation. There are ways to assess concept maps that students have made for a particular topic but that's not the same as evaluating the validity of your own concept map. And also different instructors may have different concept maps for a similar course that's perfectly acceptable. Here it's more a matter of fit for your goals and your constraints rather than validity. Ma'am, how much extent the TPS activity is applicable for mathematical subjects or analytical subjects like electromagnetic engineering and other that is network analysis etc? Okay. The question is to what extent is TPS strategy applicable to sub mathematical subjects like electromagnetic theory or similar subjects and they are very applicable. The challenge is to find a question for which the TPS activity again works well. So, TPS activity works well when you have questions that can take multiple possible solutions or when you want different groups of students to do proscones of a particular method or one method against another. It is also a good technique when you want to do problem solving. So, let us say there is a very complex problem. Instead of giving the entire complex problem for the student to solve, if you break it down as a simple think phase and a slightly more challenging pair phase where they talk to each other and then a more challenging share phase for the same problem, students will be able to solve the problem, they would not be daunted by the complexity of the problem. So, TPS in fact is quite relevant to the kind of subjects that you mentioned. Rangasamy College please go ahead. Good evening madam. Is there any difference in using the concept mapping in course planning and framing a syllabus for a particular course? So, my answer to that is that concept mapping is part of framing a syllabus. It is really part of the same activity, same purpose and they are different, you may think of those as different representations which have different advantages. It is all part of the same activity. Centre 1, 2, 4, 7 please go ahead. Hello ma'am. Being a teacher how we can ensure that all the students sitting in the class are truly engaged in TPS activity because it might happen that most of them are not having an interest in the topic and they are simply sitting and chatting with each other. What will be the remedy for it? Over to you ma'am. Thank you. The question is how do we ensure that all students are engaged in the TPS activity and the first answer is you cannot ensure that all students are engaged. So, if that sounds a little disappointing, the good part is what we can do is some strategies to try to get more students engaged. In none of these activities can you get a magic formula where all students can be engaged. So, specifically for TPS a couple of things you can do in your class is one is when the students are working on the especially on the pair phase or on the in the pair phase or the thing phase you can walk around and give students some feedback. So, some instructors do this, walk between the students, look at what they are writing, hear what they are saying in small groups and interact with them for you have two minutes where they are doing the activity. The other suggestion you can do is to give them worksheets which they fill one per group and you can collect the worksheets at the end of the activity. The fact that the students are required to submit a worksheet sometimes that helps them be more motivated. The Agarajir College please go ahead. Hello, my question is how to include the questions at the higher order blooms level like analyze, evaluate, create in the conventional or the traditional exam pattern. If it is not possible or it should be addressed only in other forms like assignment, tutorial or mini projects. So, we will talk in more detail about some examples of higher order questions in tomorrow's sessions and the suggestion you make in fact is a very good suggestion that assignments and projects in fact are valuable opportunities for us to give students higher order questions. Having said that there are some questions especially at the analyze or evaluate level where you may be able to form an exam question but you will have to work within the constraints of the timing for the exam and what are the other questions in the exam and so on. So, it is possible to do it. You cannot do a lot of it however in the exam in which case you have to use the projects and other modes. So, some examples of such questions we will show tomorrow. Yeah go ahead please. We are having one out regarding mapping. We would implement the real-time models to explain the working principle of the model we want to improve. Similarly, we want to give the training for the students through field visit like here belongs to electrical means. We want to inbuilt with the transformers, transmission lines and other parameters built with field visit also we want to arrange include the clubbers. So, it will give more effective for the students those who are over in the studies also they want to improve the study. Here I want to mention the model based training. We include the practical work and understanding the concept wise. One more thing, practical oriented teaching. These are things it will help to improve the students' technical knowledge. Okay. So, thank you for your comment and the comment is that there are strategies like field visits etc which are in fact very beneficial to students and definitely so you mentioned something about concept mapping in the beginning and the point here is that the concept mapping only guide you into what topics and what concepts you should address. It does not say how. It says what and perhaps also at what level. The how comes in terms of the strategies where you make these decisions whether you want to do active learning in class or a field visit and so on. Regional center and our university please go ahead. Very good evening. Suppose course contain different irrelevant content. How linked with those content pro concept map? So, again as I said the concept map is really a tool in your hands that helps you decide how you want to connect the various parts of the course. Possibly there are some threads in the course some sections which are not linked to others but that is your choice whether you want to include them or not. The concept map is only a tool. It is a tool that represents various topics and various learning objectives. Good afternoon. I had a question or rather a comment to make on the pair phase of think pair and share thing. I know we've been discussing this white a lot but generally the pair part of the think pair or share thing becomes very noisy and managements do not like such classes and read instructor for it. So, what do we do in such a situation? So, this is again an external constraint which some universities phase that in the pair phase or in the share phase or in the discuss part of peer instruction strategy the class gets very noisy and from an educators perspective this is very good noise because this is where the actual learning is happening between the students. They are learning from each other from their peers and that learning is much more personal and much more effective than a teacher broadcasting to the entire class. So, what can you do as a teacher? I think firstly you have to try to talk and see if you can convince your management and it's much better for you if you have other colleagues who are also trying it. If you say that IIT Bombay encouraged doing this because there is a lot of research that this noise is good and this is how our students learn see if there is somebody who will listen. You can also take the help of the students themselves. So, you can have the students for example, in many course evaluations the students themselves will write that because of this technique they found that they were engaged they were not sleeping in the class and they are learning as increased and all. So, you can take that feedback from the students and put it in front of the management that is what we do in order to convince our management to implement any new techniques. Truba College of Engineering Good evening man. My question is for delivering the lecture on mathematics which visualization tool is better? Is that a video, animation or simulation? Okay, the question is similar to what we saw earlier that for topics in mathematics which is better video, animation or simulation. Now the thing is you have to ask the question at a much more detailed and finer level. All three can be good or neither can be good depending on the purpose for which you have to use the visualization. For example, do you want to show some geometrical transformation or do you want to try to demonstrate a proof of something? So, it really depends on your very specific objective. Again to any of you who are thinking which is a good strategy or which is a good technology tool, first write down the purpose and the learning objective that you wish to achieve and then see which tool or which strategy fits for that purpose. Marba Siliyos College, please go ahead. Good evening. Yeah. Ma'am, do you think that the effectiveness of these ICT based teaching methodologies will vary based on the quality of students in the class? So, the way you implement the strategy, the way you actually which strategy you choose and the way you implement it should be informed by the audience. So, who your learners are does form one piece into your decisions. If this choice is made in a in an aligned manner, then you will you should get some effective results. Some techniques are known to be more beneficial for certain types of learners more than others that people have found results of that nature. They also depend upon the quality of the instructor. So, for example, you might find many resources on the web talking about flip classroom which is basically just capturing a video. Capturing a video is not just a flip classroom. So, there the quality of the instructor how much the instructor brings to the classroom is as important in order for the technique to be successful. So, some of this we will see again tomorrow afternoon. Okay. So, with that I think we should end this session. If you have other questions, please post them on Moodle or on chat.