I've got the help of the local filmmaker Paul McCarroll to produce a documentary, a 36 minute documentary of the history of the club and some highlights and memories from down through the years and a lot of interviews as well and you can see that video up on YouTube and Paul actually joins us now and we're streaming online as well if you want to go to our Facebook page and YouTube channel Paul good afternoon here good afternoon John how are you doing good well done on the video it looks great and it'll be well a lot of memories we visited for a lot of people who played for the club who supported the club or would have been activists both behind the scenes yeah yeah I we're getting a lot of views we've over 1100 views the last time I looked so we're all really happy with that I'm quite surprised you know this fella tried the official population was about 240 I think so and it's obviously getting shared with the diaspora and the people who are abroad and weren't able to come back for the 17-year celebration so I think it's kind of it feels like mission accomplished that it's getting out to the people and that they seem to be enjoying it as well you know it was a for me it was really to be honest that I'm an honor and a privilege and a pleasure to get to make this film because I'm a supporter of the football club and I could down the car drop every Sunday afternoon along with the rest of the leads you know and it is it's a as a filmmaker you're always on the lookout for fantastic stories you know and listening to the people and the the brands around you and I just consider myself lucky to be in the right place at the right time to tell the story of a magnificent football club in a small village and the community effort that really conspired to make it something epic and bigger than probably anybody imagined at the very start and sometimes the big stories are the important stories can be right on your doorstep and you don't realize just well how important they are how important they are to um to a lot of people until you start telling that story and you you put in obviously a lot of effort because you've interviewed a lot of people and there's also a lot of footage Paul um off the off the village down through the year so even if people haven't got an interest in the club or in football it'll be interesting to look at it and see and see some of those images yeah absolutely I was very lucky uh my friend uh Seema Sordano from Canada has been a social historian I think over the last 30 40 years so he gave me a lot of old archive footage that I was able to use in the film and we probably didn't have enough of the early years but it's very lucky to see the old cars and the old characters walking around the village and it gives you you know the context and I suppose the span of the the club you know 50 years a long time and I think you know it's like any football club or anything that lasts 50 years it's a bit of a roller coaster with ups and downs but what really impressed me was just the the volunteering effort you know and from from committee members players and the ladies who support all the fundraising efforts you know it's it's a hundred percent the community involvement and you know it to me it just shows what what people can do by by volunteering and and when that kind of local effort is is a lie to the kind of vision that the the early committee members had you know from the very start with David McAndless and the Calaf youth club and the brandini and and and those guys you know like um 13 years after they were formed they they opened that pitch with Pat Jennings in 1985 and Pat Jennings the great Pat Jennings was here and Derry said he came down for the day and there was huge crowds down there and you know that that football pitch at Calatra Park is probably one of the most beautifully located football pitches in the world everyone knows how beautiful our beaches are here and I suppose my one of my goals was to say well yeah we're beautiful beaches but we have a beautiful football club and even more importantly we've a really beautiful community where everyone is donating and supporting and giving off their time but you know to just have the vision of you know and Burnham McAndless and would have played a huge role in helping to make that football pitch happen and various other people you know a good friend of mine, Hugh Diver, came to Caldaff after a glittering career with Swilly Rovers that came from Remelton to Caldaff and he got involved in the committee too in the early years and also as a player and then he became a manager and then a trainer of the youth teams and when I kind of look at what has happened you know Hugh was a player then a son there was a player and now he has two grandchildren there I play them with the underage teams so and that's not that's only one family there's a bit 10 families like that that have you know the McBellies have their father themselves and now their children are playing and it's just a beautiful kind of a generational flow you know. Having been a supporter you could probably tell a lot of these stories yourself but you interviewed most no one's going to ever know and everything that that happens so you tell it to a lot of people and then they had to say about the club and about you know some of the games and some of the characters. Yeah yeah I as I said you're only as a filmmaker you're only as good as the story and as the contributors you know but we had an excellent bunch of contributors from the from the community and a lot of more committee members and John McBellie and Edward Roddy and those guys you know and they were you can see from when they're on camera the passion and the belief they have in the club and the commitment they have to it so you know I think the kind of effort was community-wide and people it's I think it's just like during the pandemic I think everybody realized that community is probably the most important thing that we have in the world and I saw that you know when I was living here during the last three years and but the truth the matter is that that community spirit in Caldwell has been alive for for the whole 50 years as far as I can see. Well it's a great club and a beautiful part of the world and a pitch that as you say one of the most idyllic of locations and if anybody wants to watch the video it's on the Caldwell FC Facebook page we also have it up on HighlandRadio.com Paul thanks for the money and Paul for chatting to us. Thanks John all the best have a good day. See you Paul. Thanks a million. Thanks John. Minds yourself. Bye.


Hi everyone, Joe for Jasper's casebreaks.com coming at you with 2020-2021 Panini Chronicles soccer 2 box random club break number five all card ship We sold 20 spots in each spot gets three different clubs one from so if you bought one spot You'll get one team from the Spanish League La Liga You'll get one team from the English Premier League and one team from the Italian League Syria So there'll be a lot of a lot of randomizing here with one dice roll Six and a one seven times your names first So thank you to this group here for getting it on the action seven times for you one two three four five six and Seven and final time after seven we got Garrett down to Greg last by Mojo got randomized in the last five All right six and a one seven times for all the leagues La Liga first one two three four five Six and seven in final time after seven we've got athletic down to Atletico Madrid seven times for English Premier League one two three four five six and seven in final time After seven six and a one after seven times we've got my club Liverpool all the way down to Southampton Liverpool sneaking their way into a Champions League spot Strong finish for the end of the season six and a one seven times for the Italian clubs one two three four five six and seven in final time After seven we've got Fiorentina down to Crotone. I don't know if I'm pronouncing that right my Italian pretty rusty Non-existent. All right, so there are your names right here. So Garrett They're your group of teams including my club Liverpool Edwin Hyunmin Edwin Corey Greg Jason Corey Daniel Josh Adam Matthew Hyunmin Corey Edwin Matthew Michael Corey Jonathan and Greg All right, so I get some highlights, you know, like obviously Liverpool is a highlight That's the half Jazz up 6560 game five Sucking stuff Trades are allowed by the way So feel free to take take your time and do some trading if you'd like we'll leave the video running for a little bit Tottenham Jason that's pretty solid Manchester City For Josh Matthew with Manchester United Chelsea for Corey Real Madrid for Edwin Barcelona for Michael Right, Atlético Madrid for Greg. I don't know my My Italian clubs very well, but I suppose I suppose like the Milan teams right AC Milan and Inter Kind of the the bigger clubs there Juventus of course Corey right there So let me know if there's any trades in fact I'm gonna sort this by column a by your first names So now they're all organized by our first names Yeah, it's what's going on. How are you and here are the two boxes that I just grabbed from the back There's only two more boxes left from that case that we popped open So the next break that's in the store right now is the last Chronicles break for Till we dig up some more. All right trade window going once Like nobody wants to trade trade window going twice TWC trade window close. All right, so let's print this list out. Let's make this happen. Thanks everyone for getting in all right not too knowledgeable about Syria, but So let's do this mini box first. Let's pop this open So we're gonna look for one autograph or memorabilia card on average Generally, I've been it's at least one autograph between these three Sometimes I've seen two autograph boxes sometimes three autograph boxes Almost rarely a no autograph box. There's at least one See what's going on. How are you? So remember all card ship and it's probably worth looking up some of these players Maybe checking to see if they're on any of their national teams. There's a lot of tournaments going on right now right, so there will there'll be the The euros featuring all the European teams Copa America is happening. Oh, I know this guy Andre Piero Italy with a big win today 32 out of 500 years Andre Piero You've learned that one of the best best Italian footballers Volta, I'm For the town, maybe just worldwide. He's pretty solid Nice cornerstones autograph. Here's the final list right there. So that goes to you've a event this that goes to Corey There you go Corey Congrats There's Diogo Delote to 99 La Liga Charles Barklin on the background he guaranteed a sixer's win For this guy this guy's pretty good Leonel Messi That goes to Michael Butler and Barcelona Bartha. Oh, this is nice three out of 23 Joe Fielish For Atletico Madrid That's gonna go to Greg So he's on he's on that Portugal team It's got a he's got an outside chance Three out of 23 nice cracked ice and an outside chance and maybe young player of the tournament You know how many minutes he played in the previous matchup, but One of their big names there 383 out of 500 Jose Luis Gaia for Valencia.  I think he's on the the Hungary team The Turkish team maybe Like I said, it's it's worth looking up a lot of these names and just seeing what kind of tournament they have because because in Europe It'll be the UEFA UEFA the euros is what they call it European Championship euros then in South America It's the Copa America is happening and I think next month for all the North American teams Will be the gold cup So all the major major conferences are playing the big tournament against each other So it's worth looking up a lot of these names that you get because all card ship and seeing if Seeing if they're on their national teams and how they're doing if they play well could help their value There's James Ward Proust for Southampton for 18 out of 500 and for Southampton. That's for Greg All right the second box. I'm curious about that Sorry, I know I know we've got a lot of things going on today No, there's no spectra cracked ice job feelish Looking at 130 point not all the silver prism, but that's silver prism. I think there's anything numbered here Might have to get it ended up getting it graded but But yeah, he could definitely job feelish could definitely improve his stock if he and Portugal have a great tournament One of my one of my sort of longer shot picks to go deep into the tournament to maybe win it all All right, hey, I've heard of this guy. There's Christiana Ronaldo Two goals in that last Portugal match Still got it but then there was that Coca-Cola controversy that Tank their stocks for a little bit.  There you are Corey with the Christiana Ronaldo That's the that's the keeper the goal current goalkeeper for For the Italians But another nice match today Place for AC Milan. That's for Matthew. And here is another 15 out of 23 spectra design cracked ice for Sampdoria Fabio Quaglierella Quaglierella So I'm gonna go with and that'll be for Adam. Just look really nice And we've got a three-color triple relic Andrea Bellotti 458 out of 500 in that National Treasures design, which is cool to see in a in a Chronicle set He plays for Torino that it will be for Hyunmin. Let's go to Spain into La Liga See you saw an autograph there There's will in Carvallo also plays for the Portuguese national team, I believe Real Betis That'll be for Edwin Phillip Coutinho who might be on them on the move Is it Iago Aspe still playing? For Celta You might see him in the I don't know if he's on the national team anymore, but he was on he was on Liverpool for half a second We got David David Ferrerio five out of 49 They got they got some they got do some spectra soccer And we got Diego Simeone. Nice at let it go Madrid 182 out of 200 Diego Simeone, of course What's he doing now? Diego Simeone Is with is with coaches coaching at let it go Madrid right now. There you go. I knew it was somewhere I think he played for at let it go Madrid for a little bit Think two different times On the Argentinian national team had over a hundred caps and then managed for a while for racing club Estudiantes River Pilates San Lorenzo Catina Racing Club and then ended up with that let it go Madrid He's been there since 2011. All right, so that's another one for for Greg And the final box the English Premier League box Nice career bones. Thank you Appreciate that Yeah, let's get more impeccable done tonight and the final box Dean Henderson we got Michael Antonio Also some cracked ice design right there out of 23, and it'll be for Weston United It's gonna go to Hyunmin Jack Rielish for Aston Villa for Corey It's on the England national team Eric Garcia Rorrigo Moreno Billy sharp Billy sharp supposed to be Now I'm thinking of Billy Gilmore. There's Jerry Mina, Danny Sabalos Sander Burge Allison for Liverpool Paul Pogba Phil Foden Jordan Pickford Phil Foden of course one of the one of the bright Young stars coming up the ranks for England and Manchester City Phil Foden will go to Josh Melton, of course Pogba. I Somewhat inconsistent on Manchester United Matthew with man you But seems to play well for the national team for France the blue and we got Joel Moutinho Dual relic 249 out of 500 tools of the trade Dual relic card heading out to Wolverhampton Edwin with wolves There you go boys and girls. I'm Joe for Jasper case breaks calm Thanks for getting to a bit of the footy here. Enjoy the euros keep breaking soccer with us And we'll keep chatting soccer throughout the day. We enjoy it. So thanks very much. I'm Joe I'll see you next time for the next one. Bye. Bye


Hi everyone. So today, I'm going to present you some of the results from the data and the analysis that Harvard GCC has done for various tumor types. So I'll start with an overview of the data that we have generated and our pipeline. So so far, we have sequenced 14 subsets of 14 TCJ tumor types. We have performed paradigm called genome sequencing on false coverage of 6 to 8. And this was done not only to this end, but primarily to detect structure variants. So for analysis, we used two tools, Break Dancer, which detects discordant read pairs, and also Meerkat, which gives the advantage of detecting the split read that spans the junction break point. So for this analysis, I included data on 12 tumor types listed here. In total, there were 1,200 tumors. And they're much normal samples, either blood or tissue that were used. In the majority of these tumor types, we had at least 100 samples in each case, and for three around 50 sample pairs. So here's an overview of the distribution of all the sequence samples regarding the number of structure variants that were detected. In total, we detected almost 37,000 structure arrangements out of which something like 12,000 events were zinzine, meaning they had both break points within zine region. So the most rearranged tumors were the gastroesophageal, bladder, and melanoma. And the more quiet, as expected, was the thyroid. So we tried to test the specificity of our pipeline. And we used different approaches. For example, we gathered the events that were called by both breakdowns of Meerkat. So we could have more confidence on those, or events that they could also be cross-confirmed with RNA-seq data. But ultimately, we did also lots of bench work with PCR amplifying of the adduction fragment with patient-specific primers. So we were able to cross-confirm or validate something like almost 8% of the events that we detected. So then, for this analysis, I included data on rearrangements that have to do with the RAS pathway. And I chose to do so because of the significance of this pathway. We know that there are so many tumor types that have RAS aberrations, some to a high extent, like pancreas cancer. But practically, almost in all TCGA working groups, we hear about RAS rough aberrations that activate the RAS map kinase pathway in these solid tumors. So we wanted to examine cases that still have RAS activation, but other RAS DNA changes are not obvious. And we focused on these 12 tumor types that I've shown you. And we've seen that almost 200 samples of the cases of what we have sequenced had at least one somatic gene-zine RAS rearrangement. So then the question is, what was the relationship of this RAS rearrangement that we see in comparison to other RAS aberrations? But before coming to that, just to how we defined the RAS pathway, so we heard yesterday about the needs to compile all the given established knowledge on certain cancer pathways, till this goal has been reached. We are using the RAS pathway that NCI's RAS initiative has put together. And in red, there are the genes that comprise structure arrangements in our data analysis. So that includes not only RTKs that draw most of the attention, but also genes in the source RAS RAS axis, and also genes upstream of RAS that either inhibit, like NF1, or activate RAS. So we then compared these cases with RAS rearrangement to cases with other RAS DNA aberrations. Sorry. And before coming to that, I'll just show you some examples of the events that we are seeing. So here, you can see some cases of genes that are well known, like BRAF or RAF1, with structure rearrangement, but also other interesting cases upstream of RAS, including disruption of tumor suppressor genes like NF1. So with this panel, you can see with arrows the breakpoints in its gene. And then in red and blue color, expression data as this course. So now I'm coming to the question whether the RAS rearrangements co-cure with other RAS amatic aberrations. So this subject has already been touched by another speaker yesterday saying that it seems that aberrations within one single cancer pathway seems to be mutually exclusive across different cases. And that's what we also observe here if we compare the RAS structure rearrangement with the RAS RAF mutation simplification. So we see that the RAS rearrangements are mutually exclusive to most of these somatic aberrations. We also heard about how structural variations can affect in different ways transcription. Also, you some examples with structure rearrangements that affect practically the 3GTR in some well-known oncogenes like FTFR3 and FTFR2. So here in this slide, I've got an example of a translocation in a low, great glioma patient where there is a fusion of FTFR3 with LF3 gene. So the interesting part and the beauty of the DNA-based analysis is that you can actually see the original change that occurred in the genome and that resulted later in the fusion transcript that can be oncogenic. So on the RNA level, we see the fusion of FTFR3 to action 2 of LF3 gene. But the actual genomic breakpoint lies within the 3GTR of FTFR3. And due to alternative splicing, the final fusion transcript is missing its 3GTR. So now there is already experimental data for other gene fusions like FTFR3, TAC3, and how these are oncogenic because of the loss of microRNA control over FTFR3. So that could be, assumingly, a similar way through which this rearrangement and fusion are all containing. In a similar way, we detected an inversion in a gastric case where FTFR2 is linked to WDR11 gene. So in this case, the genomic breakpoint is in the last action of FTFR2. And interestingly, there is a new stop codon within action 17. And finally, FTFR2 is losing its 3GTR and acquires a new 3GTR, practically. Part of which is intran 17. And part of which is a fragment of the 3GTR of WDR11. So, assumingly, this FTFR2 is also liking control of microRNAs on its original 3GTR. However, such cases would require experimental validation to show that there are a congenic. And we generally felt this was very important for all the events that we detected. So that's why we initiated a collaboration to try to functionally validate some of the raster arrangements that we detected. And for that, we're currently collaborating with Henry Liu and Kenny Scott from Baylor Institute. And that group provides a very interesting and robust experimental pipeline that can validate mostly rearrangements that result into a fusion transcript that is oncogenic and that drives cell proliferation. So this system takes advantage of a large set of gateway of CDNA clones, from which it is possible to PCR amplify the part of the gene that is needed. And then through a multi-site LR recombination, the final fusion gene can be cloned into this nation vector and finally the expression vector. So these expression vectors are being transfected to BIF3 cell line, a mouse line that is normally dependent on interleukin 3. So once the cells are deprived from interleukin 3, then the transformed cells can be selected. And the oncogenic protein, fusion protein, can drive cell proliferation, which can be measured by an luminescent cell viability as seen. So some of our raster arrangements are already part of this pipeline. So some results for the track 1 rough 1 rearrangement, which occurs through an inversion in chromosome 3 in a melanoma patient. So both in the whole genome sequencing data and in the RNA sec, we can see both products of this rearrangement, meaning track 1 rough 1 and its reciprocal partner, rough 1, track 1. However, only the track 1 rough 1, which after all contains the kinase domain, scores higher in the cell viability assi, comparable to the BCR-ABL fusion and not the rough 1, track 1. So the track 1 rough 1 can promote cell proliferation in our cell system. And furthermore, focusing on the RAS pathway in its activation, it does activate RAS pathway. And here, I'm showing you the increase of levels of phosphorylated air in the transformed cells. Henry and Kenny also performed an assessment about drug sensitivity of the transformed cells. And they were able to show that track 1 rough 1 cells do so are sensitive to the making heaps or traumatinomy. So to summarize, RAS mutations are found generally at high frequency in many different cancers. And we just proposed that structural arrangements also are a mechanism that alternatively can activate the pathway, so in order to have the full view of the RAS activation across different tumors, we could take them into consideration. We've shown that RAS arrangements are largely mutually exclusive to other RAS aberrations. And we're already putting our data in functional studies to show which events are functional and which events can be prioritized. So this is a need for all data that come out from studies like the TCGA. This need will be growing in the future. They need to functionally show that our high quality data have impact on the patients. So you can join me also on poster number 59 with more questions. Thank you. I have just a comment to make. I really would advise some caution towards the thinking that the primary function of this fusion is simply to eliminate the three prime regulatory regions. And there are several reasons for this, certainly the most important one being that the simple over expression of the RTK gene in the case of FGFR is of a much less value in terms of oncogenic role than the expression of the fusion. What we typically see is that, in fact, is the fusion gene, which is extremely transforming the fusion protein and not the expression of the individual partner. On the other hand, the three prime gene is clearly very important in providing multiple oncogenic activities such as homodimerization, as well as aberrant activation of downstream signaling. I mean, the idea that there is a simple activation of the canonical RTK pathway here, most of the times, I should say, is not correct. So these fusions clearly have novel functions most of the times, and the elimination of regulatory regions is probably just an incident of the genetic rearrangement. Thank you for this input. Unfortunately, the functional system that I've shown is not appropriate to test this. However, I think we should test more about what's the functional impact and on which cancer phenotype they're actually contributing. Thank you, Angeliki. Our next speaker is Julia Shee. She is going to talk about somatic copy number alteration in UVL melanoma.


Good afternoon and welcome to the second office hour session of this A view interaction session for the third FDP FDP 301 next titled Mentoring Educators in Educational Technology. So, yesterday's two and a half hour interaction I had explained to you the major features of FDP 3, how it is organized the major components, how the different grading policy that we will be following in FDP 3 and also a few clarifications were provided regarding the different types of interactions and other specific activities that you have to do as part of FDP 3 to get certification. So, it has been brought to my notice by the workshop team that some of you have requested that you do that you are not ready to continue in this FDP. So, what we are going to do is we will be putting up a survey or a polling in IT Bombay X. Please indicate your interest to continue with this FDP by 23rd of this month which is in a week's time so that we will have we will have an idea of how many mentors are actually available and how we can distribute the groupings of the mentees with the mentors. Now, we explain to you how this office hours is going to work today we had put up a survey in IT Bombay X course I hope all of you have accessed the FDP 3 course. So, the first set of materials the basic introduction to TPAC etc was provided yesterday these were I know these were very few materials which gave you a some clarity some initial clarity on what TPAC is how TPAC is applied to a particular course some additional resources wherein TPAC is explained further the various levels at which TPAC operates etc was detailed and we had asked a survey regarding and we had looked at three different aspects or the types of queries that you will be having one is the procedural queries second is a technical sort of queries third is conceptual queries. So, we have several queries that were close to 87 people have posted their queries yesterday and our course team is actually have consolidated the major set of queries and they are now classifying them into multiple categories. So, if you look at the whiteboard over here so I will be first discussing about the procedural queries that come from the FDP 3. So, there are seven types of queries that we received the first one type is regarding the course coverage. So, there were some questions regarding the questions regarding the due dates of activities. So, let me reiterate the due dates of all the activities are end of the course that means it is a self-paced course. So, you can submit till the last date the second question is how to work in this particular course. So, we will be as I told yesterday every three days we will be releasing content. So, we have released the first set of content yesterday the next set of content will be released on Sunday. Then every three days you will have content uploaded in the ITO Bombay still June 1st. All the major graded activities will start only from June 1st because this is the entire time that you would require to actually assimilate the content explore the previous FDPs try to understand what is happening make sense of the material. So, the first set of graded activities will be released on June 1st and the second set of graded activities will be released on June 15th. Details of the graded activities will be informed to you next week, but for the first week this entire week please spend your time understanding the content and do not worry about any graded activities. So, till June 1st you do not have to worry about any graded activities after June from June 1st onwards we will have graded activities posted. So, the first major set of graded activities will be released on June 1st the second set of graded activities will be released on June 15th and you have time till June 27th to complete the graded activities. The next question in course coverage is they are asking me will the assignments of this FDP similar to those of other FDPs. So, the nature of assignment as in knowledge quizzes assimilation quizzes would be similar. However, there will be a very drastic difference because this is an advanced FDP all the other two FDP 1 and FDP 2 were foundation FDPs and hence we primarily looked at you exhibiting some sort of expertise in or say some sort of skills that you showed was sufficient to get you good grades, but whereas in FDP 3 you need to work hard your designs all these are going to make a lot of difference the assessment mechanism will also be very different we are actually we have tried to do something to eliminate the peer review issues by looking at the actual performance of your peers while they are interacting with your designs etc. So, all the peer review activities will also be some type of engagement which your peer has to do with some of the things that you create and their evaluations will be available to all of us. So, please wait for a week to get more idea about how the peer activities how the design activities etc are going to be put up in the IIT Bombay x all the design activities submissions will start only from June 15th. So, till June 1st you need to worry about content that has been uploaded. So, go through the content reflect on what FDP 1 and FDP 2 was about look at the performance and focus on getting mentoring providing mentoring to your mentees will be assigned to you. So, the next major question regarding course coverage is content delivery mechanism is best with activities and video. So, yes, so the activities are there. So, if you from Sunday we will start all the activities by just logging into the content we did not want you to be too much loaded with the FDP 3 content because you will also need to understand the procedure you also need to understand the content slowly. So, this time is provided you to get familiarized with the way in which this FDP is operated this is entirely different from the standard FDPs that we are doing this relies more on asynchronous online and online communication. There are no RC specific details over here this is each of you have been given the freedom to choose the modality that you prefer to interact with the instructor. The instructor is available virtually on specific dates and the other things are posted in the IIT Bombay x course. So, this is slightly different from the ways in which the other FDPs are conducted. So, get familiarized with the format of this FDP get familiarized with asking questions asking relevant questions etc. So, once you get to know this process then you will be able to better appreciate the FDP. The next set of questions is regarding FDP design activity. So, there are a variety of questions regarding what needs to be added. So, there was a funny question I do not know who asked this really IIT Bombay x is not going to provide LED in this course see all the LEDs you are already familiar with whatever the knowledge transmission is required. So, the specific components which requires more depth and other things you have already experiences content there are not any new information per say about FDP that we have to tell you. We just want you to reorient yourself about this your own FDP experience based on the basis of technology, pedagogy and content knowledge is the model of TPAC that is why we are providing you with LXTs and there will be LX size shortly. But there will be learning by doing activities. So, there will be lot of learning by doing activities in the coming days but that is only for practice and not meant for. So, there are not any new information transmission that we are doing many of these new information you will be creating yourself this you have a network of individuals along with you and this is how actually this is what we call socially constructed knowledge. So, we are giving you more ownership in terms of even content creation. So, you can suggest new content through the discussion forum. So, you can provide new content that will help in explanation you can provide more information and wherever there needs to be some clarity in some sort of conceptual or procedural technical aspects of it that is where the officers comes into the picture. And all the videos so all the YouTube videos of office hours will also be uploaded in a view. So, this is the what do you say after the end of today we will be uploading both the recorded YouTube sessions in IIT Bombay. So, in case somebody missed out on any of these office hours on Fridays both days content will be uploaded into IIT Bombay's course. So, you will have a section titled office hours and all the videos of office hours would be available there. There is a question regarding FDP design on what basis the group will be formed for FDP design is it possible to give a chance for selecting our peers so that we can interact effectively. So, the as I explained yesterday the FDP design activity is a group activity and over here we are not going to give you the flexibility of choosing your peers. For the first time around we are putting you in teams so that we want more people. So, people across RCs to interact with each other. So, within your RC you anyway interact with your colleagues, but across RCs. So, this FDP 3 the larger aim is that we develop a community which is strong. So, to ensure that the community is strong we need to ensure that there is cross interactions between the various community members. So, let us say one person from one RC is grouped with another person two three person from two three other RCs. Then what we have seen is that there is a lot more interaction possibility of interaction you are required to work out of your comfort zone. But still there are lot of productive activities that happen and you have already done mentorship see you all of you are colleagues. So, we hope that the basic the basic interaction rules in any collaborative process will be well maintained. And since you are all faculty members I completely trust you your judgment while you are interacting with your group members. This is very specifically to ensure that there is lot more information transmission across different places. See one major problem that we have seen while doing many of these FDPs is that there is very less of interaction between one RC and another RC. There are lot of things that each colleagues see as individuals also I am learning a lot of new things from many of the participating teachers. So, similarly there is this learning opportunity that is available for all of you while you are working with members outside your physical proximity. There is lot more new things that you will learn there are. So, you have all interacted at least once a during the previous FDPs either via discussion forum or through some other mechanisms while you are doing the A-view interactions over here. But what we want to make is we want to explicitly make this connection more stronger so that we get a good community of instructors who can help us in scaling these faculty professional development effort. And see it is a lifelong learning process for any teacher. Learning never stops and we need to be ready to move out of our comfort zones work with different individuals. Yeah, so over here there is a very specific task for which you are working. But yeah the boundaries are set for the task. But there is lot more that you can do and no one is stopping you from interacting with people from your own artsy a lot can happen even so we are not saying that you should not interact with other group members. We actually encourage people to interact across groups also. So, see try to utilize the groups creation process to interact with more number of people interact with multiple groups so that you get lot more idea about how you can effectively do mentoring online or using educational technology tools. So, why do so there is a question can we prepare our own course material in model? So, this is regarding the FDP design activity. See the FDP design activity is very targeted. There are targeted modules that we have identified which is related to the FDP content. So, if you actually look at the FDP design process it is actually you showing us that you have achieved the TPAC for the content knowledge of FDP. How to use a particular technology, how to use a particular pedagogy for doing teaching learning of FDP content. So, we are through this particular course we are also this particular activity we are trying to ensure that you have sufficient TPAC to you exhibit sufficient TPAC to provide information about the FDP content and do effective teaching learning with it. So, that is what this FDP design activity is about. This has to be a small module course. So, you know that every module is worth one week of in the online space which is effectively participants has to interact for 6 to 8 hours with the content and with other people in the course. So, 6 to 8 hours worth content interaction activities all these needs to be put in your module course. Do not worry we are going to give you guidelines to better understand it, but yeah essentially the idea is that your module course will be worth 8 hours to for a new learner. Then are you going to specify the content delivery mechanism to be used. So, the there is nothing like content delivery mechanism what we are suggesting is the learning management system that you use for creating this FDP design activity should be module. In the development of my own topic for dissemination to the mentees will I get a chance to use OpenEDX platform see if you have system capacity to handle OpenEDX please feel free to create your own instances of OpenEDX it requires sufficient see OpenEDX is a MOOC platform massive open online course platform. And that works well when you have a lot of users like say 10,000 to 1 lakh that many users if they are accessing the course simultaneously that is where platforms like OpenEDX are more appropriate. Your number of mentees that are allotted to you will be very less it will not be more than it for sure. So, I would not recommend use of OpenEDX platform rather model is more convenient and its pedagogy itself is more suited for constructivist use and hence that will help you a lot and you your own expertise is in model through the FDP you have come across various model modules. So, it would be better that you use a model for this particular FDP design activity. So, there is a question regarding FDP creation using TPAC it is just written FDP creation using TPAC I do not understand what this question was the what this question was about but essentially the FDP design activity if you actually consider it is a TPAC activity. So, it helps us in judging or evaluating your TPAC levels that is what this is about FDP design activities about. So, there are questions about mentor-mentee interaction a lot of them I think would be similar as in personal aptitude of mentees. So, there are there is a question. So, let me address the most easiest of them first the question that was posted says is it possible to have mentor-mentee interaction after 6 pm or holidays or Sundays should it be a synchronous communication only can email communication alone serve as an interaction. So, the answer is yes to the first and third which means that you can do interaction through at through whatever medium you and your mentees prefer and the timings could also be across time it could be totally asynchronous using email that is also completely acceptable the only thing is that if suppose there are many of these interactions that are happening make it a point that you include this in your course journal. So, maybe you can create a separate section in course journal titled interactions with mentees and let us say put up screenshots of interaction and write about what happened in the interaction. So, if it is not email let us say you have putting a screenshot of interactions that you had via Skype or some other synchronous medium then put a screenshot of that and below it write down the note down the main points that were discussed in that particular interaction. So, if it is email then the email screenshot is sufficient enough as we know what has been discussed in the interaction. Another question how can we motivate the participant to include various pedagogical techniques to be included in classroom teaching right from the very semester in which he participates in the FDP. This is how do you motivate people to apply the learning content. So, my question to all teachers is how do you motivate your students to learn? The basic rules remains the same what incentives will they get I mean why should they do it what are they going to get benefit how are they going to get benefit out of it. You need to tell these to your faculty colleagues so that they have a buy-in to the particular idea. So, unless and until the person has no buy-in it will be really hard to make them do many of these activities unless it is strictly mandatory. Now that is a different case but yeah motivation the principle remains the same explain why you are doing this what benefits they will get and how well they can do give them some best practices. See always the challenge is always in the learning curve in the use of a technology or in learning a new practice. So, tell them how to best tackle this learning curve what all they should be doing what additional efforts are required and how these additional efforts are worth putting in. So, if you give this information that should be for starters that should be that should work in motivation. So, the next question is what if mentees follow different delivery methods, mentors find it difficult to monitor it see you do not have to completely monitor your mentees what they are doing it is see this exercise of mentoring. So, please note that mentoring is not equal to monitoring mentoring means you are showing them the path you are telling them that yeah this is how you can go these are some of the ways in which you can do and this is why you should be doing it. Now it is completely up to your mentees whether they accept your guidance whether they accept your decision because see mentoring we are introducing you as knowledgeable peers from or who have experience of doing this FDP and who knows some of the benefits of doing this FDP well. Now this particular FDP 3 exercise so many of you had come over to IIT Bombay had participated in an orientation workshop and we are also planning to put up future orientation workshops for qualified FDP 3 participants in IIT Bombay in the upcoming months. So, there are a lot of benefits that you will get out of participating in these particular FDPs we are looking at developing communities. So, we are trying to build a sustainable community who can take forward the larger goal of faculty development programs across the length and breadth of the country. So, we need so you we are all working together towards a larger goal that is how we see this entire exercise. So, give them more so it is not that you do not have to do micromanagement so that it has its own adverse effects. See your mentees may be working for different they will have different motivation to join this particular program they may each have their own personal choices why they are doing a particular activity. But as a mentor what you are going to give them is basic guidance on what works what are some of the best ways in which this could be done and how this could be beneficial to you please do not go on nitpicking individual day to day or minute to minute activities that is not at all required. So, the question regarding what if mentees follow different so if mentees choose different mechanism let us say one of your mentees says I will interact with you over email another mentee says that you I will interact with you over WhatsApp or another person says I will come in Skype please feel free to accept it at see the main concept is the mentor and mentee should be comfortable in the interaction that is the primary point. So, if you are not comfortable with Skype you can say that I am slightly maybe bandwidth this there is an there could be technical issues so I think this would be a better mechanism but I will be across the time this is going to be my turnaround time etc. So, you could say these kind of things and participate in the discussion and the same holds true for the mentees as well. A mentor-mentor relationship is strange and through personal experience I feel mentees are often reluctant to approach mentors how does one break the ice and make the relationship symbiotic is the challenge that according to me is paramount in this course. I understand a mentor has to be innovative creative mentee centric etc. I am commenting on the cultural and psychological baggage of this relationship this is a wonderful observation I do not know who put this up in the survey but great observation ice breakers are needed ice breakers we will try to provide this ice breaker during the a view interaction that we are going to have with the FDP 2 participants in the upcoming week. So, we will be we will be telling them that all of you so we will be providing you with the a view sessions YouTube link which you can actually see through YouTube in the upcoming Saturday and Sunday this is 26th and 27th. So, we will be formally spending one full session about this entire mentee mentor mentee processes will be formally introducing you in the course page. But what you can do as mentors is that maybe you can provide all your the resources that you have created as part of the previous FDP you can consolidate in your personal webpage I think all of you have already done it. But if you have not done it yet please do that at the earliest again we will be releasing a survey to consolidate all this personal web pages that you created as part of the FDP you can put up all the resources that you are using not just as part of FDP you can also add additional resources that you have utilized in the classroom. So, for a mentor for a mentee to understand yes my mentor is knowledgeable my mentor is has a wealth of experience this particular thing. So, this is what we call as a teaching portfolio or a course portfolio. So, this portfolio will introduce you to actually to the mentees. So, it will show them your the approachability with the mentors of course you could put up basic I mean you are free to put up whatever you want in the webpage contact communication how much easily accessible you are all these information you could that could be made visible through your own individual course portfolio. So, that could work as a what do you say for a starters that could be a good ice breaker. So, for example, if I am a mentee and IIT Bombay says I am alloting you to a mentor. So, why should I look at this mentor? So, here even us it will be easier for us to say look at the resources created by your mentor in your previous FDP. So, look at the screencasts that they have created look at the modal courses that they have created in the last FDP. Don't you think and if you have evidences or other things that you have shared for your own courses you can add that also. So, we can actually show your mentees that there is benefit in interacting with you and they are also going to get a lot of knowledge from this particular interaction. So, that when there is this tangibility then slowly the barrier is going to break. As in that is the first step in terms of attitude and belief we should ensure that your profiles are in sync with what they what we intend. So, the intention is that you can provide best support to the mentee for OER creation. So, why do not why do not you see this particular mentor's personal web page? So, they will also be interacting with you and of course you will be as soon as we allot you allot a mentor to a mentee we will be formally introducing the mentor to the mentee via email. So, each of your mentee will get an email telling them that this person is your mentor he has done so and so work you can look at his profile in this particular web page. So, this is the nature of email that actually goes. So, if you have a web page that will be easier for us for your mentees also to actually look and get convinced that yes this person could be a good mentor for me. Last time mentees take the AV interaction very casually few of them were unable to interact just because they have not prepared for that well in advance. Yes this was observed in few of the mentees cases there was this problem of mentor-mentee interaction not being very what do you say symbiotic for both of them one reason is that we had only scheduled slots. So, that is why we are keeping AV view completely out of this mentor-mentee interaction this time around no other reasons but yeah many a times it so happens that the slots when we have to do interactions at skate in groups we will have certain logistics issues which needs to be addressed for and it will be very difficult if we say that all of you have to use AV view then in that case you will be limited you will be limited with the you will be limited with just AV view whereas there are lot of technology features other than AV view that you can also explore. So, we are not saying no to AV view for this particular offering we are saying that let us not use AV view because AV view is a virtual classroom software. So, the same rules that a classroom has that means there is a start time there is an end time it cannot be made flexible that I need to enter the class today I need to enter the class tomorrow if this has to be done there are lot of logistical overheads at our end also that means there needs to be continuous interactions between IT Bombay and the mentors and the mentees which actually makes it impossible. So, we will spend two weeks just doing the logistics and not having worthwhile interactions that is why we are not using AV view for the current mentor-mentee interaction. Last time while mentoring the mentees the main problem I faced was lack of their response whether I am using mails, WhatsApp chat for communication if most of them does not feel to respond in spite of continuous reminder that creates lots of problems even if the answer is no that should be communicated. I personally suggest that make it mandatory for mentees to provide a record of interaction with the mentors as one of the required submissions so that interest for mentor-mentee interaction would be from both sides. I completely accept the suggestion that there should be something tangible from the mentees also but for this pilot offering see one thing that I have said is mentoring is not equal to monitoring you are providing them guidance and it is up to the mentees to decide how they are going to take up your suggestion. Now we have said that in the grading criteria your mentees performance is going to be a major criteria for evaluation but over there also we have given you flexibility as in if your mentees score more than 50 percent then you will get the full credits for the mentees performance only if they go down of 50 percent that is the only course of concern and I am hoping that your guidances would be sufficient to ensure that they go beyond the 50 percent but even in this case since this is the pilot offering we have set up mechanisms to ensure that if the mentee has not interacted well with the mentor then that gets counted I mean that particular thing gets counted while we are doing that mentees performance scenario. So we will ensure that that gets accounted for in the in your own grading as well. Is there any provisions to validate OER of our mentees first by us so that we can give feedback to improve before the final submission. So we have recommended that you provide your OER submission so it is a recommendation from our side to the mentees that since your mentors have already done the OER activity last year it would be worthwhile that you give your OERs for your mentors to evaluate first so that in case of peer review issues we could take up your mentors evaluation. So this particular directive will be given to your mentees so which also means that there is an incentive for them to actually work with you. So suppose the peer evaluation has gone horribly wrong then we will actually utilize mentors evaluation so this is what we have done last year also whenever there were resource creation assignment issues or peer evaluation issues we have asked them to provide their work to your mentors so that mentors can evaluate that. So IIT Bombay trusts the mentors and we will take the mentors evaluation as it is for their submission so that particular directive or recommendation is being provided. However we are not strictly enforcing any of this so it is completely up to the mentees to decide what they would want to do but yeah this is also an incentive and I think this is a good incentive to give them right up front so that they will diligently interact with you. So there is a question can I provide a sample copy of OER to your mentees? Yes please, please provide all the sample OERs that you have created some other open educations that you have created apart from the ones that you had did for the FDP but give them several exposure to several different resources that you have created across the duration of the FDPs. This question is regarding does 301x mandate all F2F to be done by mentors how many F2F has to be done between mentor and mentees? So there are no there are no requirements for face to face interactions as I said it could be synchronous interactions through virtual any virtual medium or it could be completely asynchronous interactions like WhatsApp and emails. The only thing is that you have to be in touch with your mentees and you should have a pulse of what is happening to your mentees that is all okay there is there is this question I feel the aspect of replying the queries to participants is a challenging task because of linguistic and accent differences. Although the medium of interaction is English the language used for verbal communication is majorly influenced by vernacular languages making it a challenging job to understand the content of the questions. I agree even we face similar issues while we are doing the ABU interactions or replying to the discussion forum queries. At this moment what I would recommend is that you ask more probing questions to elicit what exactly they want. We will try to see whether we can have people with similar language be assigned to you but yeah we cannot completely say that you will get people who are familiar with languages that you speak that we cannot be 100 percent sure because the diversity of the FDP itself is a major challenge that we are trying to overcome but as far as possible we will try to ensure that the linguistic challenge will be minimized and we have some mechanism to actually factor in the various regions that each of you represent. So the next this was all about mentor-mentee interaction. The next is about evaluation scheme. In the evaluation scheme the first question is what criteria can be used to evaluate ourselves as a mentor. We can take feedback from mentee but evaluate it for ourselves. Will there be any rubric or we are free to evaluate ourselves on the basis of criteria of our choice. So there are standard facilitation evaluation rubrics. So see this is what I told about the Kirkpatrick's level. The mentor-mentee interaction is a form of small training and there is a first level interaction as in does your mentees perceive enough usefulness and satisfaction after interacting with you. So that is one metric that you can take. The second metric is whether they have learned something out of it out of the interaction with you over the next over let us say two to three weeks. That you can administer small surveys and it will also be. So the OER assignment group discussion kind of activities some may involve lot of problem solving activities. The pedagogy is may be different but yeah there is no domain dependency. Question regarding allow us to select and form team ourselves. Unfortunately it is not possible. I have told you the reasons for that. This is an interesting question. Please give an example of how the Moodle based FDP content developed in present FDP will appear. So let me take you to a Moodle course. I will share the desktop with you in a minute. So this let me log into a Moodle course here. Just hold on for a moment. I will share the screen with you. So I hope all of you are able to see the Genomeo site that we have the Moodle site my our Moodle site an example Moodle site that we have developed in Genomeo that has been hosted in Genomeo. I will just log into the system. So peer instruction is one of the important modules in this particular FDP. It is part of active learning. So here we have developed a Moodle course on peer instruction. So this is like a module on peer instruction. If you if I were to redesign this particular module how would it would be? So this is peer instruction. It has a feedback form to be filled. So all the people who are coming in they can use this particular feedback form to actually log into it and give the feedback. So their feedback about this peer instruction module will be captured here. So there are videos. So you can see the LED videos for peer instruction followed by LBD and there is restriction settings. So unless and until you mark the activity as complete you will not be able to access the LBDs. So we have the LEDs and LBDs designed like this. So there is a discussion forum with a focus question and its associated reflection quiz which is the learner experience interaction. And there is there are LXT videos to extend their understanding of peer instruction. There are assimilation quizzes. We have also added what you say other learning extension videos regarding multiple technologies and what you mean by integrating technologies while using peer instruction. So there is also an activity for designing their own PI and there is actually a peer review of the PIs where just like a resource creation assignment that we do there is a workshop module to actually do a peer review of the peer instruction activities that they have created. So the entire activities so this is exactly the peer instruction in the current module is not as extensive as this. We just have basic peer instruction videos only in the current course but this is actually taking it further. So this is another different interpretation of how peer instruction could be taught to different participants. We have put up different resources also for that. So this is an example of how what you say how you can design a module of this FDP as a Moodle course. Chemical engineering. So there is a request for including chemical engineering domain also. Yes so we will add that also that domain. So that domain is already there but we will ensure that that is available. To minimize the confusion could you provide the entire alphabetical list of abbreviations with meaning used or being used in FDP 101x, 201x and 301x. This is a very valid query. Yes we will upload this alphabetical list and we will provide that in FDP 301x also. The question is kindly let us know will you send as the schedules of all activities such as quiz assignments, submissions etc in advance. Yes I am telling you in advance that for FDP 3 activities first set of graded activities will be released on June 1st. The second set of activities will be released on June 15th. You have entire month June 1st to June 27th to complete this activity. There is a question electronics and communication engineering would be in which domain. Electronics and telecommunication instrumentation etc would fall under electrical and allied. So electrical is the parent domain for which for many of these many of these allied domains. Can you let us know what is the format of course journal? As I said there are no standard formats for course journal but yes if you want something like a template what I would say is that first you should have a noting on what you learnt from this particular FDP then the second part should be about how the learning from this FDP is going to influence your practice and third is the third part of the course journal should also have the mentor record of mentor-mentee interactions. These three are bare minimum sections that are required in your course journal. So ensure that you have these three parts separated in the course journal. There is a question I suppose OR is to be done in groups by FDP 2 participants. Yes OR is a FDP 2 activity. So will we have mentees in groups or individuals. So you will have mentees in groups that is what we are actually looking at. We are trying to see so we are trying to collect all the groups information by 24th. So as soon as we have we will allot you mentees the mentees would be one single group and not people from multiple groups. Okay kindly repeat the three mandatory parts of course journal the three mandatory parts are learning you are learning from FDP 3 how you are learning from FDP 3 is going to affect your practice and third your interactions with mentees evidences or details of your interactions with your mentees. Can we form a group to involve in mentor-mentee interaction. So I am supposing that this is about formation of groups multiple mentors coming together and doing mentor-mentee interaction that is also welcome. Is there any standard format for feedback form for mentee. There are no standard we will give you some example questions. So you may use those same example questions itself to capture the quality of interaction from your mentee or you can devise appropriate questions. Suppose you have done something new in the mentor-mentee interactions. So you also need to capture that also in the survey. So there is a basic skeleton that we are giving you you can decide to use the skeleton as it is or add on to it. So question is are you offering FDP 3 for the first time. Yes this is the first offering of FDP 3 but for the last previous offering we had the mentor-mentee interactions across the course. We are now formalizing that into a course so that you will also get a benefit of learning something new along with the mentor-mentee interaction. Textile engineering and technology comes under chemical and light. If there are more participants we will definitely consider textile as a separate domain. So please create life science domain. Currently life sciences come under basic science because many a times so but there is also biosciences and allied domains. So if you feel that you come under the biosciences or the biomedical engineering and its allied domains feel free to join the biosciences domain otherwise you can join the basic sciences group. See all these domains will get evolved as more and more participants come in. So always new domains will be created after each iteration of FDP. So there are two important questions what is the effect in reality of TPAC on teaching and learning. How to implement TPAC if you are not able to find the required technology that is suitable to pedagogical and content knowledge. See if you are not able to integrate a technology so answering the second question first if you are not able to integrate a technology at least ensure that the pedagogy content knowledge is there. So TPAC comes into picture only when you are planning to integrate a technology. So there is no question that if the technology is not found what happens. TPAC is meant especially when technology is present. What is the effect in reality of TPAC? So what is the effect of TPAC? See the more you understand each of these knowledges the better your practice would be and that is what is actually changes. So for example today you understood how to do some particular activity let us say how to create a glossary in Moodle and let us say like one of the questions that was asked important terms if we put these up as glossary up front so you know the pedagogy of doing it and for what content you will have to do the glossary. So it actually is improving your own practice so the better you are with the each piece of TPAC the better your practice would be and in this is also in reality there are no ideal scenarios over here. Where do I find the core survey of FDP 301x? It is in the first section introduction after introduction there is a survey you can do this first I think things to do first I think that is what its title is. This is an interesting question will you guide the mentor part by part relating with the mentee work? We would really love to do that we will find some mechanism to ensure that so that is why we are giving content in a very what do you say modular fashion so it is not that there is content for entire week so we are giving it piece by piece so and if you actually look at the next piece so we will be spiraling across various modules across the course of FDP 301. So initially we gave you examples of how what a TPAC is and so we gave you definitions of TPAC and other things in the next we will go deep into TPAC and we will show you how TPAC is useful how TPAC is how the TPAC is there in FDP 101 and FDP 201 and there will be learning by doing activities through which you will get more insights on what TPAC is all about similarly then we will talk of evaluation self-evaluation again evaluation in FDPs then we will talk of this learner community how learner community model is actually seen in FDPs and how do you so you will first be given a surface view then you will go deep then you will come back again you will have a surface view then go deep so through this spiraling format you will go through multiple contents at multiple depth and then that you will be using see you have your own practice also so that practice will also inform to that will be useful for you to go in deeper into actual application of all these knowledges so yeah so we are trying that in certain context part by part guidance to the mentee mentors yes we are thinking of doing that but we will have to formalize so we will have to see how the mentor mentee interaction is evolving based on that only we can decide how to support the mentors and mentors in the process yeah so so this is a question regarding are you from iD Bombay team planning anything like allotting mentees to a mentor from the same institute it will be very difficult to record the mentor mentee interaction if the mentor mentees are from the same institution yes we will try as far as possible that the mentors mentor mentees are from multiple institutions but under the same geographical area so this is one criteria that we are actually looking at but see we will have to see how much of this is actually possible because we also have this larger thing that the diversity may not be sufficient to capture this mix and match so at our end we will try to use we will try to use as far as possible the best grouping mechanism that is available with us so question is what will be the timing for interaction how it has to be document timing as i said it is up to you documentation also i said could be screenshots it could be put in your course journal you could upload that as a course video i mean video in youtube small videos chunks of videos in youtube etc course t-pack only published paper is there no video so there are some example videos about what is t-pack and t-pack activity module these are videos not learning dialogues these are videos you will have learning by doing activities so that is what i said it is not necessary that information transmission should only be done through videos there are numerous other technologies through which you can actually do the information transmission so the videos regarding if you actually look at it the office our videos that you are that is being recorded in youtube right now these are the video mechanisms for t-pack and again it is not learning dialogue they are long videos two are long videos so there is a query that please consider education also as a separate domain as i said all these domains will be considered see one more thing we also have to look at is where your mentees are from so for mentees currently we have limited them to 15 to 16 domains we are putting that those same domains in the survey so as we find more mentees from various diverse domains we will be adding them in the upcoming iterations of the fdp okay so i hope that many so i see that many of you have gone beyond the resources that we have put up in the course this is actually very correct way of looking at things but one more suggestion is as soon as you learn something outside the course content use the discussion forum to tell others about what you have learnt so we will have a new discussion forum thread or structure where we will add something on as learner contributions so you can add all your individual contributions into this discussion forum so that others or your peers will get benefit out of it so somebody is talking about the samr model so like t-pack samr is also another kind of model which explains so it is like the revised bloom taxonomy the various types of knowledges it is putting it into various different formats substitution augmentation modification and redefinition i mean you will you can select what whatever what you say knowledge model is that you find more relatable it is strictly up to you samr is also a good learning model give us a chance to choose peers unfortunately know that is not possible so there is kindly give an example of t-pack used in fdp activity see t-pack is actually building knowledge of the participant so the fdp activity all of you have done model activity in the first fdp or you have created small model courses so how did we start we first provided you information about various components of model so adding a quiz adding a video adding discussion forums etc so this is actually the technical knowledge related to model now we also introduce you to the ideas of a peer instruction think pair share etc as pedagogies now you could have so something like peer review is a kind of peer instruction so peer review can be considered as a peer instruction strategy so the workshop module is a ideal tool to actually give you peer instruction as long as it is not graded that could be used as a peer instruction strategy tool so this is about technology and pedagogy and the content selection for each time it is about what content you are teaching so suppose you want to teach peer instruction in model using peer instruction method have used something like a workshop module in model where I elicit participants to first upload a peer instruction activity and make them do cross evaluations so this is how t-pack is relevant so we correlate t-pack to the fdp activity so there are these whatsapp groups that have been created in fdp so many of us are part of this fdp whatsapp group so people who find it comfortable to use whatsapp groups please join one of these whatsapp groups and start interacting with your peers so that many discussions are happening so I have seen lot of discussions happening in these whatsapp groups that will also be beneficial for you to actually interact with each other okay so this is regarding so somebody who was not part of the mentoring process last time around have they missed something so do not worry you have not missed anything in detail because even these mentors see we are constantly learning from our previous fdps how we implemented and we are making small small modifications to our offerings and our pedagogical practices as well so there are no major things that you have not missed but what you have missed is that okay there was this exercise of mentor-mentee interaction last time around and we learnt a lot of new things from it and that is why this fdp 3 was created we thought of structuring it focusing it on very specific topic and also providing you an incentive to be a mentor that is why this was this fdp has created people asking again for sample course journal format please note I have repeated it many number of times there are no specific templates three important sections are there mandatory sections are required you are learning your reflection based on the learning how it informs your practice and if you are having mentor-mentee interactions add that also as the third element in the course journal for more details on course journal please go and visit fdp 101x there we have mentioned what this course journal is about see the moment we standardize a particular thing everyone will be following the same aspect we also need a diversity to see how you are reflecting about your own practice that is what this course is about see teaching learning is a very dynamic process and each of us have a very different way of approaching the thing but yeah I understand that guidelines are helpful and that is why the broad guidelines are there you should have your learning you should have reflections on your learning and specifically in the mentor-mentee interaction case please add the evidences of mentor-mentee interactions and its reflection also in your course journal how many mentees are allotted it is it really depends on the number of mentee groupings so anything between three to eight will be possible will be able to get a chance to interact with prosofortak prosofortak is not there in today I will check whether he is available and I will so we also have to look at his schedule at this moment he is traveling to multiple places across this month so yeah if prosofortak is available he will be more than happy to join us for the interaction in in the upcoming weeks okay this question is we are getting course review on it bomb eggs home site see course review is at the end of the course you can write your comments about how helpful the course was so you review a course as a learner so the next time around some new learners come they will actually see your reviews and it will be helpful for them to select whether they want to opt in for the course or not will you provide at least one model of yes so getting one way in which a tea pack is actually so the next resource that is going to be uploaded will have that details summarize the activities to be carried out with timeline see activities to be carried out all the graded activities and the mentor-mentee interactions are there we have told you the graded activities the timeline is that on first the first set of graded activities will be released on 15th the next set of graded activities will be released the timeline is that you can complete it till 27th June please clarify the fdp design group selecting since the grouping are not within the same RCS if so will you provide the do's and don'ts for team to design fdp and grid split up for the same yes the for the resource