Good afternoon everyone, welcome to the first office hours session for this FDP 301 which is titled Mentoring Educators in Educational Technology. FDP is a continuation of the FDPs 1 and 2 that we had run the AICT approved FDPs that we had run for foundation program in ICT as well as pedagogy for online and blended learning. This is the first, this is a pilot offering of FDP 301 due to which we have kept it as invitation only workshop. We have selected participants who have scored more than 80 percent. We have sent invitation to all the participants who have scored more than 80 percent in both the FDPs together and those people have been specially invited for this course. So, first of all the question about why this FDP? So, in the last offering of the FDPs 1 and 2, we had introduced a concept called mentor-mentee interaction wherein we had identified the top 253 mentors and created groups of mentees with whom you would interact and we also had seen lot of benefits of this interaction wherein we have seen that the overall performance of the participants in the FDP improved drastically. We had so the first offering of FDP where the top 253 performers were selected had marks more than 84 percent. We saw that this top performance has increased to 95 percent which suggests that the mentorship had its own an important role to play in this FDP. But again there were lot of ad hoc instructions that had to go due to lot of constraints and there were many a times what has happened is that the moment we scheduled set up a view interactions for mentors and mentees sometimes the mentees do not actually turn up mentors have to both mentors or mentees lose precious time due to technical glitches etc. So, we understood that there need to be a formal course that introduces these mentors to understand the pedagogy behind supporting mentees when they have to actually play the facilitation role in this era where multiple technology features are available to them. So, the same could be told of while you are facilitating MOOCs or massive open online courses for your students then the same set of skills you would need to apply with your students such that they could better attempt the MOOC activities and learn sufficiently from them. There is also another agenda that we had that we have to scale FDPs so that it could reach to larger amount of teacher audience and we in India the scale is so huge that we have close to 4.5 lakh teachers just in undergraduate engineering colleges and each program we are able to cater up to 3000 to 7000 teachers till now. So, we have trained only around 10,000 teachers till now and we need more such training programs and we need to scale them up quickly so that they will be abreast with the latest technology offerings and technologies are also changing. So, the same FDPs that you have done currently this may get outdated within 2 to 3 years because the technology changes rapidly newer and newer technologies are coming in students are also having access to various kinds of technologies and their interactions are very different compared to what they were maybe an year earlier. So, each crop of students coming into the education into the classroom are different every year now. So, that is something that we have received many teachers saying echoing this feeling that something like a generation gap that existed earlier when after let us say passing out of 5 batches of students that has now further gone down. So, every year they are actually seeing a lot of new a completely new generation with a completely different outlook towards activities learning activities and a completely different outlook towards technology coming into the classroom. So, we need the faculty to be also be abreast with the technology changes and we need to make sure that across the country all the faculty are provided this basic orientation or refresher course about technology integration in classrooms. So, one more way in which we can scale it is what if we can actually locally run these FDPs with the help of efficient facilitators. So, we need good facilitators who can mentor other educators in the use of these kind of educational technology tools and hence the name mentoring educators in educational technology. So, as the learning objectives of FDP 301 is there are 5 main objectives the first to familiarize you with the T-PAC model. It is the technology pedagogy and content knowledge model that is present in a teaching learning scenario while you are integrating technology and use this T-PAC model to analyze how we have defined FDP 1 and FDP 2. There will also be mentor mentee groupings and specifically you will have a practicum or a practicals where you will actually mentor one or two groups of mentees based on their decision in creation of OER content as part of fulfillment of FDP 201. One unique activity in this particular FDP that we are trying to do is we are empowering you to design an FDP on a topic that we have covered in FDP 101 and 201 using whatever knowledge you have gained in FDP 3 and we also want evaluation of mentorship done by you yourself by soliciting feedback from your mentees as well as reflecting on the various learning actions that you have done as part of the FDP 301. So, at any point during the presentation if you are having questions please post them in the questions tab of a view or in the YouTube chat post that as a YouTube chat we will be consolidating these questions and we will be answering it as we towards the end of this interaction. So, how are we going to achieve the learning objectives that we have set for this particular FDP? So, there are three basic modules the first one is about TPAC. We will introduce the concept of TPAC by giving you an overview of the two FDPs that we are running this time and how TPAC is actually present in this FDP. After this we will be providing you with some of the best practices about mentoring online and you will be actually doing a practical implementation of mentoring by mentoring the FDP two participants one or two groups of FDP two participants in creation of their OERs. The third and most important aspect you should elicit reflections from your mentees. So, there will be reflection on practice and there should be reflections that are informing the practice which is actually you getting feedback from your mentees and doing modifications in your own mentoring activity so that they will be able to better create and evaluate open educational resources. Some of the important instructions regarding the FDP there will be office hours that is scheduled from 2 to 4 pm on Thursdays and Fridays for the first three weeks. So, we will have virtual discussions like these we have provided you with a view logins you can do a individual login or you can do a group login if you are if many of you are available at the same institution you can do a group login and actually create discuss with me about the various aspects of the FDP three that is unclear to you. The username and password have been shared with you earlier so that apparently there seems to be have been a small mix up for all the users who had received whoever mentors or mentees in the previous iteration you can use the same username and password that we shared with you last year. For all the new logins or for all the new mentees we have created new ABU user names and passwords and this has been shared with you till June 1st every three days we will be updating the course resources so you will be given access to FDP 301 course in IIT Bombay X and these the resources and activities that you have to do will be updated every three days. So, for example, today is the first day of the course so after this the third day is on Sunday so on the third day we will be updating the course content. Typical updation would be between 5 pm to 6 pm on a given day so after 6 pm you will be able to access the new content in IIT Bombay X course. After June 1 there will be two fortnightly updates of resources so till June 1 you will be giving modular content and after June 1 it is like two weeks once in every two weeks we will provide you resources and activities that you can complete by so all the activities so this is a self-paced course which means that all the activities are open till the last date of the course that is 27th June 2018. The details of the activities will be provided in the course calendar that is available in the course. The course would start will be available to you in your IIT Bombay X dashboard at 5 pm today. Now what are the activities that you have to do as part of this course? So, there are four types of activities in this course. First is a course journal activity that you have to do so as you would have done this in FDP 1 and FDP 2 in last year as you progress with the course you have to maintain a journal of your own and this needs to be submitted towards the end of the course. The second most important activity is mentoring based on the number of participants in FDP 2 who opts for mentorship will be assigning you a group of 1 to 2 groups of faculty who are doing open educational resource creation this time around. So, the mentors need to have at least 2 interaction with the mentees during the duration of the course you will have to use these interaction to clarify their doubts give them understanding about what is intended from the faculty development program and both in terms of the technology and in terms of the pedagogy you can use any medium for this interaction. So, if you opt for a view then it is like you will have to stick to schedules that are given by us. So, if you are if you want a view interactions it will be very difficult to set up a view sessions based on your convenience. So, that is why this time around we are giving you option to use any sort of interaction medium. So, it could be your Skype it could be other video conferencing software is like zoom meetings it could be Google hangouts it could be WhatsApp based interactions it could be interactions via email basically you will have to use at least minimum 2 interactions where these you discuss with the mentees their issues and their problems and satisfactorily provide them clarity about the OER creation process. Apart from mentoring one important activity that you will do is FDP design this design activities are resource creation assignment. So, there are 7 different modules in FDP 1 and 2 which we have designed based on the T PAC or the T PAC theory or the T PAC model. You will have to select one of this module and basically we will be allotting you into groups of 3 to 4 participants. So, this time you will not be provided a choice to select who you will group with the groups will be decided by us you will be informed of your group and together this group has to create an FDP design activity and upload in the course as a resource creation assignment. Of course, the resource creation assignments would be peer evaluated. So, the modus operandi of this resource creation assignment would be told to you in the upcoming days, but the major aspect is that please be noted that there are resource creation assignments that involves you to design an FDP module and the final part is the evaluation on mentoring. So, you will be using Kirkpatrick's model of evaluation there will be rubrics provided and mentors as mentors you will have to design survey that needs to be filled up by your mentees and these will look these surveys will elicit or measure the reaction and learning levels based on your mentor-mentee interaction and these also needs to be submitted to us as part of the FDP 3 process. Now, regarding the grading pattern you are all familiar with the basic grading instruments the knowledge quizzes, reflection quizzes and assimilation quizzes with weightages 30, 10 and 10 percent, but the new thing that we are actually going to do is there is an FDP design assessment which is equivalent to a resource creation assignment which will have 20 percent weightage towards the overall grade. You will be evaluated on your mentoring skills based on the surveys that you have designed and filled by your mentee. You will also have to submit the course journal which has 10 percentage weightage towards the overall grade and it is not just your mentoring process that we will look at. We will also look at the performance of mentees in the OER creation to actually evaluate effectiveness of your mentoring. So, there are these seven different grading components that we will use to actually evaluate you for FDP 3 and unlike the previous modules where we said that 50 percentage is sufficient for passing the course we are increasing the pass criteria for the course. We would need more than 75 percentage. So, as participants you need to score more than 75 percentage to be eligible for a certificate from FDP 301. I will tell you why we are increasing the pass criteria. The reason is that one of the benefits of the passing the FDP 301 is we are going to create an advanced workshop wherein we will invite all the FDP 3 participants who have passed to IIT Bombay and where we will be talking about how to facilitate these FDPs locally. So, we will train you in locally facilitating FDPs and so that the next time around when the FDPs are announced you will have a pool of course coordinators who can effectively facilitate the learning process, teaching learning process of faculty development programs and we can further scale. We can use this pool of teachers to further scale the FDP programs across the country. So, that is why we have set a higher bar because we know that all of you have scored more than 80 percentage in FDP 1 and FDP 2. We are hence increasing the bar and asking you to perform to more than 75 percentage. So, which means that just doing knowledge reflection and assimilation quizzes are not sufficient, you will have to do well in all the eight components. You will have to do exceptionally well in all the eight components to actually achieve the requisite pass criteria. So, what will be the estimated effort? So, the work estimation can be divided into three areas. So, there will be online work for you which is 8 hours per week, which is equivalent to 8 hours every week. There are office hours. Now, there are two to three hours per session. So, it is not three hours, it is actually two hours per session. So, each office hour is basically two hours every session and we would ideally encourage you to attend at least out of these total six sessions. We would encourage you to attend at least one of them so that your doubts get clarified. All the major instructions that we convey would be available in this office hour sessions and these office hour sessions will also be available as the entire video content of the office hour sessions would be available in your course also. You can access them at a later point of time because we are also having the YouTube stream of this video. Then it is the interaction with mentees. We recommend that you I mean it is mandatory that you do at least two sessions which totals up to two hours. This is a minimum requirement from our side. Maximum see you know that the performance of mentees also factor into your grading. So, you can decide the maximum amount of hours based on your convenience. So, you would need a minimum of two hours of interaction with your mentees. So, maybe one hour maybe in the first week and one hour in the next week things like that. So, this mentor mentee interaction will not start until 27 because that is the time we will have all the OER teams available with us and we will be allotting you the teams. So, till that time it is only you participating in the FDP 3 course in IIT Bombay X looking at the content over there and we will also enroll you as community TAs in FDP 2 so that you can actually see the type of queries. You can actually see what content has been provided in FDP 2 and also in FDP 1 which got over. So, there is a slight variation in the way in which we have actually done it. So, we will be providing you with enrollment into FDP 1 and FDP 2 so that you can understand what is happening in the FDPs so that you could do a better mentoring at your end. So, let me now show you this FDP 1 that we have created. So, this time around due to a small technical glitch the entire FDP course had to be split into two parts FDP 1 part 1 and FDP 1 part 2. It is the same five weeks the first three week was provided in FDP 1 and the next two weeks were provided in FDP 1 part 2. So, in FDP 1 we had so the week 1 we had the standard course entry survey we explained about the FDP. So, the these videos it is the same so most of the content is the same as what you have seen in the previous FDP it is in the sequencing and ordering of this FDP that there is a slight difference. So, week 1 there was about the pedagogy of use of LEDs, LVDs, LXIs and LXTs. Some of the LXTs have also changed so we have new resources that talk about what is internet. So, in fact we have also converted the textual content into a format of LED. So, for example, if you see over here the first few text explains what they are going to see then you can see a reflection spot over here which ask them a question and there is a video that follows it that explains the what the answer to the reflection spot. So, there are some variations in the format there are some variations in the type of resources that we have used. Of course, the technologies that we have trained them is the same the first week the second week was about use of WordPress to create their own website. So, the same set of videos that you would have seen in your own FDPs. The second week was about screencasts. So, we have discussed about visual presentation what needs to be looked at while looking at visual presentation and we have. So, the same video by Dr. Sameer that you might some of you might have seen it during a view interaction and some of you would have seen this as part of your course resource based on the year in which we have offered it. So, again you can see that there is a text there is a reflection spot and there is a beat content that summarizes the answers to your reflection spot and all these goes to your course journal. So, the mentees are required to write or your mentees would the participants to this particular FDP had to write these answers to the reflection spots in their journal and their journal was finally evaluated at. So, they had to submit their journal to us for the final evaluation. This was in week 3 now due to a technical glitch we did not have access to modify content in the course. So, we had to create a separate course which had weeks 4 and 5. So, this is the week 4 and 5 of the course. So, week 4 was about learning management system Moodle. So, we had the same set of activities and videos that we had given to you earlier. And in week 5 we had the summary where they had to they were told about how different technologies were integrated what all we have used. So, this was a 5 part summary and there were feedback taken from each of the learner and there were appropriate graded activities each week. There was resource creation assignments, there were assimilation quizzes, knowledge quizzes, reflection quizzes etc. And you could see lot of participants posting in the discussion forum where there were LXIs these were different with different focus questions and they had to respond to them. So, this was about FDP 1. The FDP 2 that is going on now the first week we had introduced them to both digital bloom taxonomy and also the revised bloom taxonomy. The revised bloom taxonomy was an assimilation quiz. So, there was not sorry it was an extension resource it was not if people had already been familiar they need not look at it again, but it is we suggested we recommended that they look at it to refresh their memory about revised bloom taxonomy. The second week was about the flip classrooms, the why what and how there were learning extension resources about flip classroom. The third week which is going to release today is about active learning which is actually the in-class segment of flip classroom. They will be introduced to the active learning strategies of ThinkPair, Share and peer instruction in this particular week. The final week there is a slight modification we will be also talking about use of evaluation that is Kerr-Patrick's level of reaction and learning would also be told to them because they would need to do a self-evaluation or get evaluation metrics to complete their OER report. So, we will use that to actually explain how evaluations could be done and we will be looking at various ways in which you can actually evaluate your own practice and basically improve your own practice based on the evidence that you collect from the ground while you are doing the teaching learning practice. So, this is about FDP2. Again FDP2 also has discussion forums with focus question. We will encourage learners to involve themselves in the discussion forum and share their experiences. For the first week, we would strictly ask you to not to be involved post anything in the discussion forum. You be mere observers. So, as part of the activity across the next one week, be mere observers of the course, understand how the course has been built, understand how different how we conceived the entire FDP design, how the various components are provided in a very sequential format and what we are trying to do with these particular FDPs. So, you would be passive observers to these two FDPs for the first week in FDP 301 and you should make a lot of reflection notes in your course journal about the entire FDP design, what has happened, what did you see, what were some shortcomings which could be improved with better facilitation etc. So, this is something that you should be doing while you are observing FDP 301. You are doing the doing the FDP 301 in the first week, but we will be supporting you with adequate content that will help you out in and activities that will help you out in this process. So, FDP 3 will be totally driven by a majority of learning extension trajectories or LXTs and LXIs. There will be a lot of small LBD activities, but there will be few compared to the learning extension trajectories and LXIs that are required in actual mentoring. So, you could discuss what could be good scenarios. You have also the experience of mentoring once and you know the practical constraints that are involved in while doing an FDP. So, each of you could benefit from these observations and interactions and that is what is actually driving the FDP 3. There will be lot of learner created content in FDP 3. So, the 8 hours that we mandate sometimes it may extend to 10 hours also because you will be interacting with your mentees during the process, but it is all about you learning from the process and reflecting on your own practice. With the evaluation bar set at 75 percent, I am pretty sure that you will understand that we are taking this entire course very seriously. And please note that the sustainability of faculty development programs is one of the major goal that IIT Bombay has and we are actually keen on bringing up lot more of you into the FDP 3 platform and hope that lot more in the coming months. We have lot more participants from the previous offerings and the current offerings of FDP 3. Participate in FDP 301. We will encourage institutions to promote participants to participate in the FDP 301 because this also provides them an opportunity to be doing lot of these activities both in their colleges and also provide services to instructors from nearby colleges as well. So, we are looking at this particular opportunity to create the first crop of local facilitators who would be able to help the responsibility of scaling up initiatives like FDPs in the years to come. So, having said this, I would also I would open the floor for discussion at this moment. If there are certain questions that you have regarding the FDP, I would encourage you to ask this question at this moment. I will stop the desktop sharing and I would encourage you to post the questions in the question tab so that we can take the questions from the questions tab and answer it. See in office hours one of the major utility that we are looking at is the questions tab. So, we should have a structured way in which questions are asked. So, at any point of time you have a question, first look at the questions tab, see whether a similar question has been posted. If there is a similar question, please upvote it because we have limited time. So, we have office hours from 2 to 4 p.m. and we would want most of you to get benefit out of the office hours. So, during the office hours, if you have seen valid questions, please upvote it. If there are irrelevant questions, please note that we will not be answering it during the office hours, but we will take it up. If it could be answered, if it goes beyond the scope, we will take it up and we will give you an elaborate answer in your IIT Bombay course as a discussion forum thread. We will also receive for all the participants who are watching this through the YouTube stream. We will take up the questions from the YouTube streams chat. So, please use the chat or comment feature in the YouTube stream to post your questions. More about, so there are lot of questions about what is TPAC. So, I will give you 5 minutes to post the questions. Please note, please look at what has already been posted. If there is a question that has already been written, please upvote it. In the next 5 minutes, please post your questions online. So, people are asking about documentation. So, the documentation, so all that please note, all these have been documented and will be uploaded in your FDP 3 course as a course handout. And you will be able to access this from 6 p.m. today. So, 5 p.m. around between 5 to 6 p.m. today. In your IIT Bombay dashboard, you will see the course Mentoring Educators in Educational Technology. And you will be able to see this over there. Please use this opportunity to post your questions online. If there are procedural questions, for the first two office hours, procedural questions are welcome. Otherwise, procedural questions, please use the, once you get access to FDP 301 X course, please ask the procedural questions in the IIT Bombay X course, because most of the procedures you will be familiar with by the end of next week. So, limit your procedural questions to the IIT Bombay X course discussion forum. We have course teaching assistants over here. We will be answering them in the discussion forum. So, there are lot of questions that are coming up. I will first address the most upvoted question. So, we will use the most upvoted question. I will answer them in the order of upvotes. So, if you have a question and you and it is not seen as upvoted, please note that we will come to it towards the end of this office hours. So, that is why we ask you to be very careful while asking your questions. I will be exclusively looking at the questions tab. We will collect the chats that you have posted, but these would be answered in the course. So, all the questions that you post will be provided with answers. But the chat questions will be used, will be answered exclusively in the IIT Bombay X course on FDP 301 X. So, please do not post questions. If you have a major question, please post it in the questions tab because we will be using that extensively in office hours and use the YouTube chat, the comment service or the chat button in the YouTube streaming to ask the questions. I will ask my team to consolidate them from the YouTube comments. So, let me now start answering the questions one by one. The most upvoted question in this video is what is TPAC? The next is about the FDP design process. Logins for FDP 101 and 201 will be shortly made after the office hours. So, please be patient. Across the next two days, you will be provided logins to FDP 101 and 201. So, this is the first question. What is TPAC? So, TPAC is about technology, pedagogy and content knowledge. Now, as a teacher, when you are integrating technology either inside the classroom or outside the classroom, there are three pieces of knowledge that you will have to use. So, the first one is, so if you actually look at your wall, if you actually look at your whiteboard, I am actually going to use that right now. So, there are three pieces of knowledge. The first one is what I call technology knowledge. So, this is technology. If you look at the whiteboard, you can see that I have created a circle. So, this represents the technology knowledge. So, for example, consider the case of Avue. So, your knowledge of the various features of Avue comes to or is what is called as technology knowledge. So, for example, how to start video in Avue, how to record a session in Avue, how to use whiteboard in Avue. So, various how to use questions tab, how to post questions in Avue. All these forms, what we call as technology knowledge. There is another knowledge that is known as the content knowledge. So, this is present in all the teachers. So, for example, I am a teacher of let us say a subject like basic computer science. So, whatever comes as my computer science related content, that is called content knowledge. So, anything related to computer science, the introductory computer science like how are arrays formed, what is an array, how do you write a program, how do you compile a program. So, what is what do you mean by compiling, all these knowledge is something what we call as content knowledge. And there is a third piece of knowledge which is actually needed for you to do effective teaching learning in classroom. And this is what we call the pedagogy knowledge, sorry for the. So, there is this third part which is known as pedagogy knowledge. It is about let us say you have idea of how to use a particular pedagogy inside the classroom. So, for example, how to what is think pair share, why is it used, what are its advantages. These form what is known as the pedagogy knowledge that is needed for a teacher to do effective teaching learning inside the classroom. So, it is a knowledge about strategies, why a strategy has to be used, all these forms your pedagogy knowledge. Now, if you actually look at this Venn diagram, you can see these intersection areas. So, there is something known as technology content knowledge which is actually over here. So, this is the technology content knowledge area. So, for example, I am using ABU to teach computer science 101 to my students. So, I create basic slides for my session on computer science 101 and I use ABU feature of document upload to upload this and stream to all students. Now, this is an example of technology content knowledge. So, how to teach a particular content or how to present a particular content using a technology feature. This is what we call technology content knowledge. So, this comes in the intersection between technology and content. So, I may also use a pedagogy of something like peer instruction while using ABU. So, for example, I will ask all my students to initially I will pose a question in polling mode. So, I will use I will pose a question in polling and I will ask I will decide that I will use a polling feature of ABU to actually do this peer instruction and this is what is known as technology pedagogy knowledge. So, to facilitate peer instruction using ABU, I will use the polling feature in ABU and I will ask students to discuss with each other after they commit to the answer. So, I will know how to orchestrate a peer instruction session using ABU. So, this is the technology pedagogy knowledge and there is another important feature which is called the pedagogy content knowledge. That means, I will be able to tell you for which feature should I use peer instruction. So, this is for peer instruction is useful for helping students to attain better conceptual knowledge and in my content let us say the conceptual knowledge about arrays is what students should have. So, I will use the pedagogy of peer instruction to teach the concept of arrays and this is the pedagogy content knowledge of this is an example of pedagogy content knowledge and there is this final big piece which we call TPAC which is actually use of a particular technology for facilitating a pedagogy to teach a content. So, when ABU is used for peer instruction to teach the concept of arrays then the teacher will be having his or her complete TPAC. So, he or she has to use her entire TPAC what kind of feature in my ABU should I use for teaching this content where multiple conceptions are there. So, to effectively facilitate while using technology as a teacher you would require good TPAC and that is the skill that is the knowledge that we are trying to improve through these refresher courses or the introduction courses of FDP-1 and FDP-2. We are trying to sensitize you towards how different technologies could be used for various purposes and what kind of pedagogies will work well with them. So, this is about TPAC or technology pedagogy and content knowledge. There will be learning extension resources about TPAC in the first day the first three days of the course. So, this is not limited just about so it is not about a information transmission that I have done here, but I will also explain how there will be videos and resources that will help you out in identifying what TPAC is, how TPAC is applicable in our sessions. So, for example, consider the FDP. In the first FDP we are introducing you to the technology knowledge or technology knowledge of various technologies like Moodle, Screencast and Wordpress. Then you decide for which technology to use for a particular topic of yours. So, the content knowledge is coming from you. So, we assume that all of you have sufficient content knowledge and we focus on providing you with technology knowledge, pedagogy knowledge and the three intersecting areas of TPK, TCK, PCK and by the end of the course. So, while creating OER we are trying to ensure that you achieve the TPAC which is actually an aim of the course, an internal aim of the course to effectively facilitate instructions using technology. Do not worry, we will be providing you with reference documents and other helpful websites in the course. This is a introduction to you about what TPAC is all about. The next is a procedural query, how the mentees will be assigned either discipline oriented or across discipline. So, the mentees will be assigned by IIT Bombay. As far as possible we are trying to map them with discipline so that your mentoring would be more effective. But we will take this fact into consideration as in whether because we know that knowledge of discipline actually plays a vital part in enhancing your TPAC. So, we will factor that in our final evaluation of your mentorship, if so it may so happen that you may not get a mentee from your discipline. But what you can actually provide them is provide them more about how to use a particular technology, what kind of pedagogies you can use well and assuming that their content knowledge is abreast or is up to the mark and they know how to use so their pedagogy content knowledge and technology content knowledge are what do you say is satisfactory as seen from FDP 1 or the interaction still FDP 2. So, this is the mentees will be assigned primarily looking at discipline but there may be cases where because the wide variety or the diversity of audience sometimes does not permit us to actually provide you with an appropriate one to one mapping of your discipline. But please make sure the mentoring effort regardless of whatever discipline they are from the mentoring effort is almost uniform. So, you should nudge them towards achieving the TPAC it is not you are giving them helpful hints were to look at what questions to consider how do you do evaluations all these things are being provided by the mentor.  So, you can show them multiple different paths to achieve the goal and they can decide which path to select. So, it is essentially like in your own case all the students that you teach each of them would be learning let us say somebody from computer science somebody else is from mechanical engineering each of them will be learning some specific skill from you and you are actually empowering your students to learn a particular skill maybe skills like articulation how do you do problem identification how do you articulate your solution how do you design your solution etc. So, these are some important skills and the discipline or domain is merely one instance in which you actually show them how do you do it. But it is these skills that they use after the end of their professional course that is actually useful for them in their life. So, there are cases where mechanical engineers may not go to a work problem or a domain of work which has anything connected to mechanical engineering. But during the course of 4 years that they are in they are taking their mechanical engineering courses you would have taught them about problem solving how do you define constraints what kind of how do you look for formula from where can you gather these different knowledges how do you integrate them how do you apply them for a particular problem. So, these are the skills that you teach your learners not exactly. So, this is bit more than your domain you actually teach your students these kind of skills. And that is what is expected from you as a mentor that you provide these skills how do you look for solutions how can you better utilize a particular technology. So, you do not give need to give them. So, you do not need to spoon feed them you can give them helpful suggestions you can provide them a clarity on what they should try what the approach that they are using for creation of OER and this is what is expected. Yes of course, there are some procedural aspects that are also associated with mentorship, but that is transcends beyond discipline. So, the procedural aspects is same regardless of of what discipline is. So, how to write a report what kind of things should be focused in a report. So, all these things are basically the same regardless of whatever discipline you are but having said all that we will try to ensure that you get the same somebody from the same discipline. So, I hope I have given you the next question was about will T-PAC be taught at office hours I hope I have given. So, this is only a minor instruction at this, but there are helpful resources that will be providing you in the course as well. Yeah. So, there is a question regarding mentor mentee discipline that I have answered. So, there is a question on IIT Bombay X logins. So, the IIT Bombay X logins will be provided to you in the coming two days over a period of next two days will be adding you to the course because it takes. So, there are 500 of you will have to insert you in a batch of 50 to 75 each and verify that all of you have been enrolled. So, it is a time consuming process. So, across the next two days we will be slowly adding you to the IIT Bombay X course, but you will have sufficient activities in the meantime to be involved in so that so as to get an idea of T-PAC and how this is done in the different FDPs. Again, question regarding provision to choose mentees as I said the mentees will be assigned to you the same question. So, see something that we have seen is a similar question was repeated up voted multiple. So, there were different variants of the same question that was uploaded in the questions tab. So, while you are writing your question first make sure that a question like that already exists in the question tab. So, that you can up vote it and you can get immediate answer. So, that is something that you should do have a first look out for, but from tomorrow onwards what we are going to do is we will be circulating a survey form upfront wherein you can ask these questions. So, we will be collecting all these and we will be consolidating all these questions and all the similar questions will be addressing. So, the top voted questions will be addressing upfront and there will be also small sessions on that will give you some knowledge about the process. So, there is a question that a question regarding plagiarism and poor peer assessment. We will ensure that plagiarism and peer performance gets does not get affected, but yeah regarding plagiarism as mentors you should also take care that your mentees have not plagiarized from any place. So, you should ask them from where have they got the resource is it available in open. If they have accessed a resource which is available in web please make sure that they cite the resource. See one of the important way in which you can avoid plagiarism is telling from where you have obtained it. So, you should ask your mentees to be careful that they do not plagiarize content regarding OER report it should be written in. So, we are evaluating the OER report submitted by your mentees.  So, you will have to ensure that they are not taking content from somebody else. So, other FDP participants from their own college they are not copy pasting the content they can obviously look at their content and get be inspired, but see inspiration is a different thing and plagiarism is a completely different thing. So, if they have been inspired or they have used a portion of somebody else's content kindly ask them to ensure that they have cited them or they have talked about let us say personal communication with so and so mentee. This should be provided and in that way they can avoid plagiarism. Poor peer assessment yes we are aware of it and yes we will ensure that the performance your performance is not affected by poor peer reviews, but at the same time it is your responsibility to ensure that your mentees do correct peer review. So, they should abide by the you should explain to them what the rubric is you should tell them what you should look in the content to and what kind of rating should be provided. You have already done this in your own when you were doing the FDP you have created your OER report you know you are familiar with the OER rubric criteria. The criteria still remains the same and it is also a responsibility of the mentor to ensure that they understand the process of peer evaluation and they have a clarity on what the evaluation rubric is. So, the next there is a another upvoted question which is about can you tell us more about FDP design. FDP design activity it is what you call as resource creation activities in this particular FDP excuse me. Over the if you actually look at the FDP content we have created content for each module. So, the first module is on Moodle. What to look in Moodle? What is Moodle? How do you create courses in Moodle? What are the different components or activities in Moodle etc. The second is on wordpress. The third is on screencast. The fourth is about flip classroom. Fifth is about the in-class activities or active learning inside the classroom. Then there is on digital blooms taxonomy and there is a final component about open educational resources. So, there are these seven modules that we have with which we have created FDP 1 and FDP 2. So, we will be dividing you into groups of three to four and you will have to select a module of your choice. So, either you can select either Moodle, you can select wordpress, you can select screencast, you can select flip classroom, you can select open educational resource. But after you have selected a module you will have to design a small course which actually takes you through the entire stages of TPAC using that module. So, suppose you were the designers of the modules in the FDP. So, you will have to consider yourself as instructors of the FDP and you will have to design the FDP module accordingly. So, you should know what kind of, so that is why this idea of TPAC is important, the rationale, the objective of the FDP is important. You will have to keep all this in mind and set out the learning objectives for the module, create appropriate content for the module. So, these content could be either repurposed from our existing videos or the ones which are available in Creative Commons. You should add your own assessment questions to evaluate whether the objectives have achieved. So, you will have, so have to set up course surveys to get feedback from learners about that particular module. So, you will have to look at all these aspects in your FDP design and you have to do this for only one module. So, group of four people to design a module. So, this is what the FDP module is all about, design of FDP module. So, the FDP groups, the grouping for the FDP design would be done at IIT Bombay and we will be informing you what your group is. So, this will be uploaded in the ITBX course and you will be intimated which group you are. So, there is a question, can you clarify what is the objective and outcome for this FDP? So, the learning objectives for this FDP have already provided. There are six major learning objectives. First one, to train you in the mentorship process by giving you an idea about the T-PAC model and why you need to have improve the T-PAC. The second objective is that, provide you with exercises so that you can design your own modules of FDP. The third is about you doing evaluation of your own mentoring and getting feedback for yourself and improving your mentoring practices or facilitation practices. These are the main objectives of this FDP. The major outcomes that I see at the end of this FDP is that, first one you will be mentoring your mentees on creation of open educational resources. So, you will have mentees who will create open educational resources and evaluate their peers in the OER creation process. The second major outcome is that, you will design a module of this FDP on your own.  So, we will also encourage you. So, the idea is that all of you will create a small module course for one particular module of this particular FDP which contains the objectives, have appropriate instructional strategies and you will have appropriate assessment strategies to evaluate the learning process of that module. Then the next major outcome that we will have is at the end of let us after we have identified we have graded you and identified that people who passed from this course, we will have a community of learners who will help IT Bombay in scaling and sustaining the FDP efforts. So, we will be informing your institutions that you could be taken up as course coordinators for the subsequent offering of the FDPs where you can actually do the entire thing. So, here you have designed only one module, but you will do the facilitation for the entire group of learners from your remote center as a course coordinator. Now as a course coordinator, there are multiple aspects that you have to look at, but we are providing you the skills to become a course coordinator for specifically for FDPs, but you could use the same skills to do any of the MOOCs to integrate MOOCs in your own teaching learning process. You would need the same exact skills. So, what that course is about? How do you set up local activities to improve knowledge of the learners? So, this is what you would require when you are integrating MOOCs into your own curriculum. So, we hope that by the end of this particular FDP, you will get those essential skills and you will exhibit those skills by facilitating mentoring to mentees from FDP 2. Let me now look at the next question. So, the next question is TPAC materials. Yes, we will be providing them to you. Please provide a clear document. The document will be uploaded in the FDP 3. So, this is the first of is our interaction is to motivate you to why you should take up FDP 3, what all you will encounter in FDP. So, this is a kind of a teaser or a small brief introduction to the entire process of FDP. So, there is a question, can there be a possibility that participant are from the same institution as mentor? Yes, there is definitely a possibility that some of you may get mentees from your own institution, but then what you will have to ensure is that whatever interactions that you make, it should be recorded in some format. That is essential for letting us know that you have had your interaction. So, how are we supposed to interact with mentees? Yes, just like last time you are free to interact with your mentees through multiple formats. The format could be chosen by you, but what we need is at the end of in your journal, please make sure that you note the different interaction that you have had, try to provide evidences that you have sufficiently interacted with your mentee. So, you could use your course journal to record these interactions and let us know that you have actually done the required interactions. What are the major differences between FDP 101x and 201x we attended and currently ongoing? So, in terms of content, there is no major difference. We have added few new content given roughly polished some areas, but what does we have tried to introduce in this FDP is a concept known as breakout activities when they actually come for the synchronous interactions using AVU. So, what we do is we provide them with a local activity at the remote center on the Saturdays afternoon. So, we will give them a focused activity where they have to create something using whatever they know from the FDP. And in the next day, what we do is we will ask the course, we will group them into or group all the RCs into multiple groups and we will do a breakout session between RCs. So, there are we have identified 11 groups with each group having 9 to 10 RCs and these RCs will present whatever work they have done locally to the others on Sunday 4 noon session, they will interact, they will ask all the questions that they have, they will try to elicit all the different problems that they are facing and try to elicit solutions for them using their peers. Again, the concept is that synchronous interactions are meant not for a one way transmission, but for active learning where you engage your students in discussing among themselves and learning making them learning from each other. So, this is a very dramatic difference from the earlier offerings of FDP 1 and FDP 2, where the synchronous interactions were more about one way transmission of knowledge from IIT Bombay to multiple hubs. How will you give 10 percent of marks which is related to mentee OER either by marks even to their OER or performances of the mentee OER dog etc. So, over here we have a very simple formula. What we look at is the entire activity, suppose it is for one point, you will get one full mark if your mentee scores a mentee score in OER is above 50 percent, which is actually the past criteria for FDP. So, if your mentee's OER score, so the mentee's OER score is out of I believe 20, if I am not mistaken. So, there were 6 rubrics or 12, whatever it is. So, let us assume that the OER is evaluated out of 12. So, if your mentee's score above 6, that is score above 50 percentage of the total OER score, you will get full mark for your mentee's OER activity and if your mentee is not scoring above 50 percent, then you will not get that mark. So, it is a basic 0 or 1 and we will use 10 percentage of that towards the final evaluation. Mentee's performance also included in the grading means how we check mentee's work before the submission. You do not need to actually look at mentee's work, I mean very pointedly. I mean we have the OER rubric. So, use the OER rubric to see whether the mentees are adhering to the major inputs based on the rubric, whether mentees are creating the OER report using the rubric, whether mentees are citing the resources that they, from where they take up materials because we do not want absolutely any amount of plagiarism in your mentee's OER report. So, each of your mentee's OER report should have appropriate citations, should have appropriate elements to actually satisfy the criteria put up in the OER rubric. The rubric is the same, the activity is slightly different because this time around for OER, we are asking your mentees also to create a Moodle course. Rather than allowing a free form of activity, we are asking them to create a Moodle course where they will upload the necessary materials.  So, you do not have to do minute editing, but what you need to give them is sufficient guidance on what all should be present in each section of the report. So, that they will be, what do you say, they will be able to create better OER reports and they will get better and also you need to sensitize them about peer evaluation. How, so it is not for your sake, I mean do not tell them the, I mean it is not that mentees did a bad peer evaluation, hence your marks get affected. That is, that should not be the criteria for sensitizing them to on peer evaluation. Rather, you should tell them the importance of peer evaluation, how do you evaluate somebody else's work, how, what that helps them in and how should they proceed in the process of peer evaluation. So, that should be the major focus area that you should be focusing while mentoring and we will do not worry, we will absolutely look at peer reviews, grievances, etcetera while considering what do you say grading, the final grading process. In designing modal course can we select topic from the resource activities in FDP 201. Yes, so the modules that you should select has already been given. So, do not worry, the appropriate FDP design activity will be explained in detail in the IITBX course. I understand that you are not, you are having all these doubts because you do not have a feel of what the content is. But once the course is up and once we slowly introduce these activities in the coming days, you will have more clarity about the FDP design activity. What I would encourage you to do in the first week is explore FDP 101 and FDP 2 and see how T-PAC, how it actually fits the T-PAC model, how it improves, how FDP 101 and FDP 2 is catered to address the T-PAC improvement of instructors. How to check plagiarism of your mentees, basically you will have to believe your mentees. Check with them whether they are uploading, they are taking any more resources from other places. Strictly cross check that, I mean strictly tell them that if their report is found to be plagiarized at the time that IIT Bombay is actually looking at the, looking at the OER report, plagiarism report, in turn it in, then they will not be eligible for the certificate and whatever they have done it would be completely, I mean they will not get any benefit in terms of certificate from the course and this is not a good academic practice. So, we have stronger plagiarism measures, this time around we have removed them from, removed people from FDP 1 when they have indulged in, the moment we have identified that they have indulged in plagiarism, plagiarism practices. The question regarding discipline of mentees have already answered, I can look at the YouTube channel. I will be also taking up questions from YouTube. So, all the participants who are watching the YouTube stream do not worry, we have our TAS working, looking, consolidating the questions from the YouTube stream and they are telling me these questions one by one. So, I will be addressing that also, do not worry. There is a question that FDP 301 has many topics from 101 and 201, then how will it be different from them? FDP 301 does not have any content from, it is not a similar content from FDP 101 and 201. FDP 3 is aimed at equipping you to understand what FDP 1 and FDP 2 is. So, we are actually going deep down into the design of FDP 1 and FDP 2, it is not the same and hence it is different.  So, we are training you in multiple things at the same time. So, in that way FDP 3 is very much different from FDP 1 and 2. Essentially, all the FDPs is about improving your technology, pedagogy and content knowledge to facilitate use of technology in classroom. Now, here the specific scenario is that you are using MOOC classrooms or the MOOC setting, the environment is a MOOC setting that is all that is different. Otherwise, it is just like how do you give guidance to somebody in creation of doing their project activity. See, as an instructor you would have lot of students coming to you working for a project. So, here also you have your mentees who are working on their course project and you are giving them guidance on how to do this project, you are not going to do the project for them. Instead, you are giving them helpful guidelines in creating the final project report, final project and final project report, so that they could better understand what is required from the FDPs. So, there is a question, what topic is going to be covered on in tomorrow's ABU session? There won't be any new topics per se, but once we upload the content today and if there are, so there are a lot of questions, so there are 500 participants in the interaction, the office hours is set up so that we could clarify most of the doubts synchronously. So, it is effort for us to be, so the instructors are present from here, over here, from 2 to 4. So, any clarification or questions that you have regarding either the content or the procedure, all these things we are always available, that is why we are saying that it is not mandatory to attend all office hour sessions. Suppose you have a doubt, you have some query, come to the office hours. As a instructor, I am virtually available during this office hour to personally clarify all the queries that you are having. So, that is the purpose of an office hour and we will be doing that exactly tomorrow. So, you will have lot of content coming up today. So, tomorrow you can use the office hours to give, suppose you have doubts regarding the content uploaded, some conceptual clarifications that are required. Please come to the office hour, please post your questions. So, we will be uploading a survey in the IIT Bombay course, where we will ask you what type of questions you are having. So, we will address all these questions in the office hours. Office hours is explicitly meant as an instructor-learner interaction specifically aimed at clarifying doubts where the instructor is actually seen or the presence is actually felt. The discussion forums, many of you know that there will be lot of number of discussion posts that get posted in the IIT Bombay course. So, many a times the course team may not be able to actually look into all the discussions and though even though we are trying to structure the discussion forums through queries and other things, even over there sometimes you may miss out. But this is one place where we are trying to consolidate the major queries and answer how the estimated interaction efforts are executed. See the content or whatever is required will require you to interact 8 hours across a week to actually go through the content interact with your peers. So, for doing the LXI, LXT and the LBD activities you would require approximately 8 hours of effort that is how we calculate the 8 hours. I mean it is up to you how much you want to utilize the 8 hours. So, you may stop at one hour of looking through the content and interaction and you may stop at it. But that will not help you out in the actual mentor-mentee interaction or in the actual FDP design because all these also have to be factored in your design to completely understand the T-PAC that needs to be improved. So, we would need lot more interaction. So, many of you would have greatly benefited from the discussion forum activities in the FDP once and two that we had last year because you asked a lot of questions, tried to solve many people's queries and you would have actually spent more than 8 hours or 5 to 6 hours that was meant in that FDP. That was the estimated effort for that particular FDP per week. So, you would have spent more than 5 to 6 hours every week while participating in the discussion forum. So, it is exactly the same for you to get the maximum benefit you should involve yourself in at least 8 hours of activity by interacting with your peers, interacting with your mentees, giving them clarifications, giving them guidance, etc. So, let me take a question from the YouTube chat stream. So, there are 13 major questions that has and I see that people are adding lot more questions in YouTube. What is the format of course journal? Is it a Word document? The format of course journal is it is up to you, how do you want to write a course journal? So, look at FDP 1 and FDP 2. So, people who were there from in FDP 1 and 2 last year, you would have written a course journal yourself. So, you could use the same format. The format does not matter, but what is important is the course journal should be a record of all the activities that you have done and you should have reflection points in it and if you look at the discussion forums, you will see a lot of different formats of the course journal that you can adopt. So, we are not enforcing any format or any template per se, but what we ask is your course journal should be a reflection of what you have done as part of FDP 3 and it should also contain points, reflection points from what you have done. So, you should ruminate about what you have done, how does it improve your understanding. So, there are there is a video in FDP 101x which talks about course journal. I would strongly advise you once you get logged into the FDP 101x part 1 course, please go through the videos of what a course journal is and understand how to write effectively good journals, course journals, how mentees group will be assigned. I have already answered this, what will be the criteria used to group the participants. There are no criteria, it is a random grouping. We will try to ensure that no two people from the same institution are part of the same group that is the minimum that we are trying to do, but we understand that there are lot of participants from multiple institution will be as far as possible we will try to avoid grouping of participants from the same institution. Is it mandatory to a view only to interact with mentees, cannot we use Skype. Yes, so we are not offering a view this time for mentor mentee interaction because we have seen that it led to a lot of slot scheduling issues, logistics issues. So, you could use any other interaction mechanism other than a view to interact with your mentees. We got this, see all the procedural questions regarding previous FDPs I will not be answering that. What is the basic difference between the current and old one? I have already explained this is about mentoring and not about learning some technology or how to use that technology effectively, but you will be actually using some technologies effectively during the course and we will help provide you content on how to reflect well, how do you reflect from practice, what you need to do to improve your reflection process as a teacher. How many mentees will be allotted to one mentor? As far as possible there we are trying to limit the number of mentees to 4 to 8 and not more. So, unlike last time where you had 50 mentees this time around you will have a lesser number of mentees to actually mentor. In the session you mentioned few points you are not familiar with. So, whatever I have told today there will be appropriate content in the course to actually tell you about the details of those particular terminologies or jargons. Will 27th be June deadline for reflection quizzes also? Yes. So, for all graded activity in this course 27th June is the final due date. So, there is a question that please allocate mentees who are active and doing OER so that they will be they will respond to us. We hope that most of the FDP 2 participants are active. So, in case your mentee is not active and is not submitting OER please do not worry. We will factor in some kind of alternate mechanism to include the 10 percentage. In some way we will try to factor in the inactiveness of the mentee and whether they have submitted completely. But having said that you should also try to make your mentees more active not because you are being graded but because because it is a process for them to learn. So, think of this as a scenario where you are trying to encourage back benches in your class to study and submit a study well and do well in exams or write the exams or let us say submit an assignment course assignment think of a similar scenario. So, we are very much aware of the practical constraints that are involved while doing this entire process. So, we will definitely consider those exceptional cases where the mentees are not active. But having said that it is up to you to make sure that your mentees are active and they understand the process. So, there is again a similar query that some mentees are only meant for working towards certificates. So, consider the same scenario you are facing that even in your classrooms as well. Most of the students are only worried about the final exam or the assessments and the B.Tech certificate or the U.G. certificate that comes after passing the exam. How will you encourage your learner? Isn't it a problem that we are all trying to solve? What all strategies will you try to coax these learners to get the crux of the activity that is part of FDP and what it improves in? You all know about active learning methodologies. Can you use active learning methodology in your mentorship as well? Will it produce results? So, why do not you think of innovative ideas where two or three of the mentees come together and do a combined session to all their.  Make them interact with each other. Will it be useful? Think of innovative ideas that you can bring into mentorship. I mean you are not limited by the mandate that you should only have one to one interaction with your mentees. So, one important thing that we want you to understand is the connectivist model or the community learner model. How do you learn as a community? How do you learn from each other? This is how do you collaborate with each other? How can you better utilize collaboration? Now, it varies from context to context, but can you look at this as a mechanism where you can try out some innovative practices. Now, many of you would have tried out think-pair share in your own classrooms and you would have seen many people interact, many students interact with you when you do think-pair share. Can you do something like a think-pair share with your mentees? You give them a problem to think, make them interact with each other, try to make elicit multiple views about it and finally, share it with other mentee groups of mentors whom you know. So, can you leverage the collaboration opportunity that you have with mentors in the current FDP and make the learning more social? What all different strategies will you use as a mentor? And this is why I said FDP 3 is different from FDP 1 and FDP 2. For this is more of a operational query, for mentor-mentee interactions, how to record or document timing, details discussed and mode of interaction. You could use multiple ways of recording. One way is that if you are having an interaction through an online medium, why do not you open a screencast and record the entire interaction and upload it in YouTube. Now, as part of the FDP, any resource created from the FDP is in creative commons and all participants by virtue of registering to the FDP have approved that all the resources, videos, etc. part of the FDP will be released in creative commons. They have all agreed to this particular criteria. So, why do not you do this? Do a screencast of the interaction and upload it in YouTube. Of course, with the permission of your mentees, making them realize that this is there and if they are unwilling to show their face, you can ask them to stop the video and just the audio capture or the chat capture would be good enough. If you have sufficient technology to do YouTube streaming, you can ask them to join the YouTube stream, you could do hangouts with them. There are lot of mechanisms available to record all these interactions. First case, why do not you give a Moodle course to them and you enroll your mentees in the Moodle course and use the chat module in Moodle to interact with them. So, this entire chat is recorded in the Moodle and you can get feedback from the mentees about the entire mentor-mentee interaction. So, you have learnt all these skills in the FDP 1 and FDP 2. What we are looking at is how well are you utilizing this in FDP 3? How interaction between mentor and mentee will be analyzed? See, interaction what we mean is that, interaction one way of analyzing is have you done the interaction. The other way in which we will see the benefit of the interaction is in the way in which your mentees create their OERs and how they do peer evaluation. These will be indirect indicators of how well they have done interaction, their mentor-mentee interaction. Kindly arrange focus Moodle site administration session for providing support to mentees for FDP 201x. See, you need to use Moodle only as a teacher, you do not need to use Moodle as a very advanced user. Whatever technology is you learnt, so you have learnt about WordPress, you know how to create a site, you have learnt about screen casting, you have learnt about the basic operation of Moodle as a teacher. Can't you use these essential skills and of course you know about interaction, how to do interaction using various technology. So, this is a test of you using all these technologies that you have learnt in FDP 1 and FDP 2 and which for which you have scored very high because you are all the top performers in FDP 1 and FDP 2. So, why don't you try to adopt whatever skills that you have learnt in this real life scenario. There is a question what if I belong to ECE and I wanted to do my OER in engineering education. See, there is no OER creation in this particular FDP. This FDP is all about mentoring your mentoring practices and design, design of FDP modules. So, there is no concept. So, you are mentoring your mentees in creation of OER, you are not creating an OER. Some of us did not attend FDP 201x. See, I believe these are participants from the first offering of FDP. The FDP ICT 001x, the same offering was split into FDP 1 and FDP 2 in last year. So, the course content that you have gone across in FDP ICT, it is the same over here also. Is there any reason behind making this FDP paid? Yes, the rationale is that the mentors yourself last time when you had provided. So, there are two important rationale. The first is that the services that we are providing as part of this particular FDP, the benefits to the participants of this FDP is higher. We are making you mentees and we are officially putting you as our proxies in an FDP course that is actually running it. So, we are telling all the participants in the current FDP that these people are like the people who know in and out of what an OER is. They have done this activity last year in their offering. They will help you out in the process of OER creation when you are doing the course project. So, this involves some amount of commitment from you. So, we do not want any of you to go completely omit the mentor-mentee interaction and one of the mechanism through which we will ensure that you know the complete thing is that by making this FDP paid. Because going ahead, we need to make this FDP 3 self-sustainable and there are lot of services that needs to be offered. There are lot of ancillary services that need to be offered to you in setting up, providing you with appropriate guidelines, platforms with all these office hour sessions etc. for which there needs to be a ownership from your end also. And by making this paid, we are ensuring that you take up the ownership of FDP completion or the goals of this FDP on yourself. How will you take the attendance for this FDP? So, there are no attendance mechanisms in this FDP. It is you provide evidence that you have interacted. So, we may give you specific things like survey forms etc. where you will interact when you did the interaction, where have you uploaded the interaction, records of your interaction, who are the mentees who came for the interactions etc. that you may provide. But other than that, we are not keeping any attendance. We are keeping. So, even for ABU, though we have a record of all the people who are coming in ABU interaction, we do not have any idea of which all users come to us via YouTube. So, see the office hours are meant for your benefit.  And if there needs to be clarification and other things, we will you will be coming for the office hours and getting these things clarified. But since that you have paid us, it is our responsibility that we provide you with the most clear cut instructions. So, you can demand the service that is we provide more clear documents, we provide more clear instructions and we have a course TA team. So, we have three of my colleagues over here. Two of them are here with me right now, Lucian and David. They are part of the educational technology department at IIT Bombay. And they will be assisting me. They will be the TAs for this course. So, they will be the main course staff who will be answering many of your discussion forum queries. And who will be setting up these materials, creating most of the curation work would be done by them. And there is one more Herum who is part of the IIT Bombay team over here. He is a project technical assistant with the department of computer science over here project research assistant. And he will be he will be the third TA for this course. There is a question about face to face communication for this FDP. So, the group formation would be done at the end of week one. So, the entire week one is provided you to explore the FDP one and FDP the current offering of FDP one and FDP two and the kind of questions and activities done by students in this particular FDP in the participants in this particular FDP. So, use that for the first FDP. So, by the end of this week we will set up the group and we will be informing you again you can use for the communication you can use these online mechanism. See, it is about use of educational technology. I am communicating to you using a view. So, this face to face communication wherein I come in one place and you are also available at the same place. So, it is not the face to face it is the synchronous communication that we are focusing on. And what we are encouraging is there is lot more lot more than synchronous communication that is currently happening. You extend it to multiple mechanisms and use that mechanisms to interact with your peers, colleagues extensively use the discussion forum use other modalities to interact with them. So, there is a question regarding. So, the question is if I use WhatsApp to interact with my mentee will I have the same mark as the mentor who is interacting with his mentee using a view? Yes, the I mean we are not limiting the mode that you should use. We know that by the end of FDP 1 and FDP 2 you have all gathered sufficient proficiency in use of multiple technologies. So, and you are also apart from the FDP 1 and 2 you use a lot of other technologies as well. So, use a mechanism that is convenient to both you and your mentee. So, sometimes if your mentee is not very proficient in WhatsApp that interaction may not be very fruitful or that mentee does not prefer WhatsApp that interaction may not be very useful. Also you need to take the permission of your mentee to interact in WhatsApp. So, you should look at the ethical considerations also while choosing the mechanism of interaction what we will give you is we will connect you to your mentee. So, we will tell you that so and so person is your mentor for creating OER and we will tell them that they will help you out in the OER creation process you can ask your questions clarifications etcetera to your mentor about the entire OER process. Some participants register but do not do any submissions or are always late for submission how does the mentor help them in such case. For participants who are delayed due to submissions you can remind them of the due dates when the submissions are due what kind of activities are more important you can send them reminder emails. If they are in touch with you using any of the other modalities you can inform them yeah today is the last date or so and so is the last date for this particular submission you should focus on doing that. If they do not do the submissions at least we know that you have tried your level best but your mentees were not cooperating with you. So, we will factor that in your grading while doing your grading so do not worry about it. So, there is a question peer assessment is really a problem and there is no solution afterwards for wrongly assessed assignments this is not really true as in there are solution mechanisms. So, we have course support team or TAs who will be looking at these wrongly assessed assessments and will who will be able to provide you with what do you say improve the grading policy I mean look at the grading policy and give you correct assessments. There is a question that FDP 301x seems to be more as integration of technology pedagogy and content if so please explain a bit more. So, I hope I have answered your question but if you have more doubts regarding some specific aspects about how technology how pedagogy and content gets integrated more deeply please post this as a main concept. So, I will address this separately tomorrow for the current thing the detail is that you will be utilizing whatever technologies and pedagogies that you have learned you already have the content knowledge that is how to use different technologies. So, the content knowledge is the content knowledge of FDP 1 and FDP 2 we all know that you have that in plenty because you scored more than 80 percent in FDP 1 and FDP 2. So, we are by this we are ensuring that you have the content knowledge but it is the technology and pedagogy. So, you need more practice to show your technology and pedagogy skills that you have gained from FDP 1 and FDP 2. So, this is an opportunity for you to actually bring those into practice is it possible to provide an example for implementation of TPAC we have resources for this please go through the IT Bombay scores on FDP 301X it will be open at around 5 p.m. today after which you could see the course contents we will be enrolling you to. So, if you actually look at the OER activity that you have supposed to do that exactly is a technology pedagogy and content knowledge you will have to exhibit how you use a particular technology what pedagogy you are using and for teaching a particular content. So, that the OER is a greatest example of the TPAC but more details some more concrete examples I will be we will be providing it through the resources if that is not sufficient in the coming days we will be uploading more such examples. So, what are the new things that you will learn I hope I have answered that question right now you will learn about mentoring and you will know learn little more about Kirkpatrick's evaluation model and TPAC which is actually useful for you as a learner almost answered the questions related to TPAC yeah. So, about how to interact with mentees have already informed LED material is not yet posted we do not have LEDs LEDs are basically the office hour sessions that you are having right now. So, this is the two way interaction between the learner and the instructor there are no separate LEDs for the course. So, I hope you have already seen the ABU session plagiarism issue again you can at most guide them on how to cite and remind them that they should not copy word by word from somebody else's report. In the induction program Professor Fortuck said the MOOC platform is going to be dedicated on 26 January 2018. So, due to some technical issues we have the platform ready and see the IIT Bombay code is and its front end the Drupal code is available in open source. So, if you go to IITBombayx.in below in the below credit section you can actually see the Git code for that particular for our IIT Bombayx installations. If you have a system team capable who could use develop and maintain the platform at your end you this is completely free and open source technology you could use that is the same as creating a MOOC course no this is not same as creating a MOOC course, but rather how do you interact with MOOCs who are the mentees your mentees are participants from the current offering of FDP 201. With the communication can we make out that ABU will be given to all mentees and we will get slot from IIT no. So, unlike last year what we have seen is that ABU interactions the logistical issue is too high and you may not get the mentees at the same time. So, we are giving you option to use mechanisms that are convenient for you rather than sticking to use of ABU check sorry for the audio interruption. So, there is a question can we be a mentor and mentee no you can only be a mentor. Mentees as in if you want to learn from others feel free to collaborate with other mentors in this FDP. So, there is no separate mentee role for you in this particular FDP. So, there is the question was another question was guide us how to create dashboards like IITB and about tell about working up working group. See these are topics beyond the scope of the current FDP 3, but you will be intimated about this in due course of time because we are something that is something that we are trying to. So, once we have a community that is when the idea of working groups make more sense. So, we are trying to build this community through this. So, all of your part of the working group in a sense in a sense that you are all working towards improving the OERs of your of the FDP participants. So, in that way you are part of the FDP working group, but yeah details of this is currently beyond the scope of this program. So, let us limit to the scope of the program to discuss. Can more than one mentor guide one mentee yes all such innovative practices are welcome, but ensure that there is only single point of see we introduce one mentor to the mentee. So, it is important that when you involve another mentor also in the process you introduce them to the mentee and tell why they have been why are they part of this mentor mentee interaction. So, you should include multiple groups. So, only when you are having multiple groups involved then only it makes sense that one mentor can learn from multiple people. So, regarding submissions we will try to accommodate maximum as possible, but see every program has certain mandate under which it works. So, submissions under due date is very important and so if you are registered for a program submissions within the due date is paramount for you to take the best benefit out of it in terms of certificate, but in terms of learning you as you know see if you have learned sufficient you will know it yourself. Certificate is only a what do you say a technical document that you show some others either for career advancement or show that this is how what IT Bombay has given you. So, I hope you will not work just for certification, but it is also for the knowledge improvement and please maintain the due dates otherwise it will be hard for us to include you in any of the further additional efforts because all these are programs done under certain mandate and we are giving you sufficient time to do the activity and even for the mentees there is sufficient time to do the activity. So, how to provide mentor-mentee interaction proof I hope I have already said that you can record or you can do screen shots any of this is good enough. Yes, so I agree that if the mentor and mentee is from same domain and we will try to do that, but the diversity is so high that we cannot assure you that you will get a mentee from the same domain. How will you take attendance? So, as I said attendance for this FDP is not a mandatory thing it is completely online with office hours. Office hours is the blend interaction and there are no mandates per say regarding attendance. So, if you want to skip an office hours you are free to do that, but it is in the office hours that maximum queries will get personal attention from the instructor. Contents will be uploaded by 5 p.m. today and the course will be up. Reflection points in FDP 3, see reflection is about what you have done. So, you may have gone through a content. So, how is it applicable in your scenario? What have you learned from it? So, this is what you mean by reflection on practice and reflection improving practice. So, let us say you understood about TPAC model you write that in the course journal and how does your knowledge of TPAC model improve your own practice. So, let us say you learned what TPAC is how will it help you in better guiding your mentees that is something that is reflection informing practice. Format of course journal there are no specific formats you are free to choose the format that you wish to use. Is there a tool to provide a check plagiarism? See a major problem with the plagiarism checking tools is that all of them has institutional licenses. So, unfortunately we will not be able to share the turn it in login with any of you because it is very specific to IIT Bombay, but if you have some other plagiarism checking software I mean we do not mandate you that you should check the plagiarism of the mentee submission. All we expect is that you provide them sufficient warnings sufficient guidances on how to avoid plagiarism. So, all the questions regarding uploading of content has been answered documents will be uploaded please do not worry as the passing criteria is 75 percent kindly do not keep anything in peer assessment as a wrong or casual approach will affect the sincere efforts of the participant. We will be trying out a different type of peer assessment in this particular FDP. More details I will not be disclosing right now because there is too much of information at this point. So, I want you all to focus on the T-PAC and how the FDP one and two have used the T-PAC knowledge in the coming week. So, please do not get worried about wrong peer assessment in mentoring there is a very different format that we use for peer assessment this time around. So, just be informed that yeah and one important thing is the grades of the activities. So, you do not have to look at the progress bar for the. So, the progress bar is only an indication of some the activity completion. It is not a true reflection of the activities that you have done because there is lot of offline activities. So, for example, you have submitting your course journal it will be evaluated by course staff over here that is not part of the IT Bombay X major process. So, there are a mix of offline evaluation and online evaluations and we will be taking care of these issues of peer assessment etcetera in our evaluation process. Are we expected to go through complete FDP one and two zero one you need to go through the content do not participate in FDP one and two as of now. So, please be warned please do not engage in doing activities in FDP one and two because that you will not get any benefits of FDP one and two certificates. What we want you to look at is how the activities have been designed that is what we are looking at from by enrolling you in FDP one and two. Clarify the judgment with mentees presentation for all activities with a soft copy for an individual mentor. I do not understand what you meant, but is it if it is explanation of mentees performance then yes the rubric will be telling you clearly about how the mentees performance was. In FDP three do you need to create OER? So, you do not need to create OER for FDP three the OER assignment there are no separate OER assignments in FDP three. There are very targeted assignments, but you may have to use all these technologies like Moodle screencast etcetera to actually make the best use of FDP three. Time is very short yeah unfortunately time is very short, but that is all that we get. So, we cannot have that is a very sad constraint under which we are all working, but within the time constraints we will be looking at the performance within the time constraints. We will be definitely factoring that while doing the grading process. If the mentees do not do OER assessment I have already informed you that it will be how to judge the presentation of mentees. So, there are no separate presentations per se they will be evaluated about their OER by their own by the other peers from FDP. So, do not worry about judging of evaluation of mentees why most of the lecture videos on YouTube are published with standard YouTube license. At least this time around we will try to ensure that the studio team will modify the license of the videos, but standard as in I mean please note that all the videos that we create right now is in creative commons. I will check with the studio team to ensure that while they are uploading the video they change from standard YouTube license to creative commons. There seems to be lot more questions, but I have actually overshot the time for office hours today. Please do not worry if your questions have not been answered till now. My course team is taking all these queries consolidating them and we will be providing you answers through multiple formats. Either we will start with answering most of the queries in the coming days in the next office or interaction and we will also publish the answers the questions answers that have not been done through ABU in the IIT Bombay X course. So, please do not worry this as I said the office hours is one more mechanism to come up with increasing interaction between mentors and mentees as I know all of us are working in a time constraint, but we will try to maximize our to maximize the productivities of office hours. I would encourage you to upvote use the question tab more effectively. So, if a question has already been written then try to upvote it in the questions tab. I know that I am leaving most of you with a lot of open ended questions, but please look into the IIT Bombay X course on mentoring educators in educational technology that should be up between 5 to 6 p.m. today. So, you will be getting a login between 5 and 6 the starting activity you will get over there. I hope I have answered most of the questions in that came through YouTube as well as ABU. For tomorrow's session we will be uploading a survey question in the IIT Bombay X course where you can ask the question as a response to the survey. So, we will be consolidating that and we will be starting with that particular question when we start the ABU session. Of course, we will devote some sessions to give you more input about some details about TPAC or some aspects of learning community models etcetera, but majority of time it is for the office hours are meant for you to approach the instructor and ask your questions. I thank all the studio team, my course team and workshop team who helped me in organizing these ABU session. And I also thank all the participants who have logged into ABU just now I mean today and attended the session. Please be patient if you have any operational or content related queries please feel free to ask us through multiple mechanisms we will consolidate we will try to respond you to you through some format and we will consider this as one process. So, we are mentoring you to mentor others in educational technology. So, consider this course as a actual scenario of what mentoring is all about. So, that is all. Thank you from IIT Bombay, thank you for participating in the today's session over and out from for the first office hour session of FDP 301.