Welcome to this last session today afternoon for this interaction in the FDP 201x Pedagogy for Online and Blended Teaching Learning Process. So the way we will do this session is let me just quickly go over a couple of guidelines for the format and what is the goal and then we can open it for flow transfer to get feedback from you and so on. So this session is feedback from RCs from you and to you, we will come to that in a moment. So this includes questions, comments, your suggestions, concerns and so on. The goals of the session, there are two goals, we get feedback from you and you give feedback to others. So remember this whole the larger picture is to build community in using improved pedagogy using the new technologies and so on. So we need each other's help and each other's support to make a real difference in the field. So in that line or keeping those bigger goals in mind, even in this session we will do, we will give feedback as well as get feedback. So specifically what you will do is as a coordinator what your role is in your RC and the participants in that RC what you will do is to discuss and come up with one key takeaway from the FDP for you. So the coordinator can then, when your turn comes you can summarize what is the main takeaway from your RC or maybe one of the participants can represent the RC, the other participants and talk about your key takeaway. For example, an example of a takeaway is I learned so and so in the FDP last week and I plan to implement it in my next class, that is one kind of takeaway or anything I do not want to tell you what you want to say but what is it from the FDP that you learned that you think you will use that is actually very useful. The other thing you can share is if you have a question about the topics we have discussed so far, active learning specifically, how to implement it, how any conceptual question, some example, clarification and so on or use of technology or how to if I am using technology how do I bring in active learning, anything related to active learning and use of technology, if you have a question please pose the question. What we will do after that is this last point, what we will do after you pose your question is we will go to another RC and your question will be answered by subsequent RC, need not be the very next one but the next or the third or the fifth and so on. So, as a center what you would do is try to answer any of the previous questions that you feel you can contribute something to, you know that way. So, suppose in my center I have a question and I asked and I find out that the third center after me had a good answer to my question. I can later collaborate with the third center and try to do something together or use your ideas in my university, in my institution and so on. So, this is the whole point is to do give and take with respect to each other. So, I think with these guidelines of the format we can actually begin the session and as usual you can do a hand raise. So, let us go to center 1063 D.Y. Patil Institute of Engineering and Technology. My key takeaway from this interview is to how to actually engage the students in learning. And before class during class in after class what are the activities to be planned so that the learning outcomes will be greatly achieved this is what we learn. That is really nice. So, can you can you share with us one specific method you plan to use say in your next class to engage students. Anybody from the center it does not have to be I am not putting anyone on the spot here. Okay, no idea let us do one thing. So, this is a really good idea that you mentioned that you know there were several points in the FTP that we discussed about how to engage the students before during and after the class. So, you can take this as a top level guideline and actually apply it or operationalize it to your class. This is true for all the 5000 participants. What is one thing that you can do before class, during class and after class to engage your students. So, thanks for this broad guideline 1063 we will go to the other centers and come back if we can. In the meantime if you have a question do post it on chat we will take a look at it from time to time. Center 1290 Siddharth Noida. What we learned from this FTP is that let us say once we shift the concentration of learning from teachers to student that means becoming student centric learning then the big thing is that our tension goes off. Because we always feel that I don't or rather we don't have a feedback or rather the teacher don't have a feedback on what they have learned how much they are going to learn such an aspect. So, once we go with the any of these tactics like trip classroom or let us say engaging student in class in a thing fair share whatever the case may be then this reduces our mental tension that is what I have to be take away from this FTP. Yeah that is a very interesting point that when the focus shifts from ourselves to the learner then mentally we are thinking about what can I do to help the other person rather than am I doing well did I do okay and so on. So, that is a really good point you mentioned. The only caution that we have to keep in mind is that in fact the amount of preparation we will have to do sometimes is a lot more because if the focus is only on my lecture on my speech then all I have to do is to get the bullets of my speech correct to get my presentation correct. Here we don't know what we can expect from the students. So, we have to be we have to have a good grip on our domain knowledge we have to feel very comfortable in facilitating a discussion and so on. So, once we are prepared for that and this does improve a lot with experience I mean the more you do active learning the more comfortable you will get. It is okay if the first few ones fail it is completely okay in fact for all of us who began teaching using active learning strategies initially you know things did not go the way we wanted it to go. But do persevere and it definitely improves with practice your confidence improves with practice your ease in the classroom improves and the moment you are comfortable the students pick up on your comfort yeah. So, that is a good point do you have any questions even to add on that yeah please go ahead. If we also practice active learning what what I felt was as a teacher I will be also active. So, I will be looking to gain more knowledge in my domain so that broadens my horizon. So, that means that even as a teacher I will be behaving like more student than a teacher. Okay very nice thank you so much for sharing this. Center 1306 Sri Ellar Tiwari College of Engineering. Actually I want to say that apart from all this we have learned from this FDP we actually I specially have implemented the active interactions of students like I have taken one thing pair share in my class and one peer instruction in my lab and with the result I was very happy and so I have started implementing it in once in a week of my lecture. Oh that is very nice. For an example I am teaching digital system in my class and I gave students an like an activity like they have to draw a positive triggered and negative trigger flip flop output. So, I told left side benches will draw positive and right side will draw negative. So, after the activity on a bench both know the answer of left and right so they have done once so in the share and also I have displayed the answer so that everybody can correct if there is any error or something. So, the strategies are very good we are implementing sometimes become very difficult to do things in moodle and all because of the time constraint, but it is a start will be very cope up with this as soon as we will start implementing as far as possible. Okay thank you this is actually very encouraging to hear especially in specific domains. So, what we will do during the OER phase and maybe even in the future FDPs is to collect a lot of your domain specific activities and we will make a repository so that if others want to use these activities then you know it is you contribute to the repository and you also take back and can use from it. So, this is very encouraging. I have a question for you is there any concern when you implemented it is there any caution or concern if you want to give some advice to your colleagues as to be careful about this or do not do this pay attention to that is there some such advice you want to give your colleagues who want to implement your 5000 colleagues in this FDP something you found hard initially and then you were able to overcome that chat Meliko. Okay, all right thank you very much. Let us go to Centre 1316 Dronacharya College of Engineering over to you. Ma'am the first question that the consensus decision that we will try at least one thing pair share activity in the next week class. Okay, which domain are you from? Actually there are mixed group. Okay. There are computer science there are mathematics background also there is management background faculty also. Okay. So, most of the teachers agreed that at least they will do one activity in the next week classes. So, that thing pair share can be taken as a starting. Okay, that is really encouraging to hear. So, one suggestion I have is if you can before the end of this day just make up your think pair share activity write it out and get feedback from the other colleagues that are there in your RC because sometimes the first time you do it it is useful if a colleague goes over your activity and suggests that maybe in the pair phase you know you can do something else and that way your your preparation for that class is done. So, if you have time at some point today say during the tea break or so write down the TPS you will be using and even though you are from mixed domains you will be able to give feedback in terms of the criteria that there must be a deliverable in the think phase and in the pair phase they must add to each other and so on. So, this is a really good thing to hear any other comment or question. For your suggestion we will take care of it and the question that you asked that active learning and use of technology ICT. Yeah, if you have any clarification or if you have any question for us or for the other RCs this is a good time to ask your question or to get the clarification. One thing we are observing that we are now using in a university based syllabus system where the course do not allow us to give a direct impetus to different these type of activities where students may show interest right because the only criteria is passing the examination until and unless students to understand that they are capable to become I say in the marketable then only they do understand is all this type of learning is very much necessary. But when students do not understand it during their class it is very difficult for a faculty or for a institute who are under any university pattern to make all those things applicable inside their classroom. So, let me log this question this is a very common question it is a question that a lot of us have been struggling over the years over decades and things are changing but let me log this question and as I said let us see what the other RCs have to share with respect to that this question specifically that you know for not much fault of their own but because of the university system students are exam oriented they need to pass the exams they need to do well. But how can we help students realize that activities such as these getting professional skills such as peer review participating in discussions and all how can we help them realize that look these skills are in fact necessary when they go for jobs and required yeah. So, if there is some things that the other RCs have tried participants from other RCs or if you have any ideas do share it when your time comes. So, in the meantime 1316 thank you very much for your question and suggestions we will try to address your question in the next few minutes. Thank you. Thank you ma'am. Next we have is 1082 Hindustan Institute of Technology over to you. The main takeaway for me is that we need to continue to communicate all the things we have done in this FDB. Can you be a little more specific what do you want to communicate? I already did a peer and think peer share activity in my class I also made a video for my student as a trip class I teach data structure using seen computer science. My question is quality of a student is so no good they want only notes of their subjects because they worry only to pass that examination. How to implement these things? Okay, so the question seems to be similar to the previous one let us just wait for a little bit more a few more RCs and for the RCs that are going to interact from now on keep this question is in mind how can we shift students attention or how can we help students move only from exam oriented to also you know paying attention to these activities discussions and so on. Until the bigger system changes we all know that students will definitely be thinking of exams we cannot do much about it and they are right they have to pass the exams they have to get good marks but in addition or maybe by replacing part of this exam orientedness what are some techniques we can do as teachers to help students or to get students to pay more attention to discussions activities in class activities and so on. So thanks for your question 1082 we will keep this question open for a little bit more and let us see if the future RCs have anything to respond. So let us go over to RC 1173 Tiagarajir College of Engineering and keep this question in mind do tell us about your takeaway but also see if you have a response to this question about shifting from exam orientedness to more learning orientedness. Over to you. Ma'am my question is regarding the program outcomes in program outcomes PO 1 to PO 5 we can use some of the activities to assess the students but when it comes for PO 6 to PO 12 is there any activities to assess the students level? Can you be a little elaborate for example give one or two examples of this PO 6 to 12? Yeah PO 6 it is engineering and society PO 7 it is environment and sustainability like that it goes map communication teamwork. And this list of outcomes is from where again? NB. The NB outcomes okay okay great.  Teamwork. Teamwork okay. Lifelong learning. Project management in finance. Okay. Professional ethics. Ethics okay excellent. So this is actually a specific question that in fact the other RCs are in a better position to answer than you know we at IITB because NBA is something that all of you are likely going to be governed by and what activities to the others have what strategies have all of you tried to address these outcomes how to assess these outcomes. So we will keep this question open for some time and in case you know we do not have too many answers I will also try to address this in the next one hour or so. Is there any takeaway you want to share? Yeah clarification ma'am. Okay. Go on. Previous questions that were raised by the other RC participants that is how we can make students actively involved in the activities. Yeah in my case I have tried some of the methodologies that you have suggested in this FTP. One such thing is padlet usage of padlet. What I will do is initially I would post some of the questions in the padlet and what are the activities I am going to do in the padlet. So the students will just try to search in the internet regarding what is the activities about and what their role is. So in the next class when I try to implement that activity in the classroom so they know very well about what is going to happen in the next few minutes. So they actively involved in the activities also and after completing the activity I will post the questions related to how about the activity do you need any improvements in the activity are you comfortable while doing with the activity like that such questions will be posted in the padlet. I also have expected some active answers and similarly student have engaged most of the students nearly some 60 percent of the students have involved in the activity and responded to the queries. So it shows that they are very much aligned to this kind of activities and one such student replied in a way like. With subjectivity. Python programming. This is again a very nice strategy that to hear which has been tried and you know you have you met with some success. So I am going to try to tie this activity to one of the earlier comments that one thing is you are setting expectations beforehand. Students know what they will be expected to do and why they will be expected to do it and this is a very neat use of technology. Padlet is something easy for the instructors to set up and easy for the students to go and work with it interact with it see what is there and so on. And one of the earlier in RCs 1063 had said that we need to engage students before, during and after class. So your method in fact has a very neat way of integrating technology to engage students before and after class and during the class they do it in a face-to-face session. So this is a very nice tie-up of how to engage students and perhaps the other RCs if you want to try doing this and see if it works you can do it next week and then post back towards the end of this FDP. Okay thank you Tyagarajir College. Let us go to center 1, 2, 3, 7. This is Mewar University Gangraar. Over to you. My takeaway is like previously what we were doing is whatever I am making as a resource I used to keep with me only but now I can share it with total India what I am feeling is like I became Omnipresent type. So it is giving a very good suggestion I am giving like it is a very good thing for us that we can share it with thousands of persons at a time and that also they can again reuse it and again they can bring some changes in that and really we got to many tools we learn from there from these FDPs and really it is a very optimistic approach you are doing and we are really thankful for that. Regarding feedback one of my participant has faced a problem in peer assessment and she want to. Just one moment let me just comment on your takeaway see what professor Fartik mentioned a couple of hours ago that we really need a few thousand of us together to work on this problem to make a dent in the real field problem. Now your method seems to be one such one piece of that solution that we all spend so much effort in creating things and now if there is an easy way to share it with a few hundred others or even a few thousand others then perhaps with this community effort we can take a few more steps ahead. So what we will do from our side I am writing down action points for us is we will try to make this repository a little easier and smoother to use at least at the end of this FDP and later we will see how to translate it across the other FDPs and so on.  Yeah I have a question not exactly a question ma'am actually it was related to week one graded activities like after fulfilling all the criteria mentioned in that peer assessment even then I have got zero out of five so like what is the basic reason behind that ma'am and because of that my progress have been like gone down. Okay so I am sure I mean the next RC may not have an answer to this so even I do not have a direct answer to this but I have I am going to escalate my request to a recommendation to a mandate to all people who are giving review in peer review and peer assessment whatever score you give you have to give a reason you have to give some feedback as to why you gave that score especially if you give a score of a zero otherwise your colleagues like the instructor whose who just raised a question such faculty members who really your colleagues they are going to have a hard time in this FDP. So you do not want yourself in that situation you do not want your colleagues in that situation so it is each of our individual responsibilities to solve this problem. I cannot solve it from IIT Bombay my team here cannot solve it the instructors of this course cannot solve it individual RC coordinators cannot solve it but if all of us take those three steps read the rubrics carefully seriously do the review and give a score for each criteria then I think a lot of these questions will go down. In your case specifically whatever would say is escalated to your mentor and then we will be in touch with your mentors. That is where that is what I would suggest for this specific question at this point but that is only a band-aid it is not a long-term fix. Long-term fix is each of us when we are giving peer review we have to be careful otherwise we will get faculty colleagues like this to complain in public and that is a shame on each one of us. One last comment please from your center 1, 2, 3, 7. If you allow I would like to ask one question to you. Actually I don't know this question is relevant to this topic or not. As a research scholar I am this is a program out coming of this FDP and pedagogy which means for my future research purpose how I'm going to use for this program output orientation. Actually I want to publish one paper but I want to check the plagiarism whether my work is through ICT whether the genuine or not by using this program out coming how can I use practical application to check that I would like to know. Okay let me log this question first okay. So again let me log this question and throw it open to other RCs who have tried doing something like this. So my to summarize a question suppose we implement some active learning pedagogy suppose we use technology in a novel way suppose we somehow are able to tie it up to program outcomes. Is there any way I can do research on this? See the first step is the okay the 0th step is to understand all these techniques that's what this FDP is about. The first step is to apply it in your own classrooms which I hope all of you will be doing this week and in the coming weeks. The step above that is research or scholarly teaching. Is it possible to do it like that? Have any of you done something like that? So let me open this question for some time and based on what responses we get I'll come back to this question in the next one hour okay. Thank you for your question and let's go to the next center which is 1065 Phinolex Academy of Management Technology. From this FDP you can take so many things in mathematics language you can say number infinite number of things you can take away from your FDP in that I listed out near about 5 to 6. I'm not going infinite number of things. Regarding conducting interactive classroom sessions based on think fairs here team fairs solo and as in previous session the sastra buddha sir explained how to appear in instructions today morning also had given some idea about that and flip the classroom technology also that one more thing and creation of OER and being the mathematics person I think I have learned a lot of things how to create the word press and I express sincere thanks to IIT Bombay and our teaching associate they are helping form last I think two more than two months okay thank you so many things are there I have listed out these four things okay there seems to be one more comment yeah please go ahead. Good afternoon ma'am there are so many things to take away from this FDP most important thing is to have a very interactive and engaging session during the lecture that's what the best part of this FDP the biggest challenge that I would like to pose here is how to make the students to watch the videos okay even after giving them as an activity based on a video sometimes we face a problem like I have executed this in my class and that's what's the biggest problem I had thank you very much ma'am okay thanks so before we go on to the next center let me just list the couple of two or three questions which are out as open questions and if as a faculty member you have some experience with this or if as an institute you have done something and have something to share do share it with us so one the latest question is if we are doing flip classrooms or if we want students to watch a video how can we make students watch it because we all know that if students come to class without having watched it the planning of the next class just goes for a toss you know we may have planned an activity based on the video and then it turns out half the students have not watched it so how can we ensure as much as possible that students have watched the video if you have ever done this and you have any strategies to share please do this this is an open question for all the RCs who are going to interact from now on the other question is is there some way you have you know done some empirical study taken data if you have implemented active learning or used in new technology have you done any measurements and before I use the word research I'm going to stay small and say have you done any measurements how have you measured what tools have you used to measure things your student engagement student learning and how have you tried to connect your new technique either the pedagogy technique or the technology use how have you managed to connect this new technique to what you have measured okay if you have any experience to share it with us so let's go to center 1075 D.Y. Patil College of Engineering I have a comment here so these are the strategies that we have discussed in the last couple of months so which ones of this if any have you tried in your class if you have anything to share there that would actually be more useful to the other colleagues the other 5000 colleagues because it's about not about what was posted on itbx and what video learning dialogues that you watch or what lbd's you did but if you have something to say that look I tried this this worked or I tried this this is where I had a problem but then this is how we solved it you know that would really help so see if you can get a little more specific for example have you implemented any wordpress sites have you gotten your students to watch videos and have you done a flip classroom if so in which subject and so on okay so I'm going to request you to make your comments a little more specific from now on back to you 1075 we actually have used wordpress but it was not completely free for us actively used but rather we used noodle on which we implemented our objective multiple choice test for our students using every student the number of students was too many okay and once we had some problem with the noodle server management okay but then later on the issues were solved and the test was successfully okay so you're who solved your model issue when you had too many students and how many students did you have so good this is actually a good piece of information to have that even with 300 students you know participating on model locally it is possible for the tech support team to solve the issue and to go ahead with whatever you tried to do thanks thanks for this information you also said you had a question okay so you're talking about the in class activity right is it correct okay great good very good question actually all of these questions are good questions and I'm hoping some of the other RCS will come ahead and say look look we also had this question and we solved it in this manner so I'm going to kind of keep it up out in the air up in the air for a little while more I'm keeping track of these questions I'm logging them I'll definitely summarize the questions and my responses towards the end of the session but at this point let me just log the question that during the design of a flip classroom the in class or out of class activities that we design what are some criteria that will help us decide if this is a quote unquote good activity or suitable activity how do I know that this is the activity I should design for the given topic and so on this is a great question okay so let's hold on to this and let's move on to the next RC and then we'll come back to these questions RC 1131 over to you please at the outset I wish to express my sincere thanks to remote center WIT Sola poor and IIT Mumbai because it's a platform for the new it has opened a new avenue for me though I belong to arts and science college I learnt a lot of things and I have used think-pair share in solving the genetic problems I've given the link and students after coming to the class or third year BSE there are hardly 40 to 50 students they solve their problems and they shared with their partner pair and they have come out with different ways in solving the problems and then later on I gave the principles and I have discussed the ways in which and it's a beginning for me I have many resources I learned from this and still there is more I have to learn and thank you once again okay I'll just make a quick comment before going on so this interaction for all RCs there one more thing you can notice if you see that there is a faculty member in some other center or some other university who's teaching some you know not very common subject so usually in these FTPs we typically get engineering college faculty members computer science little bit physics and mathematics of the first-year engineering type we don't get too many faculty members from genetics and pharmacy and so on but if you hear a question from a person with that background and if you have that background you know this is one more place where you can build community so this was from center 1131 and our colleague here teaches genetics and she's used TPS for third-year genetics students so if there's anybody like that in the audience this is the person to contact and the way you contact is you can always you know using the forums discussion forums you can reach out to the center and then get her contact so is there any other comment or question you have from your center ma'am there was one question from RC 1065 you how to make students to watch video while implementing flip classroom in the year of 2015 when I started with the flip classroom for the software programming subject initially I was also having the same problem so what I did that time I would like to share that please go ahead I have just started with the small video based on the string concept which is available on the youtube and I make the students to watch the first video in the laboratory session and I initially told them that there'll be um quiz based on the concept which is explained in that video lecture which will be there in the classroom session to know the students response for this kind of activity okay so once and I mentioned students they can revise the video they can make the notes also while watching the videos and based on the same concept there'll be discussion and the quiz in the classroom session okay and after that after getting the students response I implemented my own videos and implement design the flip classroom for a applet concept in the java so that's what I have started to make the students to watch the video and to get used to the flip classroom strategy okay so question clarification for you the subsequent videos were they all watched in the lab or were they watched being watched at home the first one you said was in the lab right what about the subsequent ones only for to start only for one beat of the topic and only to start after subsequent videos did you find that students actually watched it even though they watched it at home yes after that they watched at home not within the laboratory session just to make the student too familiar with this strategy okay this is actually an interesting point because what our colleague here is doing she's actually trying to do two things or she has done two things one is that to get students familiar okay the very first video is mandatory for everybody and it's a part of the regular lab activity and I think it won't take them more than 10 or 15 minutes to watch it maybe half an hour at most if you allow them to make notes and so on and then immediately following it this is the second strategy she's using she's giving a quiz in a classroom in the lecture class maybe the following week or so and so or so so students know that what they did in the lab which is watch the video is actually directly necessary and being and is used for the quiz so this sets the tone the next time she asks them to watch a video it's more likely that they'll watch it because a they're familiar and b they know that they will be tested on it so I think this is definitely one strategy that others can use give a quiz on the video is a very common recommendation in flipped classroom the quiz should be simple short and directly connected to the video could be a recall level or at most an understand level question just to make sure that students have watched the video but it should be such that if they haven't watched the video they can't answer the question so this again gives the message to students that look I need to watch the video but what I really like is that initially when you make them watch it in the lab where you are present it breaks the eyes they know exactly what to do and what to expect so this is a strategy definitely that I think others can use fairly easily thanks for the tip there were there was one more question how two major students engagement in the flipped classroom strategy okay go on what I follow I would like to share that whatever the videos I have designed right so whatever concept now this is basically programming topic so what I have done at the end of the video lecture based on the same concept I have designed one assignment or problem statement and I have mentioned when I shared the video with the students that they will be completing that particular assignment and they'll be submitting okay and after that video they're in the classroom session I have I had the discussion the quiz based on that topic okay and then I have told them you can go and go back and modify the same assignment and resubmit okay so there was like the measurement before and after also before the discussion just after the watching the video what they have done and after the discussion what kind of modification they have done so this way I have tried to major students engagement in the watching video as well as in the discussion okay that's great which institute or university are you from college waltz and institute of technology same same RC right okay thank you very much center one one three one we did get some useful tips I hope the original RCs which asked the question also noted some of these answers and these questions are still open because if others have shared have done something to share we want to come together with a pool of such resources and strategies so let's move on to one zero eight zero I would like to start by giving feedback on this fdp conducted by IIT bombu I thank you for taking this initiative of elevating the quality of engineering education in our country my question how to give creative commons license to our country I couldn't actually get because there were no videos posted there was some content which understood my question okay let me just repeat the question for clarification because there was a slight audio break so you're asking how to give the cc license if you create your own content is that what you're asking yes okay yes yes okay so I think what we'll do is we'll post the link to there's a link where you can go and learn how to do this it's much easier done you know via the link and reading it rather than say it so I'm going to log your question and we will post the link on the on one of the forums where you'll where it has directions unless it's already I have a feeling that somewhere we've already given yeah in one of the earlier videos we had already given some link we'll repost that link on how you can do it with your own content very much for that I would like to answer one of the questions which was posted by one of the participants in this interaction it was how to create interest in students as far as using this technology using activities and videos in classes in fact I have used the MOOCs platform for my course which is entrepreneurship and I found that students love to do activities quizzes because you know nobody likes to sit in a class which is monotonous and boring and these kind of activities videos they create quizzes they create a lot of interest in students so I feel it is the teacher who has to mount it's the teacher who has to create interest in the student I have two quick clarification questions which domain which subject are you teaching I'm teaching management madam management there are some management subjects in and management science secondly when do the students watch the MOOCs is it when they're sitting in class or is it as part of the homework in the class in the class okay I think that's an interesting point that when the teacher interacts with the students in a face-to-face setting during the class okay where typically as instructors we lecture instead of doing that make students watch a part of the MOOC make students do an activity online right then and there see many of us have the idea that we can give these as homework but they may not be as effective as doing it in the face-to-face class where the teacher is not only present but is also encouraging the students to doing this so instead of hearing our own monotonous lecture they get to fiddle with technology they get to work on their laptops don't be afraid of using technology in the classroom okay if you're afraid that people are going too much off topic what you can do is have a question or an activity or a short quiz based on that technology used right after so that they know that in 10 minutes they have to watch this video and answer that question but you don't need to be afraid of students using mobiles and all so long as you have very definite defined tasks for them so that seems to be what our colleague from the center is doing ma'am actually i'm using this MOOC because both of them as an online actually you are doing it okay so they can content at home as well as you know we can show it in the class okay thank you very much center 1080 let's move on to center 1294 Gitanjali Institute of Science and Technology ma'am actually okay we are having a query regarding to this particular RCA to submission okay you are giving us the peer evaluations am I right so we're going to evaluate three piece after that again you have given something called as this self evaluation okay and the evaluation what we are giving for the self evaluation is the reflecting over our score both progress report now okay there is a thing that what even people can do is that if one person in any RC comes to know about this okay without even submitting any content in the submission place we can click on submit it we can review three other peer members and then we can go give the self evaluation making all the elements as extemporary and then we can submit it our scores are generated to six percent in the total score in that case how can you people evaluate us very clearly in this particular thing even though submission is not then we are able to submit the task okay so I'm going to answer this question in two parts so first part is that it's about RCA02 and there have been a lot of queries since morning about this so we will definitely take up all the questions related to RCA02 in one of the forums okay we'll address it some of the queries were genuine in the sense that there was a problem how do we solve it and so on so any further questions about RCA02 please wait till we post clarifications with respect to it the bigger question posed here is about gaming the system and however strict the security and the guards are it's always possible to game the system okay so our we operate on two or three principles one principle is the principle of integrity and that each one of you is here because you want to be here not because you want to game the system so we have this trust we have this faith we are going by it and we expect that you also respect that trust in return of course I mean if you if you ask me where are other loopholes to game the system there are several others I can even list it I mean there is no point but I'm fine telling you where all the loopholes are but that's really not why all of you are here okay that's that give and take of trust is number one number two the grading in this FTP is not about you know somebody else doing better hence I get a lower score so there is no relative grading there is none of those it's more of here are some absolute benchmark and some criteria can I reach them what can I do to reach them as a student so that is the philosophy behind the course so finally when we set up a threshold passing percentage it's mostly to help all of you clear that threshold and get a certification in this course so we are not going to entertain queries about oh that person got three marks more than me just even though they didn't do any work because we are not going to use those criteria okay so there is no relative in in IIT Bombay courses in fact students for students we do have relative grading and this becomes a bigger problem but in this FTP there is no relative grading please don't care about what your neighbour does especially if they use underhand means because that's not what you are going to do and your bigger focus is to reach an excellence or an exemplary category for each of those criteria yeah so let's is there any other takeaway that you want to share one more question yeah ma'am the thing is that okay previously okay in the FTP 101x okay when we have submitted our particular work very neatly and completely what is asked by the criteria which is given to us the reviewers started to give us a review where okay the content is not available but the whole content is available I will ment us once we informed about this particular issue they started to again cross verify the link what we have shared with the IIT Bombay x and then they said that you have to get this point but such type of feedbacks even though we are able to get from the mentor that updation is not even seen still in our scores okay so again procedural issues like the ones we mentioned in the morning when will my scores be updated when will I hear back from you know about some change so we are working on it remember I mean you may have at most 200 or 300 or 500 people in your class students in your class we have 5000 okay we are working each one of you is a learner in our course so we are working towards each of these issues thank you for raising the question we've logged it we have we are working towards it but I think let us not look at procedural questions like this for the rest of this interaction because these are very similar questions to what we saw in the morning session any procedural issues as I said post in the forum if it's related to RCA02 or my mentor hasn't gotten back to me or when will you update my scores these are already being taken care of so you don't even need to raise it again let's move on to the next center and before that I am just going to repeat a couple of open questions if you have any feedback or suggestions do say one question is if you have used active learning strategies or technology usage have you done any measurements have you correlated your improvements to the actual strategies if you have done so share your story that's one open question how do you make students watch a video get more interest in the in-class activities that's the other interesting open question so if you have any answers to share and the second question how do you increase students interest is an extension of how do you move them from being oriented towards exams towards focused on learning right so how have you handled this exam orientedness is there some part of the exam that you have used for internal assessment that you you know where you have made them watch the videos and so on so if you have any such stories do share it with us let's go on to center 1058 goa college of engineering firma gudi on behalf of the goa college of engineering and all the participants from other colleges our sincere thanks to iit bombay nt for giving us this opportunity to understand and learn a lot of new technologies that we could implement in our day-to-day classes with reference to the takeaways ma'am from this particular fdp 1 and 2 very interesting word wordpress modal creative common licensing was something which we really did not know and have learned and are happy to know it wiki spaces and screencasting of course was also very interesting and i'm sure students too will enjoy watching as well as creating it themselves but active learning strategies the thing pair share was something nice we are already implementing it no doubt but i guess we would take a little more stress and use it more often in our classroom okay thanks for your feedback i have one comment about think fair share now that many of you have said that you're you've been using it or you will use it let's let's get into the details let's let's get into the details a little bit more so we often as instructors tell our students okay here's a question discuss or think about it go on so as you said it may be something that we've been doing in the past but the difference between that and an active learning strategy which is known to work which is known to be successful it lies in the details for example now go back to the tps slides and the videos they are learning dialogues and see very carefully the recommendations for example the think share must be very short and something simple that students can individually answer it must have a deliverable tight to the pair phase because if the think phase is not tight to the pair phase then it's not a coherent activity now the pair phase question must be such that the two students were discussing actually need each other to make progress on the question there is no point giving a simple question in a pair phase which a single student can answer it should need two students okay so when you go from open discussions or ad hoc group activities to something more structured like think fair share now it's a good time for all of you now that you got familiar with some of these strategies it's a good time to start paying attention to what exactly makes tps the way it is when is it tps and when is it simply a group activity or with peer instruction what exactly should I pay attention to when is it okay to interrupt which phase and peer instruction is okay to skip and which phase is absolutely not okay to skip these are questions you have to start paying attention to so in peer instruction where you have multiple choice questions it's not only giving a multiple choice question for students but it's the phase where students discuss their answer and try to convince their neighbour it's that phase which actually makes it work so the question has to be created in such a way that that phase is actually meaningful yeah so now when you go back and do tps or peer instruction and all see what are those very fine grained specific criteria which are recommended for success of that strategy okay back to you if you have any other response to one of the other questions other rc's questions or any question of your own no ma'am we had a question which we would like to know are there any technologies that we could use in our day-to-day classes which have not been covered in the two fdps any suggestions that we could work on okay so let's do one thing I'm going to put this as an action item for our learning extension resources so I think by now you're all familiar with the lxts learning extension resources so if there are additional simple technologies that you can use in your classroom in addition to what we went through in the fdp this is something we'll try to put in the lxts okay the goal of this fdp is to give you a starting point with two or three strategies and two or three technologies that have a low floor which means that are easy to get started but things which are likely to take you far ahead okay it was to give a it was not to provide you with an exhaustive list but to give you a good starting point ma'am first of all we thanks fdp team for giving a much more exposure to the different ict tools like wordpress, modal, wikis places and within a from fdp1 to now we have exposed to many this ict tools we have not think about that never and which is giving a good line of action for further process ma'am actually the different streams were involved in this activity from different branches I am from the civil engineering field so it's really gives a better exposure to me to put the resources on for using this ict tool ma'am thank you ma'am some issues that I have to some issues regarding our rc centers ma'am regarding the peer reviews actually many of our participant have done rca2 and many rcs have raised the issues the same issue we are having that they are not up to the marks their reviews okay rca2 related queries as I said let's move it to the discussion forum first we will go through what the real underlying problem is and we'll post clarifications okay after that it makes sense to do a one-on-one discussion because at this point beyond the responses I gave earlier there are no other new responses so let's move on to any new question that you have my question is related to OER activity so very first question is that what should be the duration of OER activity uh can you specify a little bit more which OER activity you know the ones that you're going to do us in this fdp or the ones you'll do in class in in class activity get little more specific like what what do you propose to do what we are going to propose that we have three partners in our OER team we want to create three videos different videos on a same topic and that will be integrated and we are going to have think pressure activity to be uh proceeded in class segment and after that we'll follow the evaluation part by peer review so the creation of this resource is done by whom again your students resources we will create our own lecture videos okay we'll uh bifurget that into a segmental parts and then we'll have a play of a think pressure activity in in class segment okay and then followed by the peer review peer review of what uh the last learning objectives what we have we have uh focused on learning parameters okay and your question is about the duration of that think pressure is that what you're asking okay so let me just try to take this in two or three parts uh what you seem to be doing is combining flip classroom uh that both the parts of the flip classroom along with peer review and all this you can do but you need to have a little clarity about which part you're doing for what reason so if as an instructor you create either one video or part you know three small videos or take one video and chop it up ask students to watch it then along with it there are two activities that are recommended one is some simple questions based on the video which students can do out of class they can be posted on moodle or they can be uh given in within the video itself like in the learning dialogues there's a reflection spot you can when you create your own videos you should also create reflection spots but these are very simple questions or activities specifically related to the videos that's the out of class activity those are often short the in-class activity that you do based on the video should be a strong application of the concepts of the video so if there is one principle or a law or some concept that was explained in a video you can do a problem solving based on it and in class or you can do a think pair share where students design some circuit or design a program based on the concept in the video and so on so in class think pair shares typically last for I would say 12 to 15 minutes sometimes 10 minutes so for example 15 minutes is a good time for example you can have two minutes or three minutes for the think phase about five minutes for the pair phase because there's a lot more discussion and anywhere from five to ten minutes for the share phase depending on how rich your discussion is what you want the students to do in the share phase and so on if you remember earlier I said there must be you know there are some rules for think pair share even in the share phase there are rules that suppose you have 150 students in class you can't ask each of the 150 to share their opinion that is not doable okay then you'll have to spend an hour what we recommend there is that you ask a few groups or a few pairs maybe five or ten to share their answers list them on the board and once you get a range of answers typically if you give any problem solving or so you'll get four or five or no more than eight different ways of solving the problem sometimes it's only three different answers once a range of answers are written on the board ask the rest of the students to raise their hands on which of these approaches is their approach closest to so every student will feel that oh my answer is there in the second one my answer is there in the fifth one but you can save time by not asking all the 150 students so depending on how long the share phase discussion is it may last up to seven eight minutes and so on so TPS is no I've done TPS is for ten minutes I've done some which lasted 20 minutes also for the peer review make sure that there are some clear guidelines as in there has to be an artifact or something some presentation some portfolio some essay some program something created by other students so if you want to do peer review it has to be on some other assignment that people have created exactly like the RCS you're doing yeah so it's not a good idea I mean you or if you want to do peer review right after think per share you have to think very creatively how to do it I can't I don't have an answer right now but they don't seem exactly connected because that's why I asked you the question peer review of what make sure students have done an assignment or created something and then do the peer review Madam one more question is regarding the submission after completion of this activity which platform we have to use to submit it on the institute reference WordPress ID or the Padlet Institute level okay procedural question I don't know the answer I'm going to have to ask my colleague Jay Krishnan so I would suggest you just post see procedural issues are really not good for this open discussion because they're very specific to an assignment or one person one college and so on just post this on the discussion forum okay I'll note this question down but I'm sure the answer would be given would already have been given in the instructions but if you can't find it post it and we'll see if we can answer it there is there any other question from the center from somebody else yes madam one more question myself Satpal Singil from MGM London yeah so madam once this curriculum is over right now whatever queries we are having we are asking you right but once this curriculum is over whatever we have learned if we have some query that time okay so what will be the solution what will be the solution so that's why we're trying to build community so that you can get help from each other okay we will keep the discussion forums open for some time okay it can't be very long because we have other commitments and so on we will keep it open for some time in the meantime take this time to get to know other colleagues who are doing similar things form your own micro community and get help from each other it's very powerful as I said in the morning even if people are not experts extreme of the top level experts in a given technique but if they have some familiarity and if they are willing to put in the effort and time and if there are multiple viewpoints the problem can be solved so this is the right time to figure out who are the other instructors teaching my subject who are using the ICT tools that I would like to use for using the active learning strategies that I plan to use get to know 3, 4, 5 other people who fulfill all these criteria and then that is your support group this is again for everybody this comment that take the time in this during this FTP to identify colleagues who teach the same subject want to use the same ICT tool and use the same strategy as you do maybe from your college maybe from your RC or maybe from the 5000 participants but get to know them start a channel of communication and that's going to be your your professional support group yeah okay thank you madam thanks a lot let's go to 1343 supreme knowledge foundation group okay the first question was the major takeaway from this FTP like I teach microwave engineering in the fourth year and there are some students who missed my at microwave active devices classes due to campusing and all they were busy and they asked me that if I can provide any lecture to them so immediately I recorded two three lectures on that in screencast automatic and provided to them so through that screencast automatic they watched my lecture at home and then after a few days they said that they were highly benefited from that lecture but then they said they had some doubts in that so I said that you have watched the lecture now let us keep one time for one hour where you can solve all your queries so from that screencast video at home they first watched the lecture and whatever they had to understood they understood and in that extra class which I arranged they were only clarifying their doubts that means I was making clear those areas which they could not understand okay so in that way those students who missed my classes were highly benefited from this technology okay but still flipped classroom does not mean that we will say totally know not to giving lectures there were some broad areas where they asked me to lecture like say how the interaction between the beam and field takes place in magnet form then that small part I have given the lecture but again it was of a short duration means actually it was the major advantage is that they requested me to provide a lecture on this area which they could not understand and I was very happy by this technique that it is not that I am lecturing them and they are listening they themselves have requested me to lecture on that particular area so I think that is the major point of the learner centric education okay thank you very much this is a really this is an excellent point and especially at the deeper conceptual level that you have made two three points actually I am just going to try to paraphrase this one is that you are using the techniques from this FDP to enhance your teaching so it is not that you abandon something good that you had but you see how you can integrate the new things into what was already working with you for you okay so while we know that one our lectures are not so effective of course you are right you have to at some point tell and there is a time for telling so to say but the time for telling or time for lecturing comes or is effective if it comes from the students themselves which is what you are saying so the learner centric approach along with the active learning strategies or the use of novel technologies can be used to elicit from students what they really need and then you use the rest of the pedagogical strategies and tools that you have that you have done so far to help them so this is a really nice summary that you gave of how you have integrated learnings from this FDP is there any other question you want to respond to questions from earlier or so there was one question from one RC that in active we are facing difficulty to implement active learning okay because our students are students that is that that they are only exam oriented okay they want to store mark right they are focusing on that right that is a measure it seems to us to promote this active learning okay but one solution is which we are planning to do is that as long as students are within the academics they it is natural it was when when we were students it was for us also it is quite natural to them that marks are the only main thing in life okay and that and that is quite natural but in order to remove this mindset that marks are not so important it is the skill it is the learning which is important what we can do that we can we have alumni network is there we have various alumnus who are working in various places those pass out students who are working in those corporate world for at least one to year they do have realized that marks are not very important they are not sufficient condition to survive in the corporate world they are not very important there are many other things apart from two digit letters printed on a sheet of paper they do have realized that so we are planning to call those alumni meet if those students can come to our college and interact with our current students then that will be more effective because students they will be more from their pass out students who are working than our teacher we teachers keep telling us them but how many of them listen but if they are elder brothers if they come back and they instruct them that in their corporate world even the highest scorer with bad communication skill is not able to survive although he got to say 9.9 cgpa but there are students pass out who were not very bright students but they are doing excellent well in corporate world because they have some other skill set then that can be used to change the mindset of the current student point very well taken yeah so I mean sorry for the interruption but this was a really an excellent point I am just going to summarize it in one or two lines so there was a question in the beginning on how to get students to move away from exam orientedness and there were two or three strategies that were mentioned by people by the other RCs along the way but the main thing there is it's not sufficient as instructors to simply tell students that look you need you should not be exam oriented but you should you know focus on learning because why would they do so so we have to walk the walk also one the most recent comment was get alumni and make them come and tell your current students what is really important this can be done as a separate session or if your alumni can actually come for one of your classes and speak for 15 minutes that will also work we've done that in our classes where somebody who's worked in industry just came over and you know in one of the regular lecture classes and spent just 10 or 15 minutes telling the current students you know what part to focus on and so on secondly as teachers this point has not yet come up so that's why I'm saying it it's not wrong that students are exam oriented because they do need to get good marks so why not we try to put in the exams what we believe is important now all of you will immediately complain and say that look these are university exams and you know we don't have control and so on so firstly if you're an autonomous college or autonomous university you have more control over what goes into the exams and tests there this comment about centralized exams does not hold so try to train your teachers your colleagues your try to convince your principal that look it's these other professional skills which are important and in addition to content we have to make sure that those are also tested in the exam if you fall under the constraint where you your students have to take the university exam there is some percentage of marks that is in every teacher's hand for internal assessment maybe it's a small percent 20 percent or so see if you can put one or two questions in those internal assessment or those marks that you control where you put in questions that you think are important okay so students need to see the learning type of questions in the exam as far as you can afford to do so and third is in your classroom do pay more attention to using technology using active learning strategies and not just lecturing because if we say this is important and we do it only once in a while students will not think it's important yeah okay so thank you for your interaction center 1343 what we'll do now is since we have to end this session in about five minutes I'm going to look at the chat window for a few minutes and see if there's any key question there and then I'll try to summarize some of the unanswered questions which I said I'll go back to okay so there was a question earlier on program outcomes if you look at the higher program outcomes engineering and society environment and society teamwork lifelong learning is it possible to assess these and there are there are one or two comments from in the chat window let me just read those out that yeah one is that we can do some active learning open strategies like think pair share which are related to these points so if you look at something like engineering and society if you look you know something like building a dam there are positive points with respect to building a dam but there is also a lot of societal issues that point that crop up for example some communities have to be relocated and somewhere they may be flooding and so on so such debates where there is no unique answer or there is not even an optimal answer can be addressed or at least can be discussed in class via activities such as think pair share so this is one point that has been mentioned by one of the RCS in terms of seeing whether they have been achieved or not again it depends what kind of evidence you are looking for if you want to promote teamwork give projects and assignments that need teamwork figure out a way to make sure that the individual grades and the team grades are somehow congruent or you know they're aligned to each other if you get students to work in teams give them assignments which require each other in the teams so that the I mean the assignment has to be challenging enough so that teamwork is required and they have to be assessed in such a way that their individual effort is also satisfied but somehow the group effort is also met and as I mentioned in the morning there are some techniques using rubrics and if you if you just look up techniques for assessing teamwork in projects you will get a few good answers there so teamwork is something in fact this is something that we do often in third year or fourth year group projects and programming assignments and so on if you look at program outcomes like ethics and if you really want to target them by the way it's up to you which ones you want to target okay if you think these are important and you want to target try to look up at least activities and assignments that you can do in class and as homework where students are grappling with these issues so issues related to ethics are not easy I completely understand and there is you can't give a single problem which says this is the final answer when it comes to ethics but you can always give a question that may seem like it has two possible solutions and ask students to do a pros and cons analysis with respect to ethics on which solution is more ethical or less ethical which judgments or which criteria does one solution satisfy and which criteria does the other one satisfy so get students to start engaging in these issues so you have to frame questions and then do it either as think pair share or make them watch a video related to some ethical question involving engineering building dams is a very obvious one or building some development versus conservation this is another very classic ethical issue and one issue related to engineering and society how much development versus how much conservation of environment you can't go on either edge too much so how do you get students to make a decision make students watch videos make them either write answers to questions or do tps type of activities in class to start engaging in these so this was one question the other the question about exam oriented I think many other RCs have answered so I'm not going to come back to it there was one question on you know collecting data showing evidence and research with respect to pedagogical strategies use of technology and so on so there is a whole stream called action research which we have gotten many of you to engage in in the past where you do you conduct a small research study in your own class on what worked what didn't work you've actually administered some specific survey questionnaires and test to gather data there's a very rigorous way of doing this so while the focus of this particular fdp is not action research I think what we can do here is we'll see if we can post it as a learning extension resource or maybe conduct one more fdp on how to do action research yes so I'll discuss this with our team and see if it's possible to do something like this at least for this fdp we can post a few resources and then later see if we can do a more detailed version of how to do action research in your own class and there was one last question which I believe we haven't I said I'll put this on hold this is during design of a flip classroom you know how do we know if the activity is a good activity so here I think to begin with you have to define your objectives and the learning objectives for the students so from the program objectives you come down to the course objectives and from there you come down to the objectives of this module or this unit and finally to the objectives of this activity once you have defined that these are the objectives of your flip classroom activity see if the video is addressing it see if the out-of-class activity is addressing it and see if the in-class activity is addressing it so for example if you want students to be able to design a circuit using say these devices somewhere in the flip classroom activity you have to make them design a circuit it's not sufficient for you to give a video where they say okay these are the devices for the circuit but you have to do an in-class problem where they actually design the circuit so is my activity good well firstly see if it's aligned to the objectives if it is then it goes a large distance in being a suitable activity then the other things you have to see is with respect to the larger course so are the other objectives are many of the objectives covered are these activities suitable suitable for the given time that you have is there an easier way of doing it or is there a more effective way of doing it so you have to kind of take a slightly bigger picture perspective there but I think to begin with see if both the in-class and out-of-class activities are they are deriving from the video itself and secondly if they are fulfilling your learning objectives so at 4 o'clock we'll resume this and my colleague Jay Krishnan will take over at that point from Amal Jyothi College in Kottayam and we'll continue in a very similar format I hope all of you know I have gotten something out of this I think the format was very interesting that each of you did have contributions for others so let me before we end let me just put back the goals of this session and those goals will help us be on track okay the goals were we get feedback from you on some takeaway from this FDP and if you want to raise concerns or questions do go ahead you give feedback to others on what you have done with respect to those questions and concerns so thank you for now brief pause 20 minute pause come back at 4 o'clock and we'll continue this


This video lets you see some of the many things we do not understand in the universe, and the strange and surreal paradoxes in what we think we understand. Normal matter, protons, neutrons and electrons, make up just 5% of the universe. Staggeringly, the other 95% is something which we cannot fathom, see or understand. We call it dark matter, which makes up 27% of the universe, and dark energy, which makes up 68%. But what are these mysterious components of our universe? To the best of our knowledge, our universe consists of three dimensions of space and one of time. However, some scientific theories, such as super-stream theory, propose additional dimensions to the universe. These additional dimensions would help us unify the mathematical bases of the four fundamental forces of nature. The strong nuclear force, the weak nuclear force, the electromagnetic force and gravity. Do these higher dimensions exist? And if they do, is there a way for us to measure their presence? Or will we forever be trapped in our four-dimensional world? Some scientists have suggested that multiple different universes exist and that ours is just one of them. Together, these parallel universes would comprise everything that exists. Would they be the same as ours, or would they be completely different? Could our universe interact with another universe? Will we ever be able to confirm their existence? Time is one of the most difficult properties of our universe to understand. Researchers say that time is a measurable period, a continuum that lacks spatial dimensions. There seems to be an obvious direction or flow of time, and it seems we can't travel backwards in time. Why is this? Are we trapped in the arrow of time, perpetually moving forwards? Is the passing of time intertwined with the way our universe works? According to the theory of Big Bang, time itself began, together with the rest of the universe, about 13.8 billion years ago. Does that mean that it makes no sense to ask what was there before? In certain situations, two particles can seemingly be an instant connection with each other, even if they are located at opposite ends of the universe. From the theory of relativity, we know that nothing, including information, can travel faster than the speed of light, so this behavior seems to violate the speed limit of nature and the principle of causality. Could this feature of quantum mechanics one day allow us to send information instantaneously over large distances? There are at least two trillion galaxies in the observable universe, with more stars and planets in them than all the grains of sand on planet Earth. So, where is everyone? Why haven't we encountered life from elsewhere? Is life incredibly rare? Or does it have a limited lifetime, destroying itself before it has had the chance to seek out other life forms? What does this tell us about the future of humankind? We humans are also part of the universe we inhabit. So, when we look out to study the stars and galaxies, are we really neutral observers of the universe? When we explore the universe, we are both observers and the subject of observation. How can we pretend to be neutral when we are deeply embedded in what we explore? Could it be that this self-reference problem affects the way we look at the universe and gives us an overwhelmingly wrong impression? The universe seems to be perfectly made for us, but why is this? Why do the fundamental constants of our universe, such as the speed of light, have the values that they do, allowing life to exist? Could it be that there are infinite universes with infinite possibilities, and we merely happen to live in one that is perfect for life? Why is it easier to destroy something than to put it back together? Entropy is the amount of disorder, chaos or randomness in a system. One can never reduce entropy. Everything in the universe slowly moves towards disorder. It's very easy to smash a window, but impossible to put it back together exactly as it was before. The principle of entropy moves the universe from structure to chaos, from an ordered state to disorder. What does this tell us about the fate of the universe? We have observed the effects of black holes, and we have seen one directly. The gravitational force of these massive objects pulls everything towards them, even light itself. What happens in the mysterious, infinitely dense center of a black hole? Could there exist such things as white holes, the opposites of black holes, that spew matter and time into our universe?


a guy that you've watched throughout your career and tried to pull anything from or just appreciated from afar on there?  You're going to know who JJ White is. You're going to appreciate the game that he played, and he got to play hard. You know what I'm saying? He never satisfied, and he had faced one of the faces of the NFL for a reason.  So with a little different body type, but as far as emulating certain things, but I mean, his signature stab, stab, swim, knocking somebody straight off the ball, different ways to do it, but I mean, that move. I mean, he just mastered it. You know what I'm saying? Making plays, we'll call it Nielsen. I mean, he's going to be a hall of fame for a reason. Have you crossed paths with him at any point in the offseason, any of these various things? Seeing him at it, I never spoke to him one-on-one, but like three years after like a man of year, one year, he was like there, but see him, and you know what I'm saying?   And he played with him in Houston, and he had nothing but good things to say about him. So yeah, I mean, I'm sure, you know, heck of a dude from when I hear one of the best football players ever do it. How much of a historian, league historian are you?  I mean, do you get into that kind of thing, or Sunday's, or are you more about the game that's in front of you? You always want to handle your business about the game, but at the same time, whenever you get the opportunity to meet somebody, whether it's a player or somebody who writes stories on me, or anybody that's so loved, whatever it may be, you always cross paths, I'm never too big to speak to anybody, but it would be nice, you know what I'm saying? But not on the forefront of my mind, but I'm not going to ignore the fact of what is, you know what I'm saying? But whatever happened, and you know, so he got taken for it. Yeah, where do you feel the unit's at after trying to close out strong here? I think we feel like our best game is still ahead of them, man. And we want to keep building on this street, being on as a defense, keeping teams under 20, or right at 20, and we want to just continue to get better, you know what I'm saying? I think the focus is just going out and controlling what we can in this moment, and having fun, man, playing with that intensity, and playing with that passion. And I'm excited to go out there and do what I do, have to see the guys do what they got to do, and everybody just play together. And Rich was talking about the response when y'all have a, where a play gets out, you know, it's going to happen sometime. How are you feeling about the way y'all was able to respond and force the field to go? I mean, I'm always proud of the way we respond. You know, whether somebody get up on us some points and we make our adjustments and find a way to shut it down or a big play happened, they get in the red zone, we only give up a field goal. I'm always proud of that, you know? And I think the next step is us, you know, not giving up that big play, you know what I'm saying? And I think that go hand in hand with us being better, rushing up front or being better and backing. So, us being all tied in together is going to make that be better, you know what I'm saying? But like you said, the response, because things in life are always going to happen to you. It's about how you're responding, what you do. So, I mean, this is one of the best units to respond.


So today's topic of discussion is retention and relapse. Stability of orthodontic treatment outcome has been a topic of great interest because maintaining teeth in their corrected positions after treatment is often the most challenging part of an orthodontic treatment plan. Usually the corrected teeth tends to move back towards the original maleplusion. So this is called relapse. And relapse could be considered as any unfavorable change in tooth position after orthodontic treatment away from a corrected maleplusion. To prevent relapse we have to plan certain retention protocols. So retention and potential for relapse must form a key part of the orthodontic treatment plan. So I will be focusing mainly on the definition of relapse and retention, courses of orthodontic relapse, schools of retention, theorems of retention, six keys for lower retention and different types of retainers and some adjunctive procedures to aid in retention. So before going into the details of the retention and schools of retention and theorems of retention, let's see what is relapse. So according to Moyers, relapse is the loss of any correction achieved by orthodontic treatment. In low-stated, relapse is a histogenic and morphogenic response to some anatomical and functional violation of an existing state of anatomical and functional balance. According to Whitster, slipping back or falling back into form of bad state that is called relapse. So simply put, relapse is a rebound movement in which teeth recoil back somewhere close to their original positions. So to avoid any kind of relapse tendency, we plan retention protocols early in the treatment planning itself to halt the tooth and the corrected position for a longer period of time. And retention, it can be defined as the phase of orthodontic treatment which maintains the teeth in their orthodontically corrected positions following the cessation of active orthodontic tooth movement. For that, you can use various retention appliances called retainers that are different types of retainers like removable, fixed and aesthetic retainers. Also there are certain adjunctive procedures which will enhance the post-treatment stability. All these things will be discussed in detail later. Moving on, let's see what are the causes of relapse. Relapse basically compromises the post-treatment stability and there are several destabilizing factors which leads to relapse. To retain, categorize these destabilizing factors into four, they are soft tissue factors, supporting tissue factors, occlusion factors and facial growth and occlusion development. First one is the soft tissue factors. As we already discussed in the Muscular School of Thorn, there should be a balance between the intraoral and extrooral musculatures surrounding the jaws and teeth. If any abnormal muscular function or active soft tissue pressures will result in an abnormal skeletal configuration as well as dendroalveolar relationship. So for long-term stability, you should end up with a harmonious muscle function with passive soft tissue pressures. So next one is the forces from supporting tissues. Teeth are supported by alveolar bone, pyridontium and gingiva. So they are the supporting tissues. So they consist of several fibres such as pedontal fibres and gingival fibres. So when we move teeth, applying orthodontic force, not only the tooth moves but also the supporting structures such as the bone, pyridontal fibres and gingival fibres gets remodeled. And these structures require a certain period of time to adapt and reorganize within the new position. Otherwise, the stretch of these fibres can tend to move the teeth back to its original position. So to avoid this, we need to consider the time period required for them to reorganize. As you can see on the screen, the principal fibres of pyridontal ligaments require 83 days for reorganization and collagenous fibres of the gingiva require 147 days for reorganization and elastic fibres of the gingiva that is the supracrystall fibres. They require around 232 days for reorganization. So they are known to have the longest amount of time to reorganize. And alveolar bone, it takes 5 to 6 months for reorganization. So the important point to be noted here is that in case of severe derotated tooth, severely derotated tooth, the supracrystall gingival fibres are severely stretched. And after derotating the teeth, you have to use a long retention since these crystal gingival fibres are known to take the longest amount of time to reorganize. So the third one is the occlusion factors. It includes proper intercost patient, tooth size, arch length relationship, normal inclination and angulation of individual tooth and all these concerned occlusion factors. So if you are ended up with a proper, ended up the treatment with a proper occlusion with perfect intercost patient, near ideal or normal inclination and angulation of individual tooth without any societal, vertical or transverse discrepancies and with harmonious, tooth size, arch length relationship, you will not face much retention problems and post-treatment stability will be much better. Last category is the facial growth, especially the post-treatment facial growth. This is a reality that facial growth continues throughout other life and you can expect a certain amount of growth even after your treatment is over. So this post-treatment facial growth can alter the outcome of your treatment either in a favorable way or in an unfavorable manner. So you should be assessing the growth pattern and reminding growth beforehand and your retention protocol should be planned accordingly. Post-treatment occlusion responds to the growth changes, that's why you get an altered treatment outcome after two, three years of treatment. So why retention is necessary? So the major three points, these are already we discussed under causes of relapse. So what are the three major points? First one is the bone and adjacent tissues require time for reorganization. Soft tissue pressures constantly produce relapse tendency and changes produced by growth may alter the autonomic treatment results. So because of all these things, retention is necessary. So for many years, clinicians did not agree about the need for retention. But over the years, different people came up with different philosophies. They say that if you achieve any of these following characteristic features of post-treatment, then your results will be stable. So the set of these different philosophies are called schools of retention. So the first one is the occlusion school by Kingsley. So Kingsley stated occlusion is the most important factor in determining the stability in a new position. That is, when you have a perfect occlusion with perfect intracuspation, then your post-treatment stability will be much more than normal. Second school was the apical base school by Alex Lenstrom. So he suggested that the apical base was one of the most important factor in the correction of malocclusion and maintenance of a corrected occlusion. So many others also supported his view, that is, McClelland, who supported this by stating that intercanane and intermolar would should be maintained as originally presented to minimize retention problems. And so also stated, our strength cannot be permanently increased to a major extent. So basically, in this school, they say that maintaining intercanane and intermolar with that is the apical base with enhances the post-treatment stability. Third one is the mandibular incisors school by Grew and Twink. According to them, mandibular incisors should be placed and kept upright over basal bond to maximize the stability. So if it plays lower incisors upright over the basal bond, they are likely to remain in good alignment. So placing upright means when we draw post-treatment same, the long axis of the lower incisors should be perpendicular to the mandibular plane with plus or minus 5 degree variation is acceptable. So placing these mandibular incisors upright or 90 degrees to the mandibular plane, upright over basal bond gives you better stability. So the last school is the musculature school by Rogers. This philosophy is based on the equilibrium theory and Buxinator mechanism. As you all know that teeth are ideally should be placed in a neutral zone where pressures from outside that is by the cheeks and the lips and pressure from inside that is by the tongue should be equal and teeth should usually placed in a neutral zone. So if you place teeth in the neutral zone post-treatment then you don't need to worry about relapse. So these are the four schools of retention. These are very important. His first one is occlusion school by Kingsley where he stated that occlusion is the most important part in maintaining stability. Then second one was the apical base school by Lundstrom. So where he told that maintaining intercanine or intermolar with apical base is the key for retention. And third one is the mandibular school by Grieve and Till. According to them placing mandibular incisors upright over basal bone is the key for retention. And the fourth one is the musculature school by Rogers where he considered establishment of proper muscular balance is the key for stability. So the next one is one of the very important part of this topic that is theorems of retention. There are ten theorems in which first nine theorems are proposed by Richard Redill and the tenth one is proposed by Moyers. So let's see what is the first theorem. The first theorem states that teeth that have been moved tend to return to their former position. So as you can see in the first picture which is a pre-treatment photograph of a patient with lower anterior crowning with serial extraction has already done. Those are the second picture is the post-treatment photograph where you got a perfectly aligned lower anterior and the third picture is the retention period when the patient returned with a mild crowning in the anterior. So this is a perfect example of relapse because we didn't follow up with a proper retention protocol the case ended up like this. So this is what the first theorem says that is the teeth that have been moved tend to return to their former positions. This is what the first theorem says. And so basically first theorem is a reality check that we cannot achieve a perfect finish in every case because there are chances of relapse. So the second theorem states that elimination of the cause of malocclusion will prevent relapse.  So when you eliminate or break these habits before going for a corrective orthodontic treatment you can prevent relapse. If you're not bothered to eliminate or remove the cause or the etiology and do the rest of the treatment you will end up with the same problem again that is the patient will come to you with the same problem again. This is because the cause that etiology is still present. So elimination of the malocclusion is very important while treating the patient. The theorem 3 which emphasises on the overcorrection. It says that malocclusion should be overcorrected as a safety factor. As you can see in the picture there is a misolingally rotated lower canine on the left side. So your goal is to derotate the canine and make it in alignment with the other teeth. So instead of that what you can actually do is that you can slightly rotate the canine to the opposite side so that even if relapse happens it will be occupying the correct position. So this is called overcorrection. The point to be noted here is it's not possible to overcorrect every malocclusion. The fourth theorem explains the role of occlusion. So it says that occlusion is a potent factor in holding teeth in corrected positions. So this theorem is in accordance with the occlusion school of thought by Kingsley. So we have already discussed what is the role of occlusion and retention. That is if you have a proper occlusion with perfect intracuspation there is less retention problem post treatment. Moving on to the fifth theorem. This theorem emphasizing the role of supporting structures such as bone and adjacent tissues. This also we have discussed in detail under the causes of relapse. So it states that bone and adjacent tissues should be given enough time to reorganize. So the theorem 6 is in accordance with the Mandiblar incisals school by Quaid. That is this theorem states that lower incisals should be placed upright over basal bone. That is the inclination of lower incisals should be 90 degrees plus or minus 5 degrees to the Mandiblar plane or to the basal bone. So that you will have better stability. Theorem 7 is related to growth. It says correction carried out during periods of growth are less likely to relapse. It is actually telling us that due treatment on growth period that is in adolescence. It is actually easier to do treatment when growth is still present. And adult orthodontics is difficult and more challenging for orthodontists as well as for the patient himself. So it is also advocating you to go ahead with interceptive and preventive orthodontics rather than corrective and surgical orthodontics. Moving on to theorem 8. This is actually similar to theorem 3 that is over correction. It says that the further teeth have been moved, the less likelihood of relapse. So you can take the same example of rotated teeth where we do over correction. Means you rotate the tooth in the opposite direction fearing the relapse. So according to theorem 9, Mandiblar arch form cannot be permanently altered by treatment. Treatment should be directed towards maintaining the arch form presented by the malocclusion as much as possible. Any attempt to alter the mandibular arch form, there will be very high chances for relapse. So the two major dimensions to be considered here are the intercanine width and the intermolar width. So we should always establish them as fixed quantities and build the arches around them so that you get a better stability posturing. So move on to the last theorem which is proposed by Moyers. So it says that many treated malocclusions require permanent retaining devices. So the permanent retainers are the fixed bonded lingual retainers. So most commonly used for mandibular incisors and cases of midline dystema etc. So these type of retentions supposed to be there for lifelong. That's why it's called permanent retainer. So these are the 10 theorems of retention out of which 9 are proposed by a radial and the 10th one is proposed by Moyers. Apart from these, there is Raleigh-Williams keys for enhancing the lower retention. This actually relates to incisors and canines, inclinations and angulations. So the first key tells you about the labiolingual positioning of lower incisors in relation to apogonion line. So your lower incisor edge should be exactly on the apogonion line or one amount in front of it post-treatment. Not more than that so that you will get better stability post-treatment. The second key talks about the misiodistral angulation. How you should end up post-treatment to get maximum stability. The basic idea is to have enough bond between the roots. That is the lower incisor apisors should be spread distally to the crowns more than is generally considered appropriate and the apisors of the lower lateral incisors must be spread more than those of the central incisors. So there are three ways you can have your lower incisors. As you can see on the picture, out of the three, the third picture should be the appropriate positioning of lower incisors where the roots of incisors are slightly distally tipped or rather you can say it's in a diverging fashion. So you can get better stability. The third key is highlighting about the lower canines. So it emphasises that the apex of the lower canine should be positioned distal to the crown. The fourth key says that when you look from top or the occlusion view, all your incisor roots should be in the same labial ingot plane. So that you should not be seeing any root flaring or root apex going front or back or like that. And also the crowns should be straight. So the fifth key highlights the root apex of lower canines must be positioned slightly buckled to the crown. That is, root of the lower canine should slightly incline outwards and the crown should be slightly inclined inwards. So this is actually opposite to the fourth key where unlike the incisors mentioned in the fourth key where it says the incisors should be straight. That is, the roots of the incisors should be in the same labial ingot plane. So the sixth key says that the lower incisors should be slenderised as needed after treatment. So when you finish the case well-aligned, because of the shape of the lower incisor, you get point contacts between them. Due to this point contacts, they can slip past each other. So if you want more retention, it's always advisable to increase these contact areas. So the best way is to convert these contact points into contact areas by slenderisation or proximal stripling between the anteriors. When you do slenderisation in the finishing stage, you will get more stable relation. So these are the six keys for enhancing the lower retention, which is proposed by Rayleigh Williams. Thank you guys for watching. So that was the first part of this topic. And I'll be back with the second part soon. And I thank Dr. Sahi for giving me this opportunity. Have a good day.