Good afternoon. Welcome back from the lab sessions. Hopefully, all of you have been able to at least get familiar with the technologies and have been able to start creating a screencast. What we will do in this final session for this weekend synchronous two-day event is we'll actually continue a question and answer session. We'll do a flow transfer as usual. But instead of doing it like the usual, everybody raise their hand. What we will do first is look at a few questions that were there on chat and on the questions panel of Avue. We'll take those first and then you can do a hand raise. We also have a list of people who did a hand raise earlier today but were not there but we ran out of time. So if those colleges have done a hand raise now, we will try to locate if they've already done it and we'll try to give them some preference. If you've already asked a question and if we've visited your college earlier today, we'll still keep you in the queue but let's give a chance to those who have not yet been able to ask a question life. So let's take a couple of questions from the chat and questions window from Avue first. There were two related questions on Bloom's taxonomy. One is that sometimes levels that are next to each other like apply and analyze or understand and apply, they seem very similar. They seem to work the specific question says that these two levels, it seems like we have to work on them together and what should we do? And this is perfectly valid. This particular taxonomy has six levels. There are some others which have different number of levels and so on. So it's more as a guideline. It really works reasonably well but if you find that there is some activity at the borderline between two levels, make a choice. It doesn't matter too much. At the same time, if you feel that a particular question is kind of both at a high apply or low analyze level, just pick one, call it one and go ahead. So you don't have to worry too much about whether it's exactly apply or analyze or what. The reason the taxonomy is given is that when you frame your question paper or when you frame your assignments, please make sure that there are at least some questions at the higher order levels. Not all. Again, it's not recommended that all questions be at the create level. But what happens typically in university question papers is that most questions are in recall and understand level. So Bloom's taxonomy is one tool, one strategy we have to help us guard against that and to guide us to go to the higher levels. So it's perfectly fine if you're somewhere on the borderline, just pick one and go ahead. A related question is, are all six levels applicable to all topics? And on the face of it, I would say yes, because it's very rare. I haven't really come across a topic where it's impossible to write a question at the higher levels. And if you ask a broad question like, is it possible to write all six levels in a discipline or domain like management, then definitely yes, because that's very broad. So the point here is the set of topics is limited to a few. And then you want the cognitive level or the thinking level to go from recalling the idea or remembering or stating or listing to applying to even creating some artifact or creating a process in that particular topic. So don't try to restrain yourself saying, oh, this Bloom's taxonomy is not valid for my topic. It has also been shown to be valid for a variety of levels, starting from school level to undergraduate to postgraduate level. So there's a lot of precedence. And finally, there are a lot of examples. So suppose you want to find questions on Bloom's taxonomy in electrochemistry, just picked one. Google is one of your friends, you can just look at, try to search for who else has created questions in that topic. And now the resource that we are creating is also another place where you can look for such questions. So borrow what other people have done and hopefully you'll find it useful. The remote center has asked that already the syllabus and the time schedule is crammed. So how will you motivate students to discuss? So a quick answer to it is that discussion forums are not done during the class time. Regularly it is all about offline discussions that happen. So typically, so it's like we're not saying that all discussion forums should be set up in a particular, what do you say, software like Moodle or IT Bombay or something like that, but having a discussion forum. So some people have even put it up, put up discussion forums in Facebook. So all these students regularly check their Facebook and they are able to easily communicate with each other. So there are multiple technologies. So remember what we said in the morning. There are multiple technologies for which you can, with which you can actually facilitate this particular learning purposes of discussion. All you have to find is the right technology that is suitable in your context. So in recent days, we have lots of groups, even in IIT joining in WhatsApp. So WhatsApp is now a very popular discussion medium where people can comment now with WhatsApp enabling file transfer. I think there are lots more people joining in, in this particular, what do you say, many innovative teachers trying out various concepts. So for example, there is actually a research paper on the use of Facebook comments and Facebook as a medium for course delivery. I'll try to find it out and I'll try to post it in the IIT BombayX platform in the coming days. But yes, so discussion forum limitation, find what works in your context. Discussion forums need not be in class, it can be outside classrooms. Only thing is that it has to be guided, it has to be structured. So make some kind of structure or give them focused questions to do the discussion. That will give you more results. There are a few questions, admin or logistics questions on whether it's compulsory to upload the video from the lab for certification. Okay. And it's difficult and so on. So let JK speak about it. So we have received requests, I mean, received queries where the screen custommatic was not working. So please note that the lab activity was meant for, though it was meant for creation, a significant amount of time is required for you to plan the scripting and all those things. The activity constructor or the PPT that was uploaded in Moodle actually helps you in doing that. Now the actual software delivery can be done at your own pace. This PPT has to be uploaded only on Sunday. There is an resource creation assignment that is going to come in this week. The due date for the resource creation is the week after next. So we'll provide with tomorrow's release, the resource creation assignment is specifically a creation of a screencast. So please note both are two different angles. One is about the planning for the resource creation. The other one is the actual resource. So you will have to, what do you say? This planning document is required so that we know that you did the lab work. So we generally, we will be looking at this assignment, but we'll be worrying more about the quality, quality of the spoken tutorial or the screencast that you create in the coming weeks resource creation activity which will be done through peer assessment. Okay, let's take a few questions from the centers. We'll actually skip over the first center because I think we had visited them earlier today. We will go to center 1316, Dronacharya College of Engineering. Hello, good afternoon. First of all, I would like to thank you for such an interactive session. And my query is this, that can you post some links in resource files for week two as to use, so that we can utilize this screencast in more effective way as you have shown in your PPTs that there are certain handwritten and highlighters. So can you post some links where we can utilize these tools also? Thank you. Sure, yes. We'll be posting these resources in week two. Week two in terms of content will be a light week because we'll be focusing more on the creation aspect of it. You have already familiar with the flip classroom concept. So we'll not be bombarding you with too much content. The second week will be completely focusing on help videos, tutorials that help you in creating screencast. So all that will be available online so that you can create your own content. Good afternoon, sir. I have one question, which is going to come up, but I had the experience of doing other assessments of peers. So by using rubrics, I find some problem in the rubrics when we do assessment of peers. The assessment doing with rubrics, the problems comes generally are, the creditor given the rubrics are not matching with the assessment of the peer. So what to do in that condition? Okay, Professor Jagbal, I completely understand where this is coming from because I have seen the feedbacks during AT601TX exercise, but please note that the entire peer assessment exercise, there is some weightage for the peer assessments that you do. So there is a 10 percentage weightage for the assessment that you are going to do and there is the weightages we have adjusted such that it won't affect your total certification. So the detailed grading policy will be uploaded in a few days time. We have actually looked into all these problems that can come up based on our previous experiences. The purpose of this peer assessment exercise is primarily one to ensure that all of you are familiar with the process of peer assessment and providing constructive feedback. And second, you are also familiar with the interface and model that helps you in the peer assessment. Let's go to center 1353. Hello, good afternoon, madam. Yes, please go ahead. Most of the participants in our remote center are from long distance, 500 kilometers from this remote center. So maybe May 17th is too short for them to complete things, peer and share activity. Can you extend one or two days? Because all they have traveled to attend this phase to phase interaction. They take one or two days to complete this activity. Is it possible? Because of long distance participants. Okay, RVRG college, see this being a workshop done at a larger scale, the parent share, the thing pair share activity is only an initial design that you have to do. So during this was posted on Thursday last week and the last, the submissions, why we say that the submission is on 17th is because you need some more time for review also. So the moment we extend the deadline beyond 17th, your assessment process is also going to be, what do you say, affected due to this. So I know though that it would be bit hard, but I think the thing pair share activity is that you created yesterday, all you require is a minor refinement. See the process, the focus of this workshop is on creation. So even if the quality is bit at a lower side, you will receive appropriate feedback from your peers. So I would say that extending the deadline will be a little difficult because we have, so there is a direct notification that we cannot be too much, since it's a longer FDP, we cannot do too much, what do you say, extensions per week because it is going to affect the successive week. So really sorry that we cannot do it. We have to be stern at one point or the other and being an AICT workshop, we have to be really on our, what do you say, on top of this to ensure that participants submit. Okay and another question sir regarding that think pair share activity and out of class activity, both have to be on the same problem or they can be from different problems or topic. It could be from the same problem. It's preferable if they're from the same topic and same problem because that will give the complete flipped classroom experience. If you have it from different problems, maybe it'll give you some practice, but you won't be able to use it together. So it's recommended that it is from the same problem. Thank you madam. Yeah, Center 1107. I've got a question related to this year and sharing. Now we have got in first year subject like Mathematics, Street Mathematics, Random Variable and Stochastic Processes. How could this think, pair and share will be more useful in that subject because we get very less marks and the students did not clear the paper. They generally fail in that paper. How could TPS can help them? So if you have questions in these papers related to proofs for example, or related to derivations or problem solving, I think pair share can actually be used as a format to introduce these proofs and derivations. So normally a derivation or a proof is very long and it's a little daunting for students to do the whole thing together. So if you as an instructor, structure this derivation in two or three parts where students begin by doing the think phase and so on and so forth, then at least they get introduced to how to begin doing these derivations. So if you feel that there are a lot of such problems or maybe some other problem solving where it says calculate something or find out. So you have to look at the type of problems that come in the exam and construct think pair shares which are aligned to such problems. Good afternoon. I just wanted to know that there is lot of press on engineering subjects. So are there not many people from the other fields like arts, management, psychology or social sciences? Because whatever the questions are, they are also based on the same thing. And whatever examples you are giving, they are also related to the engineering papers. So how do we people from psychology or other subjects do this? Yeah, we saw this question, such a question in the morning also. What we find is that both the participants in terms of the departments they're from as well as the colleges for this workshop and the previous workshops are overwhelmingly from the engineering domains. In some of the workshops, they're explicitly for the engineering colleges but it so turns out that I think even in this workshop the demographic is like that. So we have fewer people but what we will try to do on Moodle is to try to make cohorts. That if you're from psychology and we'll try to make a discussion forum or a forum only for people from that domain, at least it will be a more focused effort. So I was thinking that it could be clarified that it is only for engineering or if it is for arts and social there could be more. Okay, thank you. We'll note it and let the workshop team know. We'll see where the miscommunication happened here. 1039. Like one of my solution is that most of us belong to management domain and the examples which are being given in the study work in the course material you've been providing, they are not relevant. This is the first thing. Second thing is, talking about our teaching styles, the basic problem is that we work under a university and we have a class of 60 students. So talk about TPS. It won't be possible for us. So can you in coming time, in coming weeks, can you please suggest some alternatives for that? Because if I'm going to pair 60 students and I'm going to give them one minute, it is going to take time. The time won't be sufficient because we have only one hour. So my humble request is, like if you have any other alternatives for this. So these are the two things. And third thing is, like I've been thinking about this ICT. The more and more I use videos, the more and more I use technology. The human touch is going to disappear or vanish. Another my suggestion is that being, we are all teachers, we are all at some point of time, find ourselves under some stress. So like you could suggest some things, some easy methods, how to de-stress ourselves. So these are the three, four, my basic concerns. Okay, let us try to address your questions in a slightly different order. I'll take the think-pair-share question first. And the comment was that in a class of 60, it's not possible. So here I have a comment and a clarification. The comment is there are, it has been tried in multiple places, including by me personally, in classes as large as 250. So a class of 60 for me is actually small. Normally we teach classes of 120, 150, 200 and so on. And we have done think-pair-share there. But the point is that in the share phase, it is not that every pair says what they have to say, each and every time. So here you have to find some methods of getting the common answers. Even if you have 30 pairs, it's not likely that you will have 30 different answers. Most likely 30 pairs will give you something like four or five distinct answers. So you can start inviting responses in the share phase. And once you find a set of responses that you think are meaningful for that question, you can go ahead with that question. And when you repeat this activity, say the following week or two weeks from now, you can keep an eye and see, try to give chance to pairs which have not spoken up earlier. So the goal is not that every pair speaks up. So that was the clarification. But it has been tried and it's actually very doable even in large classes. In the pair phase, you just, people let people work with each other. The teacher does not have to intervene much in the pair phase. But in the share phase, they have to actually get these responses. There are so many other ways of doing it. You can have people write their answers on a piece of paper using marker or sketch pen and hold it up like that. You can post four or five common answers on the board and ask people to simply raise their hands if their answer matched after they do the pair phase. So you have to be a little creative in the share phase to get most people's responses. Now here, again, I have a very small concern because most of my students belong to management domain. And being a management student, communication plays a very major role. They must know how to express themselves. So if I'm not giving them time to share, then I won't be able to concentrate on the communication part. I think you can use other techniques. Your point about other techniques is also valid. We'll try to post a list. For example, if the goal is to improve their communication, then you can do something like a minute paper or presentations and so on. The primary goal of ThinkPair Share is actually something similar to problem solving or multiple perspectives on a problem and so on. So in fact, there are a lot of such strategies available. We will try to post some. And you can also, we'll also post sites where other strategies are available. So you can go and see which ones are available. That'll be nice. About the domain of management and all, we've taken this up earlier. Unfortunately, we won't be able to give more examples, but what we can do is create groups or cohorts in Moodle where other people from this domain will respond to you and so on. The last question, I'm sorry about stress, that's completely out of scope of this conference. I mean, we are not experts here. Sorry? Technologies, so. Madam, I was talking about the human touch also. So. Like the more and more I'm going to use ICDE. The human touch is going to disappear. I would have to have a very smart balance. Exactly, so that is all what we've said in the morning. So it's not just that technology is the solution for everything. You need a human brain behind the technology to clearly say what has to be done. And if you have this balance, then technology can provide you a lot of benefits. That's all what we said in this. So we are using technology as our tool for in fact amplifying and improving the human touch here. The human being is central. The learning and teaching is still central. Technology is just the tool that helps us go even further. So that's been our approach and philosophy. It's never been to replace the human. Okay, let's take a question from one to six, six. My question is in recent or modern days in the course curriculum, there are several courses and each course is represented by a set of course outcomes. So will it be possible to design the course outcome in the concept of revised taxonomy? And if so, how it will be? I'll just put up a quick answer to this. Yes, it is possible to use course outcomes using revised Bloom's taxonomy. Basically, what you have to look at is within the course, what are the targeted objectives? So in the videos, you see learning objectives are for a lesson. Now convert that into a course. So a course will have broad level objectives. So you will have to write broad level objectives which are both measurable and specific as a standard learning objective. So this is a short answer to it. Thank you. My second question is we are so far discussing and studied about the revised Bloom's taxonomy under cognitive domain. Now how much effective in teaching in case of effective and psychomotor domain? That is the other two domains of. Yeah, so what you mentioned is actually valid that the effective and psychomotor domains. So let me just give a brief, very brief one line or two line context here. There are similar hierarchies, not just for cognitive levels, but also for psychomotor domain and the effective domain. Things like emotions and motivation and so on. It just has so happened that most educational efforts have focused primarily on the cognitive domain. It doesn't mean that the others are not important, but there hasn't been much work on the other domains. If you do consider them, in fact, it's really good thing and you can share with us how you use them and so on. It's just that the cognitive domain has received a lot more focus from educators in the last several decades. So I have to select a video for fifth class term. So may I choose the video from YouTube which I created by is Kinomantic? Sure, sure, sure you can. What will be the length of the video? See, ideally it should be short under 10 minutes that is preferred one guideline. So show it to appear from your own domain before uploading it in YouTube so that you will know exactly what kind of feedback the peer gives you. There are two assessments. So there is an assessment creating the video. So I can use the video in the past assessment. I'll just clarify the question. Is it that the YouTube video that you have selected is already a screencast video that you created? No, no, no sir. I will create. I will create for the assignment, for the next assignment. Yeah, so you can create that, no issues, no issues for that. Center 1146. My question is regarding the flip classroom. So far we have done two flip classroom activities. One is professor see this video then followed by the first videos, first day presentations then professor Saharanam with these videos and today's presentations. My question is exactly about the perception of the student who is present inside the class. There is a notion that when the class starts there is a notion that the students already know the topic and there is a possibility that he could lose interest and possibly curiosity. How could I handle this? Okay, so this question has come up in a different fashion earlier that if we used a flip method the students have watched a video or heard a podcast, seen a screencast, read a book and they may have the perception that they already know the topic so and they may lose interest. The idea here is that the in-class activities are maybe on the same topic but the type of activities you do are not similar to the videos. In fact, it's recommended that you do a lot of application real life context, design problems. The in-class activities have to be chosen carefully. They have to be given thought to make them more interesting and relevant to students. So if students have this perception in the first week you can tell them, you can actually discuss this with them and tell them that look, the in-class activities are merely on the same topics but they are nothing like the videos. If anything they're about applications and harder applications. And once they do one or two such in-class activities the students will realize that they need to watch the videos to be able to solve it but it's not that they've already done the type of problems that are being done in class. That's why we recommend that you don't do routine problems that you don't only do clarification in class. You can do some clarification that's required but if you do only routine problems or if you repeat what was in the videos then your concern will be a lot more valid. Okay, let's go to center 1313 over to you. First of all I would like to thank you for this highly productive interactive section. And actually one simple question, how does blended learning can be used for slow learners? Okay, so let me just try to answer this. The question is how blended learning is useful for slow learners? So blended learning means there is some out-of-the-class component which will be typically online or some videos or something like that and there will be an in-class component. So for slow learners you can provide them with sufficient materials which they can go through at their own pace and also with even more description. Let's say there is a video which talks about a concept. On top of that you can create small, small questions like the learning by doing activity and ask them to do it step by step. So what happens over here is as a slow learner they have the time to watch the video and also practice these concepts before coming to the class. So within the constraints what you're actually providing them is more help out of the class but with very carefully thought out and curated activities. You can also include additional discussion forums for people who have additional doubts. So you can exploit the online part completely to give extra help to whoever requires it. Okay, Center 1082. Yeah, good evening ma'am, good evening sir. My question is related to think fair share activities. Ma'am almost all of us from our remote center have submitted the, I have done the subject and now it's coming as edit submission. I just want to get it clarified that unless and if you are not doing any editing does it mean that is it accepted as whatever we have submitted as it is up till 17th? Yeah, so the question is when you submit into Moodle the peer assessment activity in Moodle after your submission there is this box which says edit submission. So what does that mean? So this is repeating the question for all other participants. So you have time till 17th to make some corrections or modifications based on the face-to-face interaction sessions that you have attended on the past two days. So that is why we have kept this interaction session in between and gave this particular assignment as the first assignment. So if you don't edit, if you're fine with whatever you have submitted during the assessment phase your submission will go to the peers and they will grade it as it is. At this point you have the flexibility to make any small corrections that you want to make based on the knowledge that you gained over the past two days. One more question, sir. This is under submission phase. Now the next phase will be assessment phase. Now this assessment like let's say my topic, my area of work is different, my area, whatever submission I have done that is related to some other topic. So the assessment would be done by whom? Like it's from the related areas of people or it is like from, I'm not getting, like who will be doing the assessment? So the question is what if I am from a domain, let's say from arts. So will a computer science guy get my assessment or will I have to evaluate a computer science assessment? So the answer is at the start of the week activity you have selected a group, a domain. So all the people within this domain has been clubs such that they will have more or less similar topics. So for example, computer science and IT were clubbed together. Arts, most of the arts and humanities, arts humanities and management were clubbed together because we thought they will be understanding each other's subject a little better. Similarly, electrical and all the allied departments who electrical were allied into one group. So you will be getting submissions from your domain only, the broad domain. So you'll not get from some other domain which you don't completely know. But even in this case, since there are some overlaps in some scenarios like arts management and humanities, there might be some cases where people are not familiar but over there we actually ask them to look at the way the entire activities constructed and you can actually take help of discussion forums. You can ask people who are from this particular subject on how to evaluate such a TPS activity. So discussion forums have been kept in IIT Bombay so that you can take help from people from other domain. So next week, we will be having dedicated domain-wise discussion forums. Like I showed you, week three we will have five or six different domains and you can all start discussions within your domain. So this is what we mean by cohort discussions. Yeah, one more question I'm having. It's related to these submissions. Like most of the, like one or two quizzes may be having all the options. So like all the answers are correct for that particular quiz. And suppose if we have selected one or two out of that, how the grading would be done? It will be evaluated as a wrong answer because all the options, so we have given hint that whichever options have more than one correct answer, we have provided a hint. So if you look at the questions, you will see that hint. The answers would be all four. Then how the grading would be done? So you will not get marks for that. You will have to select all four. There are no partial answers. Center one, two, two, eight. Hello, madam. This is from Laila, we are talking. I have a simple question to ask. Most of the faculties, irrespective of their university affiliation, most of them have handwritten notes of the content. And you are stressing on videos from YouTube. Can we use those handwritten content for our videos that we generate? That's the first question. And second is that most people, as of talking, we find that most people is asking how we can incorporate our syllabus into this online blending. I have a suggestion to make. If you can frame your questions in think, share, and pair phase in all the three phases, if you can put your university questions into that, I think people both as a faculty and the student will be comfortable with output that they are expected, both in the university as well as in their regular understanding. Okay, maybe let's address your two questions first. Regarding your second question, what you're saying is absolutely right, that the think, share is only a framework. It's like the structure or the skeleton on which, or into which you have to put in the content and the type of questions that you are comfortable with. It's not that the think, share tells you what the question itself should be. It's merely a framework. So take your content, take the type of questions that you give in your exams or that your university suggests, and then morph them or frame them according to the think, share framework, and then use them in the class. So I think the question was, can the handwritten notes be used for the out of class? It's a perfectly valid way. So we said that print materials, it has been a popular out of class activity the name flip classroom became a buzzword just recently, but previously our arts and humanities teachers usually did the flip classroom where they gave notes to students to read outside and then discussions happened inside the class. So handwritten notes are perfectly valid and fine, but you can also ask yourself how interesting they will be for students and whether students are really likely to go through them. Given what is called this generation or digital generation and all, if you can augment your handwritten notes, for example, by some material that's available on the worldwide web, you may have a higher chance that the student actually goes through it. So that's a trade-off you have to make. Good evening, madam. This is regarding the domain where I belong to a domain English where I don't have any participant in this RC, but when you ask for the group discussion, group activity, I have joined to another domain and we did the group work. And when I'm going to do my individual submission, I'll be getting into my own domain. And towards the end of the course, in the group activity, once again, I'll get into the other group where I will not be in my domain. Will this affect the grades you give to me personally? No, no, it should not affect the grades in any manner. In fact, hopefully once you submit your assignment in your domain, we will find at least somebody else in the English domain should be available within the 100 and odd RCs who should be able to give you some feedback, if not in the assignment itself, in the discussion forum. So, yeah. And one more thing is we'll put this request to the workshop logistics team and consider yours because this scenario might happen. Within remote center, it will not be possible to create a team because just because of the domain, it will be constrained. So, will such cases be allowed offline or asynchronous teaming up? That is what technology actually, yeah, so for this FTP, since we are using ICT, I think your case is a genuine case and it should be considered for asynchronous team building. So, we'll definitely put this request into the workshop logistics team. You will soon hear from them. Because, yeah, that's my question stuff because for the peer activity, we may be in the discussion forum, I can get answers, I can share my information, but not in the group activity. So, again and again, I will be getting into different domains, like my domain individually and the group activity into another domain. We'll consider your request. Thank you. One, two, six, three, please go ahead with your question. Yeah, this is regarding the PPPT you have requested on today. Yeah. The name of the PPPT is Day 2, Game 1, Video Creation Lab. Correct. So, what they are, we have understood the basic requirement that we need to create a screencast video and we have also checked the popular screencast romantic. Question is, the question is, in the PPPT, there are a couple of slides where there are a blue text and I believe that these blue text are to be replaced with our own text. Exactly. Now, the question is, would we submit only the change slides or the full slide back with our change content? Okay, so if you can just submit your change slides, that is the best possible, but if you find that very cumbersome, deleting slides and other activity, you are free to submit the full set of slides. We wouldn't mind that. It's fine, we'll be sharing all the change slides. Yep. Thank you. Okay, Center 1116. Good evening, sir. Please have a great question regarding the flip classroom activity constructor which we had to submit, which was given as live activity yesterday. Yes. And which we need to submit. In that, there is a slide in which we have to post some URLs. Yes. Video URLs. Yes. And below that there is a post called as license of video in which we need to provide the source license used. What we need to do there, it is not clear to most of us. There is another question. Actually, it is an observation we say, and rather than a question, it has been observed when we have seen the live activities of yesterday as well as today, that most of the things which we need to do in live activity, they are not very clear. So we need, so we are for most of the time, just trying to figure out what to do. So there is a reason that for the coming face to face interactions, it will be better if you can provide a clear cut stepwise slide, which can be submitted at your model or whatever platform so that we can understand in advance what to do in a clear cut manner. Sure. As today also we spent about four to five minutes just figuring out what to do. So it is not very effective. Okay, point two has been noted and has been taken into consideration regarding point one. So this is regarding licenses of resources that you get from web. So typically, so you know about copyright issues and other possible legal problems associated with materials. So we are in this workshop, we are training you to use open source resources and open creative commons licenses such that you won't have any legal problems in using the resource in your classroom or at any place. So the license that you see, we advise that it could be creative commons license. So if you're selecting videos from YouTube, so if you click on show more, over there it will say the license type. So most of the videos are standard YouTube license which follows the, then you'll have to look at the licensing agreements of YouTube. It might have some copyright issues but some other resources have been mentioned as creative commons license. So creative commons license will assure that this content can be used by multiple people without too much of issues. Just look at the wordings of the creative commons license. Some might say creative commons non-commercial. So it just means that you're free to use it but do not use it for commercial purposes. So that's all what you have to take care of. Okay, yeah, there is another question from the back. Yes. Yes, sir. There is two links which we need to follow. One is IIT Bombayaks and other is Moodal. And many times there is issue in shuffling between these and sometimes it becomes difficult which part will be on which side. So it's a suggestion that please give mutual link on each of these page so that we can easily shuffle between these two links. This will be very useful. Yeah, so this suggestion is duly noted and I think a clear cut message was given right at the start of the workshop. All the submissions where you require to upload files only those will be there in Moodal. So IIT Bombayaks will not have any file submissions. So whenever there is an activity which require you to submit a file like a PDF or the PPTX, then you have to go and look in Moodal. So all the peer assessment activities which contain some file submissions or peer review activities, we use Moodal. The place where we use IIT Bombayaks is for multiple choice questions and videos. Only these will be available in IIT Bombayaks. This was there in the starting the read me first document which was circulated with the start of the course. So if you have not seen it, please have a look at it. So just to clarify, file submissions and peer assessment in Moodal, online quizzes and videos in IIT Bombayaks. Yes sir, there is a question related to ungraded activities, okay. What role does ungraded activities plays in getting a certificate? Okay, submissions in ungraded activities is a must like the lab sessions and other places because this ensures ungraded activities act as your attendance. Supposing so this being an online activity it is doubling up as your attendance also. So you might have understood something from the lab but you have actually tried and did it. That is what ungraded activities actually mean. They will not have any what do you say mark wise weightage towards the overall certification. They're in deadline for ungraded activities. Yes, for each submissions we have provided deadlines. So the lab submissions, whatever week two submissions all submissions are due by May 22nd. We'll take two more centers and then we'll wind up the day 1305. Sir, I want to ask that we have to use the screen automatics tool for this movie making. Okay, so screencast-traumatic is one example of screencast creator. If you are familiar with some other tools you are free to use it. The matrix tool or other equipment tool for? Sure, sure, you are free to use it. Or other equipment tool for movie making? Yeah, you can use either screencast-traumatic or any other tool if you're familiar with other tools. Any is fine. Center 1148. Yes. Ma'am, my question is that wiki activities what we have done like wiki portfolio and all. So sir my suggestion is that why not we can make that profile what we have done over there in a public domain so that our students as well as anyone who can wanted to see that will be visible, sir. Yeah, so one of the idea is that we are going so there is a thought that you are free to publish it in open domain that is why we put every activity in open education resource or creative commons. As part of the workshop we want you to practice all this and once the workshop duration is over you are free to take the content and put it in a public domain. Sir, one more thing, sir, we are using a screencast video recording test but what the problem we are finding over there sir when we wanted to record both screen as well as video we are unable to because the sounds is not coming so clearly and all. So is there any other options so that we can you know there is alternative process where we can record that video as well as our screen also. So typically this happens if the processor maybe processor restrictions but screencast-o-matic the normal version traditionally allows this to happen much without much hassle. Try to do it in individual laptops you might be able to get a better what do you say video plus screen integration together. The other tools, open tools, most of them are proprietary as in you will have to pay and get the software. Screencast-o-matic at least provides free software for 15 minute videos. That is why we put up the screencast-o-matic over there. One other possibility is Jing which gives only five minute videos. So five minutes might be too hard for many of the participants when they start off. So that is why we did not focus more on Jing rather we gave screencast-o-matic which has a much more vibrant community. Sir in Moodle you have one we have one option question answers but we are not able to I mean we have to post that questions so I mean any link over there to post our questions answers so why not. In Moodle account you said you added some tab question answers. It's not in Moodle Q and A tab has been added to the IIT Bombay X specifically for this unanswered answering unanswered questions that came up during A view. So we might not have received most of the centers maybe due to time constraint or we might have overlooked some questions. So for answering those we have used that tab in IIT Bombay X. Okay we'll take one last question center 1341. It is question related to the YouTube to videos related. Madam it is allowed to upload the video collected from YouTube for the PPT. And second one is the related to peer assignment madam peer assessment when to be collected for these peer assessment related videos and when you need to upload them. These are the tools. Okay so question number one are YouTube videos allowed in the selected videos. Yes you are referring to the yesterday's lab assignment if I'm not mistaken. So. They uploaded to PPT. Yes so yes YouTube videos are allowed. Ensure that they have appropriate licenses because sometimes most of the YouTube videos you may not be able to use extensively. So just beware of the license that is there. Regarding peer assessment of videos it is going to come as next week's task. Currently this is peer assessment of thing pair share activity. That is the thing pair share activity has to be submitted on 17 and the reviews are due by 22nd. The next set of activity will be creation of these screencasts which will we will release on Thursday. So you will get total again five days to submit and five days to review. Sir my doubt is actually my domain is computer science and applications. So could I allow to submit the problem from other domain? Okay can you give an example of other domain? Other domain means like mathematics. So you are allowed to in principle but the thing is if you are not teaching a course on mathematics next semester or so it may not be very useful to you. So we highly recommend that you upload questions and assignments based on some course that you are teaching now or you will be teaching shortly. But whatever the things I am going to be teach to my course, the mathematics is existing as one of the subject. Then it's fine. So if mathematics is relevant for you then you are free to do it. So make sure that you join the cohort of mathematics and not computer science. And in your further groupings also ensure that you are there with a group of mathematics teachers within your RC. So okay thank you ma'am. Okay so that brings us to the end of this two day synchronous sessions. We did some interactive activities in your classrooms, some labs and some question answer interactions. We will continue the rest of this FDP the next two months or so. You know what is coming next week the next two weeks. And if you have further questions for example if we haven't been able to get to you in any of the Q&A sessions or if you have any burning questions there are two or three places where you can post it. One is that you can still post it in the chat window for the next 10 minutes or so. We will be collecting questions in the next 10 minutes. And a much better place to post is the discussion forum that is there on IIT Bombay X because it's not only the instructors who are looking at it but also your peers, your colleagues and so on. So these are two places where you're welcome to post and hopefully the rest of the community will also respond. So hope you have a very productive rest of the program and good evening to you all.


Staying safe on a winter road trip is crucial. Let's explore simple steps for safe winter driving. Meet Sarah, Alex, Emily, and James, our winter travelers. First, they check weather forecasts to prepare for their journey. Alex has been keeping an eye on the weather and says that it looks like snow is expected. Our travelers make sure that they are well prepared to ensure their vehicle is winter ready. They check the battery, heating, brakes, and tires. Winter or snow tires are a must for better traction. To stay safe on the road, Emily and James also pack an emergency kit with essentials. They include a flashlight, blankets, non-perishable food, water, a first aid kit, and tools for winter challenges. Clearing snow and ice is a simple but crucial safety measure. Alex and Sarah make sure the vehicle is clear before hitting the road. Clearing the windows and lights from snow and ice improves visibility and safety. The road trip begins, but it's not all smooth sailing. Our travelers understand the importance of maintaining a safe following distance. James navigates the icy roads. He drives slowly knowing it's essential in winter conditions because slower speeds help drivers react to slippery spots. As the journey continues, they encounter heavy snow. James says it's time to use their snow chains for better grip. Fortunately, they came prepared. Gentle braking is key to avoid skidding and driving with headlights on is essential for visibility. Our four travelers keep their headlights on during the day. Winter travel also means no cruise control. James emphasizes the need for full control. As road conditions change, it's vital to stay informed, so Alex keeps an eye on local traffic reports. Emily noticed that it is getting late. Sarah reminds her that winter travel can be slow, but safety comes first. It's better to arrive a little later than planned than to take on necessary risks on the road. So this winter, follow our traveler's example. Take the necessary steps to stay safe during your vacation.


The ocean is the mother of all mankind. I read that in an old mythology book in my school's library. It said we came from it and would return to it in the form of fish after we died, spitting death out like a bitter poison before entering the water to be forever caught in our mother's embrace. When I asked the old librarian about it, he said no one was certain as to why this belief originated, but I think it came from the feeling you get while you're in the water.  It's a quiet embrace that calms you and takes away your worries. That at least is why I like the ocean. No, love the ocean, and my love of the ocean is why I'm the only one of the group that offered to sleep outside when we learned the hotel didn't have enough rooms for all of us. To be honest, I don't mind. I don't even care that much for school trips. I just go along and usually end up by myself, which happens all the time. Come to think of it, once again, I don't mind. I wouldn't want anyone else spoiling the experience of this night. A gentle breeze is blowing in from the sea and brushing against the grass further up the beach, creating a soft rustling sound. Aside from that, the only other noise to reach my ears comes from the lapping waves in my breathing. I stare up at the bunched clusters of stars uneasy. Usually the steady sound of waves puts me to sleep right away or be released within a few minutes. But I've been laying here for hours without even the slightest feeling of drowsiness thanks to an unsettling fear that hides in the corners of my awareness. I roll over, watching the grass bobbing in the wind. Further beyond it is the small hotel. It's porch light illuminating the darkness. The wife of the hotel owner probably turned it on for me. She seems like the kind of person who would do that. But now I have my back to the water. That shouldn't be a problem though, it's just water. I'm guessing the chances of something crawling out of it to drag me to my death isn't high. But it feels like I just turned my back on a crouching predator. Like I just invited it to come and get me. Why am I afraid? What am I afraid of? I roll back over to confront the imagined threat. Predictably nothing has changed. The water is the same water as before broken by the same waves and exhaling the same salty breeze. But I still feel the unease. I've learned that the only thing that can put me at ease when I'm this stressed is to go for a swim. I need to feel that comforting embrace to remind me that everything is still alright. After all, I'm probably just restless because I can't wait to get in the water. True, teacher did say that we were supposed to wait until tomorrow to do any swimming. But there's not much difference between swimming one day as opposed to another unless some natural disaster occurs or the water freezes. I tear away the sheet that's on top of me and hop up the foam pad I've been lying on rolling up into a loose tube. I find a rock laying nearby and use it to hold the pad down in case it decides to see the world for itself and roll away with a breeze while I'm gone. Sneaking across the sand, I take care to stay out of the light shining from the porch in case anyone's awake and looking outside. I'm already in my swim trunks with my torso bare to the wind and evidently sand. The only things I need now are my snorkel and goggles. Teacher had us all put any swimming gear we brought with us into a shed to the side of the hotel, which I'm hoping isn't locked. I'd like to think that we're far enough from any big town for anyone to worry about robbery. But the hotel owner could be cautious and keep it locked anyway. I pause in front of the shed door, making sure nobody is going to catch me. Nothing stirs in the darkness. The porch light remains unbroken. I reach over and try the handle. It's not locked. Perfect. Pushing the door open, I navigate to where I think my snorkel and goggles are based on my memory of where I put them. Please don't knock anything over. Aha. There they are. I slip back out of the shed, doing my best to close the door as silently as I'd opened it. Now liberated from the fear that I'll be caught swiping my gear from the shed, I trot down to the beach, slipping my goggles over my face as I go. They fit snugly, pinching my nose, but I tighten them for good measure before hooking my snorkel to the goggles straps and biting down on the mouthpiece. By now I'm already shin deep in the cool water. I continue to wait out until the water is above my waist before turning on the small waterproof flashlight attached to my swimming trunks and submerging. The water is a little colder than I thought it would be, now that all of me is beneath it, but it's not unbearable.  A few crabs scuttle away from the flashlight's beam, but otherwise I'm completely alone. The embrace of the water, true to my expectations, calms me down. I stop kicking and float for a moment, my snorkel poking above the ocean's surface. I'm facing the open sea, which means the kelp forest the hotel owner told us about is to my right, and to my left the beach extends without any notable features. I don't want to get caught in kelp or get lost on a seemingly endless stretch of beach, so I decide to head a little further into the open water before heading back. It shouldn't be a problem, as long as I don't go too far and encounter a current that pulls me out to sea. After a few more kicks, my flashlight suddenly fails to illuminate the sand beneath me.  Its glare catches my hand, temporarily blinding me with a sudden brightness. If the flashlight's still on, but not catching the seabed and its beam, I must have swam over a drop off. Swiveling around, I manage to illuminate the edge of the drop with the flashlight, a massive rocky crag jutting out into the sea.  The source of the sound is too far away for me to hear it clearly, but that only heightens my curiosity, taking control from my better judgment. I take a deep breath, fix my snorkel's cap over the end of the tube that still stands above the waves, and dive. After descending a short distance, I stop and listen. There it is, much clearer this time. I've heard the sounds of fish, shrimp, and even a few dolphins during past snorkeling expeditions, but this sounds like none of those. I dive deeper to get a better idea of what I'm hearing. It's still there. I raise one eyebrow, my heart seeming to stop in my chest as I listen. The best comparison I can draw to describe these sounds is like the babbling of infants with the voices of adults. Several of the voices are baritone, while others sound more feminine, all vocalizing in tandem as if a conversation is taking place. Those aren't the sounds of any sea creature I've ever heard before. My lungs begin to burn as my body signals its need for more oxygen, but I'll swim a little farther down to see if I can catch a glimpse of these speakers. As soon as I begin to descend again, the voices go quiet. I stop, my heart pounding alongside my lungs. Did they see me and get spooked? Were they that close? I shine the flashlight around. A small school of fish darts away to my right, but otherwise I don't see anything else, which doesn't reduce the panic growing inside me. If the speakers were that close, they could be watching me right now. Are they afraid of me? Do they see me as a threat? Are they waiting for me to turn my back on them? No, no, I can't think like that. Aquatic creatures can sound strange sometimes. Why can't there be something that sounds like a person? Dolphins can sound very similar to humans when they talk. No, that can't be it. Those were voices. No creature can possibly replicate human speech that accurately, even as unintelligible as the words were. Finally giving in to my need for air, I ascend as quickly as I dare, watching the depths below for any sign of the speakers or any other possible danger. None show themselves. I remove the cap from the end of my snorkel as it breaks through the surface. Taking deep breaths through the small mouthpiece, I continue to watch below me. Still nothing. What made those sounds? I swim to shore as quickly as possible. Those voices were there. I'm sure of it. I replay them in my head as I rise from the waves and head for the beach. There was no doubting that the sounds had been there, but what made them? There were no discernible words. Rather it sounded like the speakers were trying to learn how to talk. Grabbing my towel from the pack I'd been using as a pillow and drying off, I wonder what disturbed me more. The sound of adult voices babbling like toddlers, or the fact I heard them in the same water in which I was swimming. I shudder as my imagination begins to play with what I just experienced. Shaking my head as if to shake these thoughts out of my brain, I sneak back to the shed to replace my snorkeling gear. What use is there in wondering about this? The likelihood of me ever discovering the origin of the sounds is probably next to impossible. Just forget about it. I return to my sleeping pad and rummage around my pack for the little bottle of alcohol solution I keep for cleaning out my ears after a swim. I drop some of the liquid into my ears, wincing at the sensation, before tilting my head and letting the loosened water fall out of my ears and splat onto the sand.  I play the memory of them backwards and forwards as I lay on the pad once again, staring up at the night sky. The sound of them is just too unsettling to forget, no matter what excuse I feed my mind to get it to go to sleep. At this rate, good morning. My eyes fly open to the glow of early morning sunlight rising from across the water. Apparently I drifted off to sleep in the middle of my speculation, though it doesn't feel like I got any rest. Wait, was it a dream? Please let it have been a dream. The hotel owner's wife, an older woman with her thinning gray hair pulled into a bun on the back of her head, is standing nearby. I grunt and sit up, still hoping my experience with the underwater voices was just a nightmare. What time is it? I ask, time for breakfast?  I nod silently, touching my arm. A flake of salt film falls off, but the older lady doesn't seem to notice. I rub the salt flakes between my fingers, disappointed. Apparently I was in the water last night. I look out at it, questions once again whirling about my head. I'll, um, I'll be there in a minute. I say, certainly, the old lady says, your plate will be ready soon. I hear her walking over the sand towards the hotel, but I don't take my eyes off the water. What's in there? I wonder aloud. I stand, brushing off some of the salt film and pull on a shirt, still staring out at the water. The edge of the sun suddenly peeks over it, piercing my vision and forcing me to look blinking. I roll up my sheet and foam pad and stuff them under one arm, slinging my pack over my other shoulder. I head for the hotel, stepping into my shoes as I go pushing the front door open. My ears are suddenly bombarded with the sound of multiple conversations taking place in the hotel's dining room. All of them made up by the familiar voices of my classmates and, thankfully, intelligible words. It's comforting to hear coherence after last night's incident. Good morning. I turn to see teacher standing behind me. He nods at my salt encrusted arms. Looks like you were too close to the ocean. I hesitate for a moment, glancing at my arms. Yeah, I feel kind of crusty. You should have accepted the owner's offer of the lobby couch. He says, go rinse off out back before coming to the table. I nod again. Yes, sir. Nodding with apparent satisfaction, he strides towards the dining room, one hand clasped in the small of his back. I head for the hoses behind the hotel. What's the point of rinsing the salt off? I'm just going to go into the water again this afternoon. Yet, I still find myself twisting a nozzle, prompting a thin stream of salt free rainwater to flow through the hose from a rain catch on the roof above me. Rinsing the salt off my arms and legs, I glance up towards the beach. Considering what happened last night, I might not go swimming again. That decision didn't last long. As all the other students run eagerly to the ocean, I realize that my two choices for passing time were either sitting on the hot sand watching everyone splash around like maniacs or going in the water myself. Predictably, I decide to go snorkeling again. I leave my goggles up on my forehead as I once again wade into the surf. The water is much warmer than it was last night and proves to be so clear that anything on top of the water looks as though it's floating in midair. I enter the water to the left of the main group so any piece I find wouldn't be interrupted by a classmate with less tranquil motives. When you swim with a group of rowdy people on a recreational trip, it's only a matter of time before somebody decides to hold you underwater for some reason they attribute to fun. It's thanks to this that I only swim with other people in recent years when I'm with the school's swimming club or a scuba team. At least they want to be in the water for the sake of being in the water. Pulling my goggles down over my face, I submerge myself. Sunlight distorted by the water above forms into strange patterns on the seabed. The illumination it provides lets me see for a significant distance, giving me a much better look at my surroundings than I had last night. Save for a couple of sand crabs and fish, nothing but the flat seabed extends around me. I don't see the other students splashing about in the water, but they're far enough from me for them to be shrouded in a haze. I can hear their splashing too, like the rumbling of distant thunder. I shift my gaze back out to the blue expanse in front of me. My curiosity of what I experienced last night rekindled. I set my mind on the one thing I know I have to see. The drop off. It can't be more than a hundred yards ahead of me. So I don't think it'll be too separated from the group, at least not by my definition. I fix the cap over the end of my snorkel and submerge completely using the seabed as leverage to propel me forward quickly. Then I hear one of the other students thundering splashes followed by what I can only describe as an underwater scream. My exploration can wait. I turn quickly and propel myself in the direction of the noise. Wait, where did it come from? I raise my head above the water's surface. Sure enough, I can see someone thrashing in the water. I swim towards them as fast as I can. When I arrive, I can see wispy traces of blood in the water. The victim, a girl, has her leg in a vice like grip and is still yelling. Hold on, I say, towing her towards the shore. She doesn't resist, nor does she release the grip on her leg, which is probably keeping it from bleeding too much. By the time we're almost to shore, everyone else has finally taken notice of the commotion. Teacher and the old man who owns the hotel run out to the edge of the beach, brow furrowed and that distinctive look adults get when something goes awry. The other students rush out of the water in a panicked mass, apparently fearing that whatever happened to the girl could happen to them as well. I can't say I blame them. What happened? The old man asks as I haul the girl out of the beach. I don't know.  The old man calls to his wife, who runs out of the hotel with what looks to be an emergency medical kit, her face draining of color as she glimpses the scene. The girls yelling is finally subsided into whimpers of pain through clenched teeth. Blood is beginning to drip out from between her fingers. Here, I say, trying to pry her hand away from her legs. You need to let go so we can get to it. She takes a deep breath and pulls her hand away. Immediately, the blood held back by her hand begins to flow freely onto the sand. I can't see exactly where it's coming from, but it looks like a roughly circular wound, probably a bite or scrape. The old woman presses a small cloth through it. Hold still now. In my experience, this is one of the worst things to hear from someone administering first aid, but the girl braces herself the best she can. The old woman damns at the injury softly, though I can see each touch is sending waves of pain through the patient. Teacher turns to look at the other students, who stand a short distance away, glancing between their injured classmate and the water. Did any of you see anything? Teacher asks, like a shark or ray. I don't catch their response too focused on the revealed wound. Beside me, the old man and woman also stare at the injury. I don't think it was a shark or ray, sir, I say. Teacher turns back, frowning as his gaze meets the injury. Seeing his face, the girl leans up to get a better look at her leg. Her eyes widen as she sees it. It was unmistakably a bite mark, no more than two and a half inches in diameter, engraved into her left shin. I lean closer to ensure I'm not seeing things, but closer examination only proves my suspicions. The bite mark had been made by teeth that clearly belonged to a human. Teacher whirls around, facing the other students, show me your teeth. The students hesitate, confused. A few cram their necks to see past them. Even from behind them, I can see teachers muscles tighten in what I'm guessing is a glare. Now. All of the students bear their teeth at once. None of them have blood, skin, or residue of any sort clinging to any part of their mouths. Teacher turns back, raising an eyebrow at me. I bear my teeth too, proving my innocence. Do you know of any fish like this? He asked me. I shake my head and glance at the old man. He shakes his head too. She probably got caught in some trash that was floating around. She'll just need to keep an eye on it to make sure it doesn't get infected. The girl looks at him doubtfully, but doesn't say anything. The old woman nods as she finishes wrapping the girl's leg in a length of gauze. I put some antibiotic on it, so that'll help. Keeping it clean is the most important thing now. Teacher nods and turns back to the students. She just got caught in some floating litter, nothing too serious. Just remember to be careful. The students relax and make their way back to the water, not bothering to see the injury for themselves. Teacher bows slightly to the older couple. Thank you both for the help. The old woman waves a hand. Don't worry about it, it's what anyone would do. I look out at the other students who have returned to their carefree splashing. Teacher nods and returns to his nearby beach chair, apparently satisfied with the old man's explanation. Here, sweetie, the old woman says, helping the girl up. Let's go inside. I didn't get caught in trash, the girl says, speaking for the first time. I stepped on something and it bit me. I know, the old woman says quietly, patting her shoulder, but it's nothing to worry about. The girl turns her head and looks at me, her face carrying two expressions, silent gratitude and a confusion that pleas for answers. The gratitude surprises me. This isn't the first time I've been an impromptu lifeguard, but it is the first time anyone has indicated thankfulness. As for the other expression, I guess I look like I'm silently pleading for answers too, which is appropriate, because I don't have any of the answers I'm sure she's looking for. I glance at the old man. I might know where to look for them, though. You don't really think that mark was made by trash? I say quietly, more of a statement than a question. The old man grimaces. This isn't the first time this has happened. I raise an eyebrow. It isn't? The old man sighs heavily. It doesn't happen very often, but for as long as anyone on this coast can remember, people have been getting bites like this. I shift my gaze to the sea, studying the waters. What causes them? Who knows? The old man says with a shrug, we've never been able to find out. The wounds have never gotten infected, apart from one incident, so we just brush it off as trash and take care of the victims the best we can. I frown. What was different about the time it did get infected? The old man frowns as well. Different? Yeah, was there anything different about that particular bite? The old man thinks for a moment, I squinted. I wait silently, kicking fresh sand on top of one of the clumps of blood that had dripped out of the beach. There was black liquid in that bite, he finally says. The next day, the victim died of infection. The next day, I repeat, that's not an infection. The old man looks at me. What do you want to call it then? I hesitate. Then nod. What would you call something like that? We don't know what it is. He mutters, or what to do about it for that matter. I remain silent. I don't agree with the way he's handling this, but I have to admit that I can't entirely disagree with him either. He knows just as little as I do, and I have no idea what I'd do if I was in his place. For generations, this hotel has been my family's sole source of livelihood, the old man says. That's why we brush it off as trash. We don't want people to stop coming here for fear of what's in the water. I still don't say anything. I have the distinct feeling the old man needs to get this out, a confession of sorts, I guess. I'm scared, he says, his voice trembling slightly. I don't know what's in that ocean. I don't want anyone else to be scared either. I nod. I, uh, I understand. The old man glances at me, his face finally relaxing. Thank you. The old woman calls from the hotel's front door, prompting us to turn. The radio says there's a storm coming. She shouts, it'll be here in a few hours. I look back over the water, glimpsing for the first time, a dark line at the edge of the horizon. A big one, I'd better get things tied down. He says, I glance back at the dark line, I'll help. He smiles slightly, follow me then. I sit on the couch in the hotel's lobby, my bed for the night, looking out the window at the nearby storm. I'd open the sliding metal doors that were made to cover the window during bad weather so I could see outside.  The old man asks from the doorway, I nod, I never really got along with them. The old man nods as he makes his way to a chair by the window I sit at. People aren't that easy to get along with, that girl you brought to shore is really grateful though, I can tell. I watch the grass bend to the ground in a sudden gust of wind, once again saying nothing. A second gust of wind blows in from the sea, shaking the entire hotel. Maybe we should close the storm window.  I grab one of the metal door handles while the old man grabs the one on the other side of the window. Then with as much strength as we can manage, we push the two doors towards each other. During a brief pause between pushes, I look out the window, suddenly noticing that the waves have the telltale markings caused by drops of rain. As I watched, the rain visibly raced across the water, making its way to the sand. The old man grunts, face bent in a strained grimace. The hotel shutters as another blast of wind slams into it, joined soon after by the sound of raindrops pounding against the roof. The lights flicker. You got a flashlight? The old man asks. Yep, I answer, feeling my shoulder joint adjust as the metal door slowly slid forward. Another gust of wind, the largest so far, shakes the hotel. All of the lights go out with an audible pop. A few surprised shouts rise from the direction of the dining room. The old man and I finally push the doors together, shutting out the dim sliver of gray light that had been shining in from outside. I hear the old man clamp the lock shut as thunder rumbles outside.  He says, we're gonna need it. I pull the diving light from my pocket and turn it on, cutting a claustrophobic swath of light through the stale darkness. Let's get back to everybody else. The old man says. The only thing you can do during storms like this is wait them out. It isn't too bad of a storm. The old man tells everyone as we arrive, you just have to wait these things out. The old woman calls to me from the kitchen. I carry the flashlight over to her, making my way around the large dining table my fellow students are clustered around. She hands me several half used candles, telling me to set them up on the table and join them. As I set them up, I noticed that everyone appears to be calming down, particularly after the candles are lit and casting a warm flickering glow around the table. Part of me is still uneasy, a feeling that I attribute to how the wind outside sounded like screaming voices. In random intervals, the screams sound less like wind and more like an actual person reminding me of the underwater voices the night before and making me even more uneasy. Could those screams be caused by the speakers I heard last night? Could they even be the things that have been biting people? Are the screams I hear outside really screams? After all, they could just be from the storm. I try to steer my mind away from the sounds as I sit at the table with everyone else for a change. They're so at ease, laughing and shattering without any obvious fear or worry. Have I gone crazy? Am I just imagining the noises I think I'm hearing? And if I was, how would I find out?  If those sounds are coming from something other than the storm, then whatever it is should leave some sign of its presence outside. And if I don't find anything, I won't give the sounds or the bites any more thought. If I do find something, well, I guess that will depend on what I'll find. I open one eye, waking to absolute silence. The wind has stopped, no rain audibly falls on the roof, and it doesn't sound like anyone else is awake. The storm window is still closed, but I can tell it's early morning. I get up and make my way to the front door, pulling my swim trunks and a shirt on as I silently creep through the lobby. Sure enough, I can see light beginning to appear on the clear eastern horizon through the front door's window. I slip my shoes on and quietly leave the building, wincing as the door rattles slightly when I shut it. The entire beach is strewn with remnants from the storm. Driftwood, strands of kelp and seaweed, and several shingles from the hotel's roof dot the sand as far as I can see. I step around them carefully, keeping an eye out for anything that looks as though it could be a sign of the noises I heard last night or the night before. I reach the edge of the waves, finding a lone and evidently dead fish surrounded by shards of driftwood and torn kelp. Otherwise, I see nothing. So it was my imagination. My fear of what I heard in the water had just made everything that happened after that more frightening than it really was. I let out a heavy sigh, shaking my head at my unnecessary worry. Then the fish gasped, making me jump. Fish usually gasped one out of water, but I've never heard one make a sound while doing so besides catfish. And this is no catfish. I kneel down beside the fish and take it in one hand. Its eyes are rimmed with white, making them appear intelligent and almost human. It gasps again, opening its mouth and flexing its gills.  I stare silently down at the fish in my hands. The mouth has teeth just like that of a person in a tiny human tongue to match. I measure its gape with a finger, finding it about the same width as the bite on the girl's leg.  I angle the fish so the liquid won't touch my hand, causing it to drip on a leaf of kelp. The leaf immediately curls up and crumbles into a black dust when the liquid touches it. I look at the fish as it looks at me with its white rimmed eyes and urge to throw it as far as I can rising in me. I want to forget that I ever saw the fish to get it out of my sight, to go back in time and keep myself from coming out to the beach this morning. To do something to prevent myself from ever being here right now and discovering this aberration. But as I look at the fish, I can see the light of panic in its eyes, the same expression in the eyes of every captured animal I've ever seen. I blink. Maybe this wasn't the way this fish was made. Maybe it had no answers as to what was happening to it, just as I have no explanation for what this fish was. This in mind, I carry the fish to the water and submerge my hand, holding the fish loosely. He belongs in the water, no matter what I think about his unsettling appearance. The fish rests for a moment in the softly rolling waves, then darts out of my hand, a silver streak arcing through the water. I stand, looking out at the ocean. It looks infinite from where I am. It might as well be. I haven't even begun to understand what hides in the depths. Maybe the fish was becoming something. Maybe it was a new species, never seen by modern man. Maybe something had become the fish. I don't care anymore. Not about the fish, the voices, or answers about what happened the past few days. I fear that if I focus on those questions, I'll lose my love of the ocean, swimming, even water in general. For the first time in my life, I'm actually satisfied with my ignorance. After all, if I knew all the ocean's secrets, I might not want to share this planet with it.


What's going on everyone? Sam here with late in sports cards, ripping 22, 23, Fniti Mosaic, Fast Break, basketball, number 11, Pick Your Team style. We are going to start off by giving away the Charlotte Hornets. I have all 29 teams outside of the Hornets. I'm going to roll a dice. Whatever team is on top, after nine times, we'll also get the Hornets. So we got 1, 2, 3, 4, 5, 6, 7, 8, and 9. Going to the Celtics. Celtics are going to get the Hornets as well. So congrats to the Celtics. I'm going to read off the list of our names in our team, so we'll see who has the Celtics. Got Brandon S. Celtics. So that's going to go to Brandon S. Congrats, buddy. You have the Celtics, Bulls, Lakers, and Hornets. Brian Elwood the Blazers, Brian F. Nets, Eric B. Kings, Hank B. with the Pacers, Ilya S. Bucks, Jason F. Magic, Jordan I. Pistons, Joseph R. Hawks and Sons, Joshua W. Thunder, Mooc with the Cabs, Mark W. Clippers, Mark M. Spurs, and Jazz, Nick V. with the Timberwolves, Oriol C. Mavs, Slap with the Nuggets, Ryan H. Sixer, Scott M. Pelicans, and Heat, Tom B. with the Warriors, Grizzlies, Rockets. Tom, thank you again for selling us out. William S. Nicks, Raptors, and Wizards. So good luck here, everybody. Joel M. with the Rockets and Nuggets. We're down to two in the next one, everybody. Two to go. And number 12. Just the Spurs and Wizards. Spurs and Wizards at number 12. And after that, we're looking to sell out the Immaculate Luminance of Elite Patches, Six Box NFL Mixer. 15 to go on that one, everybody. 15 to go. Again, we will be given away to Hornets in the next one as well. Hornets will be given away. Perfect. I don't know. Kyle did say he sold an Anakin out of five. I don't know if it was out of a similar product for like $1,000. That is a Disco, Donovan Mitchell, Houston, Baldwin, and Disco of Step. That is a huge card, Scott. Huge card. Disco, Drew Holiday, Benedict Matheran, Fontecchio, and Laurie Markinin. Gannotto coming up here, everybody. Good luck. Good luck. See who it's going to be. That is going to be James Silas, the 49 for the Spurs. Nice one there. A little throwback action. Congrats on that one. 10 box, Corey H. Pick up a spot. Thank you, buddy. Appreciate that. Jaylen Williams, Thierry Smarton, and Chet Holmgren. Again, just the Spurs and Wizards in the next one, everybody. Well, the Spurs are like 60, and then the Wizards, I think, are 15 or 20. Kennedy Chandler. Thank you. Thank you. Washington, Keegan Murray, and Blake Wesley. Again, we'll do exactly what we did in this break by giving away the Charlotte Hornets. He's actually sticking together. It's kind of nice. Disco, Desmond Bain, Terry, Paolo Rookie, and that's still the draft, A.J. Griffin. S. O. D. Griff, baby. S. O. D. Griff. S. O. D. Griff. Yes, sir. Very nice. Congrats on that one there. Hawks on the variation. Eight to 15. Yeah, it's not bad, man. Disco, Prishan Koloko, Jeremy Sohan, Rookie, and Tarry Eason. Disco, R. J. Barrett, Wendell Moore, Josh Gitty. That Gilded case was insane, Candler. That was an insane case of Gilded. Insane case of Gilded. Might be the best one I've ripped this year so far. Moody, J. Dubb, Jabari Smith, and Walker Kessler. Good Rookie's there. Yeah, you said you sold your Red Anakin for like a grand, right? Disco, Shea. Do you remember what that was out of?  Ah, okay. Gonna hop in the tier one Gilded case tomorrow. Hell yeah, Candler. Let's do it, buddy. Disco, Quentin Grimes, Jaden Hardy. Again, guys, we also have the World Series Mixer on Saturday. Paolo Baincare, 70 box high-end World Series Mixer. I will be ripping that, and I'm excited. Four hours for that break, baby. Purple, Kelly Ubre. Nice little, for the Hornets. That's a free card to 50. There you go, Brandon. Congrats, buddy. Free of charge. Kelly Ubre coming your way. Kennedy Chandler. Not bad. Not bad at all. Sean M with a 10 box Tuesday spot. Thank you, buddy. Paws me a high-end. OG Anubi, blue, two, 85. Corbin tied it up. Gold packs in the Broncos ever shift. Brandon, was that on Fnatic's live, Spencer? Oh, I'm not sure. 1480, I think, Brandon, or Shipe, I should say. I think it's 1480. Thank you, Sean, again. Jordan B also picking up a 10 box Tuesday spot. Yeah, I think it's 1480. I think it's like $10 cheaper. You could always shoot us an email. I don't know if you get a tracking number when we shift to Fnatic's. I think it's different. I don't know. To be honest, Disco, Tyrese, Maxie, and Vase. Alex H with the Spurs. Only the Wizards left, everybody. That's very valid. Very valid, Kim. Very valid. Very valid. Disco, KP.  Just to be safe, I would say. Yeah, Spencer, it might be the way to go. Auto coming up here. It is going to be Peugeot Stojakovic. Nice one for the Kings. On Saturday night, Shipe. Yeah, Saturday night, Shipe. Gosh, we're not. I think it'll start like five, five to nine, six to 10, something like that. Oh, there isn't one for that one, huh? That is interesting. Yeah, shoot us an email, Spencer. Donovan Mitchell. There you go. Congrats, Mooc. Mooc collects Donovan Mitchell Parallels. So congrats, buddy. Nice one there. You hear it from Kenneth Lawton. Disco, Obi-Toppin, Benedict Matheran, Quantechio, Walker Kessler. Thanks for the sub there, Michael. Michael, oh, we got a gold coming up here. Gold. Bradley Beale. There you go, Washington. Nine of 10. Yeah, that's exactly. Keegan Murray Rookie and Blake Wesley. That mixture's kind of insane, dude. It is a little bit of everything, man. Heading for chapter 11, I feel that, Scott. Disco, Bogdan Bogdanovich. Shade on Shark. Yeah, I'll see you Murray now. See one for Eric. Uh, Colin Sexton, Christian Brown and Shade on. That's Peja. It's pretty cool though, man. I'm in on a Peja auto all day long. Disco, Bogdan. Damon Willard. Disco, Josh Hart. Mondays, Williams, O'Shaig, Bajie, and Dane. It's got a lot this month too, I feel that. Jonathan Lane texts me back. He said he would do 15K. 15K, Jonathan. In his opinion. Keegan Murray to 85. There it is, Eric. Congrats, buddy, on the Keegan. There it is. Like 150 in insurance, but worth it for that one. Yeah, worth it for that one for sure. You'd rather have that card and spend the extra 150 than just not have the card. Usman Zhang, Jalen Durin. There you go, Eric. Nice little Keegan Murray, blue. That'll work. On the next one, everybody. Good luck here. Let's see it. All right, let me actually, I gotta do one thing real quick too. I'm gonna get rid of some of these on the schedule. So Gilded. Gilded's off the schedule. First Mosaic off the schedule as well. Five, two, three, nice. Might have gone up. Yes, sir. George, we're up, buddy. I'm gonna drop you guys a link to the Immaculate Luminance of Elite Patches, everybody. 70 a spot, 15 to go. Bro, he is so fast, man. After that run, even more. After that run, Marino. I was in at 1450, 1479, just below my limit.  Disco, Cole Anthony. Shade on Sharp. Laundice and Zach Levine. Disco, Moses Moody. Bennett Matheran. Got an auto coming up here again. And it's gonna be Jeremy Sohan. There we go, Spurs. Nice. Rookie Auto. Yeah, that was not good, George. Did he get hit again or something? No, he hit Corbin, and then when they threw the third, he tried to go to second.  Hicked. At least he got the run in. Yeah, but yeah, that's brutal. Ended the ending too. Yeah, that's the kill momentum. Got the run in. Markel Fultz. Purple to 50 for the magic. David Street 90. Do you think Marino would be the bad base runner? No, I know, exactly. Being such a great defensive catcher. Disco, Cam Thomas, Jalen Duren, Isaiah Mobley, and a pillow on the variation. Congrats there. Disco, Anthony Simons. So many of them. Just looked at university tracking sites in Detroit. Nice. Blue Palo. There we go, magic. 13 of 85. Nice. It's a good little five-boxer here, everybody. Very nice. We'll take that. Keegan Murray and Blue Palo. Yeah, Corbin's so fast, man. He is really fast. Grant Williams. That's crazy. Steel of the Draft, AJ Griff and SOD Griff. Don't like that, you like that so much. Love it. Jalen Brown. Benedict Matthews. It's not what I was trying to do. Yeah, Corbin's doing it himself, pretty much.  Aaron Gordon. Benedict Matthews. So good for baseball too. Didn't have the carrier service on it for some reason. That's weird. Okay, Lightning 301, let's go Lightning. Fred Van Vleet for the Raptors, 250. Montecchio, Ty Ty, Keegan Murray, Rookie. Corbius. Oh no, isn't Ivy Troy? Oh boy. James J, picking up a spot in three gilded random teams. Then Tom B with the Chargers in 24. Thank you, Tom. Appreciate you, buddy. That is gold standard. Gold standard. I agree. I agree. I'm glad there's a pitch clock because I think some guys were just so super egregious with it. Yeah, all right. Disco KCP. Johnny Davis, Walker Kessler, Disco. Love aggressive base running. Yeah, no, I agree, man. Oh god. Deandre Aitin for miss a card by passing. Yeah, I have in the past. Nothing like super bad. There's a couple like bowmans that I've missed like a color before or something, but usually it's pretty easy. Oh, Juwan Howard for the Wizards on the auto. Nice one there, been Ivy. Classic man. Corbius loves attacking first pitchers, man. Disco, Nemhart, and Diabatte. Troy H, picking up a mosaic choice spot. Thank you, buddy. Thank you, Troy. Appreciate that, my friend. That is awesome. Disco, Seth Curry, Coloco, and Keegan Murray for the Kings. Appreciate you, Troy. Again, just the Wizards available in the next fast break. That is it. They're on sale. Disco, Boyan McDonovich. Again, the Hornets will be given away again, just like they were here. The lost star, George, the lost star.  You just got jingled on the base, but I'm still going to jingle you. Silver Ubrey. Chat home, Grand Rookie. Oh, the defense isn't the only one. That's true. Very true. Do we need him to come break here one day? Disco, AJ Griffin. Shady found his agent online, so it might be hitting him up. Okay. Good start. I will pay you personally to have Joe Engels come and break with us one night. Disco, Evan Mobley. God, I think that'd be so much fun, dude. Here's some basketball, dude. Like some mosaic basketball when he's in. Like all products he's in. Lamello on the Disco. That is another free card. Very nice. Palo, rookie. Congrats again, Brandon S. Got pink. Scary Terry. Another free card to 20 for the Hornets. Congrats. Shade on sharp, rookie. There is Rory C. Selling us out in the next fast break. Thank you, Rory. Let's go, Rory. Again, next break we got to fill up is that mixer for football. John Denkemen got 285. LaRavia, Jeremy Sohan, and Tari Eason. Spit between bitches. So let me knock off that one off the schedule now as well. Got Beaumicrome University football. We got gold standard choice and NT. All right, again, the immaculate luminance of elite patches, everybody. 15 to go on the Sixbox NFL mixer. Last box of this first fast break. Disco, Din Whitty. S.R.D. Griff. There's Trey Young. Future MVP, Trey Young. To you. To me. Yeah, to you. Yeah. Marge Rosen. Disco. Okay, bro. It's Jaden Ivy, notoriety. I see tape right there. When he wins MVP, I'm going to remind you of this moment. Tuesday, October 24th. I'll remind you. Jeremy Sohan, Pavel Bancaro, and Jake LaRavia. Every team you pick, you get all the cards. Our team. Yes. Yep. Yeah, you will, Scott. So if you get nothing in this one, you'll still get all the base.  But yeah, I don't think that's going to happen. Louis Dampierre. Nice one there. Going to the Spurs, 225. Congrats on that one. On the blue auto. Marjan Beaumicrome. Jake loves that. Marjan Beaumicrome. Disco, the Joker. Shade on Sharp, and Shade on Sharp, Variation Disco. Disco, Gary Trent Jr. Gary Sohan, and Zach Levine. Disco, Rookie, Tara Eason. Oshaig Bhaji, Mark Williams. He was the answer to a trivia question, Rich. Oh boy. Devon Bissell. On the mosaic, Jay and Ivy Rookie as well. See the EVA one. Probably would be. Yeah, score an EVA. Disco, Yanis. Home run with the 84 Lindor online. A card kind of rakes though. Do you know that Francisco Lindor is a fan of Formula One racing? And the catchers love when he comes up to bat because he's always wearing cologne. There's so many different scents. There's Cameron Payne. That's what they decided to use for Francisco Lindor in the show. It's not good, man. His scents is his smell. Got Kobe White for the bowls. Purple to 50. Grads bowls. Because he finally got it. Oh no, Jase, come on. Come on. Blue, Jalen Green. Nice one there, 285. The Rockets. Cloco, Jeng, and Nemhard. A quick recap of just our autos. We had Louis Dampierre, Joan Howard, Jeremy Sohan, Pasia, and James Silas, 240. Do it for the break, everybody. Thanks again for the fill. Up next, number 12.


Bemidji boys hockey hasn't gotten off to quite the start they had hoped for in 2018. The lumberjacks were three and five coming into tonight but the good news is they were at home where they have only lost one game all season. Tonight they welcomed in Rozo who swept the jacks both times last year Bemidji looking for some revenge. Lumberjacks are already trailing to nothing after the first. Rozo threatening again. Shot rebound just sitting right there for Hunter McFarland to put it in. Rozo up three nothing. Jacks really need some offense here on the power play. Hunter Olson goes behind the net finds Wyatt Helverson for the one-timer. Goldjack still trail three to one. Rams looking to put this one out of reach still in the second period. Jordan Moser takes the puck and just forces it past the goaltender in for the score. Rozo goes on to win this one four to one. If you enjoyed this segment of Lakeland News please consider making a tax-deductible contribution to Lakeland PBS.