Good morning to everyone and welcome back to day two of the synchronous interactive sessions of the faculty development program on use of ICT for online and blended learning. So yesterday, what we did was looked at a lot more details of how you can create and implement a flip classroom for your own course. What we'll do today is actually do things in a little more broader fashion. So we will start and we will go stick with the topic of the purpose of why you're doing different activities. So we'll start with learning objectives, learning purposes, learning goals and so on. And then because we are focusing on online and blended learning specifically in this FDP, we have to talk about the role of technology and how it aligns to the learning purpose. As we mentioned yesterday and as we keep repeating, for us technology is a facilitator or an enabler. We don't say here is a technology I have, oh it's so cool and I need to use it. Rather we start with the learning goals, learning objectives, the purposes for which we are doing our activities, the purpose for which our students are there in our classrooms. So we start with the learning goals and if you notice I'm not even saying teaching goals. Those are also important but ultimately what we want is that our students are engaged and they learn and so on. So the role of technology here is to aid us in many ways to fulfill the learning goals. So what we will see today is that for a particular learning goal, multiple technologies are possible starting from no digital technology at all. That is you can start with, by the way something like a chalk and blackboard is also considered as technology. Book was considered, books or printed material were considered as radical technologies in the 1600s. So technologies are tools. We won't spend too much time on those because that's something we are all very familiar with but we will mention it wherever appropriate that for a particular learning purpose or a learning goal, how do we use a variety of technologies focusing more on the digital technologies. Conversely, given a certain technology, we will see how it can be used for a variety of learning purposes. So it's not at all a, it's not a suitable question if we ask something like is PowerPoint or our slides good? Is PPT effective? That's not a meaningful question. The more meaningful thing to ask is what are we using it for? How are the students interacting with it? What is the teacher doing with it and so on. So for a few technologies what we will do is explore its potential, its affordance for a variety of learning goals starting from a recall level to a much higher level something like evaluate or create or design and so on. So that's sort of the plan for the morning and we will have interaction sessions today. We will in the afternoon what you will do is actually go to the lab and create something for your own flip classroom. It may be a continuation of yesterday or it may be something new but you will create something for your own course in the lab today. So what I'll do now is hand the mic over to Jay Krishnan. He will lead us through the activities for the next one hour or so and as usual at 11, 11 o'clock, 10, 15, close to 11 we will break 40. Vam, good morning to all the participants. So as Professor Sanamoti told you, the focus of this session will be on the learning purpose and aligning the technology used to the learning purpose. So let me just start with the main session, the first session today. It is aligning technology tools with learning purpose and why we do it to increase the effectiveness of the blended or online education. A quick polling activity, you can send the answers through a view chat. Yesterday evening many of you, so we had given the final session as a lab. So RC centers, RC coordinators, can you kindly take a quick poll among your RC center and tell us how many participants in your RC located a video for their own course yesterday. So this was the lab assignment that we gave yesterday. So a quick number of how many participants in your RC located a video. Okay as I see here we have a healthy mix of A and B and there is there are few C's. So one advice to the people who have not yet found or located videos. So there is another lab session today and you have the entire time this week to locate videos. All the necessary links have been provided in the flip classroom activity constructor. All you have to do is go through these links or even do a Google search if nothing works out fine. And of course this is a collaborative community. So in case people are having still trouble just post it in the discussion forum and see whether you get a response from peers from your same domain. Okay this is so we had asked all of you to watch three videos before coming to class today. This was under the session for face-to-face session videos for revised Bloom's taxonomy. This is there in the IIT Bombay X platform. Now RC centers can you just query the your remote center and see how many have actually watched these videos. Okay there is a healthy mix of A and B with a few C's. So advice to the people who have not yet watched the videos. The content that is going to happen that we are going to cover across this session is connected to the revised Bloom's taxonomy which has six levels. Slowly we will go through it. So make use of take the help of the people who have actually watched these videos during the activities that will be posted during the session so that you will come to know what was covered in those three videos. So you will have only a brief idea but we will try to make sure that you go back and watch the videos so as to clearly understand what these three videos contained and how was how the connection was made. So recall the flip classroom figure that was shown yesterday. We said that information transmission is transferred to outside the class and assimilation is transferred to inside the class. So our goal as a teacher is to increase the effectiveness of a flip classroom or any sort of blended education or blended or online education that we are practicing. What research says is effectiveness increases when the process is learner centered. You saw active learning strategies which has a very good empirical evidence and research base. We recommended active learning strategies in class because they are always learner centered and it will engage them a lot more. So in class these are done using active learning strategies. So traditional classrooms if you introduce active learning you will be able to increase effectiveness. Now in an online or blended education learning format such as a flip classroom technology can assist but it has to be used with careful thought which means that you will have to carefully design the activity making the optimum use of the technology affordance. So what I am trying to bringing here is the learner focus. We earlier said information transmission. So it is like I or as a instructor we are delivering the instruction to the student but rather in an online and blended education format it is actually information acquisition where the learners go to different places and acquire the necessary information outside the class and it is the assimilation that is going to happen in the class. So we as instructors will facilitate in this information acquisition process and the role of technologies like video etc is to help in this information acquisition process. So you would be recalling this video this is the first video that you had to watch. So a normal video what we say is transmit instructor's lecture that is the regular concept. In an online and blended scenario it is the learners acquire information through these video lectures. Now these are some of the learning purposes that a video can be used. So you will have to identify which of the learning purposes does a normal video serve. A normal video means it is just all the contents are being whatever is the concept it is being described with examples and other maybe with slides. So which of these following learning purposes does a video serve. Option A show various levels in revised Bloom's taxonomy. Option B probe participants to apply their knowledge in Bloom's taxonomy. Show examples at each levels of Bloom's taxonomy and D explain the cognitive processes at each level of revised Bloom's taxonomy. So now would be a good point for the people who have not watched check with their peers and get a feedback of what it was all about. You can send your answers through a view chat. So I am seeing all the options coming in the chat but primarily A, C, D. I do not see any B. Okay some people have said C and D. Okay so you can stop sending the chat we got a understanding that many of you are saying it is A, C or D. In fact the answer is all three are correct. The videos that we provided you it showed the various levels in revised Bloom's taxonomy which is at a recall level. It showed examples at each level of revised Bloom's taxonomy how learning objectives were written at each level of revised Bloom's taxonomy and it also explained the cognitive processes at each level of that were involved in the levels of Bloom's taxonomy. So the final one is at an understand level whereas the A and C options are primarily at a recall level. So B is not a valid answer because the normal videos there are no features which will probe participants to apply their knowledge in Bloom's taxonomy. So there weren't any questions in the video in a normal video that will help you in doing this probing. So probing is generally when you ask open-ended questions or some kind of questions to elicit your understanding. So this I am not doing this activity because I have just now said it the showing various levels and showing examples are at a recall level whereas explaining the cognitive process is at an understand level. So this entire process which is at recall and understand level is primarily the information acquisition that a learner is going to receive through video. So one learning that you can get from this is that a same technology can be used for learning purposes at multiple levels of revised Bloom's taxonomy. So see over here the same video itself you are using it for recall and understand. So a technology can facilitate multiple levels of cognitive processes within a learner as identified by the revised Bloom's taxonomy. Now this is a brain race activity so what does it mean? Brain race means you will have to quickly think of the answer to the question and just type it. So remote center coordinators this is the question what other technologies can be used for the same information transmission purpose. So the information transmission or information acquisition purpose show various levels show examples explain so showing something and explaining something what are the other technology tools that you can use. You can post your answers in the ABU chat we are getting answers screencasting, animation, chalk and talk, slides, Skype, EPT, simulation, examples a lot of you are saying PowerPoint which is I think a most common form of information transmission slash acquisition. Magazines yes so all the print technologies are also a valid option. Audio yes very good somebody has correctly identified yes audio information can be given either as podcasts or some recordings internet yes basic website search so websites are typical examples books so can we would ask you to scope it down from internet internet is a is a broad technology per se. So narrate down to one aspect of internet it may be website it may be wiki so come to things like that Google which is which I think you need to specify more quiz somebody is saying quiz so information transmission through quiz try to rethink it quiz is not generally information transmission per se net meeting. Moodle people who are saying LMSS like Moodle you will have to specify specific activity within the Moodle it may be folder uploads and other things. Edu blocks okay somebody has mentioned so Edu blocks it could be yes in a way it is it can be used for information transmission cassettes repositories yes repositories are a valid answer. So many of you are saying the right thing so possible candidates it could be word it could be PowerPoint it could be static websites blogs wikis so it could be any of these technologies. So what do you understand from this there are multiple candidate technologies at various levels of complexities for the same purpose. So a website is completely different from an animation so static website may be a less complex technology and whereas an animation is a complex technology but both have been used for the same can be used for the same purpose that is information transmission slash acquisition. So it is important to note that one technology can be used at multiple levels and multiple technologies can be used for the same purpose. Now let me just so for people who have actually watched this particular segment of the video so within our videos there is something called reflection spot where you are asked to pause the video think about some a question that is posed and then write the answer in your notebook. So here the instruction is choose a topic that you teach the topic think of the learning objective for recall level and one for understand level write the learning objectives in your notebook. So it has actually asked you to apply the knowledge or the information that you received till now into a new situation that is the new situation is your own course and your own topic. So a quick question which of the learning purposes does the reflection spot in the video serve. So I told you these are the instructions in reflection spot pause the video think about a posed question and then write the answer. So the question is which of these learning purposes does the reflection spot serve in those videos. So remote center coordinators please post your answer. I saw a lot of these and some C's people are saying B and C. We can stop sending the responses right now. I am just going to show you the answer. In fact it is only B. This is this place where we have probed participants to apply the knowledge in revised blooms taxonomy in a new context. Showing examples at each levels of revised blooms taxonomy was done by the normal video. Specifically reflection spot used this particular probing feature where they were asked to pause and then think about the question. It is not just thinking they have to write. So if you have followed the video regularly dedicatedly then you would have done this exercise. So one more quick question you can answer it via chat at what level in revised blooms taxonomy is this purpose of application of knowledge that reflection spot. So the reflection spot we said that it is prob participants to apply knowledge in revised blooms taxonomy. So what level does apply the knowledge come to. So I am having there are some C's and a lot of D's. So there is an A, A, B, C, D. I think I will just show you the answer. The answer is only applied. It is not none of the others. Why because you have already received the information and all the underlying levels the understand and recall levels are subsumed inside the apply level. And what you are actually doing is the knowledge that you received about a blooms taxonomy level recall and understand you are trying to apply it to a new situation, which is your own course and your own topic that I just explained. So whenever you are applying the knowledge that you gained in a new situation, you are only going till apply level. You may think that I am writing my own learning objective. So isn't it a create activity? Just think of this. What is the cognitive process going in your mind? It is not a you are not making something new. You already know some information. All you are doing is what you are doing is just applying it to a new context. The context is new, but what you are creating is not new. You are already familiar with learning objectives through the examples that were shown in the video. So that is why it is at an apply level. So one more interesting thing if you note a normal video which served a recall or understand purposes was elevated to an apply level activity through the activity combination of a video and reflection spot. So a learning tree that we want to give you, this is the most important thing. Most the crux of the all the sessions that we are doing with careful manipulation or activity design, the same technology can be taken to a higher level within the blooms taxonomy. So a simple thing as a book or even a video could be elevated to a higher level. If we design activities very carefully and use the affordances provided by the technology. So just for people who are the normal video plus reflection spot, we are calling it as the learning dialogue because there is a dialogue that is happening between the instructor and the learner through this reflection spot activity. So one important recommendation that we would be giving you if you want to increase the effectiveness of the out of class segment of the flip classroom or where within blended education, the online aspect of the blended education if you want to increase make sure that for the classroom videos, few of them are designed as learning dialogues. So you can give instruction, pause the video at a particular point, think about post some questions that will engage the learner in the content. So they will be able to apply whatever they learned till that time in a scenario that is completely new to them. So what we are recommending is information acquisition plus application of information by learner to make it more effective. Now for people who have already done the online quizzes in IIT Bombay eggs, I am just showing you a sample online quiz. So what is the learning purpose of an online quiz? You can post your answers through chat. What is the learning purpose of online quizzes or quizzes in general? Remote center coordinators, we can just query the participants right now. So it is not exactly the blooms level that we are asking, we are asking the learning purpose. So yes, we are getting some, so it is not the question that we want answer, we want answer to this. What is the learning purpose? So some people are saying to recall and understand, to test and assess, apply and understand, formative knowledge, recall, assessment, assessment effectiveness, apply and understand to get quick response, check whether learning is happening or assessment, testing, apply concept in field, effective learning. So yes, most of you have identified it correctly. The learning purpose is actually the to assess or assessment to assess whether students have acquired the necessary knowledge. Now if you actually answer the question, you will see a button like this show answer. What this show answer does is, suppose you have given an answer, it provides an explanation. Explanation as to why an answer is right and why another what you selected is wrong. So what does this show answer or this explanation achieve in addition to assessment? So the question is what do the explanation that has been provided along with online quizzes achieve in addition to assessment, verification and validation, feedback, clear misconception, analyze, understand. So we are not talking about Bloom's taxonomy levels, we will come to Bloom's taxonomy levels shortly but we want the learning purpose. Learning purpose is something more than just Bloom's taxonomy levels. So clarification, explanation, self-analysis, enhancing understanding, understanding the concept, proof, understanding ability. So these are some of the answers that you are seeing in the chat right now, understanding purpose. So let me just state it. So the learning purpose is along with assessment you have to give feedback or it is the feedback to the learner. So what you said, most of you said it is have they clarified, it is a clarification, it is a self-analysis. So all these have been provided by this explanation. So this entire activity where you have online quiz along with an explanation, we are calling them as learning by doing activity and to increase effectiveness for the out-of-class segment of your flip classroom or blended learning, we recommend there are assessments present in the out-of-class or the online segment that provide feedback to the learner. So it is not just the question and multiple options that are important. It is also important to state why an option is right and why are the other options not correct in terms of an MCQ and if you are putting an open-ended question, you will have to clearly say what all are the important parameters that needs to be considered in while answering that question. So this is the amount of feedback that has to go along with the assessment strategy. Since you do not, so typically in a traditional classroom, when you post a question, you have the instructor has sufficient time to provide feedback on various answers. In online, you have to make use of the technology to facilitate this feedback process and most of these technologies that have been used for assessment provide this functionality. So make use of it to increase the effectiveness of the out-of-class segment or the online aspect of the blended learning. So I will just recap what we have done. While giving out-of-class or online content ensure that there is information acquisition plus application of information by learner as shown by the LED videos which had the video plus reflection spot and while giving assessment ensure that there is assessment plus feedback in terms of explanation. So this is, so if you carefully look at it, we are tying it to the learner. We are not tying it to the instructor. For whom is this online learning important? So the learning is important for the learner and hence we are focusing on the learner always. So focus the technology purpose to the learner. So I am going to do another activity. This activity is called team pair and solo. So most of you would have participated in the discussion forums by now. So there are, there is extensive participation within the IIT Bombay X discussion forums. So what we are looking at is now into the discussion forum feature of IIT Bombay X platform and we are looking at the purposes, the learning purposes that a discussion forum bring in. So as a team, so you can take the entire RC, consider the entire RC as a team together discuss and come up with four learning purposes of discussion forums. So why should somebody use a discussion forum in an online or blended learning? What is the learning purpose? So make, please make sure that it is a learning purpose not a teaching purpose. What are the learning purposes for which discussion forums can be created or designed? You have around four minutes to discuss this among your RC. So you do not have to immediately post the answer. Make sure that as a team you discuss it within your RC, discuss and share the answer to it. Give us four learning purposes of discussion forum. We have four minutes to do it. I am seeing a lot of chat logs, yes, which are valid. So somebody is saying about collaboration, somebody is common solutions, enhanced learning, peer review, share resources, links, empower students, faculty to express themselves. They are all valid. Clarification, knowledge sharing, participants interaction and resource creation. Very good. This is 1015. Okay, 1063, peer learning to know various aspects of same topic, discuss appropriateness of activity or topic, collaborative learning. Very good. So yes, most of you are actually doing the right thing, collaborative resource creation. Yes, it is a valid one to build strong basics. Please elaborate it a little more to gain knowledge. Yes, to get a good job. I am not sure how discussion forums can achieve you good job. Yes, maybe stack, if you are a good poster in forums like Stack Exchange and other things, you can put it in your CV. I think that is the connection that you can make. Yeah, but it is not so, please note, discussion forums, primary learning purpose. So it is not the learning purpose. Getting a job is not a learning purpose. Yes, development of critical thinking and writing skills, very good. So somebody for posting in forums, you have to actually think about a lot and then start posting while responding to answers and other things. So this articulation skill is pretty important in discussion forum. Idea and knowledge sharing, yes, you can stop sending the information via chat. I am just going to show you some of the, these are the four main abstract levels that have identified. So one is the information acquisition, where you get information like in the IT bomb eggs or the model forums, you are provided information about dates, announcements, maybe about topics and all those things. And there is something known as information retrieval. So I am always talking of discussion forums from the point of view of a learner. As a learner, I get information from this discussion forums about various aspects of the course like dates, announcements. Then there is something known as information retrieval. We can use tags or selected queries to retrieve, select discussions of interest. So you can follow discussions in IT bomb eggs forum and you can actually use following button to see what all topics are you actually looking in the discussion forum. Then there is this idea of concept clarification. So you have some doubts, you will have get clarification through by posting in discussion forums. And finally, a review or feedback where you post artifacts or opinions and get review or feedback both from instructor and peers. So discussion forum is a public forum. So it is not just an interaction between a learner and instructor. It is also a forum for, it is a platform for interaction between learner and the peer or the community. So these are the four main learning purposes of a discussion forum. Now that you know the four major learning purposes within your RC, pair up with your neighbor and identify the learning purposes that you have utilized in the IIT Bombay X discussion forums. We have identified four main purposes as a pair. It is not a team activity, it is a pair activity. You and your neighbor discuss with each other how have you used IIT Bombay X discussion forums till now. This is the time that you have to do an activity. You have to pair up with within your RC with your neighbor and identify the learning purposes that you have used IIT Bombay X discussion forums for. So yes, so I am getting some responses from remote centers, acquisition, expressing view, all the four, concept clarification, all four, feedback, information acquisition. If you are limiting yourself to one purpose, it is a wrong, it is a wrong practice. All the four are valid purposes of a discussion forum and it is up to you. So each learner may use a technology differently. So this is just to show you how various learners use the various technology. So you provide them a technology, the user may use it in multiple ways. This is just to highlight that particular point. And all the answers are valid. If you are using it for all four, well and good. You are the effectiveness improves. So the more you use a particular technology, the more learning purposes for which you use a technology, more effective the teaching learning will become. Somebody has noted an effective appreciation, which is a valid learning purpose. So you appreciate somebody else, observe multiple views. So yes, it is also valid. Some people may just go through discussion forums to observe what is happening, what are the different ideas that are being posted. That is also a valid learning purpose. You learn from these observations. So that is the information retrieval that we were talking about. It will come under information retrieval. Get feedback or answer for points raised by yes. So you are a clarification or review or feedback. So I think that will come under feedback, clarification and feedback. So now we move to the solo activity. So this is an individual activity. You do not need to send this through chat. Individually identify possible ways in which you will be able to further use discussion forum. So you do not need to send it through chat. As a team, you have identified various ways in which discussion forums can be used. As a pair, you identified the specific purposes for which you have used IIT Bombay X discussion forums. Now as an individual, think of various other learning purposes that you have not explored till now. So some people have explored all four. So think of some additional learning purpose that you can achieve through IIT Bombay X discussion forums. So this is an individual activity. So think of it and implement it. So we want you to go back to discussion forum and use whatever you have identified, make use of it. So this is like a homework task which will go on till the end of this faculty development program. Identify what you have not used the discussion forum for and then devise a way through which you can use it. Improve the communication. Yes, it is a skill improvement. So it can be used as a skill improvement tool. So people you do not need to send it the answers through chat because this is an individual activity. We expect you to identify one area where you can improve and we hope that during the coming weeks you will be going to use, you will be using this discussion forum facility to improve upon whatever you are lacking right now. So the IIT Bombay X discussion forum, I am talking in terms of a designer now as a technology designer. We have designed it to be structured.  So all the general discussions will come under the general tab and specifically the discussions that are relevant to week two is coming under this week two tab. So you had already seen the first activity where you compare two classrooms classroom A and classroom B and then there is a second discussion forum activity where you have to provide a plan for a flip classroom in your course. So it is we asked you to post it in the discussion forum. So if you click any of these tabs, you will find discussions relevant to that topic. Another important feature of the discussion forum, it is both guided and it is very focused. So we have designed it to be very focused through focused question for discussion. So for example, this particular question based on the examples discussed by discussed in the video, how will you implement a flip classroom in your own course? So the LED video had some examples by process reader where he talked of how he used PPS along with in his programming course, then he used some concept clarification, group problem solving etc as part of the flip classroom strategy, the in-class segment of the flip classroom strategy. Now the instruction for discussion was post your idea in the discussion forum below explaining your domain course and topic in which you want to do a flip classroom, your idea for the in-class activity. You are also instructed to comment on the post put up by two or three peers. So these are the instructions for the discussion whereas there is a very focused question as to what should come in this particular discussion forum, which brings us to the third recommendation to increase effectiveness of the out-of-class segment, create structured and guided discussion forums for community to collaborate. So it is not just putting up a discussion forum that alone will not suffice, you will have to ensure that the discussion forum is structured and the discussions are guided through focused questions. Now for this activity I am going to explore some features of IIT BX discussion forums. Many of you might be aware by this time but this is specifically to show you various features that are available in the discussion forum that you can make use in the coming days. So I am going to share my screen over here, I am logged into my IIT Bombay course right now. So this is the discussion forum in IIT Bombay X. So if you happen to see the left hand side, you will see a list the menu bar, it consists of all discussions. So when I click all discussions, it shows me all those discussions that have happened that are happening in the discussion forum. So there are lots more below this. So there are one important thing that you would have noticed by this time is the first few weeks are very active. You have lots of posts by participants either for the various learning purposes that we have posted earlier. So you can specifically see the week two discussions by clicking on the week two button. So if you see all these are the week two discussions. You can see teacher A and teacher B, flip classroom activity, somebody has said about advanced communication skills.  This person has not yet received a response but one important thing is he has done his part. Now as a community you have to assist this person by providing feedback or your feedback or review about this particular flip classroom, the in class segment of flip classroom. You can see some of the posts have got responses. So the numbers, the numbers show you how many responses they have got the original post. So this is the kind of response and response comes at two levels. You can directly add a response or you can respond as a comment. So when somebody posts an answer, if you feel that something else can be added, you can provide your comments on top of it. So this is about the menu bar in discussion forum. So the search feature will provide you with, so let us say somebody wants to, there is this query. So I do not have anybody in my domain, how will I find them? So let us say my topic is about digital electronics. So the moment I type this keyword digital electronics, I can see a lot of discussions which has this keyword digital electronics coming up. So you can actually go and see what each of them have said and you can actually pair up. So some people they were saying about arts. So any management teacher in the FDP, so somebody has posted this. So people are responding to it, management, I will just check for the keyword management. So there are lot of discussions around the topic management. So you can see I think financial market levels of product, all these are clearly management level topics. So when you put up a specific query, you can get all the results in the discussion forum. Now if you want to search for a specific user, so I am just searching for my name over here. This is my user name. So you can see all the posts that I have made, if the post could be a original post or a response or comment, all these will be coming in over here. And if I click my name, it shows me that I have started five discussions and I have commented on 37 of them. Now I know for sure that there are people who have done more discussion posts and more number of comments as Professor Fatak pointed out yesterday. There are people who have done more than 100. So and I think after yesterday's morning, the activity in the discussion forum has increased a lot. So I will not be surprised if I have been overtaken by a lot of you by this time. Now the third feature that I am looking at is very specific aspect about search results. So there is something called show that results that you want to see within the discussion forum. And specific, you can sort it by specific what do you say, the activity or other aspects. So we discussed about the basic aspects of the discussion forum. So if you actually go into the IIT Bombay X discussion forum right now and just click it, the first aspect you can actually, it is the structured aspect of it. There is a search window where you can search for user names, search for specific topics. If you want to find partners, you can search for posts with specific titles. And for, so for people who want to see the posts, all you have to do is in the search window type the username. Type your username in the search window and then click search and it will show you something like this, show posts by specific username. These posts, it can show all the posts, it can show the unread posts, the unanswered or flagged. So you can filter them using these buttons. And you can also filter them based on recent activity, most activity by most votes. Now this is one more concept in the discussion. So if you carefully look at a discussion post, there is something called known as votes on the right hand side of it. So currently, I am just showing you a discussion post which does not have any votes. So for people, one advice that we would give you for effective use of this discussion forum is the moment you see some helpful post, we would want you to upvote it. And the reason why I am saying this is because there are many users who are not effectively using the discussion forum across the past two weeks. And this specific session is about how to use technology features for specific learning purposes. And using the upwards and other things will help the learner to filter it based on most votes or most activity and get the post that is more interesting or more relevant for them from the discussion forum. And within the posts, you have multiple edit features, bold italics, you can provide hyperlinks, you can provide quotes, quote blocks can be inserted, images. So there are a lot of these formatting features that are available in a discussion forum. And why should somebody use it? This is because this is a primary skill that you should have in an online or blended learning that you should be able to navigate through a discussion forum effectively, you should be able to find relevant posts, you should be able to contribute to the relevant posts and you should get relevant information from these discussion forums. Discussion forums are one of the vital elements in blended and online education because the face to face interaction is very less. And most of the time the instructor or the your peers will get many of the concept clarification. So all the learning purposes satisfied through discussion forums. So people who have not seen this till now, you can just go to the IIT Bombay X discussion forums and explore all these features. We will be soon posting discussion forum etiquettes, guides to how to post in discussion forum and how to navigate through discussion forum. We initially thought many of you might be knowing it, but it is important that we reiterate it and we post it in the next weeks along with the next week's course content. Now this is a debate activity. So you saw about effective design of discussion forum and use of discussion forum. So essentially the question is does effective design imply effective views? This is not just limited to a discussion forum, you have to think of all the ICT the technology. So does effective design of a tool or a technology imply its effective views? So you can do this as a debate. So in a debate you can form two groups, one group can take the role of a technology developer. So consider yourself as a technology developer and the other group can think of themselves as a technology user. Now identify all relevant points regarding this question is effective design does effective design imply effective views? Now as a remote center coordinator you can convey the various points that emerged in IIT, in the IIT Bombay X discussion forum question. So there is a very specific question which has been pinned in the discussion forum. So by pinning what we mean is it has been put on top. So the question is does effective design of the tool imply its effective views? We request all participants to form two groups and identify various points for this question. The remote center coordinator or the workshop coordinator can then post these points under this discussion forum topic in IIT Bombay X. So once the debate is over you can move on to tea break and we will reassemble after tea break at 11.20


This study investigates the use of phototriggered crosslinking to create heterogeneous hydrogels composed of a resulin-like polypeptide, RLP, and polyethylene glycol, PEG. The resulting hydrogels have a range of microstructures and mechanical properties, which can be independently controlled through the degree of accrelation of the RLP. This allows for precise control of the mechanical properties of the material at the microscopic level. Additionally, the local mechanical properties of the two phases of the gel change over time, while the bulk modulus remains constant. This suggests that the technique could be used to generate mechanically robust materials for a range of applications, including regenerative medicine. This article was authored by Hang Kun Lao, Alexander Paul, Ish Nor Sidhu, and others.


So our next speaker is Lukimov. Luk is one of the creators of the Lumen project, which he will tell you all about, is also the creator of the IntelliJ Elixir plugin, which he will talk about tomorrow in the free editor's room. If you want to catch that, that's also gonna be super cool for sure. And yes, so let's give it up for Luk with Lumen. As he said, I'm Lukimov. I'm known pretty much everywhere online as Chronic Death because I'm filled with autoimmune diseases. So let's start with an overview before diving into the details. Lumen is a new compiler in runtime for Erlang Elixir and anything else we can convert from Erlang abstract form. It targets things that are difficult or impossible to target with beams such as WebAssembly, XA6, single executable binaries. So not eScripps, but just single executable, like competing with Rust or Go, that sort of thing. Or two embedded systems without an OS such as microcontrollers. Which web apps represent a significant portion of the work we do and with the client's ecosystem in constant flux and long-term maintenance and extension is quite painful because you go away from a project for a while that's written with a JS framework and it just will not build too many things that moved on. Meanwhile, the server-side ecosystem is more stable. People have not really had upgrade problems with Phoenix, even though we've added new features. So the one thing that's really missing is we can't take those server-side languages and put them on the web, but WebAssembly changes that. We can use previous back and only languages for client-side apps. And the reason why we're doing it now, even though WebAssembly hasn't really been reached 1.0 yet, is because we don't want Erlang and Elixir to be passed over because they don't have a WebAssembly target. There's already targets for C, C++ and Rust, and people have done toy versions of Python, Ruby and PHP, but we want to make sure that Elixir and Erlang have a true client. It's not just a huge 100 megabyte download to get a Python CLI repel in the browser. We want this to be something you can use in production so that once again, people don't push aside functional languages. So the WebAssembly spec even says we want to make sure that this doesn't just work for imperative languages, but all the implementations are just C, C++ and Rust. So if we get it in there now, we make sure that they stay compatible with functional languages. Not everyone in the audience may have seen Lynn Clark's excellent articles on WebAssembly on the Mozilla Web Developer Vlog, so let me give you a quick introduction. WebAssembly has a format specification in a test suite and development happens as part of the W3C community group while formal sanitization occurs under the purview of the WebAssembly working group. So these working groups are the reasons why browsers remain compatible. It is Google and Apple and Mozilla fighting to get a standard that everyone can agree to so we don't go back to like, it works in everything but IE. Or it works only in IE. The Lumen Core team is part of that working group so that we can advocate for functional features being there now and not being an afterthought. Or it works but you have to ship way more code to make it work. The overall goal of the designs are to make a safe, fast, sandboxable language for the Web. Separate code and data means you can't address code so you can't store code, you can't do go to for exception handling but it also means we can't get exploits that require Rop gadgets where you jump to the very end of a function to set up registers to be in a certain state which is a big problem with x86. The caveat with JSFFI right now is that we can only pass integers over the bridge but JavaScript can see the entire memory of a WebAssembly module if it's shared and so you can say I'm here and I'm this length and read the bytes out. There is a proposal called interface types where this translation will happen automatically but for now we depend on the Rust WebAssembly support to do this translation for us automatically. In browsers, WebAssembly is faster than JS because as a binary format it can parse faster. It's also set up to allow streaming compilation because there's a section that kind of implements like the equivalent of a header and C so we know all the types of functions and then each individual function can be stream compiled and you don't have to have the entire thing downloaded before you start compiling which happens with even the most minified version of JavaScript. But that being said, a lot of people think this means that it's a completely different stack on the browsers, it's not. Once you get down to the level of it's parsed and it's in some sort of structure and memory both of those things can go through the JIT so we still benefit from JIT even though we get a binary format that's faster to parse and compile when it's for that first load effect. Now that you know what WebAssembly is and its benefits, let's see how Lumen targets it. Code size is critical, it directly impacts time to load the page as well as compilation time of the client. Load time is a major portion of the time to the first paint and any delay that is noticeable to the users. Threading the WebAssembly is very different animal than politics or Windows threads. Right now the browsers take the requirement to have threading support in WebAssembly to mean we can use web workers. And web workers and browsers for sandboxing reasons are included as processes, not actual threads. We and other people are pushing for them to get real threads but for now they are web workers and so it's not as nice. Going the other way, browsers, the main thread is very different than the main thread in normal OSs because that is the one that interacts with the DOM and if you're doing work in the main thread you freeze the UI. To the point that Firefox or Chrome will pop up like do you want to kill the scripts in this page if you freeze it for too long? So there's a lot of gotchas. Async APIs require a callback which interact differently with DC than normal closures. We are able to have async callbacks for the things that browsers support because the Rust wasm support allows us to do that sort of thing. So we can use features there but not everything supports that. So for actual events that have to be concurrent we need special support in the runtime we ship to the browsers to allow the Erlang code to be woken up from the scheduler and run immediately in a blocking manner which wouldn't be the normal way to run a process. And once again for FFI we need to translate between the JavaScript values and the Elixir values or the Erlang terms. If you're wondering why we chose to build a new compiler runtime rather than try to port the beam to web assembly so like if you have something so like the toy examples for PHP, Python, and Ruby is they take a tool called M-scripten which exists in before JavaScript when they're just AMJS and they'll take any C code and just it's runable in the browser but it's huge and usually pretty slow. There are some bins of caveats where people have like gotten Unreal Engine games to run under M-scripten but it took a lot of work. It doesn't just happen that it's in the browser and as this passes native. Much of the beam runtime support depends on APIs that are not available or entirely on support in web assembly because they would violate the security of the web. So like init assumes your file system to read or the way the memory allocator works is it does a thing that makes total sense with virtual memory on an OS where you ask for like two gigs of memory and you only write to the parts you need and the browser only gives you the parts you need and it's perfectly okay that you ask for two gigs but for safety on the web when you ask for memory in web assembly you get that back immediately and it is zeroed out.  In the web assembly like I said the way the main thread works is it's blocking but also if we did ever have a scheduler on the web workers they couldn't do DOM access. So we have to know which thread you're on to know if the API call is valid or like automatically go over to the other thread when we need transfer control for a DOM call from a web worker. Initially JS values are being needed to be tracked by the runtime so we have to have sort of like almost a NIF term type to keep track of those JS values so that they garbage collect correctly when they're on the other side of the JS gym that Rust generates for us. Using the beam in the browser means that we would need to ship all the dot beam bytecode files to the browser but as an example individual libraries like the Timex library that allows you to do human readable times and time zones takes a 1.1 megabytes and like 1.1 megabytes is you should feel ashamed that your client side web app is that big. So that's one library. That's not shipping the server library. That's one like extra support library on top. That's not viable to be competitive. Remember I said we want this to be a competitive thing not a toy set of tools. So one way we could do this and what even JS can do now is dead code elimination through what JS people call tree shaking but beam files aren't really set up for tree shaking because we want to be able to do hot code reloading and so there's no real way to set up to tree shake or to do dead code elimination. The other problem is we'd be running the beam VM interpreting we would be running bytecode in a VM and that VM itself access bytecode in web assembly to the web assembly VM in the browser. So the VM on VM VM there's a lot of indirection that will just slow everything down. And additionally because that beam bytecode is opaque it's not going to magically jit your code even if it's in hot loop and Erlang into native code there's just too many levels of indirection. So we won't get the benefit of the jit then. So I've explained issues with the beam itself but I haven't really explained how the design of Lumen would solve those issues. First Lumen drop support for hot code loading which gives us a benefit. The reason why this is okay in the web is we can't really replace a web assembly module. We can have a web assembly module of code to download a new web assembly module and then do it again but it's not really the same as on the beam where all your code would just know to call this one. It would have a different ID. There would be no replacement. It's much more cooperative than it would be where it just works on the beam anyway. But because of this we can do full ahead of time compilation so we only pay for what you're actually using. If you have an OTP application but you're only using one function we only have to ship that function. This also matters a lot because we don't have to ship the entire center library we only ship the bits you're actually calling. And like Erlang is huge like the Erlang module itself is huge and a mess and like a lot of unrelated functions to each other and additionally it ships a bunch of checks some functions that no one should use in a modern context because it's like MD5 and Adler32 which are completely unsecure and so like there's stuff we just don't want to ship. But initially because we're ahead of time we get everything that Rust and LLVM can do. So we get dead co-elimination not just of individual functions but of individual instructions, arguments, stores and loads it can do instruction combining if a better fused function exists and it can do loop authorization or vectorization sort of like how the Pelame team is doing in Japan. Like I said, we're built on top of LLVM and Rust and we use Wasm-BindGen which is the part that allows us to call DOM APIs in a more transparent manner. Being on top of LLVM is kind of the default for new languages, Erlang just existed before it so it's not built on it. But because of this thing is that like constant full beam or dead code elimination just happen out the LLVM level and we don't need to do that which means we're not in that case we're like five years after the language is out then it becomes fast again because it finally gets all those optimizations that are in every language already. So we're not falling behind that way. On the LLVM core team I'm primarily responsible for the runtime and the BIFs. So the runtime is composed of five layers the memory management terms, processes, schedulers and BIFs. The first layer is memory management memory management is the layer the runtime was work between Paul Schoenfelder and myself Paul looked at how the code is written in beam and poured that so like chunk sizing super chunks, super carriers, all that stuff it's in us so you don't have to worry that we'll behave unexpectedly from how you're used to thinking about memory and GC in the beam. And all that memory management and all like the BIFs are property tested using Rust prop tests. So it's all, we know it's sake fault safe because we have to use unsafe code to do memory management in Rust. It's not a safe Rust but I'm not just saying that like oh we process it therefore it must be safe. No, no, I'm saying it found some sake faults and so now that we run the prop tests we can trust that we've eliminated the sake faults. From perspective everyone here that's just running Erlang or Elixir the memory for processes are the same processes have heaps, they have reference count binaries and there are 64 bytes and each garbage question is per process. The processes have similar features to those in the beam and from Erlang Elixir code it's gonna behave identically so you don't really have to think about it. Lumen scheduler works similar to the beam scheduler in that there is one per thread. Each time the scheduler runs it checks if any timers to the time out exactly one is processed. Right now we haven't implemented dirty schedulers because for the main web target there's not really a concept of what would that mean to have a dirty scheduler. We don't really think that would be safe because you're gonna try to freeze a thread so that'd be bad. How the schedulers work of course differs on web assembly versus native. On web we have to worry about the main thread is the one we get and everything else has to be a web worker and the Rust wisdom ecosystem deals with that for us. On native there's no special threads and from the testing because we have thousands of tests we know that Rust generates a new thread for every test to make it cleaner and let them run parallel. So we know we can spin up like 10,000 schedulers in like 13 minutes and nothing bad happens so having lots of schedulers works just fine. So web assembly calls are blocking. There's no built-in support for declaring a function as async the way there is in JavaScript. Even if we could declare an async wrapper we want the timers to work without pulling and without hoping to event listener callbacks are called when enough schedulers wake up. So we want the scheduler to somehow to be running in the background all the time. For web assembly so that we don't block that our third we use request animation frame which is like people in JavaScript used to use set interval and just keep calling their code over and over again but browsers started to block that because it was bad. And so now the way to do it even if you're not doing animation is to call request animation frame and just keep re-scheduling over and over because then every time it has a paint which unfortunately browsers can do whatever they want but they say just assume 60 milliseconds but they don't allow you to actually detect the frame rate which is kind of annoying. So for us we just assume we have 16 milliseconds to work with and so that leads to like a three to 4% CPU overhead at idle to just check if any process should be woken up or if any timers time out. We can optimize it later though based on knowledge about the timers. The runtime needs two ways to interact through the web through calls, the JS calling into the lumen and lumen calling out to the JS stuff. As described in the schedule section once the web assembly module is instantiated the scheduler has started it and just went from the background it actually has no process. It does not have a knit process it does not have an application tree for the demo I'm about to show you. This is just like running one application by itself. We will eventually support all that knit application stuff but it didn't need it for this so we didn't go through the extra trouble. So we do these steps to happen asynchronously. So to call asynchronously we use the wait keyword in JavaScript. Using the lumen web library we spawn a special process that is immediately executed. This allows us to do the JavaScript to term conversion in that process heap without having to like make a junk heap somewhere if we just did it as an apply and then we're going to put a special function call that will get a promise in the bottom and on top that will do the apply because that way when the apply returns that special call at the bottom will be able to shove that over the wall to JS land. To generate the promise we actually give promise to our executor and we only need to record the executor doesn't need to be anything special it is just a struct that holds the two callbacks that we get from a promise which is you can call resolve or reject. Resolve is when everything went good reject is when everything went bad and reject just happens automatically if your process dies on exit or abnormal exit I should say normal exit's fine. Back in JavaScript chain run one returns but a promise so the wait code just waits. In any given frame of the compiled code we're going to get the arguments from the stack replace the current frame and pointer and next label and do that. Let me just got like, yeah, yeah I got two minutes. Okay so we're going to jump straight to the demo. So this is, oh wait was I not on that screen though? No, no right cause it's yeah sorry I forgot how this works. Okay so here is it working we have full DOM interaction so I can do a form and it will generate tables and Illumina Web gives you all this so you can call these as normal Erlang functions. What this is doing is as a sponge and demo where we enum reduce over a list of processes process n gets process n minus ones pid and then I give it zero and it goes back the other way adding and so this shows both that we can spawn processes and we can pass integers, we can pass integers when they get too big, we can print and if you want to, oh I'm out of time. Okay we also have support for and so this shows that the runtime works but the actual like Elixir code was me translated by with Russ we're still working on the compiler but there's an interpreter that works and so if I go here you can see it says Elixir in your browser I go right so this Erlang file is just sitting on my disk and if I reload the page the interpreter can read that file using the normal JavaScript APIs that get a file and we're able to read it into the interpreter, the interpreter compiles the AST from just Erlang source and is able to run the code and this is printing into a div element so it's doing DOM interaction also. Yeah that's the equivalent of what it's doing so this was converted from Elixir code and I just did it in Erlang code because it's faster to convert. So there, one of the core team members of Elixir has a thing that will decompile any beam file back to Erlang and so we use that to convert the Elixir to Erlang for this. It's just a mixed task called mixed decompile and so it's on his GitHub, I don't think it's a hex package yet. Okay, questions I guess? Right. Yeah. So my follow up to that sort of grapple that's that we can have or would that be? We can easily do the REPL with the interpreter. Oh, do we expect there to be a REPL? We can do the REPL easily with the interpreter because we can just ship you the interpreter but with the compiled version it would be harder because we'd have to ship a REPL loop that we normally wouldn't ship so I would say that you'd probably have to unfortunately use the interpreter for the REPL version. We might because we want to support you being able to give like almost like a boot script so that you don't have to enable, you know the same reason why you sometimes, you boot your app when you have a release with everything booted and sometimes you do a clean counsel with not everything booted. We would probably be able to support that because it's not going to change what you ship it's just what you have running and so we potentially will need a term parser so that you would be able to change the arguments to the applications when you boot them with the boot script but the boot script is usually in a term to binary format already it's not like human readable Erling term format and so we will definitely support term to binary or a boot script but we don't know if we'll get to a point where you could just do a REPL that a human could read for stuff that's compiled with interpreter. Yeah, like I'm loading the file here but it doesn't have to be loaded for a file. Mike also could have just put in the text in the counsel and that would have also worked. It just would have been more error prone copy and paste or a problem. Anything else? We do have stickers for Lumen. If anyone wants stickers. Yes, of course. Uh huh. Thank you.


We did the real cranky place and today we are here in I'm on observation duty. This game has been out for a while. I don't know why I did that voice. Also, yes, I'm wearing the same sweatshirt as the last time that I recorded, but that was over a month ago, okay? Chill out. This is a game that's been out for a bit and a bunch of people have played and I've been wanting to play it, but I just haven't because I've been on tour. So now we're gonna play it. It's supposed to be very spooky. It's supposed to be very, oh, select level. The old house, the new house. I guess we'll start with the old house, yeah? It's supposed to be very spooky. It's supposed to be, oh, what is the yellow? Attention, all employees. Numerous anomalies have been detected lately. Pay extremely close attention to the surveillance, camera footage, file and anomaly report as soon as possible. When you notice something has changed. Right, sounds good to me. Sounds great to me, gamers. Listen, guys, this is supposed to be a very spooky game. Hoo, yeah, that's right, I got you.  I don't feel scared. I don't feel creeped out really at all. I'm in a really good mood today. This is the first video, the first real video other than that vlog that I posted a couple days ago. I'm very excited to be back recording videos. So, you know, I'm not, can I zoom or anything? We need to be paying close attention to things that are happening. The chairs are all like this, this is here, that's there, anything. So this game has a lot of attention to details. That I need to be aware of, which is not great for me because I am horrible at paying attention to anything, ever. Is this here? Is this guitar here? I don't remember where anything was, ever. I did not see nothing. Was this on the wall before? Can't, wait, anomaly spotted. Wait, in the bedroom. Abyss presence? Oh, that's how it works. You change this, okay. Was that asteroid thing there before? I don't know. Everyone's gonna be yelling at me in the comments, but that's okay, guys, this is my first video back. Give me a break. Hey, caught me a break on a KitKat bar or whatever it's called. Okay, I'm gonna file an anomaly report. We're gonna do it here. I think object movement. I think, is it gonna tell me if I'm correct? No anomaly, okay. Okay, well, was that there before? I don't know. It's kind of creepy that there's no music or anything. You know, I'm not noticing anything at all, really. Not really noticing anything. I don't like that painting. How often should I be going through the rooms? Am I going too fast? Or mayhaps I'm going too slow? I feel like I'm doing it wrong. Am I doing something wrong? Nothing's moved. Nothing's normal. Normal house. This is the old house. It looks kind of new. It's got a lot of modern pieces. This is the old house? Yeah, well, I'm not really seeing anything around here. So, you know, I'm not really detecting any sort of... Was that open before? I can't remember! Where are we? The bedroom? Door open. Let's see if that's a thing that happened. Did that happen? Did the door close before? Is that just the clock?  Okay, it's 1 a.m. now. How long do I have to survive until? Is this like FNAF? A new message. Warning! We are detecting multiple active anomalies in your area. Please locate them and send a lot of new reports. Okay. Great. Multiple anomalies. See, okay, but you're detecting them already. Why do I need to report it? Whoa. File anomaly. Balcony. There's a light anomaly. Uh-huh. I see the light. Do I get cash money for getting the right anomaly? See, what if it's just kids playing flashlight tag? Okay. I don't really like that. I don't really like that. But now we need an anomaly number two. Is there poop in the toilet? Boast poop? I'm not seeing any more anomalies, gamers. It's 1.27 in the morning. Oh, it's, do you think it's 3 a.m.? It's gonna do the YouTuber 3 a.m. thing where it's like, it's 3 a.m.   I don't see any. I can't pay close enough attention to what's happening to notice if something has moved or not. Anomaly. Ba-ba-ba-ba-ba. Anomaly. Ba-ba-da-ba. Anomaly. Ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba-ba. Anomaly. Ba-ba-ba-ba-ba. Okay, it said multiple anomalies, but I don't see none.  Too many anomalies active. Too many anomalies active. Too many. It's over. You've picked one. One out of five? There were that many? What? Okay, we're gonna try again. How long should I stay on the thing for? Are those teeth? No, those are pills. We're skipping the message. I know that they're anomalies.  How did I not... How did I not notice that? We're gonna pay closer attention now to everything. All right? Pay closer attention. There's a thing there. That thing there. Wow, how did I not notice that before? Okay. Okay, right there. Okay, there's the guitar there. There's the thing there. There's that, that, that. Okay, okay. Now I've, now I've maybe got it. I mean, that's only two that I would have noticed, but, you know, it's fine. Well, actually, did this move? This might have moved over here, too. Maybe. You have to be so observant of everything. I'm on observation duty, observant. See, I don't know how to do that. What, hold on. Let's look at something. So abyss, camera malfunction, door opening, extra objects, okay. Ghost intruder, light anomaly. Object disappearance, movement, other. Painting anomaly. Shadow anomaly. Okay, so it's kind of everything. We gotta pay attention to the paintings, too, because maybe the next time she's sitting in the chair or maybe she's just got a boob out or something, you know? Gotta be watchful. Oh, and this, maybe this changed. I think that might have been over there. It looks slightly different. Let's file an anomaly report. Let's just see if this works. I don't think it will. I feel like that's so subtle of a thing that that wouldn't be in the first hour, but maybe, I don't know. I mean, I'm supposed to be observing, so I'm just bad at it. I'm bad at it, and I recognize that.  Really don't see much, do I? In my dream, you had no face. Okay, other? In my dream, you had no face. Why did I have no face? I don't have face? Oh, it's getting darker. Okay, well, I got it. I got that one. That's good. All right, so it's almost coming up to 1 a.m., which I think will be the light anomaly, unless it's random. Again, I haven't watched any gameplay of this. I've seen a couple of seconds from just showing up to people's streams and stuff, but I've gone away immediately because I didn't want anything to be spoiled. So I really don't know much about this game at all. I thought I saw something, but I don't think I did. My eyes, whoa, anomaly. Where are we? Kitchen? What is that? I don't know what you would call this. Balcony 330 input year of Mandela's death. Is there no, what do you call, was that a separate thing, or was that, was it happened right as I clicked on that thing, because it was like flashing, but maybe it was this? What was the noise? It's a little bit creepy, though, isn't it? I still, I don't know how I didn't notice the bed completely change. Do you need the light anomaly again? That was easy peasy. That was easy peasy gamer. I'm trying to look, oh, yucky bedroom painting. Ew, that's gross. I don't like that. I don't like that at all, actually. Yucky, yucky, yucky, yucky. Observation duty. All right, well, at least we know what that, like the painting changed like pretty drastically. So I feel like if it's a painting thing, it'll be like pretty noted, like probably won't just be like her facing a different direction or something. Shadow anomaly. Damn, I don't like it. You should not paint a pad.  Yeah, it's a little creepy that there's a giant statue of a statue. There's a giant shadow of a man in my bedroom. Yeah, it's a little creepy, but I see shadow people all the time. It's fine. It's fine. Hi, Spencer. Spencer, do you see shadow people all the time? I hope not, bubba. How many was that? Was that four? That might have been four, right? Give me the light anomaly. Give me something good. Did the chair change directions? I don't think so. Oh, it's almost 2 a.m. Almost 2 a.m. We could have a big one. Could have a big one, gamer. Boom. Oh. Hello. Hello. In the living room. Ooh. Object movement. Okay. I also heard something, but I don't know where it was from, but I like saw those moves.  What else you got? Do you have anything for me? We are detecting multiple active anomalies. Okay, multiple, what are you seeing? What are you seeing, though? I, ooh. Where are we? We're in the kitchen. Door opening. There we go. There's one. There's one. What else are you seeing? Hmm? What else are you seeing? Ooh, anomaly fixed. Thank you. What time do we need to exist until? Wasn't that five anomalies that I detected? In total? How many anomalies do I need to do? Or was that number four? Maybe that was number four. But it's almost three a.m. The spooky hour. Is it called the witching hour? Is that what it is? Anything. Is there anything? Something hasn't happened in the bathroom in a long time. Something has never happened out here. Come on, ghosts. You don't like playing outside? What's up with that? Wait, did I die-die? Too many anomalies. What do you mean? Come on. Six out of 10. Okay, new game. We're gonna see what happens in the new house. We're in the old house. I couldn't fix those damn anomalies? Ew. The hell? Okay, the chair's here. We got stuff there. What do you got? Some things here. Guitar here. Uh-huh. We got this thing.  We got this here, this bottle down here. Oh. Yeah, I'm not a huge fan of this art that's on any of these balls at all. This seems harder, a lot harder. There's a lot more stuff to take inventory of. I think, I think that opened. I think that little guy opened, but I'm not sure. Could have been. Okay, nothing so far? Nothing? Oh, did that move? I don't know. Living room. Gonna file that. We're gonna see if that's correct at all. No, that's correct, okay. That was different in the bedroom. The painting anomaly. This I think was just a single little stool before. I think, let's see if I'm correct. See? Got him. I hate this painting a lot. It's extremely disturbing and I don't like it. So would an intruder be like the doorbell ringing or something? Been almost an hour and it's only one thing? It's been clear. I don't see anything. Gamers, I don't see anything. Help, gamers help. They have the toaster. The toaster's always been there. How would they make the toaster without the toaster? We're in the toilet. Object movement. Cause that was over here before. Mm-hmm, figuring it out guys. Figuring it out. Oh, oh, oh. Can you do the report? Can you do the, can you finish the report? Hey, can you finish the thing? Uh-huh. Where are we? The bedroom? Okay. We're gonna say that that's an intruder, I think. Yucky! Is that an intruder? Is that what we would call that?  Abyss presence, a ghost? Is that a ghost? What do you mean? Abyss? An abyss presence? I don't know what that is.  A shadow? Like, what is that? What do I say? But there is a shadow now. Was there not, was there a shadow before? So what do I do about the lady there? Do anything do I say? Oh, there's an object here. There wasn't a thing there before. Ick, extra object. Maybe both of them are an extra object. Ick. Where do I, where do I say the intruder is coming from? Is this the front door? I don't know. I just, I'm not, I'm not a fan of you. I am not a fan of you. Deal with you. You know, I'm not sure. Not sure how I deal with them. That's fine, we'll just keep living life as we do. You know? Great. Was there a thing in there before? I don't know if there's a plant in there before. How do I get you to leave? I don't like you watching me. It makes me uncomfortable. Great, great. Multiple active anomalies. Yeah. Yeah, I know. But what do I do with them? Outside. I didn't realize. Can I do outside? There's an intruder outside. But that's not really an intruder, is it? I mean, they're not really, ah ha! Hopefully, maybe. I mean, we still have another one, don't we? Cause didn't it say multiple anomalies? Yuck. That was gross. Didn't like that. Da-da-da-da-da-da-da-da-da-da-da-da-da-da-da-da-da-da. Was this book on the ground before? We'll just report that. Does it go against my permanent record to report things just for a willy-nilly, just for the sake of it to just sort of double check? It doesn't seem like it. Almost 3 AM, gamers. Almost 3 AM to seeing anything obscure here. Don't think nothing too odd. What's it? What was it? I don't know what the anomalies were, my guy. I don't know what the anomalies were. Am I that bad at this? Five out of nine. Can my brain just not handle it? All right, we're gonna go back to the old house one more time. And we're gonna try this once more. We're gonna see what we can do. Okay, got these chairs here. Got these things here. How am I missing these things? K, can all of the information into your eyeballs, into your eyeballs? Why would they have that painting of the little girl? That's one of the worst things I've ever seen. I don't know why anyone would ever do that to themselves, but you know. Teach the old lady, hey, hey, hey, hey. What's that eye there? That little eye? That little eyeball? Maybe our first anomaly. Dude, look at me go, huh? Look at me go. Can't get nothing past me, except for everything the last few times. What do I do? The living room, other? What do I do in the other? Like for the doorbell? I don't know, intruder? Do I do it in the living room? Where do I do it? Like I heard the doorbell. Scared me. When I am fun, I am gamers. That's what they say. The room, object movement. The guitar moved, isn't that fun? Isn't that fun? Anything else? Be more obvious with your decision game, even though this is literally what the entire game is, but you know, still. Nice, fix the anomaly, thank you. Anomaly report, we're in the kitchen, object movement, the chair. This chair was not in front of there. Got him. Either that or it's an extra chair. But I'm pretty sure it just, yep. Oh, this, the toilet. Object movement, because that's usually over here. A lot of object movements going on here. Maybe it's object disappearance, because maybe there was something there too, but I swear there was one here. Right? Extra object. I thought that that was here. Am I wrong? Was that in the other house? Huh, I completely thought that that was in a different spot. But okay.  Just looking for errors that don't actually exist. I don't see anything weird.   What am I not seeing?  Warning. Yeah, but where? Where? I'm just doing a nice other. I don't know where they are. What anomalies are you referring to, Gamer? Is this rug actually there? What was it? What was it? I wish that it had told me. Three out of seven. All right, gamers. I don't know why I keep calling you gamers. I'm going to end this one here. Maybe I'll try this again. I, I'm so bad at this. I'm so, so bad at this. But very cool. I do want to try this. Maybe I'll try it on stream or something so you guys can help me. But let me know how terrible I am in this game. Thank you guys so much for watching. Hope you enjoyed. If you did, make sure to slow. I got distracted. Make sure to slap that like button right in the face. And I will see you guys in the next video. Love you all. Stay cranky. Bye.