Yeah. Okay. So here we are. And a very good afternoon to all the participants here. And I can see the chat messages as well. So that's something great. Okay, so it's morning for some it's afternoon for some it's noon here in India and wishing everybody a very, very happy Diwali and a very happy and healthy new year. It's a new year today. So just a few things first that what is this workshop all about and what are your expectations from this workshop. It's something that I would really like to know if you couldn't put it up in the chat. And by the time you answer it, let me also keep talking because that's why we have to be just talking. All right, so there are two major things major concerns when we are talking about any online course and specifically if we are going to talk about we are because this is a global but it's not only limited to being restricted to only we are any course that if you would like to conduct even if it's going to be an OER MOOC or any other MOOC or any other limited audience online course, there are two basic concerns that we all have and that is what we are actually going to talk about. The whole thing began because of the forced pandemic situation that forced us all to enter into the field, maybe less prepared, maybe unprepared, maybe, you know, just learning on the go or whatever it is. But there was this rush in creating because there is this hot process in most of the educators mind that if I'm going to teach online I need my own videos. So what happened is something very alarming or maybe disturbing at the same time it forces us to take a pause. Now what is that, let's just see. Well, the thing is this is a minute on the internet in 2020 and we can see here that we have 500 hours of videos which are uploaded on YouTube every single minute of 2020. Now if 500 hours of videos are going to be uploaded on the YouTube every single minute, we can just imagine the clutter, the clutter that we are having on the internet. Now that also makes us to think that oh my God, if you just try to Google even one word, what's going to have or what's going to happen is nothing but this. Do we have this type of and this type of a feeling. How many of us have can we just have some raised hands or something like that.  So, just let's imagine our students. Yeah, I can see one and thank you mother yes because the moment even if I put one simple word as a Sunday I'm going to get so many videos or you know something. And there is a time when almost after three or four searches, almost the content looks the same, then why do we need to create. Remember, what if now this is something which we all face very often and we all say this that what if you know today Shakespeare were to be there. Would he also think of this. Instead of having to be or not to be a question he would think that to blog or not to blog is the question because there are so many blogs out there and what to write whose blog to be how many resources and God knows how many things are we going to you know actually be able to even look at that. So there was this very nice research conducted by a content learning or e learning company that it's not that. Yeah, Derek Moore is saying that any online course needs to be learner centered. Yes, and we are going to do that learner center city itself. Thank you Derek thank you for that. The whole purpose is because what happens is, if we are the problem is not about the content at all. In fact, the problem is having too much of content, because then that is creating a problem that exactly what to refer how much to refer out of it, and so on and so forth. So here in this workshop, what we would like all the participants to know is just first let us reduce the load on ourselves we are not going to create any content, because there are lots and lots of years that are available and the whole purpose of open education is nothing but to repurpose them to contextualize them and to learn how to do it and use them. So it's about all the hours that we say are significant features of the open education as a whole umbrella. And that is why it's no more going to be first question should not be that whether do I need to create, there is a lot of material created, but the whole purpose is going to be to bring in the learner centricity as Derek has perfectly pointed out. So that's what we are actually going to deal with in this particular workshop. So if we have so many resources, then what do we do to bring in the learner centricity as well. Well, the answer to that in one word is actually curation. Now any idea where do we use this word curation have become across the word curation have the participants come across. So I would like to know a. Yes, I think I have one answer here. How many of us know about what is the duration yes beat how to make it happen in the classroom in a fun and exciting way and make it learner centric is what is the purpose all about. So, since there are no answers about curation at that, should we go ahead modification is what they come out saying. Okay, so fine so let's I'll give you a hint. And then after that let's see do you and I mean do we all understand what this situation. So the hint is here. Now, is this enough of a clue. This is a curated exhibit. This is like a museum collecting relevant information. Yes, I'm sorry if I'm going to pronounce it wrong for me love Pamela. Yes, we do collect relevant information to organize information to make it meaningful. Okay mother, thank you for that. And also, there's one more message coming up filtering through information is what Mira, my job. I'm sorry if I don't say my name wrong. Okay, so we have seen curation as a particular, what you can say as a methodology, mostly in museums and in art exhibits in art galleries. Now, we have never thought of it in education, but more or less the online system of education works like a museum like a art exhibition or something like that. Because we have a lot of content, we have a lot of relevant information, which we are going to organize, you're going to filter it, and we are going to organize it in such a way that it becomes more meaningful. So, all your points are going to be there here. I'm going to look west either Marguerite if she can to just let me know if there are some chat messages, because it's becoming a little bit difficult to, I might miss out some chat messages that okay with you Marguerite, or maybe even media. Alright, so what we are talking about in online education is about content curation. We have lots of videos, we have lots of books, we have lots of ebooks, textbooks, and so on and so forth. So usually content curation is what you all have rightly pointed out is we have some aggregation that is we collect relevant information. Then we filter off, that is we distill, we elevate it, that is we add information to it, we mix up, we mash up lots of OERs, and create something of our own, we arrange it chronologically. Has any one of you tried to do this and found that or can we imagine this to be done. And still can you find out or can you imagine that there is still some problem, I don't think this exactly works in an educational scenario. You think like that. You can answer in the chat. And I really don't mind if you can switch on your mics and talk as well if that is allowed. But the chat is always there. So this could work in the educational scenario, where let's say I pick up, maybe we are doing a particular topic, which I, Madhuri, Rekha, Mam, Beat, and Derek, we all have in common, and we all have our resources so I just pull them together, I filter off. I add some information. I mix up two videos, I mix up one or textbook chapter, and I arrange them chronologically, and I serve it. Will that serve the purpose. Or there is still something lacking when we are talking of the educational content. Okay, I can see that there is some chat which is coming up. Just give me a moment while I see the chat. This might work, says Madhuri, when we want to make it work. Okay. Yeah, but Madhuri says it might work. So there's still this question of might, what about the others. Will it work or it might work or still we need something to, you know, do or it still is something that will serve the purpose but we need to. The program says we need to consider the contextuality and Mira says we need to have a line with learning outcomes seems to be missing. Yes. So here we are going to see the difference, because we are going to learn to curate an entire course. So, and I'll tell you this, this works fine, because for the open education program, which was going for better world, I actually conducted an entirely curated course. And it works really well it was an interdisciplinary so it also comes out from my own experience, and the lessons that I learned from that so this workshop is going to give you straight from the ground straight from the field some input. So the main difference when we talk about a museum and our educational scenario is that we need to have local content and alignment. And yes, so the major two things that we need to consider is the technology not only at our side but also at the students side, and how much they can be you know, what are the technological differences on their side, like beat was just discussing that. And this is the common thing, even in India we have the same thing we may be. I belong to a particular part where the power and the Internet doesn't have so much of problem but not all parts in the world are lucky enough we should see. We need to consider the technological affordances at our learners and also and more over, we have to speak to develop a participatory culture, because that is what is schooling all about isn't it school is never about the teacher learning and the students just listening passively. It's also about, you know, sharing the chicken box, having some fun, having, making fun of others, learning playing those moments when actually there is no learning taking place but there is a building up of a learning community So all of this together that is the participatory culture is many a times missing I won't say that it's always missing, but many a times that is what is missing in the online culture, online scenarios is something that we need to bring it is this part agreeable to everybody, so that we can go ahead. I'm assuming that yes but it would be great if you would just put it in the chat that you do agree with that it is the participatory culture because once the culture is developed. At that time, the students will learn how to actually contextualize and it's not only about me learning from my teacher it's all of us learning from each other as well. Yes, so Derek says curation works when you have in mind both the overarching organizing schema, but curation without appreciating the local content. Yes, absolutely we have put it so well Derek thank you so much. And so we go ahead. So these are the steps of curation in educational content. I purposely did not animate it, but yes, as Neera had very clearly said that what is missing in a museum pieces the learning outcome, what we saw in the previous part, but actually no even in the museums. Every single exhibit or let's say a cubicle has got a learning objective and that's how they actually curate content, like suppose it's going to be medieval pottery, then medieval pottery only would be exhibited there. So the whole learning outcome, the whole overarching principle would be to bring pottery and the medieval part. So here also when we are going to talk, we have got this, the traditional classroom, we move linearly, but we also have to understand that in an online scenario the students can come out of one particular module, and they also are many a times or I would say should but I will also say that are because we do keep some control that they are going to meander into some other room the way we meander into the museum other rooms as well. So the whole purpose is going to change not from the first three steps as we see, but because the learning objectives and the objectives of the exhibit are more or less like we can say that yes but the learning outcomes, it's something that we need to specify when we are talking of the learning objectives here and yes aggregate will have to collect a lot of things, and then we will need to filter them out. Now when we filter them out, it would be essentially based on the learning outcome that we desire and the learning objectives that we have trained. And since all of us are educators with experience and at different levels, we all know how to do this. Now comes the organizing part as we all have said that yes we need to also organize it, but then how do we organize it right. I'll just have chat I can see a message in the chat here. Yes. Okay, very problematic. What is going to be without appreciating the local context. Yes. So, when we have organized it as per the objectives and keeping in mind the students affordances and our references. We can find out the gaps. Definitely there are going to be gaps. You cannot have seamless things. Everything is not there. But yes, we can say that 90% of the things are very by now. So whatever those 10% things are there, we need to now create only that much for the first load that Oh my God, I have to create the entire course that just is reduced from 100% to 10%. But now comes what do we do is it that easy. See the moment we talk to, you know, educators and educational managers that there is a lot of content and we're going to create only 10 videos. The first question is, oh, is that going to be only 10 videos then you don't have any work. Well, actually the work begins after the third step, and that is a whole lot of work, because like Derek has said without contextualization. It's just not going to matter at all because then it would be so alien that learning is not going to happen. So the step number four is what is it all about that is we have to contextualize and we have to add value to it. So even when we go to a museum. It's not just an exhibit put up. We also have that there's some information written there. We do take notes. There is a usher there or maybe nowadays we have audio guides, which will give us more information about the exhibit, and we can just go through it. And we should always come back with more questions and a curiosity and inquisitive mind after we visit any art gallery or any museum. Otherwise, it's just an information, you know, overload, much of which will be lost by the time one hour is also gone and the same thing happens with the online course also if we do not contextualize or add value. And most importantly, like we discussed sometime back that we need to have interactions interactions student and instructor, as well as student student. So the whole purpose or the whole onus on the teachers will begin from the step four. Of course, all this step one step two step three is a huge amount of work because like we said in the second slide itself that is introductory slide. 500 hours of content every minute is being put up on YouTube. I mean how much can we even make Boolean strings to, you know, identify the exact resource that we want. That's really a mammoth task in itself and then to organize it after that, though the ladder becomes narrower, it means it becomes more focused. So now that we have the content, what we are going to do in today's workshop is to add learner centricity. There are going to be lots and lots of models that will be there for learner centricity. But what you would like you to have is just pause and try to answer this in terms of ABCD in the channel. I look forward to the answer that if you find multiple resources for your domain, excellent content. But how will you apply in your case if you're going to curate an entire course. I'm looking for the answers. What strategy will you apply? Will you start grading C and B, Caves, Caves, Marguerite, Rekha, Mammoth, Caves, Last, D, okay. Okay, just I'm very curious. So I'm just asking you why not grade the participation wouldn't like you know it's a very typical of almost all the teachers that you know listen to me. Listen to me. This is very important. I'll give you extra marks for that or you're going to get marks for this. This is very important with respect to the exam. So why not grade the participation also. I'm just curious to know does grading help or grading won't take all depending on the course of course all depending on the course but still will grading help or not. Let's talk in terms of, you know, a very generic statement at such. What if I tell you that right now if you don't chat, I'll not give you marks. Suppose if this were a course, then grading will help to check their understanding.