Good afternoon everyone, welcome to the fourth office hours interaction for the FDP 301 Mentoring Educators in Educational Technology. Yesterday we had stopped at a critical juncture where we there was a participant question regarding the importance of local teachers or physical the physical presence of teachers once MOOCs become more popular. This is a very important consideration because many a times we have felt that technology is going to completely eliminate the role of a teacher. Just to clarify this though you may find it really what do you say really counterintuitive but the presence of technology has actually increased the burden on the teachers because to make effective use of technology teachers have to put in lot more effort though and the best use of technology and the best use of information for that you need the physical presence of the teacher at the college. Now what is happening in a MOOC? Many learners are coming together and they are trying to do a pre-prescribed set of activities and they are trying to connect with each one. Now as you all know learning is a very complex process and one part of it as in teaching learning process is the synchronicity of the participants. So when all the students come together at the same time in a classroom that is the power of the classroom and you have an instructor who is a facilitator as a facilitator to provide the information to the students and to help them separate the week from the share. And this role will continue regardless of whatever new technology comes into the picture but what will change all those mechanistic activities or the routine activities which has to be done let us say attendance or let us say manual collection of answer sheets and correcting them. All these processes could be made more effective if we use technology in the classroom. So it is important that there is a person at the classroom or at the university where several peers come and who is able to effectively utilize the power of the technology to ensure that learning happens. This role is never going to be changed in fact it becomes have been removed from classrooms. So yes video based tutoring bringing in video to classrooms have all been tried out but we have never been able to eliminate the presence of a tutor or a facilitator from the classroom. What we have replaced is the role of teacher as an information transmission agent that has been a teapack becomes more important. How can you improve your own teapack? That is why we ask you to write reflection in your journal because you need to reflect on what has happened and you need to improve your practice based on that. So these are the core skills that we are trying to impart through this particular FDP. So there may not be any random new content that we are actually giving you but we are going deep into how you can make more effective use of a particular technology. FDP 1 and FDP 2 has introduced you to the technology. You know about active learning. You have a community of learners. Now you should know in what way this could be further utilized so that you can do more effective work. And this is what you should transmit to your own students in your own practice. So only if students are able to make sense of the information that has been given to them they have the skills to make sense of the information given to them then only they will be successful in their life and in their careers. And as a teacher you are trying to impart the skill so you may not I mean you are using domain as a context. So let us say take the case of computer science teachers. You are not teaching them Java. You are not teaching them what do you say something like Python or big data. You are not there to teach them about all this. All this information already exists. You are giving them the skill to make sense of all this information do knowledge integration and effectively utilize them to do problem real time real life problem solving. These are the skills that you should be teaching your students and let us say something like a programming course becomes one context in which you are teaching them the skills. And the same holds true for any other branch of studies be it arts, commerce, law, pharmacy, humanities and social sciences. There are certain skills that you should impart to your students and the domain which you take becomes merely a context in which you are trying to teach them the skill and real life problems as you all know have this inter-disciplinarity or multi-disciplinarity. So whatever skills they learn from your course they will be able to apply it in their own real life where the problems are very unique. They will know where to look for. So yesterday there were lot of requests asking we need something about Moodle site administration. Now what do you require for creating a Moodle course? What do you need for creating effective Moodle courses? You know about the four elements that we had introduced in the FDP 1. The LEDs, LBDs, LXTs and LXIs. You also know about repurposing. That means using resources that have been put in creative commons by acknowledging the source. So why don't you use our existing content plus add-on to it and if there is something more that you want to add then only create new content. Otherwise repurpose those and also there are lot of helpful videos and links on Moodle available in the internet. So what you require to create your Moodle course? You need to know how do you create a new course? You need to know how you can add users? You need to know how do you set up access restrictions? All these are the essential information that you need. The other things are like how would you use a particular module? Now that is something for you to improve upon your existing Moodle skills and get exposed to various new activities of the Moodle modules and learn on your own. Of course we will be as course instructors or metamenters. We will be providing you guidances as and when required. But we are here only to guide you. We just show you the path. It is you as participants or as learners who should actually walk the path and do it. The same holds for your reflection journals, course journal. See it is a way in which course journal is a mechanism through which you are communicating to someone else about what you learnt from the course and how it has affected you. You are building your reflections on it. And the format of it, the moment we templatize it, everyone will write the same thing. So where is the creativity? Where is the innovation? Where are your thoughts coming in that process? And that is why we say that there are three important things. One is learning, another is reflection and another is the mentor-mentee interaction which happens along with it. So a gist of the interactions. These are the three major components in a course journal and that is exactly why we are not giving you any template. Because in the all the FDP-1, in the FDP-1, if you actually look at the course journal, there are helpful videos on creation of course journal. There are already participants who have written course journals based on the FDP-1 and FDP-2 content. Now with all these resources available, why should you stick to one template that is being provided by the instructor? And that is exactly why we are insisting on you to create journals based on your interest, share with others, learn from others, try to incorporate whatever new learning that you have observed. Incorporate that in yourself. So this is, so you are learning, you are reflecting and reflecting on your learning and incorporating those reflections into your own practice. This is a continuous loop and this has to continue consistently throughout your life. And this is what is known as continuous professional development or ongoing professional development. And this professional development is to improve yourself both as, both in your role as a teacher and as well as your role as a human being. So that is exactly why we are not providing any templates but it does not mean that we will completely leave you in, what do you say in dark. There will be help put links provided but they will come as and when you would require. So this in educational terminology there is a thing called time to tell. So the concept of time to tell is that whenever a teacher is taking a lesson, the teacher should not divulge all the information at once. There should be, there should be stages in which this information and its learning gets transmitted to the learner. So let us say we are solving a problem and teacher writes the first step. I mean as a teacher you should not write all the steps together. You should first write a step then in the second step you should pause, you should ask your learners what will come over here. When your learners have responded, take all these things together and then you tell which of them is the correct answer. So in your think-pair share or peer instruction, we follow these mechanisms. The teacher intervenes only toward the end when these misconceptions have to be removed or a common thread has to be highlighted. Then only the instructor intervenes and you see the same over here also. I mean we have posted the content, see all the contents are coming in both sizes. We are releasing only a small chunk of content first then another set of content and we are having some intermediate interactions in between. To make the best use of it you need to, so we will be releasing some more content tomorrow. Till yesterday you have been going through TPAC and mentoring and you would have extensively and you have all participated in a discussion around TPAC. I see a long thread and many of you are seeing about, so some observations from the discussion forum. When somebody writes something you should not just say I agree. If there is some point you need to refine the answer, please add that in your comment because the discussions becomes more lively when there are multiple points of views. So I see that in multiple responses each of you have pointed out different aspects. So somebody says that LED 1.1 is TPK, somebody else says that it is TK, somebody else says that it is PK, PCK, etc. Now when all these components are coming in as separate responses and there are people who say I agree, I agree, I agree. Now obviously within this discussion forum you see multiple points of views. So the person who says that LED 1.1 is TPK should go to the discussion, the thread, the comment, response posted by somebody else who says that it is PCK. You should clarify with them, I do not think that this is PCK because I mean you should use statements like that to counter and these discussions should be and this will give you a new point of view. Whenever you write these you will get a new point of view, you will get a new learning, you are trying to refine your own understanding when you are writing these comments. And the other person also is benefiting because he is getting a different point of view with its substanciation or with its reasoning. So you will be able to engage in a fruitful dialogue and one more thing, there is a feature known as upvote. When you agree to that person so everybody knows Facebook like. So similarly every response has an upvote. If I am not mistaken let me just go to the IT Bombay excourse where I can show you this. Please hold on for a moment. I mean all of you would be knowing this but it is important that let me share the application. So we have pinned a discussion post and each of you are responding to it. So one important thing that you can do is so whenever you support a post rather than saying that you support it. I mean either explain it why you are supporting this view then so somewhere over here so yes absolutely right but besides it has focused on lot on other. So you should give a detailed reasoning like this and what you can do is you can upvote this particular thread. So both the other and the others who are coming and visiting this will see how many votes this particular response has got. So you do not have to separately write why you support. You have already indicated your support by upvoting it. Now you give your reasons as to why you are supporting it and if there is if you are not supporting it it is even more important that you talk of why you are not agreeing to it. And you would see a lot of this in FDP 1 and FDP 2 also many of your colleagues I mean many of the FDP 1 and FDP 2 participants have just said I agree. They stop the discussion at that point so are they gaining anything just by I agree. See over here the first comment is about technology and dialogues as content and here somebody is talking of TPK. The other first one was CK and they have given their reasoning as to why they think that it is TPK. There are lot of other people who are agreeing with it. Now why are the people who are agreeing with the first one not going and discussing their point of view over here. Isn't it about think pair share? Aren't different views coming in? Of course as instructors what we would be doing is we will be coming up with a summary statement. But unless and until you bring in your view how are you going to learn from it? And as mentors it is important for you also that when you discuss with your mentees you should ensure that your mentees are also discussing with each other and with other course participants. And you should be providing the what do you say the final summary or the more essential knowledge towards the end where in all the misconceptions or the different understandings are summarized. Of course we will be summarizing this with a set of slides where we talk of which is the correct I mean I would say what view we have taken in terms of TK the different knowledges in FDP 1 and 2. So this particular discussion is close to around 130 people have participated in it. So there are lot of TPKs, there are lot of TCKs. This also clarifies what this knowledge components are. So this is a learning process. So this discussion actually tells you about you will give you a clear understanding about once you are thorough with this discussion where you have elicited your ideas about TPK, TCK and somebody else collaborates and there is a fine I mean overall you have come to a conclusion and you see the instructor summary then your ideas about TPK, TCK etc gets more strengthened or it gets corrected. And you will come to know when what is meant by TPK, what is meant by TCK and of course in office hours I have been hinting at how these borders are very thin the transition from TK to TPK, TPK to TPAC how it is becoming very very thin. So it is important that as mentors as participants you know how to interact online and that is a important learning that you will transfer to your mentees and that is not just to the mentees it is to your own students as well. How will you facilitate when this concept of online technologies are there and this will further strengthen your belief that yes you need a person to actually facilitate it and you cannot leave it on the system or technology alone. So this is the first and most important agenda item that I wanted to discuss. Of course yesterday there was some issues with the clarity of video etc. I apologize for the technical issues and logistics issues cost but I hope all of you have understood the major learnings from that yesterday's discussion that I was having. It is this concept that there are these knowledges and as a teacher you should possess the appropriate knowledge, you should strengthen your knowledge and this entire exercise FDP 1, FDP 2 and FDP 3 is cementing this knowledges more deeper so that you can do this activity use technology more effectively in your own practice and plus by interacting with other teachers you get a community. So you get a lot of support from different sets of people. So you could interact with your peers in FDP 3, you could interact with your mentees who will be assigned to you. So there are lot of people with whom you can interact, you can prepare materials, you can review, take their reviews, discuss and there is more value to these kind of learnings. Because even in real life for solving problems you need collaboration with multiple sets of people and that is what you are essentially doing throughout this process. And we as meta mentors so we are not, I will say that we are not course instructors. We are course facilitators who will, who is, who are trying to give you, guide you in the path. So I hope the major questions that you have posted yesterday have been answered. What I will do now is I will look at the A-view questions that were posted yesterday first so that I will be able to answer them. Can you please provide us with a reference dog that how to design FDP using TPAC based on FDP 1 and FDP 2. So this is about the help document. Yes it is going to come, it is going to come next week. Currently you have to think of what this concept of, you have to reflect a lot on the concept of TPAC and the concept of mentoring. Before you start designing your FDP because there is, there are lot of things that you need to incorporate in your online learning module. To make it more effective for your students, whoever is taking that particular course. Isn't it? So that is why we are asking you to think about it, think about each individual element. What was each module? Why did we give that LXI? That LXI actually tells you what each component is, make you reflect a little more about what this component is and that will help you in designing this component. So if you have to redesign the idea that this is focusing on TK, this is focusing on TPK, this activity was good and it was used for TPAC. All these will help you in designing your own module. So the next question, when are you going to allocate mentees? Yeah, so regarding allocation of mentees, so as you all know when we had given the course brochure and all the announcement we had indicated that mentoring is a mandatory activity of this workshop. Now over the past week, we have received a couple of requests where there are participants who are saying that they will be unable to mentor. Now this is not at all acceptable. I mean mentoring is and there are a lot of these logistical arrangements that we have to make from IIT Bombay end to ensure that there is appropriate grouping, there is appropriate pairing based on domain, based on city, based on region. There are a lot of these overheads that we have to manage at our end and when somebody withdraws from this entire process at the last minute, please note that it just completely makes this entire exercise worthless or meaningless. You have been assigned a set of mentees and you are saying that at the last minute, I mean this could be very valid reasons. But still when all the arrangements have been made and you are backing out that really shows that I mean we are left with no choice. I mean we will have to do the exercise, we have to do a lot of work at our end to reassign the group to somebody else by matching those domains, region, state, etc. There are a lot of complex matching permutations and combinations that we have to look at. So that is why we have put up a declaration form in the IIT Bombay X course. We will be sending an email shortly for this. We want all the participants, all the learners who are interested in the certificate from FDP-3 to agree to the terms in the declaration form. So as learners, if you want to participate in the FDP just for the learning purpose, you are free to do it because the course is open. All the content is in Creative Commons. Whatever content we create are in Creative Commons and you have your group, you can discuss with other participants in the course. All the facilities of the course is available throughout for you because you have been enrolled into the course. But if you are not doing mentoring, then you will not be eligible for certificate of FDP-3 regardless of how much marks you have scored. So please sign the declaration by 12 p.m. tomorrow so that the mentee allocation process is not disturbed. So we will be completing the mentor mentee allocation by Sunday afternoon and we will start intimating the mentors and mentees on Monday. So after Monday there will be, so the process is that first an email will be sent from our site, IIT Bombay site, from e-outreach to the mentor and the respective mentees introducing each other. And after that you can take that conversation ahead. So once the introductions are made then you can start the mentor mentee interactions. You can ask each others your preferred schedules, the kind of help required etc. All these things you could start once the introductory email has been sent to both the mentor and mentee. And to ensure that this happens please sign the declaration by tomorrow afternoon. I mean we do not want to force each and everyone. So if you are not completely willing we do not want to force you to do the mentoring. But yeah mentorship is required for certificate. So if you are interested in the certificate then you have to sign the declaration form and do the mentoring. You are free to learn. So you have paid the course fees so please feel free because the course resources, the discussion, the assignment all these things are open to you. Feel free to use it for your own I mean it is there for I mean learning is open. But yeah because there are certain services, there are certain responsibilities that we are giving to you. There are certain future commitments, future advancements that we are looking at to build a community and all those incentives are being thought of, incentivized programs are being thought of and for that you need to do the mentoring process also. So the mentees, so all those people who have not yet done the declaration, signed I agree to the declaration please go ahead and do it. For all those people who have already agreed thank you. We will be allocating the mentees by Sunday and you will be informed of it starting from Monday. In module 2 we have an activity to identify tick pack components. I have doubt most of us thinking LED 1.1 physical to online classroom as TK. But if it is PK can you explain this? I will keep it open for this moment. Please go ahead and do the discussion. There will be the next content that gets uploaded tomorrow will have the explanation and the clarifications for each component. There is, I think this was requested earlier and we are in the process of consolidating the abbreviations. So this also will get released tomorrow. So all these content like the abbreviations for alphabetical abbreviations. I am asking the course team, my course support team to do that. Alphabetical also LED's, LBD's, T-PAC all these things, glossary items will be listed separately and will be available in the main FDP 3 course page. I mean it will be shown as a separate page titled glossary of terms or glossary. There is again a question on how to you design FDP. So all the FDP design mails request please hold on to your queries. It is going to come, please take it one by one, first understand T-PAC completely, then understand the process of mentoring, then think about designing. See why do you want to design a new module? So first you should understand, there is something known as analysis, need analysis, isn't it? So before your learners come, so for example every course, let's say first year or second year before starting the course there are certain prerequisites. So if there are no prerequisites you will start. So for any engineering course everybody should have done physics, chemistry and math in their 12th standard and they should have gotten some percentage of marks. And for any topic to start they should have a foundation understanding of certain topics in physics and math to start off for engineering subjects, isn't it? So similarly first understand the basic components of this that is required for design of any FDP, which is the idea of how can you improve T-PAC, that is what you are trying. So any faculty development program for use of technology aims to improve a teacher's T-PAC. The knowledge that is getting improved is their T-PAC knowledge. Now first you should understand that first and when you design these FDPs, FDPs the online module of the FDPs you should know what is additionally required in an online element. And that you will come to know when you interact with your mentees.  So isn't it important for you to understand what have they learned? So there are a set of modules that we have already provided. From that what did they learn? What did they do to completely understand it? How are they practicing it? So taking all these into consideration then only you will decide a new course, right? So I will take a simple example of class 11th mathematics. So before starting a class 11th mathematics first lesson you will ensure that they have done all the basics that is needed for it. I mean basic class 10th mathematics let's say take the case of functions when you are going to teach functions in mathematics. So you would ensure that they have basic knowledge of algebra. They know what variables are they would know what relation between variables are how they get represented. Only after this will you go to the after ensuring this will you go to the actual content, right? If they do not know this then you will provide some helpful links or helpful lessons. So that they get this basic knowledge then only you will proceed to it. So interact with your mentees understand what they learned from the FDP.  Now have your mentees gone through same path or have they gone through different path? Are your learning similar? Have your mentees learned something more than you or is there something lacking in their learning? First you should and then you should ask did they go through these materials properly? Now for creation of OER it is important that they understand the process of learning management systems. They understand when they need to record videos, how do you record videos, how do you do all the LBDE activities, what kind of feedback to give, all these need to be understood by your mentees. You have done this for your OER activity. So have they understood it in the right way? Is there something that needs to be provided at that point and that is where as a mentor you should point them to appropriate resource or maybe you show them your own OER example. This is how we have done. This is where your knowledge about the TPK, TCK, etc. becomes crucial. How do you do this? Why are you doing this activity? So this particular guidance when you provide your learner, that is when the learning becomes more effective, both for you as well as for your mentees. And when you design an FDP module, you should factor all these in and then decide your FDP module, isn't it? So go through the basics, the foundations more clearly. When you require the appropriate piece of knowledge, that will come to you. Because as mentors, we are also showing you a path as to... There are lot of things you know about a basic overview, but I need to reach there. It is not that you have to go ahead and jumpstart the journey. Make sure that all the pieces in the journey are very well understood by you. You know where to stop, where are the intermediate locations where things are available.  A long journey. So as and when required, you have all the essential skills with you. So by completing FDP 1 and FDP 2, you and that too with more than 80 percentage of marks, you have the essential knowledge with you. If you feel that you are not having the essential knowledge, there are 530 others along with you in this journey who have the essential knowledge. And as mentors, it is our role to tell you, yes, look at this, look at this way. Why don't you discuss with your peers and tell me what is happening? Whenever there is some important information, when people are going in a wrong path, that is when the mentors intervene and say that this is what you should be doing here. Because only when you make mistakes, your learning will be more clear. We as instructors also make mistakes. See, as humans, we all make mistakes and it is these mistakes that teach us a lot rather than the correct following of protocols or procedures. That is what machines do, that is what technology do. They follow a protocol, they do that correctly and they do that efficiently. We are not here to be machines, we are here to be more well-rounded individuals, well-rounded facilitators, well-rounded holistic mentors. And as mentors, you should know where you are going wrong. So, then you will know where your mentees are going wrong. And you should know when to intervene. That is the critical skill that you should learn from this process. And that comes when you reflect on your journey. So, this is what I did, this is what my mentees did. This is what I learnt, this is what I see in my mentees and I believe that this is what this information is what they need in addition. So, this is where the idea of course journals or reflections become more important. This is where you need to interact or collaborate with your colleagues to learn from them, learn from them the various aspects. How did your mentees respond? What kind of things did you see? What did you observe? So, is it what was desired from the FDP? So, this is what we want you to focus. And the first two weeks, that is why I said till June 1, you have sufficient time to make mistakes, learn from it, reflect on the content and do that more thoroughly. Every three days, we are uploading appropriate resources and we will be closing the learning loop through these regular uploads. So, the next three days, you will see us uploading resources to close the learning loops. You would have lot of these open questions, you would have lot of these open misconceptions that is not getting resolved. And our as mentors or as meta mentors or course facilitators, our next role in the upcoming week is to close the learning loop, remove the misconceptions, give you more clarity so that you could effectively mentor your mentees and also use that particular learning to design your own FDP learning component. So, the next question is for a flip classroom activity, we will be sharing some video lectures to our learner as out of class activity, then we assess our students with pedagogical properties. Hence it might be, this is again description of what TK PCK is all about. There is a question, what is Socratic questioning? We have not discussed this but yeah, why do not I give you an open assignment? So, the person who has asked this question, why do not you search for Socratic questioning in, so there are lot of helpful resources, but especially there are university resources like the one by Vanderbilt University, there is something by teaching commons where these kind of practices have been elicited. Why do not you explore that first? We will be soon coming to that, see Socratic questioning involves, so think of what Socrates did, you know all of you know about the great Greek philosopher Socrates. Think of what he did with his learners or his disciples, how did he ask the questions? So, go down the and refer to your history textbooks, philosophy textbooks and see what Socrates did. That would be a starting point for you and we are doing that repeatedly, we are trying to do something similar over here, but yeah it is not as one to one as what Socrates is doing. How visualization lesson plan supports online TLP for in class activity? See any lesson planning is a design exercise and that really helps in any in class activity. So, the more you are sure about the design, the more clarity you will have for in class activity. How can we get link of live on YouTube to be watched by Menti? See if you are talking of live YouTube stream, YouTube itself will provide you the link and you can share that particular link with your Menti. Again it is there are more questions about you FDP design using TPAC model please wait. Model site administration is key to run this effectively, kindly arrange at least one session for model site administration. Again my answer would be that you know the basics that are required for doing a model course. That would be sufficient. There are certain new things like minor things like adding new users or doing restricted access or completion settings etcetera that you may have to look up. But it is it is actually there are lot of so if you come so come to the YouTube live stream of FDP session tomorrow. Lot of your Menti's have created various modules and tomorrow we will be having a dedicated model activity and we will ask them all to upload their model courses and user credentials in a document tomorrow. So come to the YouTube stream tomorrow and you can actually see how your Menti's are doing these activities. Need clear guidance on TPAC activity it is coming. I hope the explanation that I provided would be sufficient which are mandatory parts of court journal I have repeated again and again. There are only three mandatory parts you do not have to do anything more. As clear documentation as today's video was not clear so yeah whatever documentation is required it will be soon uploaded into your IIT Bombay X course. There is a question is there any necessity of attending RCs on particular days by participant as part of pursuing FDP 301. There is no necessity so in fact you should not go to the RC because the RC it is already being effectively coordinated by the course coordinator. So there are certain activities which they are doing regularly and you have not been introduced to the course coordinator as of now. So you can watch the YouTube stream from wherever you are and you can see what is happening in the ABU sessions that would give you a pointer to what is actually happening in the RC. Again when is the last date for giving declaration for mentorship that is tomorrow afternoon. Okay do we need to design FDP based on TPAC concept so you need to design FDP such that the TPAC of the person who is taking that course improves that is the goal that is the learning objective. I have already discussed the topics that are needed for the FDP but again I will be uploading it again in the next iteration. So around Wednesday or Friday we will be uploading the FDP more details and helpful documentation on FDP design activity. Okay there is a person from Vishakhapatnam who requires who need to know others who are participating from that area please get in touch through discussion forum. Maybe you can start a thread in the discussion forum under general where you can get introduced to the others. Okay the reference document is on its way so questions regarding reference document please do not worry. Let me now look at the questions that have come for today. Okay so this is the first question in ABU the most voted question what forms the content of this FDP. Is it just TPAC and effective mentoring practices or it includes FDP 101x and 201x content also. This is with respect to knowledge quizzes which are based on content of the course. Okay so this is for the graded activities for all the graded activities the content will be based on the entire FDP 3. And just to ensure that you have understood FDP 3 please note that FDP 1 and 2 get subsumed under FDP 3. So all of you know about Bloom's levels right. So FDP 1 is foundation of ICT FDP 2 is what you say pedagogy of using ICT and FDP 3 is mentoring using multiple educational technology tools. So mentoring is subsumes the basic knowledge. You need to know the basic knowledge to mentor effectively. So my answer to it is it will involve only the mentoring content but yeah mentoring subsumes all the other basic content inside it. So it does not mean that there will be recall level questions. There will be more of apply level or analyze level of questions in the knowledge quizzes. It is not direct recall of the content knowledge in FDP 3. It is more at apply, analyze and evaluate levels of this particular FDP. As part of 001x that means the FDP 1 and FDP 2 we learnt a lot of tools like Moodle, WordPress, Drupal, ScreenCastomatic etc. But there may be many more tools which can make teaching learning or OER creation activity more easy. Can one lecture on technological aspect covering the tool and how it can be used be added in this FDP? This will help all to select different tools as per their requirements. Aren't we already doing that? Aren't all the office hours geared to this particular goal? Okay we are not introducing any new tool because see one important thing that we need to have is balance. Too much of tools and see whatever new tool we bring in it will require a lot of effort to actually take it to the level at which the others have been discussed or others have been practiced. So that is why the purpose of this particular FDP is not about introducing any new tool. It is all about mentoring. And that is precisely why we are not bringing in any new tool and over here what we are also doing is we are telling you how to effectively do things with Google Forms. We are also showing you how to ask questions. We are asking you how to use different technologies I mean more effectively let's say in the discussion forum. How do you do upwards? So there are lot of features in the existing tools itself. Why are you not using it more usefully? So yesterday we did something like Google Hangout where it was connected and it was streamed live. We are directly using YouTube stream now. So aren't all these new technologies new features that are being introduced to you? So again the concept is suppose you are taking an undergraduate course do you want a completely new course or do you want to really know the skills that are required from the current course itself? Different skills and go deep into the skills rather than learning something more at a very superficial level. Any new lecture will only be a superficial knowledge. That is not the focus of this FDP-3. The FDP-3 is meant to go deep into one knowledge because the skills that you learn while going deep regardless of whatever technology you use again it will be the same. I mean you will exactly use the same set of skills. I mean you will know how. Suppose I am using a view and there are these questions and there are these upwards that are coming in the questions tab. In the discussion forum also I am asking you to do the same thing. So how do you rank or organize the queries? Upvotes. So write the question more clearly. If already this question is present upvote it rather than writing a new thing repeating the same question. Aren't these the skills that you need to have when you are doing the mentoring process also? Do you want to completely repeat answering the same questions again and again? I mean I am doing that in this office hours. I know that it is a mistake but I want you to realize that you are not effectively utilizing the course facilitators by asking the same question again and again. You are not effectively utilizing your peers by not asking them these questions first not getting clarifications from them first. So this is again to highlight the point that we are more worried about the depth and not the breadth in FDP 301. Can we use programming tools for TPAC? See it is again why is this question coming? As in TPAC is about knowledge. There are these three knowledges technology knowledge, pedagogy knowledge and content knowledge that a teacher should have. TPAC is about the knowledge and not specifically. So do not go into details of a technology. Do not go into the detail of one aspect. So since you are talking about programming let me ask you a question. Can we do iterations using if loop sorry for loop? Can we use iterations using do while loop? Can we use iterations using while loop? What is the difference in doing that? So if you are clear about this then this question should not come again. So it is essentially it is about a particular process. So here you should focus on the iteration. How do you iterate? That is the process that you should that is the skill that your learner should know. What is iteration? What does iteration mean? How will you move out of iteration? What is a successful condition? When a process gets repeated? What are the conditions to make sure that the iteration moves away from the loop? These are the skills that you want your learners to learn. I mean do loop, do while loop, while loop and for loop are just three ways in which you can teach iteration. So I hope people who are asking about can this be done using TPAC, understand the abstract concept that we are trying to tell you in this FDP. But I do understand that there are a lot of misconceptions so keep your discussion. Start your, if you have not yet done it start the discussions in the FDP discussion forum. Try going to somebody else's view and see how their answers are different from yours and engage in a discussion over there. A summary is going to come from our end tomorrow. So before that engage in discussion with your friends. So even after I summarize many of you still will have the questions. So why don't you, we will create a new thread where these kind of queries could be asked but ensure that you are not repeating the same questions again and again. Instructor will come into picture only when it is time to tell or mentor should be in the picture and it is time to tell. Till that time the mentor should get all the inputs from their mentees or as instructors or facilitators they should get all the inputs from the learners to understand where exactly we have to step in and where exactly we have to focus. So this is my answer to the question on programming tool. Again the same question regarding alphabetical list. As I said there is a time to tell so it will come over there. Some confusion is always good but we will ensure that this confusion do not remain throughout the course. We will step in at the appropriate time. How can we monitor our mentees performance except mentor-mentee interaction? Unfortunately this time around we do not have the MIS interface. We are trying to since IIT Bombay X version has changed there needs to be certain code changes in the MIS interface to make it useful for the mentors and mentees interaction. So our team is actually doing that and hopefully next time around we will be able to the next offering of FDP 3 we are trying to bring in the MIS interface but unfortunately we are constrained by the limitations of the technology that we are having. So please use the mentor-mentee interaction to monitor your mentees performance and you do not need too much to understand the mentees performance. You need to ask the right questions you need to ensure that they discuss with you. You understand what their misconceptions are then you will know where their performance is. You do not have to actually look at what the mentor answered in knowledge quizzes or other things. All you need to know ensure is that whether they have sufficient knowledge to create the OER and this time the OER is a Moodle course. So keep your eyes posted on the activities tomorrow where we will be explaining all about OERs. So there is a question are there any creative commons free video pad software that add text of audio below the video streaming. This will help to create and design FDP with ease. I am not aware of anything in the creative commons but some of the things that people use as Google talk which translates speech to text automatically and then you basically edit portions certain portions of it where there are spelling mistakes or there are certain accent related issues you do that manually. There aren't so I need to check whether there are something in the open source. I am not really aware of any open source transcription software. So what you are talking of is transcription software. There aren't many that I am aware of with very good accuracy because a lot of it depends on the accent. You need to train the tool in different accent to get more accurate data. As of now Google is the only guy who is doing it with reasonable accuracy. If it is about overlaying subtitles if you are uploading the videos directly into YouTube there is a feature of adding the transcript file. So if you add the transcript file that also will come to YouTube and YouTube will sync that along with the text. Next. So I hope that all of you are viewing the questions tab because I will be taking these questions which have been upvoted in the questions tab now. I am doing that right now. The next question is is it necessary to select any one tool for designing the on module with a team of four members for creating OER documentation. I think over here the idea it is not exactly an OER that you are I mean though you are creating an open educational resource what you are designing is you are designing a module for the FDP. Suppose you were to design an FDP module yourself that is what you are doing as a group. Suppose I assign you a team of four to design activities for Moodle. How will you teach Moodle to the FDP participants? We are asking for that design and that is what you should be working on. There are no separate documentations on that. So you will get more idea about this as soon as we design release the FDP design activity with all the instructions and helpful documentation. You will have to wait for a week to actually understand it. So please keep all the questions regarding FDP design activity with you. For the time being next week you will have more clarity about FDP design activity. Do not confuse it with OER activity. OER activity is a separate thing that you have done in FDP 2 and which your mentees are going to do in FDP 2 now. So as a mentoring activity you will have to help them in designing good OERs as well as good OER documentation. There are two aspects of it. You need to ensure that you help them, provide them guidance on how do you document what needs to be focused on how should the OER be I mean what is how do you scope the OER activity. I mean you can have full course or you can select for one topic what would make more sense that is what you should be doing. Is it necessary to put quays for mentees because they already pass through the process doing FDP 101 and 201. So this question is a good one because as mentors how will you judge your mentees knowledge levels you could use Moodle but will your mentees be comfortable with that technology. I mean will your mentees be interested in being I mean remembering your user name and password to login to your mentorship Moodle and doing all the activity and what is the incentive for them to do this activity or will you resort to some other mechanisms like getting the feedback through see we are not having 50 mentees now will not be assigning 50 60 mentees under a single person rather what we are going to do is we will assign 4 to 8 people under one person so it is always better provide some physical interaction and that is what mentors are for if your mentees are interested in doing revision or doing a recheck of their knowledge levels then it would make sense and if they are interested in doing a Moodle activity then it would make sense in creating quizzes and other things in Moodle so leave it to the mentees and always look at the in the declaration form we have clearly said it should be based on consent from your mentees any technology tool or any mode of interaction should be based on mutual consent will be highlighting this again tomorrow and will be telling them about this mentoring activity can we choose our mentees from our region since you do not have the master data IIT Bombay will be selecting the mentees to you will be looking at domain region so we are looking at domain city state etc these are the major criteria that we are looking at to map mentors and mentees and I hope that we will have again see some regions will have a lot of mentees some regions will not have any mentees at all so how do you do this process and we have the master list we cannot disclose the entire FDP to participant list to you right so that is why we are taking the ownership and we are taking the the what do you say the pain of doing the mentor mentee grouping we are taking the logistical handle and that is why it is important that you sign the I mean you agree to the declaration terms that will help us in assisting the mentors and mentees effectively we do not have any any project or any sponsors for this mentorship activity and that is why we are asking you to mentor them only for the OER activity and we are only mandating two interactions so unfortunately we will not be able to give any honorarium this time around we are trying our level best see again it is not I mean I understand where this is coming from as in yes what is the incentive for you to do this activity but see the incentives what that we are telling you in addition is all those people who get qualified will be invited for a separate workshop on facilitation of blended courses that is something that is very much there in our agenda because we need more of local facilitators for running CPS or other similar programs at scale we are looking at close to thousand remote centers by this year end and it will be really impossible to run all these programs for all thousand participants at the same time looking at and it will be a logistical nightmare for us and this is where we need the support of people who qualify good mentors whom we can trust who could proxy for us in these workshops so we are looking at models where it could be scaled and sustained beyond a single what do you say set of remote centers or institutions so yeah there won't be a direct honorarium for the mentorship now but there are lot of incentives and benefits that come after this and that is why we have kept this fdp3 as a large workshop because we are seriously considering building a community of practice and of course as your institutes if there is nba accreditation and other things this is one honor point that you can give them I don't know what the number of points you will get but this is an innovative practice this is an outreach activity this is a collaboration activity that you do beyond your standard teaching learning activities inside your college so I believe that there are certain points that come for you in this through this course so yeah if there are certain benefits that you will get in your what do you say in your own careers through the participation certificate we will be definitely looking at providing you the additional scaffold and support once you cross this particular course and you successfully complete this course okay there is a point that reference materials for different pedagogical tools can be given so all these reference materials regarding tps peer instruction etc have been already been provided so look into the LXT is provided in the fdps 1 and 2 lot of extra resources have been provided and there are lot of discussions that are happening in the discussion forum which also will be those are also important learning resources now regarding reflection spot, led, lbd etc there is a course on learner centric MOOCs that we had launched a month back it got over day before yesterday I believe many of you had taken that course but for people who have not taken that course we will be rerunning that course again and again in a self-paced mode pretty soon I mean please do look regularly check the IIT Bombay X course page because this is an open online course and it will not be available in the NMAICT website it is not a blended course it is a online course only when blended components or when office hours are kept we introduce we use the NMAICT website otherwise all the courses are available in the IIT Bombay X course page I will just excuse me for a moment I will just have a little water qualified participants of 301x to go to IIT Mumbai with their own accord or TADA will be provided so we are working on that we as far as possible we are trying to do the travel reimbursements or at least the stay arrangements either one of them it really see we have to work out the logistics the appropriate time period we have to look for funding mechanisms etc we are in the search for that only after we get at least some partial funding will be calling up this workshop and we are in the look out of this workshop we are honestly trying to create this workshop so please leave the payment part of it on to us we will find out a mechanism is there any document required for the concern of mentees have you designed form for concern of mentees there are no documents per se regarding concerns of the mentees I mean you are free to create one I mean if you want to ask your mentees so if you want more support from them you should check whether you would be willing to answer the survey form if they do not answer the survey form I mean you will have to see let us all be realistic we are talking of real practical issues real people who have their own troubles and many of you who have done mentoring in the last edition would know how your mentees respond so I mean do not have high hopes that there are going to be very what do you say studious mentees who are who will do whatever you say or who is going to completely rely on you but rather be very realistic and ensure that there are support mechanisms that are present with you as and when they require that support I mean you can provide them all they want and it is up to them how they utilize it and this is what I said I mean even with your best support you may see that many of your mentees are not actually utilizing it so do not feel disheartened that many of the resources that you created are not being utilized by your mentee do not feel disheartened that mentees performance was not up to the par because they did not follow the mentoring activity they did not come for the mentoring activity they did not respond to my emails they did not come for face to face interactions they did not give me their Skype ID or hangout IDs etc I mean it is absolutely up to them to decide what they will do and we will factor that in the grading do not worry we will factor all these considerations in the grading so I have already talked about when the mentees will be allocated on Monday you will receive the email ok so somebody has just try to clarify for mentees to prepare OER is the job correct the mentor has to help them correct the preparation of OER in Moodle is the FDP creation for mentors no the first part is the mentors the mentees are going to create both OER and OER creation document this is their complete job so the first part is partially correct it is not just preparation of OER it is preparation of OER creation document also they have to do both mentee the mentor has to help the mentee in both these activities now what is the FDP design activity FDP design activity is completely independent of this mentoring process the FDP design activity is that you will select a module from this FDP and design a Moodle course for that the modules are Moodle Moodle the LMS WordPress the content management system screen cast-o-matic the content creation system FDP classroom active learning OER creation all these are the modules of this FDP the scenario is that suppose you had to create a module of this FDP in the next offering how will you create it what all contents will you use what all activities will you set up how will you design the entire module so you know this FDP module it is intended for 8 hours of sorry 5 to 6 hours of activity so 5 to 6 hours of activity how will you do that using a Moodle and you will have to use the Moodle you will have to create a Moodle course for that so how will you engage participants in 5 to 6 hours of Moodle activity that is what the FDP design activity is all about you will get more helpful documentation next time around by next week where we will be focusing on FDP design in detail so do not worry if you have still not understood it properly but this is the gist the FDP design activity is not OER creation but the mentoring activity is mentoring your mentees FDP2 participants in creating OERs FDP design activity is it done as individual or group it is done as a group the mentor has to prepare the FDP module individually no so it is similar to the last question the mentor has to create the FDP module along with 3 other mentors we are looking at a group of 3 to 4 mentors ok yeah last you did not provide feedback of mentees for mentors to individual mentors we are going to provide feedback of mentees to mentor for their correction so this is to the knowledge of all participants who did not have an idea of what so we had tried a mentor mentee interaction last time around so only the problem was that only 200 of these mentees responded back gave us feedback about their mentors and all of them had just said that mentorship was good where they have complained about the mentoring processes we have emailed their respective mentors telling that you we have received the following feedback so for all mentors who have not received any feedback for all the mentors who did the process last time in the FDP please note that all your mentees had provided good feedback or they all agreed that you had provided the excellent support and their one line statements were all about this was good they were all giving only one line responses to us so that is why it was not explicitly shared because there was nothing else that we could tell you where you went wrong and there was not anything that we could actually tell you that you need to correct yourself so that is why we have not shared any separate feedback OER should be a modal course so we should guide the mentees to do OER in modal and not any other sites like wordpress yes so this time around we are mandating that all the OER activities is about creating a course last time around so the general definition of open educational resources is that you could create any content but it was being misinterpreted and misused by many I mean they would create one document with some questions which they have copied from let us say some word blog pages or some text books and they would say that this is an open educational resource now we have caught these instances and we at whenever we have talked of plagiarism we have informed the concerned participant that yes your content has been plagiarized but this is not what is the larger aim of the FDP the larger aim of the FDP is you to tell integrate all the knowledge that you learn from both the FDP and try to impart that in a particular manner so this time around we will have a slight digression in terms of what the OER is but the OER evaluation is the OER documentation all the structures still remain the same and as mentors you need to guide your mentees in what all would be effective resources what kind of course are you trying to create what kind of information is will be more helpful for a learner so be online tomorrow morning from 9.30 to 12.30 we have two sessions of a view the youtube stream is again in studio IIT Bombay channel so if you are not able to come to the live youtube stream please visit the youtube channel the video the recorded video will be available over there go through the video and look at the description of the OER activity so this is help you in guiding your mentees more clearly next question is when will be the group of mentors be formed for fdp design activity this will be formed on June 1st by that time most of you would have done at least one round of mentor-mentee interaction at least half an hour of worth of mentor-mentee interaction would have done and this would give you more idea about what needs to be focused what needs to be done etc youtube the review sessions start at 9.30 in the morning so 9.30 to 1 o'clock we will have the first two sessions of a view so if people are planning to attend the live youtube stream please feel free to attend it else you can see the recorded interaction how much are the charges for modal users per user per month I mean there are no charges per say I mean if you are taking a plans I mean different services offer different plans try to use the free services limit yourself to the free service modules you need not bear any extra expenses for creating a course use the modal cloud if you are planning to use a modal as an interacting medium then try to use the standard modules itself do not incur any additional expense other than your internet charge which you anyway is already bearing so this is now I mean do not use any extra resources try to work with resources and facilities that are available to you and do not go in beyond anything and if there were need for modal courses etc we would have provided it I mean we felt that all of you could use modal cloud and genome or yourself and all of you are familiar with it and that would help you in if you are supposed to create a modal course that would help you in creating that particular course ok there is a question can we join IIT Bombay for AVU interaction you can join for AVU interaction tomorrow but use the youtube stream do not come for the AVU AVU is open only for RCs as of now if your course coordinator allows you that is a different matter but yeah this time around we will not interfere in the course RCs own processes because they need to send attendance there are lot of things that are on the overhead of the course coordinator even though we completely understand last time around many mentors being present in the RC had helped the course coordinator this time around because there were few incidents where there were certain issues but again we are trying to be as conservative as possible because we want both the mentors as well as the course coordinators because it is essentially we have to sustain the community and the presence of mentors is in the online it is their online presence that matters the physical presence we give the primary importance for course coordinators because they are handling lot of the logistics also along with it and we do not want confusions between course coordinators and mentors and that is something that we learnt in from the last interaction can we join IT Bombay for ABU interaction on 31 May and 1 June so yes if you want I mean they are the scheduled office hours for this FDP so you are if you want you can join I mean you are you can use the same login IDs that have been with which you are interacting right now so I am not answering any more questions regarding the groups because I have already answered it there is a question because of sound problem at our end I could not able to listen to how to enroll as a mentor see there is going to be an email sent from IIT Bombay to both the mentor and the corresponding mentees introducing each other that is how we will introduce you to your mentees regarding certificate please sign the declaration form by tomorrow afternoon 12pm because mentorship is a mandatory activity to get certificate but you are free if you do not want to do mentorship do not you do not have to agree to the declaration you can say that I disagree but yeah you will not get any FDP 3 certificate but you are free to continue the FDP all the FDP 3 activities if you want to if you do not want mentorship that the learning aspect is completely free I mean you have already paid for the learning so there is nothing that stops you from learning from this particular FDP can we use google classroom for OER model course design why would you want a google classroom for model course design if you want to interact with your group members it is always better that you use standard google drive features like google doc, google sheet etc or google hangouts you would not need something as cumbersome as google classroom because you need to enroll these participants again google classroom is institution specific these people are coming in a different institution how will you add them so if it is you are thinking of google classroom as an LMS no primarily because google is not a free and open source software that is the primary problem with it whatever content you create even though google allows creative commons license it has been it is always better that you create a model course and put it in creative commons because the philosophy philosophically it is always better to have it I mean there is nothing stopping you in uploading the same resources in your google drive in your google classroom that is absolutely acceptable because there is reusability but more importantly for learning activities it is always better that there is an appropriate LMS so features of model provides you a lot more flexibility than what google course builder or google classroom gives though there are lot of plugins and other things model by far so canvas is also there are lot of these LMSs that are more more flexible and provide lot more features but being a free and open source software and being a major content in our fdp 101 we would want you to explore model to the fullest and use that to create your model course the courses as part of fdp design unable to listen even bandwidth is more than 3 mbps please check your institutes, port settings etc see even if the institute has an actual bandwidth of 3 mbps you need to ensure that this bandwidth is completely is not completely it has to be a dedicated bandwidth of 3 mbps you should not have other resources that use the same bandwidth for some other purposes so for example you are downloading something and you are using the video obviously there will be some bandwidth issue because your download is taking some bandwidth so yeah regarding audio video issue because I am seeing my youtube stream from here the audio in the youtube stream is going nicely and so is also the upload from our end many people are able to listen to it properly through a view just ensure that your service provider is providing you dedicated 2 mbps bandwidth how will we give the concern to be a mentor consent for mentor you can go and sign the declaration you agree to the declaration it is there in the fdp 301 course a separate module title a section title declaration go to that click on I agree read the declaration form first and then click on I agree many a times we agree to terms and conditions without actually reading the terms and conditions so that is why it is important that you read and then agree to it ok so these are all the major questions from the view questions tab now I will move to the questions that have come from the youtube stream and the survey so people have used the survey again and have asked more questions so let me just go to it first open the questions tab so these are the new questions that have come from the survey repeated warnings about deadlines through sending emails for submissions of assignments etc is preferred yes we will be sending repeated warnings how can I build resource by using procedural aspects of my domain this is a very open question I clearly did not understand what this meant what you can do is can you detail out it a little more use the same survey to ask this question in a more clear manner because what procedural aspects are you referring to what resources do you want to create and what domain are you from so this would help us in answering this a little more better ok so this is the question I think I have partially answered it what will be the difference between OER creation what we had done in FDP 201 and FDP design assessment which we are supposed to do this type as in OER creation also we make videos with LBD and also try to make it full course by putting content on wordpress and assignment and assessment questions on model what more we need to do this time so a major difference between an OER activity that you did in FDP 2 and the FDP design activity that you are doing in FDP 3 is that in OER you looked into a domain content so the content was your own domain from your own domain in FDP 3 we are saying that you have to choose the content which is the FDP content so we are providing you with the content and you will have to design activities to make this teaching learning of this content more effective and you have practiced it more you have learnt a lot more over the past one year this is what I believe because you have scored 80% so obviously you would have tried out something while creating OER as well as after creating OER you would have tried out something in your own classrooms so over this time around we want you to take that content that means the content of FDP as your topic for creating the FDP design course and we are only asking you to take only one of the content out of the 7 or 8 contents that are there we are asking you to do only one we are not asking you to do the entire FDP course we just want you to select one content and do it properly so this is the simplest difference between an OER activity and FDP design activity I think I have answered this question on putting quiz in modal for mentees when to select one technology to answer this question I would want you to go to FDP 201 week 1 here there is something known as digital blooms taxonomy go through the content there is an opportunity on that go through the discussion also and then ask your peers when will you use a particular technology so there is no direct answer from me as a mentor I am telling you this is the place where you have to look this is what you should do to get answer to this question after you have done all this then come up with a better question if you still have doubt come up with a better question than this because there is no answer to this question sample templates to log mentor mentee interactions again so we will create a discussion forum where you can put up your samples and if there are some differences we will highlight it over there I mean you can look at each others why don't you try out a design exercise yourself and share it with your peers see what you can learn from it we will provide you the evaluation criteria for your course journal so yes from our side what we are going to give us tomorrow we will give you the evaluation criteria for the journal which will help you in designing your journal video and audio quality is usually good but may face connectivity issues yes I mean connectivity issues is pretty common so while I was doing the review session yesterday we had some disruptions in between due to which we were not able to completely do it in a faithful manner but yeah we are trying to see one way through which we are trying to limit the technology issues we are uploading all these interactions live in YouTube and that stream is available for you to do a back reference I mean just like a textbook or other things you can go back to this video and revisit it at any point of time this will always be there and all these contents are in creative commons so please feel free to use it as an how you try to I mean seems you see it fit but ensure that you attribute the source that is important in the creative commons licensing ok so these are the new questions that came now are there any YouTube questions ok so these are the major questions that came so I hope we are closing in on the final few minutes of the ABU interaction I am just looking to see whether there are any new questions that I need to address I am also getting updates from the course team as I speak about various ok there is a question from RV college of engineering I think a group who are there from RV college of engineering Bangalore to introduce ourselves to mentees should we give them wordpress link yes that would be really nice because then the mentees will understand what all are created as part of FDP 1 and FDP 2 so if you want your mentees to understand you more well you could give them this is what we created last time as part of FDP these were the activities that we had you can write that in your introduction while you are emailing your mentees ok when will the FDP design team so if I said that FDP design activity has to be done as a group this group will be announced on June 1st and not before that so you will come to know the groups on June 1st and then it is up the entire next 30 days is left for you to discuss interact with each other and do the design activity so I hope most of you have so we are towards the final 3 minutes of the office hours for today once again please note that please ensure that you follow good interaction practices in the discussion forums whenever you agree to a statement add on your own views also so that there will be people who want to who may have a different view can give you appropriate rebuttals or appropriate clarifications and can learn from and both of you can learn from each other and whenever you support a person do give an upward that gives your support the discussion forum thread is going to be pretty long so all these upwards would matter so do explore these threads and when somebody has already posted about one type one point of view that you have it is always good that you and then you say your clarification so if you provide a comment under that person's response for your clarification that will help a new person who is interacting coming to the discussion forum to phrase or rephrase their ideas and will give them more clarity regarding FTP design please do not worry we will give you in health documents as I said we are giving contents in a bite sized manner so that you have sufficient amount of content to grasp that is why we are uploading content every 3 days so whatever is worth 3 days we are uploading it soon and we are having 2 extra office hours which is also getting uploaded into the IIT Bombay excourse so all this would be worth your 6 to 8 hours of effort for week 1 and 2 and week in the upcoming week you will be focusing more on mentoring which will take a lot more of your time than the main course content so many queries regarding mentoring and other things will be closing the loop in the coming 2 days tomorrow we will close the loop of TPAC the next Tuesday we will close the loop of mentoring then we will close the loop of FTP design activity so this is how we are moving ahead in the FTP 301 next journey I mean you the idea is that we are going deeper into the content and not not going broader that is why no new technologies are being discussed no new separate technology related knowledge is given rather we are trying to focus more on effective use of the technology effective use of the community that is essential for building and sustaining scaling and sustaining efforts like these so I hope all of you have understood the major aspects of the FTP again important thing that you should be having while you are doing your own mentoring is you should have a load of patients you should have a truck full of patients in handling your mentees just like how you handle your students see there is no I mean one thing that we have observed over the past couple of years while doing these FTPs is that there is not much of a difference between a faculty and a student particularly when a faculty becomes a student I mean they all of you know that reading of instructions, reading of emails is not done effectively they just look at it in a casual glance many a times only when they are worried about their grades and certificates will they be more interested in a particular activity only when you give the stick along with the character will they work so all these characteristics are more or less similar for your students as well as your teachers so I want you to be aware of this while you are doing your mentoring especially because there may be situations where you are not reacting to your responses I mean we will be stepping in as and when required but even with all these there may be scenarios where your mentee is completely disinterested and is not worried about the grades or certificates I mean one of the reason could be that we are still giving FTP 1 and 2 as a free course I do not know I mean this was something that some mentors suggested last time around but I am not really 100% sure whether this is the reason it may also be that so many many a times what we see is that many of the teachers are taking vacations during this time and especially during vacations they do not want any of these troubles though they say that they want their FTPs in during vacation when the actual FTPs are scheduled in the vacation time I mean not all some mentees or some teachers do not actually give that much concentration to that FTP program I mean it is all part and parcel of this entire process you will have to understand that there will be setbacks but as mentors your whole the goal is that you empower your mentees just like how we have a goal that we have to empower a lot of teachers across the country we have to scale the faculty development effort we have to I mean we have to really help teachers in effectively using technology inside the classroom and they should know the correct pedagogies to use when to use technologies they should be connected with each other you should build bridges between teachers across different places so that they do not become islands only when you have bridges between these islands will there be effective transfer happening and that is what we need so yes somebody else is saying that office hours are extensions of discussion forum yes it is meant as that and this is what you should also be looking at while interacting with your mentees you may be setting up office hours you may be giving them small activities but are they doing the small activities are you sure that they will be planning to do small activities we do not know for once I am saying that there may be people in your midst itself who may not have actually gone through the course content till now but yes we as facilitators should be ready to accept this diversity but it is our the goal is that we do not spoon feed them we show them the way we provide sufficient resources that they can go in that particular direction and you intervene at an appropriate moment when you feel that at this point they need my personal feedback so that is what you should be focusing on I hope all of you will have good interactions so I wish that all of you will do good interactions with your mentees once again a gentle reminder please complete the declaration form please click on I agree if you want the FTP 301 certificate and you can disagree if you do not if you are not worried about the FTP certificate another important thing is please wait for the document upload that is going to happen tomorrow we will be adding more content to close the loop on t-pack we will be adding some helpful content on the mentoring processes along with it also the session from 930 an aviu session we will be focusing on evaluation about evaluation of learning and evaluation of perceptions please do see that particular component it will be there in studio IIT Bombay X youtube stream but we will also make it available in the IIT course because that would be an interesting exercise for all of you so with this I see that there is one last question regarding one OER group was made for mentor-mentee interaction for individual mentor-mentee group there won't be a single group there will be a lot of groups so it is not see the mentor-mentee interaction is not similar to the ones that you did in the people who had done who have done mentor-mentee interaction last time around there will be some significant difference in the mentor-mentee interaction because there are no aviu slots there are no dedicated activities per say there are no discussion forums in IIT Bombay X for mentor and mentee where the cohorts groups etc are made it is completely left to you to form the groups that is why we are introducing you to them via email and we are not restricting you to any one technology platform so please feel free to use technologies and platforms that are convenient to you and not just rely on one platform alone I mean you may think that one grouping inside IIT Bombay X is convenient whereas your mentees may think that IIT Bombay X is IIT Bombay X that often I may prefer WhatsApp WhatsApp group and some other mentees might be saying that no I do not prefer a WhatsApp group rather I would have emails so look for alternatives find a acceptable technology tool through which you could communicate with your mentees we are showing you multiple mechanisms as in since we have to address at scale we have used IIT Bombay X your numbers are less so that is why we are giving you the flexibility if the numbers were more you would have definitely done that in IIT Bombay X but since the numbers are less feel free to use any platform that you would like for questions regarding evaluation of mentee performance please come to the YouTube stream of evaluations that we will talk tomorrow learn from that and maybe do a discussion within your groups to identify how can you effectively do mentee evaluation so we will be so if you have any more questions please feel free to use the survey that we will create a new survey for third week we will be opening up that survey tomorrow for collecting questions for the next set of office hours please feel do the survey by Wednesday because we will be consolidating all these survey questions whatever you ask till Wednesday afternoon we will consolidate that and we will address that in Thursday's interaction all the questions that come after Wednesday afternoon we will address it in Friday's interaction so the survey module will be up till Thursday afternoon all the questions that come till Wednesday afternoon will be addressed in Thursday's interaction office hours session and all the questions between Wednesday afternoon and Thursday afternoon we will address in Friday's interaction session so thanks a lot for all the people who have logged in via a view as well as YouTube stream these questions or these videos of office hours again will be uploaded in IIT Bombay in a short time you can if people have missed out please feel free to access these office hours again see you all next week Thursday from 2 to 4 where I will be addressing lot more questions thank you all


The SubGuru app. Get in touch with SubGuru anytime, anywhere. Find profound answers to burning questions with insightful videos and articles. We need to understand the source of all our problems are within us. And if we want solutions, they are within us, nowhere else. Yoga for health, directional movement. Meditate, guided by SubGuru. Search for Isha programs and events happening near you. The SubGuru app also available in Tamil and Hindi. Your one-stop access to SubGuru.


Hello, this is Laptop Media, and today, we will show you how to open the AMD version of the Lenovo IdeaPad 514 and what's inside of it. To access this notebook's internals, you need to undo 7 Torx head screws. Then, pry the bottom panel starting from the back. Please remember, it would be of great help to us if you just hit the like button and subscribe to our channel. That would motivate us to make even more and better videos for you. Inside, we find a 56.5 watt-hours battery pack. It lasts for 12 hours and 30 minutes of web browsing, or nearly 11 hours of video playback. To take it out, you need to unplug the connector from the motherboard. Then, undo the two Phillips head screws, holding it in place, and untangle the speaker cable from the bottom part of the battery. Here, the memory is soldered to the motherboard. You can get a maximum of 16 GB of DDR4 RAM, working at 3200 MHz. Storage-wise, there is 1 M.2 PCIe x4 slot. Weirdly, there is something that looks like a second slot, but no official information says that it uses 2 M.2 ports for storage. The cooling comprises two heat pipes, a fan, and some metal heat spreaders for the VRMs. If you'd like to see more disassembly videos of the latest notebooks, we would highly appreciate if you hit the like button and subscribe to the channel.


Strawberry, local strawberry. Delicious, delicious.  I'll be right back. I'll bring the flower here. Oh, ghost face, you got a cookie from the store. It's going to take about 20 minutes to, well, 30 minutes to an hour to kick in. Looking at the patio trying to figure out what we're going to munch on. Very delicious. Love the socks and sandals, thanks. Black currant. Black currant. So good. Wow. So good. Strong flavor. Now the guy loved that flight in the boys. It's not as warm as it was. That's why I'm wearing the sandals. Currently munching on some salmon. Salmon is delicious. Salmon season big time. With the winds picking up, even putting in a torch lighter. The flower stays really nice. It's refreshing. The flower stays refreshing. I don't feel like they taste good. No, no, they taste super good. And there's another one here. They taste super refreshing. Like super delicious. That's the thing with this, what's this called? Oh, where's Cheryl? Cheryl knows the names. These guys, let's see if they'll focus. It's everywhere in our garden. And they taste refreshing. You can eat the leaves as well. And then when they give seeds, their seeds taste like, this is the leaf. Their seeds are, taste like what's that stuff you put on salmon? What's it called? Oh, man.  This tastes spicy, by the way. Capers, yeah, yeah. The seeds of this taste like capers. Thank you very much ghost face. Punisher mass, nice patio chicho. Looks relaxing out there. Yeah, fantastic man. Starting to spend more and more time here. Very nice.


This is Mike with the 21 report. We're behind the scenes in Orlando, Florida, Florida for the 21 convention 2017 10 year anniversary event. I'm here with Hunter Drew from the family Alpha Hunter. Welcome to the show and thanks for being here Hey, thanks for having me. It's been awesome having you man And you just spoke and we're gonna get into some questions here But before we do that I wanted I was wondering if you could give us a like a brief overview of your talk And why as you chose to talk about what you did so When I first came down here I had an entire speech set up based on family and marriage and how do you maintain you know that you're masculine in marriage basically and When I got here after talking with the guys, you know, we were down at the the barn You know shooting the shit and I realized that's not the The company we have you know, that's not where these men are coming from they're not coming entirely from you know Marriage they're not coming entirely from single life You know LTRs and whatnot. So I the day before my speech. I decided to change the entire thing towards authenticity. So I'm writing the speech while I'm watching, you know, rollo and those guys up Socrates and I decided to write about authenticity and how do you maintain your mission and your version of masculinity in society? Awesome.  I wanted to ask what was your biggest lesson that the Navy taught you?   So do it the due justice and give it the due diligence It needs, you know be present make time, you know that yeah You mentioned in your speech a little things about just like if you've had a long day at work and Your son comes up to you and he wants to go play catch. You just got to you got to do those You got to do it.  You've got to invest in them. You've got to stop. It's not about you That's the beauty of being men, you know, we have that limitless reserve of energy that we can just bring to everything It is that we do So on that same subject of fatherhood, what is the biggest mistake you see father's making today? The biggest mistake is Clearly they feel they made it once you become a father, you know, they're like, oh, I made it I can relax now, you know, your kids they're gonna follow the example that you said not the advice that you give them If you're sitting back and relaxing if you come home every day from work Monday through Friday saying I need to relax And you change into t-shirt and gym shorts all your family sees is relaxed you They never see the go-getter at work. They don't see the motivated guy who's driven to earn the paycheck They only see you at home tired and relaxed. What example you setting for your kid You've got to you got to continue to go you're never there It's just self-improvement to the grave and bringing them along during that process. Yeah, it's like it never ends There's always another challenge that comes so one thing you mentioned in your talk Which I really liked was the concept that this whole convention was founded on which was the ideal map One of the questions I want to ask you it might be a difficult question But what would your definition be of not just a good father not just a great father, but the ideal father? So that's actually not that difficult. No, no So the ideal father is the genuine father. It is the authentic father It's the father who isn't putting on a show or isn't trying to become their kids friends You know they're living their life and they're maintaining that standard and they're setting the example That's gonna allow their children to do the same, you know, they're present They have boundaries that they enforce They don't just give their child everything because it's not about just giving you've got it You got to prepare them for the world and I have a son and a daughter. My son is eight. My daughter's five. I raised them Equally, but not the same. I'm very fair But my son I kind of give him more freedom than I give my daughter because he's a man He's he's going out there. He wants to explore. He wants to do those things, but I also have a higher expectation He's got more chores to do. He's got more work that he has to do on his end But that gives him freedom my daughter. I'm a little more strict But I allow her to to express her feminine beauty, you know, I allow her to If she wants to go in my garage and draw on her chalk all over the floor, I let her let her express that artistic side Let her express for as long as I can I've got a filter all the societal you know input and I've got to just protect her from that and let her be her Let my son be him and I keep it fair, but different So just to kind of rewind before you came a father Was there someone who like where did you learn all this knowledge from was it from maybe your own father or another? How did you come to this kind of awareness of how to to be that father? That's a solid question. See that's a difficult question. Yeah. Yeah, so my dad was a Navy man So I grew up with you know, very strong work ethic You know, my bed had to be made tight if it was not tight I wasn't going anywhere for the rest of the day I wasn't allowed to hang out friends if in the morning my bed was made too loose So that built a very strong work ethic, but he was always deployed So he didn't teach me about the other sides of masculinity So I kind of cherry-picked and that's what I do if you look at my Twitter every person I follow They're all authentic and what it is they're bringing to the table I've learned from a young age because my dad was gone how to choose strengths from people and make them my own So to get where I've gotten now It's I'm standing on the shoulders of giants and I'm continuing You know from from Anthony from this from us right now like I think it's amazing what everybody's doing here Yeah, and I'm picking little things all your skill sets. I'm like holy shit like This is really impressive what you guys are doing and this is the next evolution Of the man is fear we're in person like we can touch, you know There's no electronic medium here, and that makes the message that much more impactful So that brings me on to something I want to ask next which was this was your first time speaking at the 21 convention How have you enjoyed the experience so far? Like I was telling you before we start recording. I am having a blast I mean, I'm able to talk about the things I want to talk about You know these guys I'm able to reach the guys and sit down and have a drink have a meal and Let them know like hey, not only am I authentic.  No nobody is alone in this in this walk. We're all walking There's different paths that we're walking, but we're all walking and we're all here for each other So Hunter before we kind of wrap this up if people at home want to learn more about you Where's the best place that they can go? So I run the blog the family alpha comm at that site and I'm pretty active on Twitter So and what's your handle on Twitter the family alpha awesome simple easy guys don't mix it up So with that We'll wrap this thing up now and Hunter. Thank you so much We really really have enjoyed having you and would love to have you back again So for those watching at home, you can actually watch Hunter's talk Exclusively get first access on 21 University comm all by clicking in the link underneath this video This has been Mike with Hunter drew for the 21 report. Thank you


Hello, and welcome to this presentation of the STM32 Independent Watchdog. It covers the main features of this peripheral, which can be used either as a watchdog to reset the device when a problem occurs, or as a free-running timer for application timeout management. The Independent Watchdog is used to detect and resolve malfunctions due to software failures. It triggers a reset sequence when it is not refreshed within the expected time window. Since its clock is an independent 32 kHz low-speed internal RC oscillator, or LSI, it remains active even if the main clock fails. Once enabled, it forces the activation of the low-speed internal oscillator, and it can only be disabled by a reset. One of the main benefits for applications is its ability to run independently from the main clock. The Independent Watchdog offers a wide range of timeout values, from 125 microseconds to 32 seconds. It is clocked by a 32 kHz RC oscillator, which cannot be disabled when the Independent Watchdog is enabled. It generates a reset when the program timeout value elapses, or when a watchdog refresh occurs outside a program time window. This window feature is optional and not present in all Independent Watchdogs. It is possible to enable automatically the Independent Watchdog after a system reset. It is possible to define the behavior of the Independent Watchdog in debug, stop, or standby mode. The Independent Watchdog registers are located in the core voltage domain, while its functions are in the VDD voltage domain. Two clocks are needed. The APB clock is required in order to access registers. The LSI clock is required for the functional part of the watchdog. This architecture allows the Independent Watchdog to work even in stop and standby modes. A programmable 8-bit prescalar is used to divide the LSI oscillator frequency. The 12-bit down counter defines the timeout value. The STM32H7 microcontroller includes two Independent Watchdogs, or IWDGs. IWDG1 is dedicated to CPU1 usage, and IWDG2 is dedicated to CPU2 usage. For each Independent Watchdog, it is possible to select the hardware or software start via option bytes. For each Independent Watchdog, it is possible to select if the watchdog will freeze when the associated CPU is in debug or core halted mode. Please refer to the microcontroller debug unit, or DBGMCU description, for details. The control of the behavior in stop or standby mode is common for both Independent Watchdogs. When OTP freeze stop is activated, the Independent Watchdogs are frozen when the system is in stop or standby mode. When OTP freeze standby is activated, the Independent Watchdogs are frozen when the system is in standby mode. Both Watchdogs are connected to the APB4 bus of the D3 domain. Both Watchdogs can perform a system reset handled by the RCC block. This diagram illustrates how the Independent Watchdog operates. When the down counter reaches zero, the Watchdog reset is activated. This happens when the application software did not refresh the window watchdog on time. If the software refreshes the watchdog while the down counter is greater than the values stored in the window register, then a reset is generated as well. To prevent a watchdog reset, the refresh must occur when the down counter value is higher than zero and lower than the time window value. The Independent Watchdog hardware is enabled by the device's option bytes. If the hardware mode is enabled after every system reset, the watchdog automatically loads the down count with 0xFFF and starts to countdown. The pre-scaler is set to zero, providing a division by four on the input clock. To prevent any reset, the key register must be refreshed at regular intervals before the counter reaches zero and within the time window if this option has been selected. Considering that the LSI is at exactly 32 kHz, the application has about 0.5 seconds to refresh the IWDG before the generation of a watchdog reset. The IWDG software start is configured in a few steps. The first step is to write the key register with value 0x000CCCC, which starts the watchdog. Then remove IWDG register protection by writing 0x000055555 to unlock the key. Set the IWDG pre-scaler in the IWDGPR register by selecting the pre-scaler divider feeding the counter clock. Write the reload register IWDGRLR to define the value to be loaded in the watchdog counter. After accessing the previous registers, it is necessary to wait for the IWDG SR bits to be reset in order to confirm that the registers have been updated. Two options are now available. Enable or disable the IWDG window option. To enable the window option, write the window value in the IWDGWINR register. Otherwise, refresh the counter by writing 0x0000AAAA in the key register to disable the window option. The IWDG timebase is pre-scaled from the LSI clock at 32 kHz. The IWDGPR pre-scaler register can divide the LSI clock frequency by 4 up to 256. The watchdog counter reload value is a 12-bit value written in the IWDGRLR register. A formula can be used to determine the independent watchdog timeout. The independent watchdog time is based on the LSI period and its pre-scaler, as well as the selected watchdog counter reload value. Note that the reset and clock controller or RCC of the product provides registers giving the source of the reset. In that way, the application can check if a reset is caused by an independent watchdog. The IWDG can be active in all modes except in shutdown mode. When the product exists from shutdown, the IWDG registers are set to their initial values.