Today I am going to present essentially a case study of my experience with one MOOC. My name is Uday Gaitonde, I am a Professor of Mechanical Engineering at IIT Bombay. A good friend of Professor Fatuk right from our PhD days and that is one of the reasons why I am here involved in this workshop and many of Professor Fatuk's recent endeavours. This is typically the structure of my talk, I will say something about which course I offered as a MOOC and quickly why, then mention about what is common with our normal teaching, when we teach a subject in a classroom, we have some background, some preparation. So between that and a MOOC version of the same subject, what is common and what is different and then the nitty-gritty of what was involved in the preparation of my course, how was the creation detailed out, how was the operation executed and finally perhaps an important thing is my personal view on that whole history of offering a MOOC. A similar talk I have had to give at various places because perhaps in India IIT Bombay was one of the first organization to offer MOOCs, now there are many others organization and super organizations which are getting into it. So a case study of something like this is of interest to everyone. So in a way this is the fourth time I am offering it, third time formally and one time I have done it informally. Every time depending on the background of the participants I have to edit a few small things. Now the course I offered was thermodynamics. The reason being that is one of the favorite courses which I have been teaching since I joined on the faculty of this institute. What only is it favorite? I have enjoyed teaching it of course initially to students but then in the Eklavya NMEI city endeavor I have even taught it to teachers. It was not the same subject taught but what was discussed in those two week long internet based workshops where how to teach thermodynamics to engineering students particularly mechanical engineering students. So rather than a teaching of a course it was sort of a lecture demonstration of how to do good teaching of a course in thermodynamics. The course number for that course in IIT Bombay is ME209 and the first formal recording of this course was in 2009 in the July-November semester and this was through the NPTEL program of MHRD and the Center for Distance Engineering Education program CDIP of IIT Bombay was the IIT Bombay Academic Unit which helped with that recording. And this was my first exposure to formal recording of a course, editing it and making it available. So although it was informal these lectures since you know a lecture in an unedited form was available within an hour or two of my actual lecture being over. Edited version was available within a few days of that and transcripts were available quite sometime later and anybody from anywhere inside the institute or outside the institute could make use of this course. And I have been continuously receiving by email questions that means slowly this has percolated to students and teachers so I know that people are looking at it. Maybe CDIP had statistics of how many people latched on to that course but I have not really looked at it. Then the demonstration to teachers, so Professor Fatah had a project called Teach a Thousand Teachers TTT and in that in 2011 June a two-week program was conducted. There were some 33 centers and some 800 participants distributed over those 33 centers. And then about a year, year and a half after that I think from January 2013 the scope was expanded it became Teach Ten Thousand Teachers, so the T10KT and the first in the Teach Ten Thousand Teachers was also HEMI 209 because that was the demand after the exposure of many teachers and their colleagues and by word of mouth it spread. So although I did not have 10,000 teachers I had something of the order of 7,500 or 8,000 teachers. The number of centers went up from 31 to 167 and the spread across India also was wider. Another reason for teaching this course in the MOOC mode is that it is my home ground so I am very comfortable while teaching this course and when I talk to others and try to you know entice them into offering their course as a MOOC, one of the resistance from them was that look I am not yet very comfortable in teaching that course. And I think perhaps that comfort level should be there before you take up MOOCs because now your audience is very, very wide. You may get questions and comments from any part of the country or even the world. So for some this comfort level develops maybe after two times teaching for some maybe it will take more. I cannot tell you when it developed because I am now a veteran of teaching thermodynamics so I did not even realize when that I could say that I am now really comfortable in teaching this course. And another reason which sort of happened and I realized it more than half way through is I had good backup in faculty colleagues because you know when you commit to teach a course that is anytime six months before the course starts and once you commit it the recordings have to take place the course has to be executed so something happens to you in between. There has to be a backup who will come in and execute the remaining part. It may not be maybe the recordings are over but if for some reason if you are not available for answering the questions or taking care of any glitches somebody else should come into your shoes. Another reason for faculty colleagues not as backup but as co-instructors is this recording and executing is really intensive work and if one can share with appropriately with an appropriately to colleague then your comfort level will be higher because in between there will be periods of a bit low activity for you. Doing something concentrated over 12 weeks is difficult but if you say 4 weeks then a gap or low activity for 2 weeks another 4 weeks that is much better. It is like having some sort of a in semester break or a vacation in our school calendar. It so happened that of this 12 week program for ME209 the way we laid things out I taught the first 4 weeks a colleague Professor Atre taught the next 2 weeks. Weeks 7 to 10 again 4 weeks were taught by me and last 2 weeks were taught by another colleague Professor Bandarkar turned out to be like that but then I found that the 2 weeks of Professor Atre in between was real relaxation for me. It does not mean that I could run away and spend those 2 weeks in Timbuktu for example but the fact is I do not really have to worry about the integrity at every hour that itself is a relaxing feeling. And another thing about this backup is although I tried to be ahead of the recordings by about a month and a half during recordings I had an attack of flu and sore throat 3 weeks of recordings were lost because you know in a small classroom even if you have a sore throat you can have a glass of warm water with you and go through the class. Your sore throat will not be noticed, students know you can get away with it but in a recording your voice has to be perfect, a small hoarseness, a small cuff or something like that and no the recording is not done, the recording boss is sitting behind us and if he says no or even if he says the color of this shirt is no good you have to go home change your shirt and come back. So because we are not savvy in technicality, we finally they are the recording studio bosses are responsible for the technical quality of recording not the academic quality. So you have to go by them and hence take care of your physical goodness particularly voice. Now what is common with normal teaching? I think the preparation is common, the basic preparation, the academic preparation is the same. So what I call brainware which means everything in the even including in the second bullet whatever you have write on paper that is notes, text, reference material, reading material, exercises, these are all the same you have to have this set ready before doing that but I call that brainware because in spite of this set for teaching anything something remains in our brain it never gets put down on the paper. You have all your notes, all your text, your colleague is has taught that this is all the material start teaching. The way he or she teaches will be different because the brain part of yours remains in your brain that it is very very difficult to transfer that to somebody else. So that is common. Now the last two items homework assignments are common but only a part of those could be implemented in MOOCs as MOOC stands now, we will come to this detail later. Again the examinations the type of examinations which today can be conducted in MOOCs or through the MOOCs video are a bit restricted compared to the various types of examinations that we have in our schools. So that is why I have said homework assignments and examination. The commonality is only in part, now what is different? Now when it comes to the actual classroom work, classroom act things become different, evaluation becomes different, interactions become different. So the first thing is the method of delivery is entirely different, classroom is like this I am physically in front of you. By looking at your faces now I am not used to you as a heard here but my normal class of students after a few lectures I know who are the students who are really interested in it. They usually sit in a small group, center, front, I think that happens in every class. From their facial expressions, from their body language you can make out what they are thinking, whether they are absorbing at the proper rate or are they lost, shall I go slow or are they getting bored, shall I skip something and go a bit fast. This consciously or subconsciously happens because we have the people in flesh and blood and we can read through their faces what they are thinking, all of us or most of us are teachers and we know this, this does not happen, the recording is in front of a camera, after this you will visit the studio where most of these things are recorded. It is just a small room with a camera in front of you, two technicians sitting next to you but they are not in the view of the camera. And you have a laptop, some other you know electronic capture material, some models may be in front of you, that is it. So, when you say you are, and that is not a very comfortable feeling, I know the way I give lectures, my intonations, my behavior is definitely different when it is recorded. For example, my 209 recordings, they were in front of a class of something like 100 students, the camera was roughly at this distance, not at 2 meter in front of me. So I forgot the camera, the camera was not intruding at all, although instead of a blackboard I used a whiteboard, everything was here, even my hand could be seen and is recorded because there is just a camera here and it records everything.  So that is a different thing and it will take quite some time for one to be comfortable with the camera. I think only great actors like Amitabh Bachchan and others are purely comfortable in front of camera and other technicians. We are not and it will take us a lot of time to become you know think of the camera as a student which I do not think is very easily possible. And because of that the style of delivery also changes. See in a classroom you expect interruptions, either some student will raise a hand confidently or hesitatingly or you know you will find a group of students so confused in their faces that you realize that look they are itching to ask you a question, here it does not happen. So you know if you suppose a particular class is of typically here our lectures are 55 minutes duration. But if you record 55 minutes and edit it it will come to only about 45-48 minutes because in between you spend some time in erasing the board or if there are multiple boards pushing something up and down you will spend some time in you know checking something stopping for breath maybe for a sip of water. Nothing like that happens you just talk talk talk and that is another feeling of course we make it shorter clips not 155 minute oratory. But it is not a very comfortable feeling because you are just talking and you are not getting any feedback there is no interruption so you have to interrupt yourself. You can stop anytime have a drink of water or go to the toilet and come back within the editing team will edit those things out. The interactions with students they get lost here they are totally offline and hence they are impersonal. Nobody can come and talk to you and you sit in some corner or on a staircase or on a ledge or under a tree and explain things that thing is just out of question. Thing is by as if you are talking to someone on Google class or Facebook or earlier Orkut or whatever that sort of thing and hence quite often you don't even you know you will hardly ever see the student and we don't have the patience to go to his registration page and find out how he or she looks like. Sometimes we don't even know whether it's a he or a she because they give names like one name in my course is Pergatorio another name in my course is Gen X EDX it doesn't matter what it is somebody call himself Richard Nixon if nobody else has registered himself as Richard Nixon why not you register yourself as Richard Nixon. But the main difference and a major weakness as things stand today is examinations because of this massiveness and the requirement of providing very quick almost instant feedback all questions for all parts of examinations are today expected to be machine evaluated and that means what we call in our normal terminology multiple choice questions I will show you some illustrations but we know that not much for only a part can be evaluated using such questions I mean you ask for a theorem to be proved in geometry for a modification of that called a rider in geometry there is no way that can be submitted and evaluated because a machine cannot evaluate it a human can evaluate it if in a chemistry thing you ask for how will you prepare some compound it will have to be described out that cannot be done you have to turn it into what is the first step list out six options select one what is the second step list out six options select one and that means you are giving away half the answer because when you just ask student can you know you ask for preparation of sulfuric acid he can he is free to write the preparation of potassium permanganate here even if you want sing and not prepare potassium permanganate when you come to subjects like languages or history where you write essays verbal description happens even in biology biology with sketches there is no way machine can evaluate it and hence in today's MOOCs these things are not as part of this in thermodynamics you like in a physics numerical problem or a chemistry numerical problem or a math geometry problem you start with some figure some assumption some construction then step by step no way it can be done I tried to convert it into saying these are the four figures which is the most appropriate but you are giving away more than half the answer which assumptions did you make list out seven eight assumptions maybe three of them need to be made to proceed but when you list out those three the three one that is more than a hint for more than 50% of the students so the examinations are the major weakness interactions are the minor weakness now let me come to the nitty-gritty so this is preparation creation operation that part I am starting now some disclaimer my experience is one experience that was my first experience so this is take this only as a case study and not some standard stuff to do also this experience is on a platform called edx IIT Bombay have a contract with them for various reasons with professor Fata explain however when you start on the Indian platform Swayam at least to begin with things would be very similar because Swayam is to begin with more or less a clone of edx we have taken the software from edx and we have started editing it initially the editing is essentially cosmetic in the sense instead of edx logo we will have a Swayam logo instead of English only as a language maybe you will have an option of English and Hindi to begin with and then maybe other languages will follow but as things progress Swayam will become slightly and then significantly different and for that the feedback from us will be important so first we will all of us will work with whatever is available today after today after this there is a big discussion session on the net with the edx manager because my thermo course is over say over over and half session give providing feedback you will ask me question but I already have some 3-4 pages of what should be the changes really so whenever you do something what is available you have to live with but what you want you have to start demanding that because then the managers and the software people will slowly start implementing which last feedback with the program manager of that edx platform that is for the edx platform feedback that is one of the standard thing in the closing part so anybody who runs a course will have to do that yes anybody who runs a course on edx it is like an exit interview for that course for the teachers okay and for any endeavor any project of any kind may be building a house or getting married or any type of project at the end you have to have a review what happened what happened well why what didn't happen well next time if you have to do it again how would you how different would you do all that and what comes from the as input from the other side or is this only an exit interview in terms of what you did I don't know this is the first time but this is like an exit interview or the closing comments or the conclusion what next what for the future if you were to do it again in what different way would you like to do it's a good idea so I hope even in our implementation this feedback from teachers feedback from students is always there but that is more at the academic technical level this is at the implementation level because if you want MOOCs to be successful we want more and more teachers to come on goal so the comfort level for teachers should go on improving for that such a feedback session is going to be very important so the pre-pre-preparation is the course announcements typically t is the zero time and the course starts typically six months before that but you can start preparing one year two years in fact much of your preparations if you are going to teach a course which you have been taught is already there the brainware and other stuff is already there you may have to reformat it we'll come to that but this is the course announcement to the outside world it will be on the svayam platform in my case it was on the edx platform now because the announcement is on the web just the way you have a trailer of a movie or the pilot episode of a serial you have to create what is known as an introductory video and this is about two minutes in duration you have they have seen my video so you know what that introductory video is it's a jhalak of what is expected some people will be you know decided and will not register but maybe more will register in my registration graph I will show it to you when the introductory video was put up there was a change in the slope of registration and one month before that when a email massive email went to all people registered in edx there was another significant rise in the slope and then you have to create your team of colleagues and primary teaching assistants will help out with solutions making new exercises modifying them cutting pasting editing the teaching assistant so technical assistants as early as possible because the earlier they you get them on board your comfort level will be increasing labor will get distributed making in the model vis-a-vis this last statement that you made in the case of higher education course of the IIT kind you can straight away ask for a teaching assistant to be available obviously none of my colleagues here are going to be so we are looking at the possibility that this is a group affair rather than being a individual person championing the course and we have also worked out a distributed mechanism where once the draft course becomes available from a team of people it is shared with a larger group of fellow colleagues in that same subject and that that forms the review team instead of teaching assistants you may call them teaching associates whatever so I am just trying to point that out here as things happened that does not mean they have to happen again exactly like this this is a case study learn from it and modify as needed the second part of preparation is what I call the brainware the real meat of the subject this will be available unless this is available you won't sign up for a course then remember here everything has to be electronically transmitted see usually in our school teaching or even college teaching the whatever is taught is just verbal whatever it shown is usually sketched on a blackboard or maybe whiteboard nowadays there may be a few slides but I think slides come into picture only when you go into the post 12th thing up to 12th I don't think slides and videos are very significantly used models are used definitely but here all your slides models etc have to be in the electronic format even you can write I will show you a demonstration of this writing you can write but that also has to be prepared it will have to be electronically captured and sent and because of this you can create animations and videos as per your requirement and that is why you have to have at some level here we have locally but at the all India level maybe you will have some centers where significant animation backup and expertise could be available now you will have a set of exercises they may need to be modified because of the larger distribution so you know for example in my typical exercises we never worried about whether an exercise is small or large in this particular case the students expect more or less uniform difficulty and uniform time in each exercise so larger ones need to be split into two two trivial smaller ones just get them either combine them or neglect them things like that the quizzes examinations also need to be modified just as I said earlier because many of the parts of our quizzes and examinations you will not be able to implement in the MOOCs as it exists today and that is a sore point even with me but the remaining part you will have to convert into either click one of many figures or just enter a small number or write a formula or select one of many say true or false or select more than one out of many such something which is machine evaluated. The third one is to fit this into the MOOC the EDX or the Swayam structure and here you know when we typically teach a subject we say look I have 40 lectures of 55 minutes at the school level it may be different but so many minutes and so many lectures for teaching that subject and we laid out so many hours for this so many hours for this here a similar structure but because it is recorded we typically have three or four levels available to us and in the initial Swayam structure these are known as section, subsection, unit and subunit. Now this is either will be given to you soon or will be electronically transmitted to you there is a four level structure here the what I mean by this course is the complete subject the first level is sections this could be something like major parts or chapters or units in yours will have this something like that because in EDX everybody makes the sections as weeks maybe with some names or sometimes without I try doing that more or less is okay but need not think in terms of weeks because there will be some chapters which will be over in one week maybe less than one week some chapters may need more than one week. So it is better to talk in terms of for example triangles could be one section in geometry or factorization of polynomials could be another section in algebra or work and energy could be a section in physics it is for you to decide these are major chunks and a particular subject is expected to have around 10, 15 sections do not make it too many thermodynamics had 12 sections. Now each section is partitioned into a number of subsections and you can say a subsection is typically a lecture or a major part of a big section and for example you could call it in triangles congruent triangles could be one section or similarity of triangles could be another section some theorem regarding triangles Pythagoras theorem for example could be one section physics kinetic energy could be one section it depends on major part minor part now beyond that in each section you have two levels a unit and a subunit. I find that the four levels are a bit too many one can essentially do with three levels the section subsection unit the subunits are actually a unit within a unit we hardly ever used it but we used it when we found that recording something in one go is difficult. So instead of a 20 minute video you create 4, 5 minute videos or 2, 10 minute videos those could be subunits they are logically essentially one part but for some physical reason they are separated. One place where the subunit was useful was for discussion forum at the end of every unit you have a subunit saying this is your discussion forum whatever you want to whenever you want to ask a question go there and ask a question. The subunit is essentially a small item like a video a document to read a quiz to attempt for a forum to participate. I have asked that copies of this made available to you. Coming back to our then in our typical school thing the examinations are pre-decided either semester what examination Abdul or semester 2 examination maybe 1 or 2 big semester examination or a reasonable number of so called unit tests. Here the school calendar does not matter your calendar matters and depending on the partitioning that you have done depending on sections and subsections you can include quizzes and examinations. If you feel like after every subunit you can have a small quiz or you can have a bigger quiz at the end of a section. You can have and you do have a big final examination at the end of the course but in between you can have a midway examination for the course it is the structure is totally left to you and the location of this and the type of this quiz and the fora for discussion is totally left to you. The type of discussion and the level of discussion is entirely different but the reason for that is not just MOOC and non-MOOC the reason for that is. No I am only looking at the time break up so will this be corresponding to let us say one complete semester course on thermodynamics. Yes. Yes. It is. What you call a course is one. 40 lectures of 55 minutes each lectures come tutorials one big three hour examination at the end work roughly 30 to 40% of the weight and in between I generally do not have a mid semester I have some six or seven quizzes typically once every fortnight but mid semester timetable is available people do conduct one mid semester and one or two quizzes before that one or two quizzes after that. But in at least in the EDX scheme of things one subject it is supposed to be one subject one course it is supposed to be one subject taught in one semester but we can change that in svayam for example you know instead of geometry for nine standard being one full thing if the geometry of nine standard I do not really know but suppose it contains properties of circles properties of triangles and properties of parallelogram and you could have a small book on just properties of circles level nine standard properties of parallelograms level nine standard and properties of triangles level nine standard you may have something with properties of circles level six standard that could be another course rather than a full you know at six standard mathematics is mathematics it is not split into this the split begins at nine tenth level. So the choice is ours it could be even in EDX there are courses at small as three weeks and as long as twelve thirteen weeks in fact when I propose this twelve week course there was tremendous pressure from EDX to split it into two and me and my colleagues spent a week two weeks trying to do a formal split but then we decided no it is not proper to do that so at least for the first rendition which is now complete we put our foot down and saying single subject twelve weeks but I may change my view based on the feedback next time. Typically when we look at our syllabus document which sort of governs you know how many periods are allocated for each unit of content typically of the order of fourteen periods fifteen periods is what is allocated for each of those periods which corresponds to about two to three weeks in any case so we could perhaps consider that as one yes it can be but what could be the shortest one three weeks no but three weeks means how many how many students are in this class see typically three weeks of a typical subject being learned so in a even in a school I think six or seven subjects so one of them for three weeks is I think a good enough module now because it is on the web you need to have transcription because the recording of our audio may not be perfect for our pronunciation may not be easily understandable by people is particularly true when my thermo course or EDX courses go all over the world okay and there have been complaints saying the Indian accent is not suitable for this country and that country and hence transcription is made available sir in ten twelve days standard some topics are very large single slit say defection is very long so in short terms how to make it that that is left to you that is left to you I can't give a prescription okay it's a 40 minute period may be I'm you go poor I can't do it because topics are so hot actually then you have to think and I had to think because the typical video here is not supposed to exceed 15 minutes but that doesn't mean that in 15 minutes everything has to be complete for example the big proof I take for example the proof of the Pythagorean theorem the Pythagorean theorem what the theorem is about can be explained maybe in 10 to 15 minutes that will be one video then the basic idea how are you going to approach the proof there are three different three or four different ways of proving Pythagorean theorem so maybe depending on the level he could just talk of one method or depending on the level he can say these are the four different approaches but I am going to look at this approach that could be the second video then the basic idea and construction there is one proof in which you draw squares on the three sides of the right triangle that could be one video maybe seven eight minutes doesn't matter then the construction from the vertex across the hypotenuse into that square and then trying to now show that this square is equal to part of that big square another square that could be another in the actual area equivalent showing congruence of triangles etc could be one part in fact I had to spend I am coming to that significant time in restructuring and splitting my thing into this I will show you my course also if time permits now you will work with technical teams and particularly a studio team and what we call the MOOC lab team MOOC lab is something which you have visited already I suppose studio you will be visiting after this lecture not visited MOOC lab okay so you will visit studio and MOOC lab now recruit teaching assistant or teaching associates recruit or make available train them if required and this is common with our normal thing documents prepare as needed instead of making copies and handing out you will make PDFs put them up on the website for others to download now in the Indian case you apart from transcription you will have translation also perhaps so that's going to be an added thing for transcription here we used a commercial software called Dragon I have to train it by reading out some of its standard passages and then reading out some of my passages and providing the text to it it turns out that of the three faculty members here Dragon was very comfortable with my pronunciation the reason may not be that my pronunciation is very clear but the transcripts of my 2009 videos and the audio were also used as training so it Dragon had about 40 hours or 50 hours of training with my voice so the correctness was of the order of 80% 80 to 90% in case of a colleague professor Vandarkar just two weeks of work but it was good maybe 50 60% but in case of professor Atrey there is no reason it did refuse to when did not go beyond 30 or 40% so you know I don't know this I think this the thing was you are suddenly going up and then learning so that one should avoid like if your voice is fluctuating too much so the because it's a machine so and so soft see humans are very very tolerant when it comes to you know the up and down of voices frequencies and all that that's what we have learned machine is not now overall structure this is essentially what we do in this except that we have to have weekly updates and notices each and every video is a transcription I'll demo my course actually to you so you will see how the transcription was now this is course and outs are always there but remember that what we tell in class regularly here we can't say in a video so you have to have notices and put them up on the website how to behave well what behavior will be considered obnoxious and penalized how to behave on a forum and you know typically in a class you come on the first day of the week and say something about what is going to happen in that week here you don't say something like that but you provide a weekly update that is as a notice board every week you put up a new notice saying what is going to happen and what do you expect I'll also show this now this is the main thing this is now the nitty gritty although we are used to a typical class timing of say at the school level maybe 45 minutes at the high school or college level maybe 55 minutes to one hour the early moves their feedback is that the video should be of the snippet kind that is short 5 to 12 minutes the reason for that is the feedback from those the first a few renditions of MOOCs at various places is this and this is obtained using key loggers is that if the video is long people lose interest very fast so I have seen a graph being plotted if the video is 234 minutes anybody who latches on to it goes through it almost 100% moment is goes beyond 7-8 minutes people try to while away beyond 15 minutes people look at it less and less so somebody gives you a video of one over to look at 4-5 minutes you just sample it and go away so that is why it's recommended and I think it's a good recommendation that make it a snippets of 5 to 15 minutes aim around 10 minutes and what I found a good way to do is whenever we pause for breath or pause for or whenever we erase a bold and start something new perhaps that is perhaps a good point to stop a video and go to a video remember because it's a snippet the snippet need not be complete it need not have a full derivation need not have a complete proof but because because of our experience we must be able to split it into two or three at appropriate points where we tend to pause for some reason or the other maybe because at that time some student usually ask the questions or you have done enough thing on the board you need to erase it and start it I can't give you a prescription but something like this you'll have to do depending on your own subject and perhaps even your own style of teaching I am told this is very difficult to do when I went to Tata Institute of Social Sciences and they just threw up their hand this is no sociology once I start lecturing one and a half hours I have to talk there is no pause in between I said look I I know nothing about sociology but I recommended that that lady record the whole one and a half hours and then go through that again and again to find where it is possible and I'm sure she is going to after 10-12 minutes I'll be enough let me pause and think about it that's the way you should break the video so the video are not logical splits they are physical splits more or less if you can put in some logic there it's okay but even otherwise it's not made then we recorded our snippets they are in a very raw form with gigabytes of memory but the advantage of that raw form is it's very easily editable that's what my technical team tells me but it's not easy to handle and pass on and for me to look at on my home computer so they convert it into mp4 send to me I have to you always make errors while recording so you go through it re-record a part or make them correct something you may be you may have made an error while saying something you may have error made an error while writing something some of these errors can be corrected by editing some of these errors cannot be corrected in which that small part you will have to re-record see to it that you wear the same shirt when you inserted the shirt the shirt or your sadi should not suddenly become green to red for three seconds and go back to green some continuity is needed and then prepare the weekly structure and prepare the quizzes and examination I will show you the structure and again this PDF will be made available to you now this is week 7 of my course now the subsection names I have just called lectures but the title is for example here introduction to second law the heat engine temperature levels and performance parameters and reversible processes finally a quiz so this was the structure of that week so this is the section name week 7 subsections 1 2 3 4 the fifth subsection is a quiz the content subsections are 4 in the first subsection there is a unit called introduction another unit called the second law third unit called some historical comments fourth unit called the kelvin plant statement and in the first unit there is only one subunit which is a text something for you to read this is a document and it is a text which is provided to the students that is the introduction it is just what you say at the beginning when you start an entirely new topic then unit called the second law it has two subunits one is a video called the second law of thermodynamics and the discussion forum you will find that in most of the units the last subunit is a discussion forum for people to ask questions and discuss anything and you will notice that wherever there is a video for example here in this engines and reservoirs unit there are three subunits two of them are videos one below the other the third one is a discussion forum now when it comes to two temperature heat engines two T heat engines I have four videos one after another in the same unit four subunits followed by a forum and you look at the duration of the videos 11 minutes 26 seconds 7 minutes 7 minutes 7 minutes 5 minutes 9 minutes 3 minutes 10 minutes 9 minutes so that's the typical thing I have not aimed at a particular thing but I have aimed at something between 5 and 15 and in this particular week it's not very heavy in time because it is very heavy in assimilation the total time is about 1 hour 50 minutes but there have been other weeks where it has gone as much as almost 3 hours this is one of those lighter weeks at the school level maybe this will be lower than 2 hours this is at the college level professional college level so this tends to be higher there is no guideline about this but I expect primary school level this will be pretty low middle school it will increase high school junior college it will be still higher professional colleges it will be still higher the others are simply indices to keep track of this so this also is being distributed to you either physically so now you notice here that this is the basic introduction to the second law in karno theorem etc. comes in the second week of the second the second law required three full weeks so week 7 week 8 week 9 were devoted to second law in that I had to now when I teach second law I teach it as a continuum the 55 minutes end of a class it just a distraction I may even stop halfway through a derivation and start from that point next time just a one minute linking introduction here it's not that you don't worry about 55 minutes you worry about topic subtopic subsections and things so depending on your subject you will have to lay out and this is where a lot of thinking time is needed and you will have to spend that no prepare quizzes and examinations here also the main headache is you will have to give up some questions or some types of questions because they cannot be evaluated the way things stand today and other questions you will have to convert into a multiple choice format then this is technical pass the structure to the MOOC lab they prepare the transcript you check the transcript then okay transcripts go back to the lab and the everything is then uploaded and there is a set of beta testers that means students who are specifically assigned students or associate they go through it before it is really published to see whether you have miss made any mistake or some link is missing or something now when it comes to operation keeping track of what happens in any discussion forum is the main task because this is the interaction which one creation level one yes second one see once you create that structure and record it the recording studio will provide the recordings you have to ok them if there are any others you have to get them corrected similarly to transcripts are provided you have to go through the transcript reasonable amount of editing is needed so not only the teacher but his assistant help him out in that editing all this material is then passed on to the MOOC lab electronically that means you send an email this transcription is ok and then the MOOC lab the two ladies you see behind them dark red and light red or dark red and pink they do the job I don't even know how it is done and it gets uploaded on the site and because I am a teacher the moment it is uploaded it is available to me to the technical team and to the TA team before it is made available to the rest of the world and the TA team then becomes beta testers that means they go through the whole thing check out the videos make themselves a fool by giving wrong answers because you have to check out that the wrong answers are marked as wrong and the right answers are marked as right now coming to operation you know in a class a student is physically in front of you so he or she will not use an academic unparliamentary and diplomatic language they will not make of the track comments but that's not true this is like a Facebook you can say anything about anything even unrelated stuff so you have to see to it that unrelated stuff is deleted obnoxious stuff is either edited out or deleted and whatever which needs to be answered or commented on is commented on and this respond as needed this part it's something which is important because when somebody asks the questions or makes a comment with underlined or unmentioned but request for response you have to respond and sometimes somebody will make an incorrect statement either inadvertently or because he doesn't understand properly if it is totally wrong delete it and say that I am deleting it because it is totally wrong but it's a small mistake correct it you have the editing facility for anybody now weekly updates once or twice a week this is something like you put up on a notice when I show you my course that will be clear if you want to immediately inform something email facility is available it will reach even those who don't log in it will reach their inbox then just the way when we conduct a examination there is no such thing as returning the answer books because they get immediate feedback but if you find that a particular quick question has been answered wrong by a large number of students maybe you would like to comment on it so such feedbacks can be provided and assignment feedback rarely because even if they submit the assignment there is no way you can evaluate hundreds and thousands of them the third and maybe the final part of the operation is entrance survey in a school we know who the students are the attendance register even their background files are available in the office here you have to create a questionnaire to capture what is their background because when you go and teach nine standard geometry nine standard geometry students or math students are there here it's an open so anybody for my thermodynamic course I have said that typically this is a second year mechanical engineering course may be useful to others people who claim they were born in 1894 have registered people who claim they were born in 2014 are also registered nobody could claim in 2015 because there was a drop-down menu 2015 was not mentioned but if you were to leave it blank or provide up to 2 0 2 0 people would have been born in 2 0 2 0 also so that feedback you know take it with a big fistful of salt and finally create a final examination it's a slightly different format and at the end of everything review the work done this review we have started but there is a formal review today evening at 5 30 now what is the current status of my course me 209 x x is the nomenclature added by edx the x of edx comes there was a 12 week course it was completed nicely the final examination was last week 17 October to 22 October that also is over the course formally ended on 27th October till 27th October they could edit their names etc so that the certificates are properly printed the certificates I am told are being printed printed means created they will be uploaded on each person site you can download and print now finally my personal view of all this experience is not bad at all I don't regret at all having done this but nowhere near a one-man show I just could not have managed without the support of teaching associates teaching assistants colleagues and all that taken admin staff which is there actually there are is a big team I need to interact maybe only with four five six of them I was going to say and whenever I go I say hello sir good evening sir and these are not people of the student age so I assume that they belong to this team which is helping out with my course people assisting you with your course you simply are not counting them no but in an IIT thing you know normal course all I need is a room the duster and all that and my TAs are there colleagues are there but there is no take admin staff because here it is because it is recorded it is transcribed everything is electronically handled that is the that is the reason we need it no but that that anywhere happen this is the additional technical team for book see that what IIT provides any other school will also be providing that infrastructure is there but this is additional team for recording transcribing managing the whole the internet and web business that is the additional stuff now about the edx system I find the system is good no major complaints but of course like anything once you do it you find it could have been better and I have listed out quite a few things for telling them today evening the system is more user friendly it's not so teacher friendly but looking at that it is the students are the consumers so I shouldn't blame them for being the user friendly that's why I have no complaints in fact if I were to create something like this the first aim should be to make it the consumer friendly that is student friendly in this case but I would definitely try to make it more teacher friendly particularly from the point of view of being able to handle interactions and being able to handle evaluation the evaluation examination quizzes are the weakest point in this I've already said the first bullet and because it's an open forum the students make full use of the forum and particularly during quiz time you have to be very careful you know there are some questions we have to where you have to say true and false and one of the do and don't says that do not ever hint at the answer of a question but even then a student says in quiz three question one I take this and I got a wrong answer it's a true and false question so isn't it giving away the correct answer by saying I take this and I give a wrong answer so you know somebody has to sit there regularly TA teacher every few minutes or every few hours and any such thing has to be immediately deleted today it is not possible to upload any written material whether the essay type or a worked-out solution type that's a major weakness and even if it is uploaded there is no way a machine can evaluate the only thing is it's possible perhaps in a blended way where you upload something your teacher only downloads only your classes thing not the other things and evaluates maybe that is possible derivations proofs numericals numerical except you know fill in the blank type of numeric what was the terminal velocity of that ball as it fell down from the aircraft 102.4 meters per second 102.4 is what you mean that can be checked out but not how you arrived at that 102 point quizzes have to be machine evaluated or now one of the differences is that the student group is very diverse currently on edx there is no restriction on who can sign up and initially Swayam will also be like that and I'm not complaining it but this is a fact the required background of the student is not checked for example in second year thermodynamics second year engineering thermodynamics you expect that high school mathematics everybody is comfortable with high school physics everybody is comfortable with high school chemistry everybody is comfortable but if an eight standard students join he says you are talking about thermal energy I know nothing about it that we should not have registered for this course in the first but even then there are people I said there is a steam table if your value is not round value of temperature or pressure you may have to interpolate it immediately sir what is interpolation now this is expected of a 12 standard or a first year or second year engineering student but out there anything and because of this and because of some nasty comments made once in a while you get a feeling that your effort is going west in some sort of I think this is from Kalidasa Arasi Keshu Kavitva Nivedanam maybe a few of you will understand that sort of a thing happens that is you are trying to make somebody who just doesn't appreciate thing to understand the nuances of what you are teaching finally will I do it again the answer is yes but I'll do it in a different way I would definitely like a better system Swayam to begin with may not be but I am sure as time progresses you'll have a swyam plus or a swyam plus plus or swyam beta gamma data up to so long as it doesn't hit the omega barrier it's okay and of course from the evaluation point of view at least today the blended mode will be superior the weakness I didn't mention one weakness is evaluation the second weakness is what we have the tutorial or the problem solving sessions those you know where you are there but you have just given three problems you solve them and I will see where you get into trouble that sort of a thing which you do particularly in mathematics that is something that you just can't do here suppose we have got a five states so we'll assign every set you will be having more ten more teaching essentially going to the blended mode yes in some way or so then we will go down and then we will be definitely and I have already started talking to CS and IT people whether machine evaluation of worked out problems in thermodynamics can be attempted okay that's a big software project I was told but unless you start it you don't even know how big it is let me show you my course now this is my course page when you log in and latch on to the thermodynamics course actually when you log in to your edx this is what you will see but your home ground is your dashboard and on the dashboard you will see all the courses in which you have taken some interest by registering just for interest I have registered for so many but my own course is here because it's the oldest course now others are new ones of others this is thermodynamics because it is all over you have to look at only archived course archived means it is not live the major action is over and when you look at the archive course you will see the page which I showed you first and this is essentially the notice board this is the current notice board and this is the auxiliary notice board on this notice board I will go down this is the on July 28 one day before the course started on July 29 this notice went up welcome so this is the first notice we will put up on the notice board and after that roughly every week so you will find week 2 update something about week 2 something about week 3 then this is about week 4 then week 5 whenever there is a change of major topic or a change of instructor there will be something more otherwise things will be routine so every week there will be updates now near the final examination somebody wanted my paperwork to be scanned so there is an update about that final examination related updates some paperwork of professor Mandark again final examination certificate related we have created an exit survey so these are essentially notices which are put up these are the handouts so here this is also material available but not short enough to put straight away on the notice board so this is like you know notes on this subject are available please go to this particular room and pick up your coffee that sort of thing so this is about this course so this was put up in the beginning so what is this course about and all that then another is the contents of this course so this is the syllabus of that course similarly you have list of textbooks references grading policy the collaboration guidelines do and don'ts on the forum tips for success during quizzes then a big set of steam tables was used that was also made available on the in the PDF format and this is the right act pertaining to the final examination do this do don't do this when will it be open what is the deadline and all that ends with best of luck as usual now this is the main courseware page here you will see week 1 entrance survey week 2 week 3 week 4 week 4 I have expanded week 5 week 6 week 7 week 8 week 9 12 weeks final examination and exact survey so this is the main structure out of which the week 7 structure is something which I have shown you so there were introduction to second law the heat engine temperature levels and performance parameters reversible processes and if you click on this section now this is the subsection so now there are 1 2 3 4 units the first unit is just a document it says we are now halfway through this course we now begin an exploration of the second law of thermodynamics or something I could have made it into a video but that video would have been only one minute long so rather than a video I decided write it down it's just some 7 8 lines 8 sentences and be done with it now this is the second unit where I talk about the second law of thermodynamics and below that is the discussion forum now the scheme is this is the video window and on the side is the transcript and as I play the video notice that as the video progresses the transcript the current sentence color changes suppose you are looking at it again and you want to go somewhere else either click on that position the transcript will change or you click on that transcript the video will go to that position so it is interactive that way also for example you can go back and go here the video will go back if you think I am speaking very fast you can reduce the speed to 50% or if somebody feels I am speaking or you can even go faster so another thing is facilities are provided for downloading the video and downloading the transcript separately these are two different files download video is the video including its audio download video download of the transcript okay now the format is such that if in the same directory you have the video and the transcript and if you the run the video using any standard video showing software the transcript is in a format that it will come as subtitles in the video automatically here it is not happening because it is being shown side by side so you do not have to print and read the transcript it comes as subtitles there okay now here there is a discussion only one what is the meaning of thermodynamic basis nobody else responds somebody has put up something now it becomes difficult to keep track of these forums or fora because they are at the end of every unit the last subunit is this so the facilities made available that there is a discussion tap in which all the discussions are put together so for example this is no thanks like this pertains to if it pertains to something it will be shown here somebody has asked a question somebody has commented on it I love the professors I hate the professor everything will be there some errors are also pointed out so this is something about exact differential now when it is this will be on week 8 entropy 3 the question will be asked there all the discussion will be there but it is transferred here also automatically so a person like me doesn't have to go to all those different places and answer questions there is one place in which all those things are tabulated and if I respond to this place at this place a copy is also available it is directly linked now apart from that we made a calendar showing week by week when the material for a particular week will be released and when will be the deadline for that week's quizzes and finally when the final examination begins and final examination in fact this is something which we created and edx appreciated that now because I mean instructor this instructor part comes here if I am a student this instructor part will not be seen in the instructor part are all the administrative things for example I know some statistics who is there who are registered today mean up to today and all that I can send email I can see some analytics I can download the performance of a student or something I can administer students throw them off the course or register them or provide them different status and so on I will show you some statistics here now this is a recent thing which they have started now this is the statistics which they have provided this is the student enrollment in December 20 or 21 it was announced and immediately registration started now this first kick started when the intro video was put up but the main thing starts in month before the beginning this is 22 June when email goes out email goes out and then this is very near the start of the course the final jump then it gets more or less saturated now this is the enrollment the engagement is different notice here I have something like 9 and 19,500 students roughly 19,500 but you come to engagement engagement means those who are active those who have done at least some activity in the very first week 5,246 active students out of which 3, 2, 2, 8 watched a video 2508 tried a problem at least but after that you notice that the interest goes down and down and down finally in the last week only something like 1,200 active students and I find that something like 600 have cleared the course we define 50% as the performance so 600 have cleared the course if you compare it with 19,000 that's pretty small but if you compare it with those 5000 then it is about 10% out of 19,000 I would say 14,000 they just registered because at some time they felt like registering they never took interest actually these are the 5000 or maybe even less than that we are really interested in that course and did something so 600 or 550 passing out of 5,500 is 10% which I think is a good enough for the first MOOC attempt and another thing which is of interest is the geography worldwide see 164 countries represented that's pretty good I think the total number of countries is of the order of 200 I said because there are something whether you know China doesn't consider Taiwan as a country and all that happens plus or minus 102 will always be there 33% of students are from India 17% of students are from the United States the third one is a distant third Egypt but you look at the details 6367 from India 3255 about half of them from the United States now Egypt United Kingdom Brazil Mexico Pakistan Canada Spain Germany you name it the country is there Columbia France India reasonable number 2 and even such did we see Pakistan somewhere yes Pakistan was there 384 Iran 135 Venezuela Tunisia Ecuador and there are some countries where there is a presentation of just one Zimbabwe one Turkmenistan one so these are really small odd countries this is for the 19th year also you just it is a geographical information system so Canada is 377 Alaska is part of United States so it is 3255 Brazil 511 Peru 164 you even come to know where those countries are let's go to the Ebola range Nigeria 143 Mali 1 Algeria 102 Morocco 183 Libya 5 obviously but Egypt 573 Jordan 42 is Israel represented Israel 54 I saw Palestine somewhere state of Palestine 10 Saudi Arabia 95 okay so that brings me to the formal end of this as per this course means like one subject sir if a student in rule and completed this through examination and the certificate definitely providing by you people and only in the particular subject it is not your like one qualification right or a course see in what way the student is benefited so though he has gained the knowledge in that particular area no doubt but in what way it will useful in future see it is the same thing that a student who is not registered for a course okay goes through an excellent textbook solves all the problems what is his status after that that is the status after going through a MOOC course even if he goes through that very thoroughly you know he will claim that I have solved all the problems but for that claim to be accepted by someone okay then he goes to a teacher he said I have studied everything about circles now I want to study triangles you teach me the teacher has to accept that he has studied everything and knows enough about circles so he said look you claim it but you sit with me I'll give you a few questions you solve them then I will satisfy myself whether you are well-prepared or not and that is why I am all for blended more okay evaluation and also you know tutorials helping out a stuck student it cannot be done across the screen discussion forum I can't you know hardly any possibility of somebody uploading I tried to prove something or I tried to derive it this way at this stage I have I am stuck or I am getting a different result I must have made a mistake but I can't find out if he comes and sits with you you go through step by step and say ah this is where you have made a mistake sir our system always talks about improvements and all is there any method of it suppose a child has already done the examination it is over the date is already closed is there any provision for him to do the improvement once again so if he is if he is interested no books and edx and swahyam doesn't come into picture it is the individual school university bold for them to decide in fact I would like that platforms like swahyam be made available so that anybody who wants to study can study but when it comes to formal evaluation and certification that will have to be in the control of appropriate teachers schools boards and appropriate authority another great advantage of this is even in a class of 40 50 60 we know there are some students who are quick fast very easily they understand the subject they may get bold at your pace of things but give him the videos he will while listening to americans movie he will go through it absorb it he will come next monday morning give your examination and do very well in it what is wrong in it there will be some other students for him your routine teaching routine speed of normal speed of teaching is too fast he is unable to absorb it but videos he can at his home whenever he is comfortable he can go through 10 times 15 times till he absorbs when the term school was a coin so please correct me if I am wrong I heard that it was like something at your own pace and at your own leisure that was a very cool type of yes yes so with move it's up to me yes it's up my base and my view of seeing the things I think it is a more of an informal way of having the knowledge moves see look when earlier you had to learn by visiting a guru and listening to his work then people started writing things down but at a small level when books came Gatenberg's press and all that some people thought now schools will be useless all knowledge will be in books that didn't happen books only facilitated say when a teacher talks even if a guru must have an excellent patience because with each student he can spend enough time at his space a normal teacher who teaches a class of 60 he cannot teach 60 different ways simultaneously to those 60 different students whereas a book unlike a class or even a video book has a great advantage is that it is time independent you can read it while sleeping while traveling in a bus at your pace at any point you can stop go back you can just oh I said yeah thing for 10 minutes ah now let me proceed so this is another facility instead of a simply printed book this is another medium where not only print but audio video some action some some experiment which you can do you can read a chemistry book but you cannot even simulate a chemistry experiment but you can set up a simulated chemistry lab where he can do titration you can put hydrochloric acid and go on dripping NaOH in it and see how the color of that phenol phthalene or something changes that's a tracer indicator that you can do it doesn't replace the chemistry lab but at least halfway you can maybe in the future in order to I mean check the progress of the student in the descriptive format we can have a software that a student has to install in its system so it will track the key that what we can do in the future is all open okay and I hope the Swayam platform version 234 goes on improve no it's not replacement it's an additional facility available to have a hunger for more knowledge in a different way so this is an opportunity for them so I think these things we have to understand


Hi, welcome to today's library workshop. Let's get subject specific, how to navigate subject specific databases and developing effective keywords. My name is Carissa Powell. I use she, her, her pronouns and I am the student success librarian for information literacy. I work with a lot of first year composition students. And if you have any questions you can email me at Carissa at utk.edu. And my name is Breanne Dosh. I am primarily the subject librarian for psychology majors and faculty. And so that means when people have a subject specific question I'm the one that they come to. I also help people find data in the social sciences and I work with everyone from first year students to grad students to faculty members. And so also if you have a question, subject specific or not, you can email me at thedosh at utk.edu. This is what we're going to get into today. I'm gonna walk you through finding and using subject specific databases and also show you how to get in contact with your subject librarian. Cause believe it or not, I'm not the only subject librarian here at UTK. And then Carissa is gonna walk us through the best way that you can develop keywords and synonyms when you are doing searches and your own research when you're in databases. So my first question for you that we're gonna do an activity for is I wanna know where you guys go when you want to deep dive into a topic. And deep dive, I put a little dictionary snapshot there is an in-depth examination or analysis of a topic. And so Amber is gonna drop our link to this padlet in the chat and I'm gonna ask these questions of where do you go when you deep dive into a topic? What's after Wikipedia, essentially? And I'd like to know kind of where you start or where you go to find experts on a topic. Ooh, Ebsco, that's a good one. Ooh, Google Scholar. Wikipedia is a great place to start. JSTOR. Ooh, Liaison Guides. That's another word for subject librarians. I love that. You're right. I feel like there are experts on, like you can start and end kind of in the same place. Man, you guys are like advanced. Ooh, Finding an Exactlypedia. I think that that's a really great place to go because you kind of wanna know what the experts are saying or define different terms that you know or don't know. Ooh, Web of Science is one of my favorites. We're actually gonna dig into that a little bit today and annotated bibliographies are also a really good place to go. Thank you guys for sharing all of that. Those are awesome suggestions. Well, what's great in academic research, the places that we go most frequently are databases which is what we're gonna talk about with getting subjects specific. And so the definition of a database is a collection or index of resources with full text citations and abstracts. And a lot of times that's where people go to find peer-reviewed journal articles on a topic, kind of some things written by experts. And you guys gave me lots of really good examples but some examples I put up there is academic search complete, psych info and a Web of Science. So I'm gonna walk you through how to find our subject specific databases from the library homepage and show you just walk you through what I do when I'm getting subject specific with a student when I'm helping them with some searches. So our main library homepage, you haven't been here before, is lib.utk.edu and it's the great place to start always for your searches. Now, instead of going to one search, I'm gonna show you how to find our databases. So here we are, we have our one search search bar, you can see our hours, all the normal stuff. But here under research tools, I'm gonna click on this button that says databases. And it's gonna take you to this great guide that I love and it's articles and databases by subject. And you can scroll down and see what there is offered on your subject. So let's say I'm interested in chemistry. I'm gonna click and it's gonna show me that we have 20 databases found for chemistry. Now that is a lot of databases. And that's why we have these little best bets boxes at the top. And what that means is the subject librarian in this area has decided for most research questions, these are gonna be your best bets of where to start. And I'd also like to point out over here that this is how you find your subject librarian. This is Teresa Berry, she's the subject librarian for chemistry and you are welcome to email her for any of your chemistry related questions. You can also scroll down and see more of the databases, but you can also see the guides that your subject librarian has created to give you more information. And so that's an example of how you can find our databases. So I'm gonna do that one more time for, I'm at lib.utk.edu and I'm gonna go to psychinfo, which is the database that I refer a lot of my students do. So I'm gonna click on databases and I'm gonna scroll down to psychology right here. Oh, and look, there I am. You can book an appointment with me or email me and like your best bet is gonna be psychinfo. And this is where we go when we're getting subject specific and we're looking for experts on the topic. So I'm gonna go ahead and click on psychinfo. And sometimes it'll take you to this basic search. I really like to do advanced search because it helps me string my keywords together a little bit better. So an example of kind of going from a wide, like a broad topic to a narrow topic is one of the most frequent research requests I get is students wanna research mental health and college students, which I think is a great topic to research, especially when you are a college student.  And when I just string it together like that on these two rows, it means it's looking for anything that talks about college students and mental health. And I'm gonna click search and see what happens. Okay, I got over 19,000 results. And scrolling through it, there might be some things, okay, mental resilience enhances the wellbeing of college students. There might be some things that I could go through, but over 19,000 results when I'm trying to get subject specific is a little too much. So I'm actually gonna leave my database open in this tab and I'm gonna go over and I'm actually gonna Google to see what kind of specific mental health issue I wanna get into with college students. So I'm gonna Google types of mental health issues in college students and see kind of what ideas or more subject specific ideas I can come up with. This one looks good. The top mental health challenges facing students. And so from here I can see, I wonder what happens if I research a specific type of mental illness or mental health issue with the word college students and see if that gets me anything more subject specific so I don't have to scroll through so much. So let's go back and try that. I'm gonna go back to my advanced search. I'm also gonna do a subject librarian trick where I'm going to put quotation marks around college students because I wanna tell the database that I want the words college students together when I'm searching with the term depression. Now let's see if that gives me anything more specific. Wow, it took me down by 10,000 results. I feel like that is a pretty helpful way where I am using Google and figuring out what kind of issues with mental health issues that the scholars are talking about. Kind of, I have this general topic that I'm interested in and I'm trying to drill it down to that subject specific narrow topic. But you know, I'm gonna go back to that page and I think I can narrow it down even further. So I'm gonna go back to what I Googled. I'm gonna click on depression and let's see. I'm looking at different symptoms. What am I interested in as a researcher? These are just kind of questions that I'm asking myself as I'm getting subject specific. I see changes in sleep habits, sadness, thinking symptoms. You know what? I think I'm interested in how depression impacts the sleep of students. So I'm gonna go back. I'm gonna go back to advanced search. What's great is it kept what I had, right? It kept my college students and my quotation marks that I'm telling the database to look exactly for that. It kept depression and now I'm gonna add a row and I'm going to add sleep. Just a simple keyword and see what comes up. I am down to 300 results and I feel like that's a pretty good place for me to start looking at the snippets that I'm getting, the titles, the abstracts, the subject headings to see kind of what I'm interested in and if I've gotten subject specific enough with my keywords to get what I need for my class, for my research interests, whatever brought me to where the experts are. So this one looks really interesting because I see words like chronotype that I really don't know what it is, but it seems like it has to do with sleep quality in college students in their first year. So I'm gonna go ahead and click on the article. And I see from its major subjects that it mentions depression, sleep and college students. I think I'm in a really good place. And this is kind of where you wanna get when you get subject specific. You might start in Google and you might start with Wikipedia, but you can drill down and you can end up with an article that will give you even more things to search and kind of be that key to open up the rest of your subject specific research. So if this were me, I would find the full text and read it and see what kind of ideas where I could get even more subject specific to do some more searches. And so that is my demonstration for psych info and ways that you can get subject specific even when you just have a general topic that you're interested in. I also wanna show you guys in another database that will look kind of, that will look familiar to those of you who have used Web of Science before and it's probably one of the databases that you guys will use a lot.  And I have a biology question about climate change. That is also one of the number one things that people develop research questions on, but climate change is kind of broad. So we're gonna drill that down to try to get subject specific. So I'm here, I'm gonna click on biological sciences. Oh, look, I see my best bets. There are 24 databases, but I don't have to click on each one. I can trust that my subject librarian has picked the best bets for me. And I can also see if I'm not successful or I really struggle in this process or not even really struggle, just have questions, I can get in contact with my biology subject librarian. And I have to say Donna is one of the best librarians here. So if you have a biology question, I recommend reaching out to her. So I'm gonna click on the first bet, best bet, which is biological abstracts. And I'm gonna click on it and wait for it to open. All right, so I'm here, it's telling me this is Web of Science, but searching biological abstracts within Web of Science, which is also why it's important to kind of navigate your searches from the database pages because it will narrow down the areas of Web of Science that you're searching. Because Web of Science is a database that is ginormous and covers all types of disciplines. So it's good to click on the links that your subject librarians have put together for you. So I'm just gonna go ahead and do a simple search of climate change and see what Web of Science has to say about that. All right, this has given me over 100,000 results. I think that I need to be a little bit more subject specific if it's gonna be easier for me to come up with a research question and see what I wanna write about. So I'm gonna go back to my search and before Googling, I know from my own interests that coral reefs have something to do with climate change. So I'm gonna search coral reef and I'm gonna link it together with that big and. So I'm telling the database that I'm looking for anything that talks about coral reefs and climate change. And I'm gonna see what it does. All right, it took me down to like around 1500 results, which I think is a lot more navigable where you can start clicking on things and seeing what you're interested in. From here, you could Google like challenges of coral reefs, let's Google coral reef damage. Cause I know that climate change and coral reef damage has something to do with each other. So let Google is really helpful. It's telling me that it suffers physical damage. So I'm gonna click on this one cause it sounds interesting to me and I wanna know what more it has to say. And again, from here, I can see, oh, they're called rainforests of the sea. Oh, this is really cool. It's telling me different parts of the coral that I might be able to search. But then I also see that some of the threats to the coral race has to do from pollution just from skimming it. So this is ways that you can skim and find keywords that you can bring back to the database to then get more subjects specific. So let's try to add pollution to our search and see what it does. So I'm gonna go back to my search. Gonna use that handy dandy little and again. I'm gonna click search. All right, it took me down to 150 results. Now that is pretty like, you don't have to read 150 papers, but that's a lot easier to skim and to go through and to see what subject specific approach you wanna take to this research question. And that's really what I wanted to show you was how to get subject specific and really what we're trying to do through the Googling that I did and finding the links from the database pages is I was showing you how to take kind of the common sense language that you use and see how the database is referring to it and how researchers and the experts are referring to it. And so with that, now Carissa is gonna talk about how you can kind of take those research questions and ideas and develop great keywords that can help you navigate and get the right results from these databases. Hi, thank you so much, Brian. I loved all of those things. So keywords, I think probably a lot of us have heard that term thrown around a little bit and I just wanted to break down that concept if you've never heard of it before or if you just need a refresh. Keywords are words that represent the main concept. So something that I do with a lot of students is I have them write down their full research question and then because it's not a great idea to plug that entire research question into a database, what are the words that you would circle that really represent what your question is trying to get it? And I'll give some examples of this in just a minute, but I think that's a great way of just thinking about what a keyword is. And with that, we also talk about what synonyms are. So if our research question, which I'll give an example of in a minute is about education, another way of saying students could be children or teens or different populations of students, like high school students. And a great place to start thinking about synonyms, especially if you're really struggling with this is Credo Reference is one of my favorite tools. It is just a really interesting place to help you brainstorm other ways of, especially if you've done a search in a database and you're just not finding what you're looking for, maybe you're hitting a bit of a, I don't know, hitting a bit of a wall, if we type in the word student and see what pops up. What I really love is this little like little word map off to the right. So it can give you some different ways of thinking about the word student. So maybe you hadn't thought about the differences between higher education versus university. Like those are two ways of talking about college students without saying the word college. So I really recommend this as a resource to just kind of give you a place to go brainstorm. Additionally, I also love just googling the word you're thinking of and the word synonym, seeing what pops up. I personally do this all the time. Similarly for, I think a couple of people talked about Wikipedia in the Padlet. Wikipedia is also a great place, especially if it's a topic that you're maybe like not as familiar with, especially some industry terms, there's just different ways of saying the same thing. Additionally, you can also ask a librarian for help. So you can always, we'll show you how to ask for help at the end of this, but we're also a great resource to brainstorm some different ways of searching if you're not getting where you're looking for. So if you have heard of Boolean operators before, that is awesome. If you have not, this is a really amazing visual representation. So Boolean operators are a code that you use to speak to the database, essentially. They also work on Google, they work on a lot of search engines. So if you wanted both concepts in your search result, you would use and. And so education and college students would appear in your search result. Or is used mostly for your synonyms. So if we're thinking about education or college student, you might get both, you might get one or the other. Who knows? And maybe you're doing a lot of research and realize that you're searching for students, but you're getting a ton of results about high school. So to kick that out of your search results, you would use the Boolean operator in that. And it would stop appearing in your search results. So those are just a few overview of how to use Boolean operators. And how that would look in a search stream is like this. So into the database, into one search, wherever you're searching, you could type in education and college students. Education and college students and stress. Or you could put your synonyms and little brackets. So those are just a few examples of what that would look like when you type that into your search. So I would love to have us practice right now. So we're gonna do an additional padlet. Amber has just put it in chat. And so if everyone could go to that padlet link, I would love to hear a research question maybe you're working on right now or what some of your keywords are. So maybe you have your keywords, but not your research questions. Maybe you have your research questions, not your keywords, it could be all over the place. This also does not have to be super definite. Like maybe it's something you're just thinking about or something you would like to be doing. So I would love to hear what folks are working on. And again, that link is in chat. So take a minute or two, take your time. And again, this is not like we're not grading this. This is just for folks on the workshop to have an example of what these look like. And I can see that someone is typing, so definitely take your time. So I see some folks are working on, oh, they're all coming in now. I can see that someone is working about embedded reporters in war scenarios. Are those ethical? We've got folks researching sex workers in crime, social media and infographic and minorities. Is music education valuable in K through 12? And so what I see some folks doing is what I was hoping would happen is that you're taking your research question and then showing the keywords on the other side. And then for folks, if you see something you would like to add a synonym to that, that would be super helpful, especially maybe if you don't have a topic yet.  And if you want to do this with a roommate, if you ever get stuck on your research on coming up with synonyms, this is also a great practice. So I will leave this up. You can continue to look at this after today. And it's just a great way to... It's a great practice, especially if you're starting with your research, to list out your research question. Think about some of your keywords. And again, if you get stuck on any of those, you can always reach out to a librarian and that is something we do, which is help talk through some of these concepts. And I can show you guys how to get in contact with a librarian. So I'm gonna take us back. Also, you guys did such a great job. Like I am interested in all of these topics and I kind of wanna go do some searches now. So thank you for inspiring me. So I'm gonna go back to our library homepage, which is lib.utk.edu. Oh, and Amber is just on top of it, dropping it in the chats. So the number one place that you can come to get help, which I just, is the chat with us button. So I think I'm only sharing my browser instead of my whole screen. So let me share my whole screen so I can show it with you guys. All right, so if I click this chat with us button, can you guys see this little chat box that popped up? Thank you, Alyssa. So I can type in my name, my emails. They can get back in touch with me later. I can say who I am. And my question is gonna be, can you say hi to our library class? I'm gonna start the chat. And oh, please wait, a librarian will connect shortly. Hi, Amy is joined. And this is just great, cause you can, I'm on chat sometimes, Chris is on chat. This is a time where you can just go back and forth and ask some questions. Like I need resources on mental health and college students. And it can be this back and forth conversation. And what's great is from this chat with us now, if you're needing to get subject specific or it's really tricky and you guys just aren't coming up with anything, they're able to refer you to your subject librarian. And again, the best way to get in contact with your subject librarian is by email. And the best way to find them is to come to the A through Z database, click on your topic, like psychology. And then look, I have a book now button, not all the librarians do, but you can book an appointment directly with me or this will give you my email address. But you don't have to poke around in the dark with keywords, you can always email a librarian for help. So thank you guys. Chris, I think you're muted. I feel like there's a bingo card for that. Next week's workshop is about how to use the studio. Creativity made simple. If you've ever wondered about some of the resources at the studio, please join. It's gonna be great. If you need proof of attendance for today's workshop, we would love for you to fill out the link in chat. Amber has also put the link to register for next week's workshop in chat. We would also love for you to fill out the survey, even if you don't need proof of attendance, we would love to hear what stood out to you, what is still confusing, et cetera, et cetera. So the link to that is in chat as well. So thank you again for attending. We're gonna turn off the recording and we're here for questions.