Hi, my name is Tracy Takahama Espinosa and this is a video on best practices and online pedagogy. 40 different teaching interventions that work equally well online as in face-to-face setting. I'm a professor at the Harvard University Extension School and I'm also associate editor of Nature Partner Journal Science of Learning and over the past decade and a half I've been diving deeply into this idea of how is what we know about the brain influential and how we teach and how should we leverage that information to be better at what we do as teachers. We took the neuro myths, got rid of those, we took the principles and tenets and then we tried to look at them within various cultural contexts and we looked at these within 21 different cultural contexts in the last study to see if they had an applicability across human-ness, not just within one cultural nether, to come up with certain instructional guidelines and these particular goals were matched with the principles and tenets and we found these mantras that came from education that were related to this. Many of them that we've invented over the years and working with schools around the world in 40 different countries and the core pedagogies that had evidence behind them that were applied and so in the sense we took the conditions or the goals, for example mastery learning or having deeper learning or a metacognitive awareness, growth mindsets, the ability to dare, to err, to learn, how to reach optimal performance and the role of relevant curriculum differentiation and student autonomy as well as these ideas of social contagion and learning communities and how we strive to personalize learning and the role of communication. We took those conditions and goals, we matched them with the principles and tenets, we looked at these different mantras that come out of education and we created these 40 different pedagogies that have a lot of support and evidence that are well established within the literature and so now we want to share those 40 different pedagogies with you. So we start with mastery learning. Many schools and many individual teachers have as a goal mastery, not just performance goals on how to pass a standardized state test but what does it really mean to master the material of a course and to reach mastery one way is through universal design for learning. We know that some people can do steps and everyone can do ramps, so why don't we just build ramps? The idea here is to look at that, basically that lowest common denominator of entry point and then build from there so that everybody can scaffold up and learn as they need to so they have their own types of entry points to reach the exact same goal. So differentiated entry points to the material is really clear because we know that different people need different things from the learning processes to reach that exact same objective. A concrete tool that you could use is through differentiated homework so the idea of creating bundles with these different entry points so that everybody gets what they need. This gets down to a real fundamental mantra in education that treating everyone fairly does not mean treating them equally and we can leverage technology in our favor to actually structure this even better in online contexts. We know that mastery learning also lends itself to the use of long-term e-portfolios, electronic or digital portfolios and the use of product process and progress rubrics because learning can and should be measured in terms of these product process and progress measures not just by the end product alone. Mastery is also really facilitated through formative evaluation so frequent, explicit formative evaluation serves both the student and the teacher to really put the finger on the pulse of where that kid is at in relation to those learning objectives and helps do a quick gap analysis of where they need to be in order to achieve the goals of the class. One of my favorite ways to get to mastery is by feeding forward. This is a term we coined a few months back just loving the idea of instead of lamenting the past the mantra becomes what can I do better the next time and helping kids just have a look towards the future as opposed to just, you know, anguishing about what didn't work well and this means that teachers have to really reshape the way that they give that feedback primarily through questioning and helping them reach their own level of understanding of what it is that they need to do differently in order to achieve those objectives. A second goal we might have in our schools is deeper learning not just the superficial knowledge but going deeper into having long-term changes in the notions we have in our minds and part of this begins with starting with the end in mind and one of the best ways to go about doing this is flipping, flip the classroom. This permits us to offload this lighter or superficial or Google-able knowledge, dates, facts, formulas to a video content so that when we are together we can go much deeper into exploring those concepts. Another way to get to deeper learning is to just make time for different levels of consciousness for reflection and to accept that mind wandering is not a waste of time. We are bombarded in schools constantly with a lot of information about this idea and the other idea. Rarely give kids a chance to really breathe or to mentally digest all that information they took in and it's not infrequent that when they finally do have that free time when they're just walking home from school or they're helping cut vegetables or if you're weeding a garden all of a sudden that aha moment comes to you basically because you have a lot of stuff shoved in your head but you're not allowing for those natural connections to occur so giving yourself that space at that level of consciousness is really important and there's some wonderful studies about the default mode mechanisms the mind wandering the brain and their relationship to creative insight. Deeper learning is also really rooted in this idea that the brain adapts to what it does most. One way to reach deeper learning is by leveraging culture by understanding those contexts and by taking advantage of what that kid might have as prior knowledge based on the cultural context in which they live as well as the school context in which that learning is taking place. Also related to the brain adapting to what it does most is to have high expectations. Expect the best from your students. We know from the pygmaline effect from decades ago that holding kids to higher expectations actually leads to better learning outcomes. So rather than shooting for the middle or the lowest level of what you think your students can achieve hold them to higher expectations. Deeper learning is also achieved by understanding how heuristics work in the brain how your brain does have a natural go-to place when it's judging information but if you understand that how do you curtail that so that you can expose bias and help kids understand how their preconceived notions of the world might be wrong and that they need to be open to that new learning. And finally another powerful way to apply this idea that the brain adapts to what it does most is to use interleaving. Interleaving is not teaching things in a blocked time frame but rather teaching little bits over time so that you're continually returning and going slightly deeper every time into the information. So rather than a blocked schedule at school for example you might have conceptual knowledge and core notions spread out over time and return to repeatedly throughout the semester. Deeper learning is also connected to this mantra of success be getting success and we also know unfortunately that failure begets failure. A student who naturally presumes that he will eventually figure this out finds much more success than a kid who already begins presuming he's going to fail. So one of the things that we might be able to do to help kids along that way is to help them see their own little successes day by day. And this kind of harkens back to the prior idea of using your portfolios or the product process progress rubric. You might not have the product you want but you can actually show them how far they've come along as far as progress so that they can retain the level of motivation needed to then eventually finally achieve the goals of the class. We also know that it's always harder to ask a good question than to answer one. So deeper learning means using questioning skills within the classroom. Asking, you know, how do you learn best? Asking questions, using the asocratic method. Key concept, never tell what you can ask because that journey towards the information on your own consolidates the information in your brain. We have a third goal of metacognitive awareness in many schools or in many classrooms. We're trying to develop thinking skills of our students not just content and area knowledge but how to think better. One way to do this is to assume that learning how to learn is a lifelong goal. You might try using the metacognitive awareness inventory. This is a great way to sort of bring some things very explicitly to the forefront to get a habituated self-questioning going on in your head about how to approach problem solving. You can also approach metacognitive awareness by training executive functions that include things like inhibitory control. We know there's a great mantra in education that self-regulation is more important than innate intelligence in predicting learning outcomes according to Moffitt's study in 2011. So we know that just deciding to buckle down and focus, do the work can have an even greater impact on just simply being born smart. So do take advantage to train executive functions. Others of you may have the goal of developing growth mindsets in kids, helping them understand that they are not fixed with the brain that they were born with. That there is such a thing as no plasticity and that they can and do learn based on their decision and choices. Kids who think that if they work hard and were not just born with certain skill sets actually do better than those who think that all intelligence is inherited. This gets to the fundamental mantra that attitude is often more important than aptitude. We like to get our students to think that they should love what you're doing and you might not have been so happy with that terrible test score you got but let's learn from that and see how we can improve upon that thing the next time. So if you're lucky you can actually do both. You can love and learn from everything that's going on. Face the world with wonder and awe. That's one of those wonderful approaches that is part of a growth mindset. Not seeing learning as a burden but seeing it as an opportunity. Not I have to but I get to. Imposed. We also know that that if a student who says well I'm not going to be good at math because my dad wasn't good at math and so I guess that's my fate that really sets you up for failure. So helping students understand that many of the limits that they've imposed are not supported by the evidence and that if they can get over it then they can actually do better within the classroom setting and learning across the lifespan in general. So teaching lifelong learning objectives is a growth mindset. We also know that teaching very explicitly teaching risk and protective factors about brain health letting kids know that they are more than just the sum of their genes and their zip code. It's not just what happened to them by having certain parents or where they live but they get a choice. They get a chance to decide. They have free will. They can decide that they're going to be more than just the genes and the zip code. To helping kids learn how their brains actually learn. This is also related to the idea that the whole is greater than the sum of the parts and that we have to be educating the whole child. The students in your class are not just brains on bodies. They are a whole wealth and history of personal experiences tied up emotions relationships with their world and themselves in context and we have to take that into consideration when we're teaching the child. We're generically saying let's use X textbook to meet the needs of all kids. It's kind of wrong because the kids might not see their own reality reflected in some of those examples within the textbook. So attending to the kid on all levels physical, social, emotional as we seek to support them in a societal context as they learn. Another goal many of you might have is to get your kids to dare to err. We all know as teachers that a great part of learning is making mistakes and a lot of times kids are very hesitant to make mistakes and so one of the ideas is to create structures which allows them to make mistakes. This goes along with the mantra that anyone who can learn from their mistakes should be given the opportunity to do so. And one of the great failings we have in our current education system is our evaluation structure. The way we choose to measure learning is woefully deficient. A recent OECD studies figured out that just adding on a single hour of evaluation on the part of a teacher, on assessing the learning, on giving feedback on helping the students understand where they made mistakes has a much greater impact than an additional hour of instruction. So we know that we have not given the evaluation process enough of our time in educational structures and we really need to think about how we can redesign and maybe leverage technology for example of those basic tedious tasks like correcting an exam so that we can have more time to talk to get about why they made those mistakes and so let the machines do the machines do best let humans do what humans do best. But this also means making more time for those do-overs and second and third opportunities within our classrooms. One way to encourage daring to air and to make mistakes and to accepting that mistakes are a natural part of learning is to use frequent low-stakes testing. We know that this enhances memory systems if you give students the opportunity to retake the test over and over and over again because after all the only thing that a multiple choice test can measure is knowledge, dates, facts, formulas, definitions, conceptual understanding. If the objective is that they understand that basic knowledge so that we can then come to the class to use it then having frequent low-stakes testing makes a lot of sense. A test score should not be the end game but it will be a path to helping students strengthen their conceptual understanding of certain core knowledge. Others of you might have the goal of optimal performance. How do I get every kid in my class to maximize their own potential? And a huge part of this has to do with understanding that sweet spot, that Goldilocks space on the curve of learning, of the stress and the optimal performance that students are able to achieve. And a lot of this has to do with getting kids to know themselves. They need to learn best and helping them just take the time to reflect what are the things that really stress them out? What are the things that are protective factors in their own learning moments? And so helping them identify their own best learning is a key part of our job as educators. Another thing we have to remember is that learning, classroom dynamics, it's a moving target, right? So we have to learn to adjust on the fly. Many teachers get frustrated because they plan a specific lesson and then something happens and it derails your own whole plan. But that's what classroom teaching is like. You know, you'll never know exactly what's going to happen or who's going to say what that will change the focus of the conversation. And that's okay. We have to learn to be flexible based on what those current student needs are.  And you have to attend to that. You have to attend to that social emotional need first before you can get them to a space of where they can actually think about the information. And so we have to adjust and constantly so. And we have to use world events and the daily news to integrate and to create those kinds of authentic lessons that students can use as jumping off points for their own classroom learning. So marrying what happens in the outside real world and the students' lives with our own classroom context is part and parcel of our jobs. Several of you might be questioning especially in this time of the pandemic what is relevant curriculum. As mentioned before, we've been pretty deficient on evaluating what we think kids know. We spend a lot of time on language and math but now we're realizing that's only part of the whole picture of what it is we need to learn and know. So understanding how to decide what it is we teach and why we do that what do we value is really important. And so once we've decided yes we do want them to have some things about language, yes we do want them to have some things about art or science or civics. Well, we have to also understand that there's a natural hierarchy and a learning trajectory for each subject. Many of you are familiar with constructivism. This idea is neuro constructivism. The idea of building these core and basic notions about information upon which you can build higher or deeper order concepts. And that is something that many of us have taken for granted comes in the order of a textbook. It's just not true anymore. So we now have to go back and really think through what it is we choose to teach and then also making sure that what we do choose to teach is taught with that logical hierarchical order that respects the way the brain is constructing those neural networks.  And that's the more you know, the more you can know. So once you've created these synapses, these neural connections in the brain they have these little dendrites that stick out and that has a potential to connect a new thing. So we know the more you know, the more you potentially can know. So if we can habituate a more transdisciplinary approach to learning and thinking this would be fantastic. Learn a lot about a lot of different things so that kids can actually connect those ideas and see patterns in their world and understand the symbolic relationships that are occurring between things and how the world can be categorized in distinct ways rather than siloing things off into the language unit, the math unit, the science unit, which we know is not necessarily reflective of the real world. Some of you may have the goal of better differentiation in your classrooms and also giving students more autonomy in their work. If there's one thing we've really learned throughout this pandemic is that there are many paths to roam. Once teachers settle on their greater objectives, social-emotional learning, the things of attitudinal changes that they're seeking in their students, the value systems that they want to reinforce, as well as the content area knowledge, once they've done that, they can point out the objective. They can tell the kids well guys, by the end of this year I need you all to be able to analyze, you know, multiple genres of literature. How are we going to get there? How do you want to do this? I have thought about doing it in this way. What are other ways that we might get to that information? And you will be very surprised. One thing that we found as we went through the pandemic is that the teachers who are willing to sort of let go in that way they take the time to identify the objectives, but then they let go and say students, help me out here were overwhelmed with the wonderful, creative and intelligent responses of their students. Let students drive the curriculum. If you know your objectives, there are many ways to get there. And you do not necessarily have to follow what the textbook says to do that. You can figure out how to teach chemistry or literature or geometry or primary colors in multiple ways by pointing out your objectives to the students and then allowing them to backwards engineer that towards what should we do in class to get there. One of my favorite mantras in education is that the person who does the work is the person who does the learning. We know that any teacher who's working harder than their student is not letting the students do the learning. If you're killing yourself, you know, writing that test, you're getting really smart. But wouldn't it be better if you just had students write the test? Tell them. So we're going to have a 10 question test that's going to come up on Friday. Everybody submit three questions. If I use your question on the test, you get an extra point. The person who does the work is the person who does the learning. The teacher should not kill themselves making the test or the crossword puzzles or whatever it is because the actual learning, the opportunity to learn comes with the developing of those questions. As we saw before, right? It's harder to come up with a good question than it is just to answer it. Many of you also have a goal of creating good social communities in which to learn. And social contagion is a big part of this. We know that people can and do affect each other's emotional states. And since there's no cognition without emotion, this is huge as far as learning is concerned. So prioritizing small group work, whether online or face-to-face is very, very important because it allows for each individual to listen in here to a smaller number of big ideas and then to shape their own understanding of the world based on what they're hearing from their peers. We can also help kids learn to do this by teaching how to address and recognize emotional cues through facial expression. There is no cognition without emotion and most emotion is transferred either through facial expressions or through tone of voice. And reviewing this, both for ourselves as teachers as well as for the students, allow students to be better at picking up those social cues from their peers. So learning this as teachers and how this affects students, but also helping students understand how to read these social cues from their peers is also really important. A very big lesson that we have learned through the pandemic is that launching straight back into the textbook or trying to cover the material really wasn't going to do it. And one thing that was very, very apparent is that we need to prioritize social emotional learning over that content memorization. Well, they still have to pass the test at the end of the year. Well, guess what? They won't get there if they are socially vulnerable. We have to attend to those social emotional needs before trying to launch into cognition. So helping teachers understand the messages being conveyed by students' tone of voice is also very important. And helping students understand each other as peers using these cues is also very important. Asking the kid, well, how's everything going? He goes, well, I'm fine. It's not the same as saying, yeah, yeah, everything's going great, I'm fine. Understanding how tone of voice is a reflection of emotional states is very important for us to know in the social context of schooling as well as in life in general. So many of us are out to build strong learning communities. It's clear, you know, it takes a village to raise a child. So we need to have input from multiple actors. One thing we can help kids understand is that we know ourselves better by knowing the other. If one of our goals is to know thyself, understand your needs as a learner, one of the ways you do that is by knowing more people. The more people you know, the better you can self-define, right? So if we leverage this theory of mind, how do I know myself? I know myself because I'm constantly comparing myself with other people. You can leverage that and teach kids explicitly how they are coming to know themselves as compared with other people in their communities. It also gives them ways to incorporate maybe some positive traits that others may have that they would like to have in themselves. I also love the mantra of one plus one is three, right? You have a good idea. I have a good idea. But the minute we talk about it, we're going to have something superior to what either you or I would have come up by ourselves. So we know that collaboration yields more than just individual efforts alone in, you know, 99 out of 100 cases. So learning to collaborate as learners is key in helping our students understand how they benefit from working with each other. For example, mixed ability groups, putting a strong kid with a weaker kid, both of them are going to learn in that process. But the person who actually learns more is the person who already knew because they're having to re-explain and teach another, right? And so as teaching is one of the best ways to learn, we know that these collaborative activities actually have benefits for all learners. And so helping students understand why going it alone is not necessarily and usually not the best path is really important in our classrooms. But to facilitate this in kids, we as teachers also have to buy into this idea. Some of the most successful education systems work in a way in which they do much more collaboration than we typically do in the West or in the United States.  Whereas in other cultures it's a much more collaborative effort. People are invited to come into the classroom to help be my critical friend and let me know how I can continue to improve. So being a model of collaboration is also one of the best ways to help our students embrace those characteristics as well. We also know that we build community through sharing, helping other people know us, telling personal anecdotes about ourselves and how that might relate to the new information. And as people share their experience with the information, or as they share their reaction to certain prompts or ideas or frustrations or to how things happen at home it really can open their own eyes to understanding how perspective taking is a very valuable part of building that community when we can appreciate the different ways to approach problems or the different factors that are influencing problem solving skills and different settings it helps us as a class to build that community. Strong learning communities are also built through a pedagogy of basically just cold calling. We know that there's a real big problem in asking a question and waiting for a handful of kids to raise their hand at the front of the room to answer it. Typically it's the same kids over and over again, right? In order to be more democratic in the way we approach learning we have to find a way to call on everybody and what's fascinating and that we've come to learn is that there is a real disinhibition effect and a protection of this anonymity that students might feel for example in online settings or in classroom activities that are designed to request information from the whole group when everybody gives input and then there's a way to debate and discuss those things so having that certain level of anonymity in being in an online setting even if you're looking at the kid face to face they sense protection because they are distant they're not sitting right next to somebody else so there is some benefit of doing this in an online setting and it might be counterintuitive to think this but people actually share more in an online setting than they might share in a face to face setting. Personalization is a really big goal of many teachers and it's actually shown to be one of the strongest factors the student-teacher relationship is one of the strongest factors in influencing student learning outcomes we know that a person's self-perception as a learner I can do this is shaped heavily by teachers and those self-perceptions do influence learning outcomes I didn't think I could do it but they think I can do it so I guess I can do it is kind of the thought process there so this collective teacher self-efficacy the way that teachers show their belief in the student's ability to learn is really important and a lot of that is transmitted simply by showing you care hey you're a little off today in class is there anything you want to talk about or I know that this is something that you're able to do but today you weren't really on your game can you let me know if you want to talk about something just showing you care and that you are willing to invest in the student plays a huge role in that student then beginning to believe in themselves as well if the teacher is going to believe in me maybe I'll believe in me many times there are teachers who may treat their classroom experience as a transaction whereas we know that true learning is really embedded in that personalization of the student-teacher relationships this gets to the idea in the mantra that you can't teach them if you don't know them right and the pedagogy of listening that's really important this was first espoused by this big idea that students often times know what they need they just don't know how to get it and one of the things that we can do for them as opposed to just bombarding with content is actually taking the time to listen to what they are saying what they need and this is to a certain extent this is kind of also this student driven curriculum you're allowing them to tell you well I get frustrated because people always tell me I just need to get a little more organized but I don't know how or I'm told you need to shore up your basic skills but I don't know how so taking the time to listen to their own self-assessments of where they're at and what they need is a huge part of being a great teacher finally the last category of goals that we have has to do with communication and many of you already know that without clear line of communication education doesn't really work so how does that work on a personal level as well as at an institutional level one thing to think about at a very individual level is that people have a lot of questions and in classrooms we tend to bombard people with a lot of information information information with not as much down time what's really important to understand at least from a neuroscientific perspective is that the brain can't let it go if it has a question about something and you said wait wait have questions at the end that's really kind of crazy because your brain can't do that really this means that communication immediacy really smooths the flow of learning processes in online context some people invite people to put questions in the chat or raise their hand immediately but it's really clear that having that immediacy getting your question answered permits the brain then to now refocus on the next idea and to move forward so finding mechanisms for communication immediacy is really important in great classroom settings we also know that it takes a lot of energy to learn and we know that that energy goes into paying attention and into memory systems one way that you can enhance good communication is by being predictable communication regularity lowers anxiety and it also lowers cognitive load so the energy that would normally be spent like trying to figure out where do I do this where's the information how do I upload something can then now be spent just learning so having that intuitive instructional design within an online platform for example or a routine within a general classroom setting goes a long way into channeling the use of energy for attention and memory to the right places for good long-term learning so in this video we had a very quick review of looking over teachers new pedagogical knowledge that includes information from the learning sciences as well as technology we began by trying to remind people to not fall into the belief of neuro myths negative untruths about the brain and learning but rather use the good information that comes from principles and tenants and use that as a platform upon which to talk about what teachers really do best those pedagogical interventions that actually have evidence behind that show learning results and now to close I just like to invite you to take some time to reflect do a three two one reflection were there three things we said that you didn't know before are there two things that you think are really interesting you want to keep researching them you're curious about them now and is there one thing you might consider changing about your personal professional practice based on that information by doing that we will have a much better jumping off point when we get together to sort of go deeper into the information and in the event that you're feeling brave and interested please send the questions on and I promise to address them when we are together face to face in our synchronous encounter thank you and take care


Good morning everyone welcome to this a view session of the second faculty development program FDP 201 pedagogy for online and blended learning. Today we will be covering two important aspects of this particular FDP first one is regarding evaluation of teaching learning practice and the second one is the open educational resources or details about the OERs in the first session we will first focus on the evaluation aspect. So before starting with this session two important announcements the first one is regarding the idea of academic integrity please note we have received few complaints that there are some practices happening in the course where resources one person has been copied and used by few others and this is not the I mean I understand that you may want to get good marks for FDP or good grades in FDP but please note that this is whatever you are doing see the copy pasting or taking without somebody else's resources without their consent is actually against these standard academic ethics. This is highly unfortunate that people are doing this even now even when we have repeatedly told right from the first FDP that we will be very strict on plagiarism complaints warning has been issued to the concerned persons and we will be closely monitoring all their work. So by doing by involving an academic dishonest practice what you have done is you are now under our close monitoring so all the activities that you do will now be monitored your discussion forum post the course journals that you upload all these activities even from FDP one will be looked at and the moment we see that you have already indulged in one more of such practice unfortunately you will have to withdraw your registration from the FDP and we are very strict on this. Please note as teachers we are the ones who are showing the learners we are the ones guiding them about good practices telling them about best practices we are the ones who are evaluating them and if we ourselves indulge in these practices on what grounds can we actually be guide them or call ourselves as facilitators. So it is pretty important that all of you stick completely stay away from these kind of plagiarism practices please note if you have to even quote a person you will need to cite him and if that person is already there you need to get a permission from them if it is a personal communication and other things then you need to get a permission from them. If it is a published journal then there are citation standards you could follow several of the citation standards like APA or the IEEE standards to cite a particular note if it is from newspaper article or any other so there are appropriate mechanisms to do citations even for creative commons resources there are ways in which you will have to acknowledge the original creator of the resource. So please do not indulge in any of these practices though I am saying it very softly be assured that we are very strict about it and it will it will result in something really bad. So I hope that all of you understand this and in the age of technology it is not really hard to get identify plagiarism to then please make sure that you are not in by any means you are not involving in these practices. So this is announcement number one announcement number two we had asked all the course coordinators to collect the teams team details from the respective RCs for the OER submission around 96 remote center coordinators or course coordinators from the remote centers have provided us with the list of teams and there are also people who are not been allotted teams so we are taking all those people who are yet to find a team and we will try to give one set of mapping from our side we will try to randomly allocate you to another peer from the same domain based on the list that has been provided to us. So we hope that the OER grouping activity should be complete by tomorrow for all other RCs please note that if you have not yet submitted the OER teams list then unfortunately we will not be able to accommodate any more participants in the OER teams so there were around 8 RCs who have not 8 or 10 RCs who did not submit there were 13 RCs who did not submit the team lists to us by the due date the due date was 24th that is day before yesterday evening I understand that 2 3 RCs in different corners so for example there is a situation in the southern districts of Tamil Nadu due to which they have completely disconnected the internet connections and people are unable to contact us or consolidate these lists so in these genuine cases we will be will be addressing only these genuine cases all others we are so once again let me reiterate the exercise of an FDP is a big logistical exercise also so if you do not adhere to the due dates then it will be really hard to provide you with some consolations or provide you with some alternatives for all the RCs who have provided us with the team list we have we acknowledge the receipt of the team list we will be telling the more details about it in the next session where we will be discussing about the OERs per se but yeah for around 10 to 13 RCs who have not submitted their team list it is highly unfortunate that I have to tell this at this moment that you will not be able to your participants will not be able to do the OER creation activity and by virtue of that they will not be able to receive any certificates as OER is a mandatory activity for the FDP so on that note let me start today's first session the first session is about evaluation of teaching learning practice we are we are going to talk of the why and how of evaluation practices now this is a recommendation so this is based on available literature or research on the effective teaching learning practices in science and engineering education so Stravlar, Stravlar, Brent and Felder they have identified five different levels of teaching learning practice so as teachers we go through five different levels of practice to refine ourselves or be proficient in in our teaching learning practice these five levels are the first is of normal teaching second is of effective teaching third is of scholarly teaching the fourth or level three is about scholarship of teaching and learning and the fifth is about involving in engineering education or science education research now what does this mean what do you mean by normal teaching and what do you mean by the different levels so the first level which is actually normal teaching it is about you teach as you were taught so in higher education in school education many of you know that there are pre-service programs that prepares you for the teaching journey for your journey as a teacher but unfortunately in higher education there aren't any courses similar to the bachelor of education or those kind of pre-service courses that you get in the k to 12 segment so what does what do normal teachers do so a teacher who is fresh to the profession they recollect how they were taught a particular subject they identify what worked for them and they use exactly the same practices as their teachers who taught them to teach their students now this is what you what we call as normal teaching the second level is here it is called level one we call it as effective teaching level that happens when as a teacher you teach using accepted best practices so let's say you have already through the last week in the flip classroom the second in class segment of flip classroom you have already been familiarized with practices like peer instruction and think-pair share these are known to be good practices and there are also some other good practices like role play focus discussions etc that is known to give you positive results so when you start understanding these good practices and teach your students using them then you are doing effective teaching but what is required what is required for you as a teacher in higher ed is that you operate at levels to and upwards that is scholarly teaching and upwards and what is scholarly teaching scholarly teaching is about assessing your teaching practice and making improvements so you already are accepting you are using accepted teaching practices once you have done that then you will have to assess yourself your own teaching learning practice and make improvements the next two levels is about systematic investigation of your assessment and disseminating the results to your colleagues or others in the community and this is scholarship of teaching and learning so when you assess your own practice you analyze the improvements the things that you have to do and let's say you publish a report and disseminate it to your colleagues or your peers then you are engaging in scholarship of teaching and learning and as engineering or higher ed faculties you should we should all strive to be at levels to and above I mean you should start with assessing your own practice trying to make improvements in the practice and once you have done that you document whatever you have done and disseminate it to the community now there are various ways of dissemination some of the most common ways are participating in educational conferences publishing in academic journals there are several ways through which this dissemination can be done but all of it starts from you evaluating your own practice so how will you do evaluation of your own practice and when you start evaluating your own practice and make improvements then you operate in the area of constructive alignment so you people who have access the course would for the final week would know what is constructive alignment and you need to ensure that you do constructive alignment in your own practice and continuously engage in it so the next question is how do you evaluate your own practice now there are three levels of evaluation particularly when you do integrate technology so even without technology these three are valid but the moment technology comes in you will have some more ease in doing these kind of evaluations so the first one is engagement the second one it is called reaction that is you take the perception of learning and usefulness from your students and the third one is learning or actual learning that happens in the in your own teaching learning session so all of you are familiar with learning management system of Moodle so when you integrate technologies like Moodle into your own teaching learning practice there are already mechanisms that are available through which you could collect these data so these three data could be collected as follows the first one is what we call activity reports the second reaction you can use feedback module in Moodle and the third one is actually the quiz data so at this moment let me show you these three elements so how do you collect all these three elements from Moodle by taking an example Moodle from our own our own sites I will just share the screen with all of you so now I am going to share my screen where I will be showing you the Moodle course an example Moodle course and I will be showing you how you can collect all these data so the first and so this is a site that is in Genomeo just so this is a course so whatever you have seen in peer instruction so this is a course that has been created just to talk of peer instruction so you have lot of video materials the LEDs and the LBDs so LBDs are all your quizzes you also have discussion forum you have the LXTs and there are quizzes and there is a section called evaluation and feedback now here I have used the choice module where the question is shown and you can select what your choice is and based on that that result is shown so this is one way of doing it all of you would have seen the same in the demo Moodle course also so we have talked of three levels of data so the first one is engagement so the engagement is basically seen by the way in which you somebody is actually engaged with the course content so this is something known as so in this course I have enabled something known as completion settings so there are two ways through which I can actually look at engagement one is how many students completed the required tasks so over here this visual display actually shows me there are close to 49 students in this course and this one actually shows me visually what is the completion level of each of these students so now this is the completion block and this could be enabled in your Moodle so you will have to set up the completion settings and get this data so this is the easiest way in which you can actually look at the engagement you could look it at from a perspective of all the users or you could actually look at individual students and see what is happening to all the activities over here so you can see how people are progressing and maybe I can sort it based on the progress levels so most of my students have completed 87 percentage so there is a segment who have completed 87 percent there are certain people who have completed 80 percent there are so all the blue buttons all the blue colored tags are about activities which are in progress and if you actually look at there is another color which is red which is actually showing how many people did not actually complete a particular activity and it also shows me when they last access the course so this is one way of uh getting some data on engagement there is another way of getting this engagement and that is through the reports now you can actually see all the set of reports on the administration bar of Moodle so here you see that you have a course participation report and an activity report so the course participation report over there you could look at each of the specific activity within within the course and you can select how many days you want to look at you can select whose activity you want to see so is it for the students is it for the teachers and you can select whether it is viewing action posting action or all action so here I am selecting let us say all actions and I select go so you can see that all these participants have done so let us say I just look at the top participants so these many people did not participate in the discussion forum but there are certain people who have repeatedly accessed the discussion forum as is seen here and what you can do is in Moodle it also has a function that you can select an appropriate person and send a message but what is more important is that you could download this as a CSV and you can then analyze it manually at your end so this is one important feature of Moodle that you should be looking at and looking at and exploring it a little more for calculating engagement now the second one is activity wise report that you get from the same administration tab in the activity report you can see how many how much views and how many users have accessed each individual activity and the last access of that so this gross level of data is the first set of engagement data that you will have so maybe so for example when we put up all these videos and resources one important thing is that we want all the users to have a look at it and explore it so if for participants who are still viewing me in youtube please note that there has been a small technical glitch in our ABU system we are logging in right now so I will repeat all these all what I have said again for the benefit of all participants so we will be restarting the transmission in five minutes apologies from our end there was a small technical error due to which the ABU stopped in between I understand that we I was not you were not listening you were not able to listen to me for the past five minutes so what I will do is I will repeat whatever I said I will be repeating whatever I said over the past five minutes once again so so as to benefit to the benefit of all the participants who are connected to ABU so we were we were talking of the evaluation practices that are required so we were talking of the various types of evaluation and why evaluations are required I showed you five levels of teaching learning practice that is needed in higher education and showed you how evaluation of your own practice is pretty important because that is required to refine your practice and engage in dissemination with your peers and your community and that is what happens when you engage in scholarship of teaching and learning we had looked at various levels various types of evaluations that you can do and there are three levels of evaluation that you can do in your own classrooms particularly when you integrate technology so these three levels of evaluation are the evaluation of the engagement of the class evaluation of the reaction of the class which includes perception of learning and usefulness and evaluation of learning from that particular class typically when you use learning management system that is one place where all these consolidated evidences are easier to collect so I am taking the example of Moodle which you could use to collect all three levels of evaluation the first one being engagement through activity reports and completion reports the second one is the reaction levels through feedback and choices and the third one is learning through quizzes and assignments so I will show you one example course and how we are collecting these data in this particular course so the first the course under question is an example course which teaches participants about peer instruction it has its own LEDs, LBDs, LXTs and LXIs it also has a peer review assignment which is equivalent to your resource creation assignment now the first thing it is about engagement in engagement in evaluating your engagement so in a classroom you know how to evaluate engagement you basically have a look either visually look at your students and see whether they are listening to you they are actually following the instructions that you are giving or let us solving a problem that you have provided so that is a visual cue that you will use for inside a classroom similar visual cues can be done once you enable the completion settings now for each activity you set up when this has to be completed and you can ask the students to mark this activity as complete or do auto completion so once they submit a quiz the activity could be marked automatically complete and there is a completion block that you could add to your course to make it give a more visual cue so for example this is the completion block I have set up all the activities so for example if I turn the editing on and I select let us say this quiz activity so I go to edit settings whenever your completion settings are on so you will get this particular menu item while you are creating that activity so here you can specify what are the completion settings so completion settings to mark this activity as complete and over here I have set up the completion setting that student must view this activity to complete it so just viewing of this quiz is sufficient for me to first say that this activity is completed you can so for quizzes you can say that it requires passing grade or all available attempts have been completed you can set up completion dates etc for quizzes so this is one way of enabling completion settings and having an overview in your main course page a visual overview of how your students are performing across various activities so here just like how students are more active in the class you know that they will be doing something they have completed something they will be talking to each other they will be asking you doubts all those things you could see that this green button shows that your student has done all the activities that have been prescribed I mean the respective activities that have been prescribed the blue button shows that they are they have not they have started it but they have not completed that particular activity and if it is red it means that they have not even accessed that particular activity so the three colors the red blue and green helps us in identifying whether your participants what is the status of the participants activity across each each of these individual activities that you created in Moodle so think of this as you just glancing through the entire class and seeing who has done what and with something like Moodle or learning management systems like Moodle they have all these completion settings that help get that will help you in tracking who completed a particular activity now the next way in which you can look at engagement of your students is from the course administration block in the course administration block there is something known as reports where you get the logs activity reports course participation and the activity completion reports for your learner now the first one is course participation so when you select the course participation you can select the appropriate course activity and you can select the period for which from where you have to start the analysis and you can select whose data you want to see and you can say that all actions so once you select that you could see how many have viewed and how many have posted in the quiz from this so you get a clear view of the people who have accessed so these 10 users have not accessed that particular quiz this person has accessed at least once somebody else has accessed it six times so the numbers increase from there and if you just want to see how many have actually attempted so which means that they have posted in the quiz you can just rephrase your query and this now shows how many have attempted or posted that in that particular quiz so it is not just mere looking at the quiz you can also look at how many have actually attempted the quiz so that is shown over here now this is and similarly you can do for all the different activities using the activity report and this is available for all teachers in model so this is the course participation report the next is a gross activity report for which you will get this is based on the logs and you will get a gross data or the macro data of how many people are engaged in this course and how many times they have performed an action so over here for each of these elements so for example announcements how many do you know for this particular choice activity the number of views are less the latest the last access date is shown over here and for each of these LBD activities you can see that there are more than 30 users out of the 49 registered participants 30 users have engaged with this content they have made so many different views so this will give you a picture that these are some of the most accessed resources in the course so you would have done lot of these you would have created lot of these activities while you were doing your own model activity but what you would not have done is you would not have explored the activity reports etc to understand how you can be more informed about your teaching learning practice when you integrate technology and this kind of views actually tells us that okay there are a set of people who have not accessed our resources so you can either target those specific users who have not accessed the resources send them a message see why they are not doing this activity so for example there are only nine users who did this LXT resources so sorry five users who have accessed the LXT resources so my question would be now aren't these LXT resources sufficient or is it that they are not at all interested in looking at these multiple resources again a peer review of the workshops 32 users have peer reviewed there are others who are not yet reviewed so you should encourage others to submit their peer reviews and they should participate in that particular activity so that others will also benefit so these kind of informations give you tangible action items either to immediately go and do some corrective actions or modify your content or improve your practice so that more engagement happens and that is what we all want we all want learners to be more engaged more active while they are doing the course so this is about engagement so this is the first level of evaluation which is engagement so you saw two reports the first one is completion report that you need to enable the completion settings and the second one is the activity reports for which you as a teacher you can look at gross level activities where you will get a gross data of how many users how many number of views what are the engagements and there is micro at a micro level you can go into individual activity and look at how much how many students participated in it and you could do certain actions like sending messages to the students who are inactive or do some more corrective actions on your course based on the analytics the engagement analytics that comes from your learning management system now just imagine what you would have done in a real classroom so in a real classroom you would have taught using chalk and board you would see how many students are actually sitting silent looking at it they are writing their notes you may give them practice questions to do inside the class you may collect assignments from them this all these requires a lot of management as in you have to physically do a lot of activities to see that the engagement exists but when you set up a course or set up these resources in learning management systems like model there are these automatic mechanisms that will give you these kind of reports automatically and we what we are telling you when you want to select a learning management system for yourself you will have to look at these three levels of evaluation so you will have to look at whether my learning management system is able to give me data related to engagement am I able to collect reactions through the learning management system and am I getting good data about students learning from the learning management system now these two are quite common I mean most learning management systems will have reaction and learning by default but where model is slightly different from the other learning management systems is that all these reports it you could download these reports as csv files or xls files and do a local analysis yourself so the user friendliness of model is to that extent that you could download these reports and then perform evaluations or go beyond just evaluations suppose you want to write about what you have done in detail along with evidence these kind of data dumps actually help you in writing out these and disseminating it okay the next important evaluation parameter is reaction so reaction is perceptions of users so how many of you perceive these as useful so let me give you an example of an evaluation a method of evaluation that I can use right now to gauge your usefulness of the information that I am sharing with you and get a feedback on that and for this I will be using a view poll so let me create a question in a view okay so now in your a view screen all of you will see a question so the question is was the information that I shared with you till now useful for you so I am going to start the poll so all course coordinators just check in your RC whether all your RC members found the information useful and reply to the poll so close to 11 RCs have responded okay let me have a look at the number of polls so around 73 remote centers have responded to the poll and all of them are telling me that the information was useful so it is good so out of around 94 or 100 RCs who are connected almost 75 percentage have responded so this is how you look at engagement so this is one more way for us to see how many RCs are active now for the past half an hour I was giving you information and I am not really sure as to which all RCs are active we know the connection data as in there are around 100 RCs who are connected to the system right now but out of them the engagement is that the engagement shows that at least 75 course coordinators in the RC are active they understand that a question has been posed so they are responding to it so this is one way of doing engagement using the AVU platform but what I have collected is a reaction from all the users who are connected to AVU so this is what I call a perception of understanding now there is something else known as perception of learning now what is a perception of learning so perception of learning is all of you would ask your questions you would have you would be taking a 10 minute lecture and let us say after 10 to 15 minutes you would be asking your students did you understand what I said right now isn't it okay so I will give you a another question so I am going to start another poll which is about a perception of learning so the question is did you understand how to select activity reports in model so I am going to start this poll I showed you activity reports how to look at activity reports how do you make inferences from the activity reports in the past 15 minutes so my question to you right now is did you understand how to select activity reports in model and there are three options I understood it partially yes I understood it completely third one no I did not understand at all so there are three options partial yes and no you should select the you should check with all the members in your RC course coordinators it is not your response that I am looking at you should ask this question to your RC members and ask them whether they understood about selection of activity reports so I will just view the results okay and this unfortunately I am not able to show you the graph but what I see is around 30 people understood it completely 31 partially understood it and two of them did not understand it at all so there are two important inferences that I make from here not just about the learning aspect of it but also about engagement now have a look at number of people who are responding now all of you had said that activity reports is useful isn't it but there are certain doubts about whether what or how you will select activity reports or how you will go to a particular model settings and see the activity reports so let me just see how many RCs have responded so again 75 RCs have responded which means that the engagement is sustained and there is a partial understanding of activity reports among the audience among the RCs so let me do a corrective action right now so the corrective action is so question I am going to pose a question so the question is from which tab or which section will you select activity reports suppose you want to see activity reports in your own course in model from which tab should I select the activity reports in the screen I shared you saw you saw it in the right hand side a block but what was this blocks name how are you going to select that activity reports so which block yeah so you can I will be as course coordinators please post this question to all the members in your RCs I will be creating a poll just now I see a lot of few writing in the chat so what I am going to do right now is I am going to post a poll right now so many of you have posted some answers so all the RCs you will see a poll question right in front of you so there are three options given to you so the question is from which block did I select the activity reports there are three options the first option is course administration I selected course administration and then reports the second option is I selected turn editing on then I went to the activity and then selected reports and the third one I did was site administration and reports which of these did I select so let me so the poll is visible to all of you so there were three options that were shared the first one is site administration and reports the second one was turn editing on activity reports and the third option was course administration reports directly from course administration and reports majority of you are saying that it is course administration and reports 30 of you are saying that so more number of people are answering that poll but yes again 38 numbers are saying that this is through course administration so it has increased to 40 so more than half of you are saying that it is course administration and reports there are others who are saying that it is turn editing on activity and reports there are six of you who who is saying that it is site administration and reports so let me just clarify it immediately let me go to the desktop sharing I hope all of you are able to see the Moodle course so this is in Genomeo even in Moodle cloud you will have the same settings so where does let me first look at where does site administration is coming so site administration is not coming anywhere over here because the person is only a teacher otherwise site administration would have come over here okay so there are there is no site administration in fact the answer that it is site administration and reports is not correct the next option was turn editing on so I am keeping editing off first let me go to individual activity turn editing on and if I go to the activity if I go to the let us say one of these activity let us say I am going to LBD there is nothing like a report over here you could assign roles you could duplicate you could hide you could edit settings but there is nothing like report in the activity after you turn editing on so it is not correct the correct answer is administration or the course administration so this button is course administration if you have not enabled this block it would come in the settings button over here you could go to more and you will see this tab course administration so there are two ways of looking at this since I like all the blocks to be available to me as a teacher what I did was I added a block in genomeo for course administration and I could see this over here itself so it is in the course administration block within course administration I went to the reports tab so this is what you can do when you want to judge learning so you posted a question over there so you saw three different ways in which I did engagement perception of learning and perception of the actual learning so the first engagement was judged by the number of people who responded to my a view pod so I saw that 75 percentage of my RCs are engaged now the next was about perception of learning there I saw that again all these 75 percent were engaged but more than half of them so there was a split as in 30 people which is like close to 50 percentage of them understood it completely but there was another 50 more than 50 percentage of them did not understand the how the activity reports is taken from Moodle and to ensure that they learnt it I again gave a learning question where I ask them from where will you select the activity report now this is at a recall level so if you remember the Bloom's taxonomy this question is at a recall level and recall understand so it could be recall and also understand because you need to know from where did I actually so which tab to click where is it found and how can I select it so this is just both recall as well as understand and I saw that again more than half of you roughly half of you is also knows from where you selected this particular activity reports so to close the learning loop let me now give you up another poll so you have already seen this question so the question was did you understand how to select activity reports in Moodle so now that I gave you a poll I showed you how it is done I explained why each answer is incorrect and I showed you where you should actually go and do it now my question is did you understand how to select activity reports in Moodle so again course coordinators please ask all the RC members whether they understood it once you get a maximum majority respond respond back to the poll so the poll is available in your A view window right now okay 68 RCs have responded till now I will just wait for a few seconds for more RCs to join in so my number was 75 right the engagement number was 75 so 74 RCs have responded and out of which 69 are saying that they have completely understood how to select activity reports there are four people who did not who have a partial understanding of the process and there are there is one RC who has not completely understood the activity reports per se for them let me give you an assignment right now that you should do during the break go to your Moodle course that you have created during the last lab activity identify the following things identify where is site administration identify where is course administration and then look into your activity reports from course administration I showed you where course administration was if you are using Genomeo you will so you every course will have a settings button which is actually the gear something like a gear so this is available here you go to settings button click on more and here you will see what is known as course administration and in that you will see something known as reports so here you can see all the reports and its analytics graphs so regarding content access how many have accessed the particular content so let me just go to a label selected date and I select build graph so here it shows me how many have actually accessed the labels that is the videos that have uploaded so many people looked at the videos so this is directly and you could download as CSV download as in whatever format you want the other way of looking at it is basically going to individual activity and selecting each of them okay so I hope I want all of you to go to the Moodle that you created and select course administration from it so how do you select course administration go to the course click on the gear button and select more and in that more select course administration select reports tab in it and look at all the different reports that you can get from Moodle so this is an activity for all RCs so regardless of whether you completely understood it or not why don't you go ahead and explore the reports tab in Moodle and explore these three all these reports and how you could actually get insights on engagement of user with your content the next way in which engagement can be perceived so this is the perception so for perception you could do two things first one is you could have an activity like a poll so we had an avu poll right now so similarly Moodle has a polling activity called choice so click on and add an activity or resource and select the choice activity this is one way in which you can get perception feedbacks or reactions from your learners yet another way of doing this is what we call as feedback you can select add an activity or resource this should be coming here let me just okay I will just show you in the Moodle cloud so in the Moodle cloud I am again turning activity on add an activity or resource you will see something on as feedback in Moodle and this through this feedback settings you could create surveys so this survey for learning so just like any other activity you have all the settings you will have to enable just like how you did the quiz questions you can add questions over here so you can see different types of questions so you could have multiple choice questions you can set up whether it is mandatory did you learn you can set up whether it is a single answer or multiple answer and just like how you set up the polling question this survey will have so this is how the question is visible to the learner so when they click answer the questions they will see the question that is coming so did you learn peer instruction the question is yes no partially so let me type partially and I can submit my answer so this is actually a one way in which you can create customized surveys in Moodle and you can see the visual analysis of it or you could actually see what each individual has responded now currently it is in anonymous mode and you can download this activity this as a CSV file or Excel file or in multiple different formats for further analysis at your end now this is how basically perceptions are being collected perception data is being collected and it can be used for evaluation and the third third and most important item is the learning data which you all know it is basically you set up quizzes you set up the grade book and you download the grades to actually see who has scored how many marks and how much how much time they took all these data could be downloaded from this learning data so by analyzing the engagement reaction and learning you will get a good understanding of how effective your teaching learning module was for your learner and that is the most critical aspect that you should look as a teacher if you are to move from teaching using just effective practices so this FDP has introduced you to different technologies and different active learning strategies but it is not just sufficient to just look at those and start practicing that is just using effective teaching practices you have to move to scholarly teaching where you evaluate your teaching practices and make refinements on it so make sure that you extensively explore the various evaluation settings that are available in Moodle because today's activity the next activity for lab you will have these particular specific activities I initially thought of giving each of you a separate assignment but now that we are talking of OER we will be talking of evaluation etc I have modified the lab activity for today I will be giving you the detailed instruction on lab activity once we resume after the break but till that time so now it is 11 o'clock I want all of you to go to your respective RC Moodle courses that you have created explore the course administration settings and see what all reports are coming so engagement reports how do you add feedback to Moodle and the various ways in which you could gather these reports so there is okay there are some chat questions that are coming up let me just address it from today discussion course content of parents it is instead of technology would be required to some extent but in one grader active and summative question the answer is showing differently quite confusing kindly guide on this too okay so I am not sure where it got confusing so I looked at two reports so let me go back to the settings once more I will enable desktop sharing documentation for all these activities is available in Moodle go to docs.moodle.org and check for activity reports a detailed documentation for your version is available and has been created by Moodle so I would always refer you to the standard Moodle document rather than us creating a new set of documents so for the for the question regarding there was some doubt regarding the two different outputs let me just show you how you select course activity reports so I will be looking at so all of you know how to look through course activity reports I look at engagement data now engagement data can be looked at at two different levels one is at a macro level where you see how many people access date in what way did they access it etc and this is available through activity reports for this you have to go to course administration select reports from course administration and there is something on us activity reports in that so this is a way in which you will get a gross activity report about how many users have accessed each of your element now there is another important aspect called course participation where you can actually go deep into a single activity and see what each users have done so let's say I am selecting discussion on peer instruction so this is the activity that I want to look at so this shows me that 36 users have accessed it and a total of 1196 views of the discussion forum has happened so views in the sense either they have viewed it or they have posted it so both these actions have come together 1196 times now I select that discussion forum so this is discussion on peer instruction I look back for the past three weeks once the course has started I look at all the students who have done a discussion and I am clicking on all actions so there it shows me there are 49 students and it shows me that around 13 users have not accessed a discussion forum and others have accessed some have accessed it once there are people who have accessed it something like 70 75 times so there are people who go to the discussion forum multiple times and there are few users who just limit themselves to few discussion forum views and they do not actively engage in the discussion forum so this is these are the two major views that you will see and in addition if you want to see the graph a graphical representation of this course activity you can go to the course analytics select reports there is in the course administration under reports there is something on as analytics graphs and in that you can actually see the access a number of active students quiz submissions hits distribution etc all these graphs get created over there so this is a visual activity so for example I am selecting forums over here and I am starting from 1st May and I click on build graph and it shows me for a discussion on peer interaction 33 students have been active in the discussion forum who have accessed the discussion forum 16 have not accessed in the sense that they have not posted in the discussion forum they might have just viewed the discussion forum and I just to cross check I just go to these actions and I look at number of people who have posted in the discussion forum okay because posting is participation and here I can see 12 users 13 users who have not posted and here okay there is okay there seems to be a discrepancy over here so I understand what you are looking at maybe what I will do is so if there is a discrepancy I will download the data and I will dig deep I will then so if there is a discrepancy then there is a facility to actually go through individual users and understand what they have done okay let me just find out what why this discrepancy existed but I understand where the query is coming from so I look at why this discrepancy has come up but essentially if you set up the courses so I have set the peer instruction course in self-enrollment so which means that more and more participants can enroll in that course and do the activities that may be one reason why is we see that small discrepancy regarding documentation as I said refer to the Moodle docs okay so there is a okay all your operational queries regarding RCA 1 we will be addressing it because just like the previous FDP we are actually looking at the RCA grievances we will be addressing it apparently it seems that their lowest score is awarded among the peers okay over here please note that how does IIT Bombay X do RCA or peer evaluation is they look at the median of the marks given by the peers so they give the median of the marks by the peers and that is being used so look at all your peers ratings and identify the median mark that mark will be the marks that are given to the learner yes we know that IIT Bombay X site is not working we have intimated our technology team for today's and tomorrow's activities you will not be requiring IIT Bombay X per se but I understand that there is a due date that is set up for tomorrow we will be extending it by a day so that all of you will be able to complete graded activities for the past week by tomorrow so it's 11.10 right now we will go for a break we will go for a break and we will come back at 11.35


Welcome, today we're on board the Masters 207 Bay Boat. This 20 foot bay boat is ready for action and outperforms the competition in both standard features and performance. It measures in at 20 feet 4 inches with an 8 foot beam, 64 gallons of fuel and just 12 inches of draft. So let's start at the bow. The bow of the Masters 207 is battle tested for fishing. The one that we're on today also has this optional bow seating. It includes the bottom cushion as well as the backrest, both of which are totally removable. For storage it all starts with the step box, nice and wide storage box for all of your belongings. And the centerpiece of this boat of course is the bow fish box. It's totally insulated and will keep your catch nice and fresh. Both of these boxes can double up as dry storage. Moving forward we have an anchor locker compartment as well as the trolling motor harness. Now moving back to these seats, when you open up these lids they reveal the lockable rod storage, five rods on either side. And the way that they're hinged allows you to load this box even when the boat is on a trailer. To finish everything up a safety grab handle and a cup holder. Let's take a look at the console. Moving at the front we have a 10 gallon live well and it is insulated and can double as storage of course.  Nice comfortable seat up front. On either side of the console rod storage, three on either side. If the boat is equipped with the freshwater system like this one is, the freshwater fill is over on the starboard side. That handle all the way around and a windshield for some protection. So let's swing around and take a look at the electronics. For electronics on this boat it features the Sportlink Electronics Integration System. This is a factory installed set of electronics that comes standard with every Masters 207. It includes the Garmin 942XS paired up to a B60 thru-haul transducer. This is a 9 inch touchscreen GPS and includes Garmin's brand new Blue Charge G3. Now you'll notice the black dash all the way around. It includes these switches that are integrated with backlit labels as well as a 12 volt receptacle and two USB charging ports. The black acrylic helps with glare when you're out on the water. For steering we have C-stars hydraulic tilt helm and also a sportsman steering wheel with a knob. Yamaha Benekul, two cup holders, a footrest below with some storage. Now the boat that we're on today has the JL Audio System. This is the JL Audio's MM50 and four M3 speakers all the way around. Nice option to have to have some nice tunes on the boat. Let's take a look at the Leaning Poster. The Leaning Poster on the Masters 207 is versatile and comfortable, starting with these individually adjustable bolsters. They allow captain to be standing up while passenger is sitting or any combination of that. Two grab handles on both sides for safety and plenty of storage underneath. We do offer a Yeti 65 quart slide out cooler as well as an under leaning post tackle storage. Over the top four rod holders complete the package. Speaking of rod holders, let's check out under the gunner. The under gunner rod rocks on the Masters 207 provides storage for two rods and it also has a rod holder, cup holder and a pull up cleat. And then the same thing on the other side. If the boat is equipped with raw water, the raw water outlet is located on the starboard side. Now let's check out the rear deck. The rear deck of the Masters 207 features this two person bench as well as our total access hatch. To access it, simply lift up and then pull forward. This reveals best in class access to your bilge for any maintenance or service needed. You also have some storage below. Moving it up reveals a totally flush rear deck with two live wells. Over on the port side a 20 gallon insulated live well and on the starboard side the same live well but this one features our pro air bubbler system. Both of these boxes can serve as coolers or dry storage. The standard on this boat is a Yamaha 115 but the one we're on today has the Yamaha 150. We also offer it in digital as well as the VMAX SHO. To finish everything up we have a swim platform with a three step boarding ladder. This boat as with every other sportsman boat is NMMA certified and built to ABYC standards. This represents the highest in safety standards in the marine industry. This boat with its perfect blend of standard features and performance is the perfect boat for fishing and family time on the weekends. If you have any questions on this boat or any other sportsman boat visit our website at sportsmanboatsmfg.com or contact your local dealer. Thanks for watching.


When someone says they're number one in their field or that they are a best expert, best-selling author in this or that, I always wonder by whose standards. Because when you try to prove yourself as superior in your field, you always have to try to defend that position. And you're also subconsciously strengthening your fixed mindset. So the fixed mindset is where you have this fixed identity about always being excellent. And you always have to try to prove yourself to that external standard instead of the growth mindset, which is this belief that with practice, you can become anything you want. And that if you are practicing, you can become better. If you're not practicing, you are probably slipping and becoming not as not as skill-free as before. So how do we authentically prove ourselves as an expert? We don't say and try to puff up our chest and say, oh, I am number one in my field. I'm best-selling expert. I think all that is genuinely much of it is BS. Instead, how we prove ourselves as an expert is to show up consistently, continually practice and try to improve ourselves and share with our audience what we're learning from our practice and from our experience, our own experience as well as the experience of helping other clients. So in our content, for example, we don't say this is the absolute truth. I know exactly what's best for everyone. These are the must-dos. No, in our content, we say, this is what's working for me right now. This is what I'm learning right now. I hope it's helpful for you too. This is what's working for my clients. Maybe you should try it too. Let me know how it goes. So in our content, we don't, we simply say what's working now, okay? In our selling, you might say, well, George, when I'm selling, don't I have to say I'm the number one expert in my field? No, that's all BS. When you're selling, you simply first, you focus on selling to the people who already trust you. When you, when you sell to people who are skeptical and they have their arms crossed, then you have to try to puff up your chest and play the imposter syndrome game.   And you simply share, hey, listen, I love this work. I care about this journey so much. I'm in the practice myself. I work with clients all the time. And if you are struggling with this, or you want to experience this thing, then it's something that I love to do. I love helping people with. So you know me, you know my work already from my content. Let's give it a try. See if I can help you. So therefore, it's very authentic. It's not trying to like, well, you better buy now, you better, you know, it's not this kind of, this kind of energy where you're, you're trying so hard to sell. If you ever find yourself trying hard to sell, you're trying too hard. So first, you've got to build trust. And when I say build trust, I don't mean using any tactics to try to get people to trust you. That's ironically not trustworthy. Building trust authentically means to show up consistently in the practice and in the improvement. And trust is earned deservedly. Trust is earned naturally. That is authentic trust. And that is authentic confidence. So when you have the authentic trust of the people in front of you, you don't need to try hard to sell. You don't need to prove yourself as an expert. They already trust you. And so you just need to be very plain in how you share about your services and your programs and your products. And if it's right for them, they will buy. It's quite simple. So I hope this is helpful. My name is George Cao, authentic business coach. For those of you who don't know, I love talking about this stuff. How do we build business in a way that's truly from the heart and not just from the heart in quotes, right, but truly from the heart aligned with our values showing up in the most real way possible. And so anyway, I always look forward to your comments and your questions and I wish you well. I wish you joy, deep joy and fulfillment as you work on your marketing and your business. Take care.


As of June 14, 2020, the World Health Organization reported a total of 7,690,708 confirmed cases of COVID-19 globally, with 427,630 deaths. Within the region of the Americas, there was a total of 3,711,768 cases. As of June 15, 2020, St. Lucia recorded a total of 19 confirmed cases of COVID-19. 18 of those cases have fully recovered. The last case was a repatriated COOS National and was recorded on June 4, 2020. Testing results received on the weekend indicated 44 negative test results. A total of 1,356 tests have been carried out to date. As of June 15, 2020, the curfew is imposed from 12am to 5am each day. Also, some social activities, including parties, picnics and receptions are allowed with the established physical distancing and public health protocol. The Ministry of Health and Wellness alerts the public that as we open up the sectors, the risk of transmission increases. We can reduce this by ensuring the public health and social measures are maintained. We also anticipate new cases, however, if we all comply by the guidelines and maintain them, the possibility for transmission is minimized. One of the recommendations included the use of a face mask or scarf when going to public places such as supermarkets. The face mask or scarf may be used for source control by reducing potential exposure risk from infected persons during the pre-symptomatic period. The mask is needed for use when someone is less than 6 feet from others, as in the supermarket and other stores, and in such situations. The prolonged use of the mask does not cause carbon dioxide intoxication, no oxygen deficiency. Face masks should not be used in the following situations, that is, driving a car, especially if you are a lone or if immediate family, riding a bicycle or motorcycle, walking on the street when alone with no one near, during exercise or gym or running, with family members or group of friends when seated at a restaurant. Also, students who are seated 6 feet apart can remove the mask during class time. Wearing a face mask is complementary. It does not replace the recommended preventative measures. So as usual, we ask that everyone continues to sanitize their hands by either using hand washing or an alcohol-based hand sanitizer. Also to wear your mask during daily activities when you're out, maintain the 6 foot distance. Also be sure to cover your mouth and nose when coughing and sneezing. These simple and inexpensive actions will make a meaningful difference in preventing the spread of infection. As always, the Ministry of Health and Wellness will continue to provide regular COVID-19 updates as received. Thank you. Bye.


Before we go on to understand the Cordillary Arterial Anatomy, let's quickly look at the Cadet Chambers on Axial CT, I'll be scrolling craniocaudally. On this first image, we have the ascending ovata on the right side, main pulmonary trunk on the left side. This is the left auricle and the posterior most chamber here is the left atrium. We have the pulmonary veins opening into the left atrium. As I scroll down, we have the aortic root here. This is the left coronary sinus. It is giving off the left main coronary artery. This is the right ventricular outflow tract. This triangular shaped structure on the right side anteriorly is the right auricle. The left atrium with the pulmonary veins. Further down, we have the right ventricle. We have the left atrium, the right auricle, the right atrium, the aortic root still with the right aortic sinus giving off the right coronary artery and the non-coronary sinus on the right side posteriorly. As I scroll further down, we have the left ventricular outflow tract. This is the left ventricle. This is the right ventricle, the right atrium and the left atrium. Further down, this is kind of a four chamber view wherein we have the right ventricle which is anterior and to the right left ventricle which is to the left and posterior the left atrium. This is the mitral valve between the left atrium and the left ventricle. This is the right atrium with the tricuspid valve between the right atrium and the right ventricle. Before we go on to understand the course of the coronary arteries, these are the few terminologies we need to know. Between the right ventricle and the left ventricle, we have a groove which is called the interventricular groove. In the cranial aspect of the heart, it is the anterior interventricular groove and as we scroll down and reach the base of the heart, it becomes the posterior interventricular groove. Between the left ventricle and the left atrium, what runs is the left atrio ventricular groove. So, posteriorly and to the left is the left atrio ventricular groove. Exactly diagonally opposite to it, we have the right atrio ventricular groove which runs between the right ventricle and the right atrium. This is the inferior portion of the right atrio ventricular groove. The point where this atrio ventricular groove meets the posterior interventricular groove is termed as the crux of the heart. The point exactly diagonally opposite to it is the apex of the heart. In this case, the apex of the heart is pointing towards the left side. Now let's go back cranial. We have the left coronary sinus. Left coronary sinus gives of the left main coronary artery. This is the left main coronary artery which runs between the RVOT, right ventricular outflow tract and the left atrium. It divides into two branches. The branch which courses anteriorly is the left anterior descending branch and the one which courses posteriorly is the left circumflix branch. Left anterior descending artery then gives off two branches. One is the diagonal and the other is the septal. The diagonal branch on the left side of the left anterior descending artery and courses towards the free wall of the left ventricle. So we have a diagonal branch of the left anterior descending artery here and the septal branch always courses towards the septum. So in this case, we have the septal branch. This is a very small septal branch which is coursing towards the interventricular septum. So whatever arises from the LAD and courses towards the left side is the diagonal and the one which courses towards the septum is the septal. Left anterior descending artery runs in the anterior interventricular groove. So whatever runs in the anterior interventricular groove to reach the apex of the heart is called the left anterior descending artery. In this case, the diagonal branch is quite good sized. That is also giving off another small branch here. Now the posterior branch of the left main coronary artery is the circumflix branch. So we have a small circumflix branch here. The circumflix artery courses in the left itrioventricular groove. So it courses in the left itrioventricular groove and it gives off what we call the obtuse marginal branches. If you can see here there is a small branch coming off the proximal circumflix which is the small obtuse marginal or popularly known as OM branch. As I scroll down the circumflix artery running in the left AV groove gives off another branch. This is OM2 branch and then it continues further as OM3 branch. So we have the OM3 branch. These branches supply the lateral wall of the left ventricle. Now going back to the aortic sinuses, we have the right aortic sinus which gives off the right coronary artery. Right coronary artery in this case is very good sized. It is a dominant artery. The right coronary artery gives off the first branch which is seen coursing posteriorly and it is coursing towards the left atrium. So this is a SA nodal branch. In almost 60% of the patients of the population it arises from the right coronary artery. In the rest 40% it may arise from the left circumflix branch. So this is the SA nodal branch. Before we go further on to the right coronary artery we can see a tiny branch here which is arising directly from the right coronary sinus and it is curving around the right ventricular outflow tract. This is a conal branch. Now in almost 60 to 70% of the population the conal branch arises from the right coronary artery. However in around 20 to 30% it may arise directly from the right coronary sinus. Another small branch here this is a right ventricular branch of the right coronary artery. As I scroll down further there is another branch which is coming off the right coronary artery. It is coursing along the acute margin of the heart and hence it is called the acute marginal artery. So we have the acute marginal branch of the right coronary artery and as the right coronary artery courses down into the posterior atrioventricular groove at the crux of the heart it branches into this artery which is seen coursing in the posterior interventricular groove that is the posterior descending artery and another large branch which is running across in the left AV groove and also supplying the lateral wall of the left ventricular. This is the posterior lateral ventricular branch. In this case the right coronary artery is giving off the PDA and the PLV branches and hence is the dominant artery. There are times when the circumflex artery is dominant. When do we call it dominant? The circumflex artery when it courses in the left AV groove towards the crux of the heart and divides into PDA and PLV branches that is when we call it a dominant artery. In 30% of the population the circulation is co-dominant that is the right coronary artery gives off the posterior descending branch and the left coronary artery gives off the PLV that is the posterior lateral ventricular branch.