Focus Question

[NOC24 GE12]

Hi,

We had used ChatGPT, Bard and Bing CoPilot to identify LxTs for the topic - Pythagoras Theorem. You can check the conversations with the LLMs below: 

ChatGPT: https://chat.openai.com/share/9e132eb9-5aa8-4bf4-8d38-58e0597081d2

Bard: https://g.co/gemini/share/c62cfe726667

Bing CoPilot: https://t.ly/JXyTI (Operated in Precise Mode)

Based on the interactions with the LLM’s, here are some initial assessments related to the speed, extent of information available, and the quality of information

1. The LLM’s were very quick in giving responses, however they needed to be provided with additional prompts to ensure that they gave examples of resources.

2. The extent of resources provided by LLMs were sufficient. ChatGPT provided 10 different types of resources, Bard provided resources in 6 categories and Bing Copilot provided it under 3 categories. 

3. Most of the resources were very relevant, however, I need to think a little more abouton which resource to use and their level appropriateness. For instance, if you look at the ChatGPT response, it points me to the main sites (like Geogebra or Desmos) whereas the Bard response was more precise with links. However, many of these resources had ads onin their pages which will make me think twice before sending the learners to those pages as the ads are dependent on the search behaviors available in the machine too.

Overall, I would say that the experience was not bad and it gave me more pointers to think about creating my LeDs and LbDs. If I had done this exercise before the class then I would have maybe done a few more activities to prime them in these directions. Also, I could have done a more careful review of the prompt to ensure that resources are safe for learners to access.

Waiting to hear back from others about my strategy and thoughts related to use of LLMs for LxT curation/creation.

You can click here to get the focused question.

[Anthony Gomes]

Greetings,

Your attempt at using LLMs to identity LxIs is interesting. Here are my thoughts about using these LLMs to gather LxIs.

Unreliable or erroneous data: While the results produced may initially appear credible, it is necessary to verify their authenticity. For example, in my preliminary research to locate relevant bibliography/references on a specific topic, I used ChatGPT. To my surprise, it provided a list of works, but upon verification, I discovered that some of them did not actually exist. Similarly, when attempting to find quotes related to a particular theme, I received multiple results. However, upon verifying the accuracy of the attributions, I found discrepancies. After further probing, ChatGPT acknowledged the potential fallibility of its results, emphasizing the need for confirmation.

General to Specific: Assuming we obtain reliable and authentic results for our search, it is essential to sift through them and select only those resources that align with our objectives and audience preferences. To gauge the breadth of generated results, I prompted ChatGPT to provide resources for understanding "negation" in French. It yielded numerous links, revealing varying levels of complexity. Some elucidated simple negation structures (ne...pas, ne…jamais, ne…plus, etc.), while others delved into older forms of French negation (ne…point, ne…guère, etc.), and even the concept of "Ne explétif" As an instructor, I found myself tasked with making informed decisions tailored to my learners' needs. For instance, I could use the basic negation resource for introductory language classes, while reserving more advanced materials for M.A. students and beyond.

While LLMs offer rapid results, relying on them blindly may prove futile. Hence, it is necessary to select from the pool of reliable resources generated and further explore their references and bibliographies for greater reliability and credibility.

I am certain that my peers may hold differing viewpoints on this matter, and I welcome their perspectives.

Regards,

Anthony GOMES

[Radhika Injamuri]

Greetings, 

Anthony Gomes,

Thank you for sharing your detailed thoughts on using LLMs. Your insights highlight important considerations.

AI can be a powerful tool; it’s not infallible and human oversight is often necessary.

Also, you rightly pointed out; an instructor plays a critical role in making these informed decisions.

Expecting more diverse viewpoints from our peers. I appreciate your active participation in the discussion forum.

Regards,

Dr. Radhika Injamuri,

DFM-2024

[kalyani Alexander]

While using LLMs is a nice idea, I see the variation in responses. Bing seems to be more suggestive on other online course material references, the other two LLMs provided multiple strategies, domains etc. However, as a designer, I feel, we should do one level of analysis and filter out the best possible in different LXTs; while Khan academy/BYJU's are good references, I prefer giving hands-on with worksheets, real life scenarios etc. will be more helpful and help learners to attempt and practice. But considering LXTs are for diversified learner group, we can provide couple of references across the elements with different complexity levels. But usage of LLM definitely is a good point for starting this exercise. Regards

[jaishree mathur]

Hello everyone

Ofcourse  Mentimeter,, kahoot and Padlet are good tool to get response from students who are  online as formative assessment. But what are the best tools to evaluatye students who are not online?

[Sudha Sivakumar]

Dear Jaishree,

I am waiting for the response from our peers. Let's see their experience of using various formative assessment strategies in offline classes by our peer group.

Hope you will have a solution

With Regards

Sudha B

[Anthony Gomes]

Greetings,

After watching the LeD 4.4, I engaged in the activity suggested within it. I used the same prompt mentioned in the question, but focused on Algerian War of Independence. The prompt was “Please suggest teaching-learning materials that can be provided to learners who completed a class on Algerian war of Independence so that they can either go deep in or explore broader aspects of the topic.”

I used two language models (LLMs) for this task: Google Bard (Gemini) and Microsoft Copilot. The results they generated were genuinely impressive. Both LLMs promptly provided quality resources. While Google Bard (Gemini) offered primary and secondary sources such as memoirs, archives, documents, books, films, etc., Microsoft Copilot presented more scholarly documents, such as research papers.

Equally fascinating was that Microsoft Copilot included hyperlinks to the research papers, thereby saving time in ensuring the results are authentic. The major element that stood out for me was that Microsoft Copilot gave a brief overview in a line or two about the generated result. This helps me as an instructor to make an informed choice while using the resource as LxT.

Considering the reasons cited above, the results generated by Microsoft Copilot prove to be a good fit as LxTs for my classroom and learners.

I have attached a PDF of the output generated by both LLMs.

Regards,
Anthony GOMES

[Amritpreet Kaur]

Dear Anthony Gomes

Thank you for sharing your insightful experience with using language models (LLMs) in response to the LeD 4.4 activity. Your detailed exploration of Google Bard (Gemini) and Microsoft Copilot sheds light on the practical applications and benefits of these tools in educational contexts.

It's impressive to see how both LLMs efficiently provided a variety of quality resources in response to the prompt.

I appreciate your attachment of the PDF showcasing the output generated by both LLMs, which further illustrates the effectiveness of these tools in generating relevant teaching-learning materials.

Your thoughtful analysis and endorsement of Microsoft Copilot as a suitable resource for providing Learning Extension Trajectories (LxTs) to your learners are valuable insights that will undoubtedly benefit your classroom and instructional strategies.

Looking forward to hear more about your continued exploration of innovative teaching tools and methodologies.

Regards

Amritpreet kaur

DFM LCM-24

[Dr Alaknanada Shringare]

Hi,

I used two LLMS ChapGPT and Copilot. 

In ChatGPT when I used the prompt mentioned in the LxT for getting information on New Public Management, I encountered a delay in getting the response. Eventually an error occurred, prompting me to regenerate the prompt. Upon my next attempt I received response within seconds. 

It gave me 10 resources but are like Textbooks and Academic Journals, Videos, Project Reports without giving any specific examples for them. 

I found only three can be used for online courses. 

Microsoft Copilot provided me with 7 resources within seconds, with few examples but once again only three are useful.

As mentioned by Anthony Microsoft Copilot, I also find Microsoft Copilot useful for Lxts.

I agree also with Kalyani that these can serve as a good starting point. Further prompts or exploration of specific resources from the resources mentioned in the LLMs is required to refine the results and tailor them to specific type of LxT desired for the topic.

Regards

Alaknanda

[Shruti Sidhaye]

Hello All,

I used 2 separate LLMs as mentioned in Lxl. Following results were found:

Prompt: Please suggest teaching-learning materials that can be provided to learners who completed a class on working capital assessment methods in India so that they can explore broader aspects of the topic 

Result from Microsoft Capilot:

1. Banking School Article on Working Capital Appraisal:
   • This article provides insights into various methods of working capital appraisal, including Tandon’s first and second methods, turnover method (also known as Nayak Committee norms), cash budget method, and more. It explains definitions related to working capital and operating cycles¹.
2. Principles of Lending and Credit Monitoring:
   • Learners can refer to materials that cover principles of lending, including working capital assessment. Topics such as projected net working capital, projected turnover method, operating cycle method, and cash budget can enhance their understanding².
3. National Curriculum Framework for School Education (NCERT):
   • While this framework primarily focuses on school education, it emphasizes the development of curricula, teaching-learning materials, and assessment methods. Exploring relevant sections may provide learners with broader perspectives on working capital³.
4. Assessment for Learning (AfL):
   • Although not specific to working capital, AfL is an effective assessment method. It helps teachers incorporate assessment practices into their teaching pedagogies, motivating student learning. While this resource isn’t directly related to working capital, it offers insights into assessment techniques⁴.

Result from Chatgpt:

1.    Case Studies: Provide case studies of Indian companies from various industries showcasing different working capital management strategies. This will allow learners to analyze real-world scenarios and understand the practical implications of different methods.

2.    Research Papers and Articles: Share academic papers, research articles, and industry reports focusing on working capital management practices in India. These materials can offer in-depth insights into the current trends, challenges, and best practices in the field.

3.    Books and Textbooks: Recommend textbooks and reference books on working capital management that cover advanced topics and provide comprehensive coverage of theoretical frameworks, empirical evidence, and practical applications.

4.    Online Courses and Webinars: Encourage learners to enroll in online courses or attend webinars conducted by experts in the field. Platforms like Coursera, Udemy, and edX offer courses on financial management and working capital optimization that learners can explore at their own pace.

5.    Financial Databases and Tools: Introduce learners to financial databases and analytical tools that can help them gather and analyze financial data of Indian companies for working capital assessment. Tools like Bloomberg, Reuters, and Capital IQ provide access to financial statements, ratios, and other relevant metrics.

6.    Industry Reports and Surveys: Share industry-specific reports and surveys published by consulting firms, industry associations, and regulatory bodies that provide insights into working capital trends, benchmarks, and performance metrics across different sectors in India.

7.    Interactive Workshops and Seminars: Organize interactive workshops and seminars where learners can engage in discussions, case analysis, and group exercises related to working capital management challenges and strategies in the Indian context.

8.    Simulation Games: Utilize business simulation games or software that simulate real-world scenarios of working capital management. These interactive tools can help learners develop decision-making skills and test different strategies in a risk-free environment.

9.    Guest Lectures and Expert Talks: Invite guest speakers from academia, industry, or financial institutions to deliver lectures or conduct Q&A sessions on specific topics related to working capital management in India.

10. Online Forums and Discussion Groups: Encourage learners to join online forums, discussion groups, or professional networks dedicated to finance and accounting where they can exchange ideas, ask questions, and seek advice from peers and experts.

Observations about speed, extent of information available, and the quality of information are as under:

1. The speed of information provided by LLM was excellent

2. There was variety of information against the same prompt. Microsoft Capilot provided bundle of results i.e. links for core knowledge of the topic as well as links for delivering / understanding the topics, whereas Chatgpt mere provided information about technics of learning and delivering the sessions with absolutely no contents for knowledge enhancement.

3. Quality of contents fetched from Microsoft Capilot are rich and are as per requirement.

I am sure effective contents for LeD and LbD can be created with support from LLM.

Request for comments by others.

Thanks

Shruti Sidhaye

[Siddu Jigajinni]

Dear Shrutiji

Great job you have done by comparing two Al technologies.

The maximum time set for one LeD is 6-10 min (which we will see in this course). The instructor has to decide the amount of content to be packed in that time and chunk the content into LeD, so that participants feel easy to follow the instructor.

If you've considered making an online MOOC course, could you please share the number of LeDs, How reflection spot(s) are identified for the given LeD and how many learning-by-doing activities (LbDs) are associated with each LeD?

Happy learning!!

Regards

Dr. Siddu Jigajinni

DFM, LCM-2024

[Aravinthan K]

Greetings!

I used 3 LLM’s, as follows 

Please suggest teaching-learning materials that can be provided to undergraduate learners who completed a class on energy distribution of black body radiation so that they can either go deep in or explore broader aspects of the topic. 

 

Google Gemini

Going Deeper:

1. Mathematical Exploration:

·         Books:

o    "Radiation Theory" by George C. Rybicki and Arthur P. Lightman (Advanced)

o    "Blackbody Radiation" by Peter J. Mohr, Benjamin M. Roth, and Daniel P. Lindley (Intermediate)

·         Online Resources:

o    MIT OpenCourseware: 8.04 Thermal and Statistical Mechanics (Lectures on Blackbody Radiation)

o    The Physics Classroom: Blackbody Radiation (Interactive Tutorial)

2. Advanced Experimental Approaches:

·         Papers:

o    "Precision Measurement of the Spectral Radiance of the Primary Standard Blackbody" by D. K. R. McAllister et al. (Metrologia)

o    "Measuring the Temperature of a Blackbody Using Wien's Displacement Law" by E. Hecht (American Journal of Physics)

·         Projects:

o    Build a simple blackbody cavity and measure its spectrum using a spectrometer.

o    Analyze real-world data from astronomical blackbodies (e.g., stars) to determine their temperature.

3. Applications and Connections:

·         Books:

o    "Astrophysics for Physicists" by Karl Schwarzschild (Classic text)

o    "Energy: Sources, Conversion, and Use" by Robert A. Rizzoni (Modern applications)

·         Online Resources:

o    NASA Goddard Space Flight Center: Blackbody Radiation in Astrophysics

o    American Chemical Society: Lesson Plan: Teaching Planck's Law and Blackbody Radiation through Climate-related Examples

Exploring Broader Aspects:

1. Historical Context:

·         Books:

o    "The History of the Quantum Theory" by Thomas Kuhn (Classic text)

o    "Isaac Newton: The Invention of Science" by James Gleick (Biographical approach)

·         Online Resources:

o    The Nobel Prize: The Nobel Prize in Physics 1918 (Max Planck)

o    American Institute of Physics: The History of Blackbody Radiation

2. Philosophical Implications:

·         Books:

o    "Black Holes, Wormholes, and Time Travel" by Kip Thorne (Explores the connection between blackbody radiation and general relativity)

o    "The Fabric of the Cosmos" by Brian Greene (Discusses the implications of blackbody radiation for our understanding of the universe)

·         Online Resources:

o    Stanford Encyclopedia of Philosophy: Black Holes

o    The Conversation: Why Black Holes Glow: The Puzzling Story of Hawking Radiation

3. Interdisciplinary Connections:

·         Books:

o    "The Secret Life of the Universe" by Katie Mack (Connects physics to astronomy and cosmology)

o    "How to Teach Quantum Physics to Your Dog" by Chad Orzel (Explores the intersection of physics and biology)

·         Online Resources:

o    National Geographic: Black Holes: The Universe's Most Mysterious Objects

o    Science News: How Light Creates Life

·         Additional Tips:

o    Encourage learners to choose materials based on their specific interests and goals.

o    Consider incorporating group discussions, presentations, or research projects to deepen understanding.

o    Provide opportunities for learners to connect the material to real-world applications and broader societal issues.

Chat GPT

Certainly! To help undergraduate learners delve deeper into the energy distribution of black body radiation or explore broader aspects of the topic, you can provide them with various teaching-learning materials. Here are some suggestions:

1.    Advanced Textbooks:

·         "Introduction to Modern Statistical Mechanics" by David Chandler: This book provides a deeper understanding of statistical mechanics, which is crucial for comprehending black body radiation.

·         "Principles of Quantum Mechanics" by R. Shankar: A comprehensive textbook on quantum mechanics that can deepen their understanding of the quantum aspects of black body radiation.

2.    Research Papers:

·         Share relevant research papers on black body radiation from reputable journals. This will expose them to the latest developments in the field.

·         Suggest landmark papers such as Max Planck's original paper on quantization of energy or other foundational works in quantum mechanics.

3.    Simulation Software:

·         Encourage the use of simulation software that allows them to visualize and manipulate parameters related to black body radiation. This can enhance their practical understanding.

·         Examples include programs that simulate Planck's law or demonstrate the effects of temperature changes on black body spectra.

4.    Online Lectures and Courses:

·         Recommend online lectures from platforms like Coursera, edX, or Khan Academy that cover advanced topics in quantum mechanics and statistical mechanics.

·         Point them towards MOOCs (Massive Open Online Courses) on related subjects offered by prestigious institutions.

5.    Interactive Demonstrations:

·         Provide links to online interactive demonstrations or applets that allow students to experiment with different parameters affecting black body radiation, helping them see real-time results.

6.    Scientific Articles:

·         Suggest articles from reputable science magazines or websites that discuss applications or recent discoveries related to black body radiation in various scientific disciplines.

7.    Discussion Forums:

·         Encourage participation in online forums or communities where they can discuss concepts, ask questions, and share insights with other learners or professionals in the field.

8.    Laboratory Experiments:

·         If feasible, recommend hands-on laboratory experiments related to black body radiation. This practical experience can deepen their understanding of theoretical concepts.

9.    Historical Context:

·         Introduce materials that provide a historical context for the development of theories related to black body radiation. Understanding the evolution of ideas can enhance their appreciation for the subject.

10. Cross-disciplinary Connections:

·         Explore connections between black body radiation and other scientific disciplines such as astrophysics, cosmology, or materials science. This can broaden their perspective on the topic.

 

Copilot

Certainly! Here are some teaching-learning materials that can help undergraduate learners delve deeper into the fascinating topic of energy distribution of black body radiation:

1.      Nagwa Lesson Plan: Blackbody Radiation:

o    This comprehensive lesson plan from Nagwa covers various aspects of blackbody radiation, including:

§  Describing the change in color of an ideal blackbody with temperature.

§  Explaining how this change demonstrates the quantization of light.

§  Recognizing cavity modes for electromagnetic waves.

§  Comparing graphical representations of radiation spectra for quantized and continuous distributions of wavelengths.

§  Using the formula E = hf to relate energy, frequency, and the number of quanta emitted by a blackbody.

o    Prerequisites include familiarity with electromagnetic wave properties, standing waves, and qualitative representations of Wein’s law¹.

2.      GCSE Physics Resources:

o    For a more concise overview suitable for GCSE (Grade 9-1) physics or combined science students, consider the following resources:

§  Black Body Radiation PowerPoint: This resource provides a step-by-step explanation of blackbody radiation graphs, including intensity and wavelength graphs. It also includes a mini-plenary2.

§  Black Body Radiation Worksheet: A worksheet to reinforce understanding of blackbody radiation graphs.

§  Stretch and Challenge: Additional content for able students to explore the topic further without support.

3.      Open Stax University Physics Volume 3:

o    Chapter 6.1 specifically covers Blackbody Radiation. It explains the concept of blackbody radiation, the electromagnetic waves enclosed in a cavity, and their thermodynamic equilibrium with the cavity walls³.

4.      Physics LibreTexts:

o    Section 6.2 discusses the Blackbody Radiation Curve. It provides historical context and explains the physical model of a blackbody at temperature T, emphasizing its equilibrium with the cavity walls⁴.

From these interactions,  here are some initial assessments related to the questions asked in the LbDs,

1. All three LLM’s were very quick in giving responses, however, the additional prompts need to find specific contents.

2. Gemini provided resources in a deeper and broder sense under 3 categories each. However, ChatGPT provided 10 different types of resources, and Bing Copilot provided it in 4 categories without separating deeper and broader senses. 

3. Even though most of the resources were very relevant, I have to look at these resources to determine their appropriateness. While comparing these 3, I noted microsoft Capilot helps to look at the resources easily as it provided results with links for delivering / understanding the topics. ChatGPT provided resources related to simulation, interactive demonstrations, and interaction forums, which might be very useful in kindling the interest of learners. Whereas gemini provided the details of interdiscipilanay resources. In genergal, some of the resources not able to access fully and some other resources had ads on their pages.

In Overall, I would say that the experience was very useful as the instructor in finding the wide variety of resoures. However it can not be useful to learners directly. Instructor has to work on this to select the appropriate resources by using proper prompt and then share it to the learners.

Waiting to hear back from others about my strategy and thoughts related to use of LLMs for LxT curation/creation.

Regards

K Aravinthan

On Saturday 10 February 2024 at 21:17:50 UTC+5:30 NOC24 GE12 wrote:

[SURBHI SHARMA]

Hello All!

I tried to explore teaching-learning resources on "Experimental Research Designs" for post graduates of education discipline on the suggested LLMs. And here are my ai experience: 

Prompt:

1. Suggest Teaching learning material for post graduates of education discipline on "Experimental Research Designs" so that they can delve deep into it and recognise its applications in researches.

2. Can you suggest some classic literature to follow for the same?

Chatgpt:  ChatGPT (openai.com) |1.  https://chat.openai.com/c/21004ed0-d401-4ba4-b7ff-3e205f382e26

Gemini(Bard.ai): https://gemini.google.com/u/2/app/ce15c974e6ff0a98

https://g.co/gemini/share/102cb7f55ab4 

https://g.co/gemini/share/0c64db5868c6 

Copilot: https://www.bing.com/search?q=Bing+AI&showconv=1&FORM=undexpand 

https://sl.bing.net/bwiijqAa6Uu 

https://sl.bing.net/cPV5TSvkaSy
Response to Q1: All the three LLMs were very prompt in providing the response to the sought suggestions.

Response to Q2: As compared to ChatGPT and Google Gemini, Microsoft copilot provided only 6 responses at time with hyperlinks to navigate to the relevant resources online. However, ChatGPT provided 10 responses and Gemini was more descriptive and provided a broader scope. 

As I have used ChatGPT and other LLMs too before too I understand that chatGpt provides a maximum of 10 best responses for the provided prompt.

Here, noticeably, all three LLMs provided some common literature to refer for my second prompt i.e., 

ChatGPT: Experimental and Quasi-Experimental Designs for Generalized Causal Inference" by Donald T. Campbell and Julian C. Stanley - This seminal work provides a comprehensive overview of experimental and quasi-experimental designs, emphasizing causal inference in social sciences.

Gemini: Experimental and Quasi-Experimental Designs for Generalized Causal Inference" by Donald T. Campbell and Julian C. Stanley - This seminal work provides a comprehensive overview of experimental and quasi-experimental designs, emphasizing causal inference in social sciences.

Copilot:

1. “Experimental and Quasi-Experimental Designs for Generalized Causal Inference” by William R. Shadish, Thomas D. Cook, and Donald T. Campbell:

   • This comprehensive book delves into experimental and quasi-experimental designs. It provides practical guidance and examples, making it suitable for postgraduates. 

Response to Q3: Almost all the responses for the two prompts by Gemini, ChatGPT were resourceful, however, Copilots response to my first prompt was not that descriptive as I had expected. 

Response to 'Reflect Questions':

Q1. I think an LxI can follow an LeD as Some topics are so intriguing and requires higher-order thinking such that the LxI can help resolve the issues. Like: If an instructor has to explain complex theorems in mathematics, then an LeD on it if followed by LxI can help instructor to provide greater insight into the topic with a focus question for a completely abstract topic for learners.

Q2.  As the provided LxI here is to use LLMs to seek responses to related focus questions than it can be considered to have:

learning goals:

1. concept attainment: understanding the concept of LLMs and its use

 2. integrating knowledge: Focus question helped in integrating our knowledge to the use of LLMs here regarding it.

3. Immediate application: While this LbD is like an LxI so mostly we have actually used these LLMs and posted our responses here.

Also, the customized and constructive feedback is provided by the peers and the LCM team members. So a sort of LbD guidelines been followed by this LxI.

But still the practice LbDs has their own advantages as learners are psychologically conditioned to attempt MCQs, MSQs and T/F type of responses for an LbD. Therefore, it becomes challenging to understand this activity. Especially the ones whoes expectation from the MOOC is to get certified only. Also, this type of an LxI in disguise of an LbD has consumed more efforts and time with respect to usual design of an LbD questions.  It might happen for a MOOC learners might skip it.

Personally, I find it interesting as couple of skills were utilized and I have to take a while to ponder over the ideas than just scrolling down the usual LbD questions.

Best Regards!

Surbhi Sharma

[Srunika Kannan]

Dear Surbhi,

What you say is true.. many learners might skip such questions... as you say some might find it interesting enough to try and solve the question, what could be done to tempt more learners to attempt such questions? Is making it an LbD the only way?

K. Srunika

DFM LCM 2024

[Renuka Ozarkar]

Hello, 

I used Microsoft Copilot to retrieve information about resources on three different topics I am interested in. First, I reused the prompt given this MOOC modified as follows: 

"Please suggest teaching-learning materials that can be provided to learners who completed a class on word-based morphology so that they can explore broader aspects of the topic."

The LLM offered me five resources some of which were applications of morphological notions on literature or vocabulary development (language pedagogy), others related to understanding of those morphological notions, one resources was a toolkit that offers some classroom activities to help students better understand those notion.

Interestingly, none of them actually are related to the particular theoretical approach I was seeking assistance with. So, I changed the topic to "whole-word morphology" approach, again a specific theoretical approach in my field. The LLM gave me the same resources, with just a more elaborate annotation on each resource. None of these are pertinent to my query.

At this stage I assumed that I am asking the LLM about a niche topic or that my topic does not read like the name of a specific theoretical position, rather like a descriptive English phrase. So, the LLM is interpreting is as an ordinary English expression. So, I changed the topic to "language evolution". I expected the LLM to return the resources on evolutionary science domains (anthropology, primatology etc) that deal with emergence of human language in our evolution as modern humans. Through google, I have managed to find large number of articles, journals and books dedicated to this domain. Interestingly, the LLM interpreted "language evolution" as development of language in children and language-learners and returned about 4 different resources, all on language learning and language teaching, one of them specific to teaching of English as a second language.

In short, I spectacularly failed in getting this specific LLM provide me with the relevant resources on my topics!!! :-)

[Avinash Pandey]

Hello

I used Microsoft Copilot (as it was the most accessible) and used the suggested prompt for "linguistic patterns".  The response is attached to this mail. My response to the questions posed are:

1. How quickly has LLM given the response? Answer: a few seconds.

2. How many resources did it give you for your topic? Answer: 5

3. How many resources were relevant to your context? Answer: 1 (partially)

To my disappointment, all but one suggestions were related to the field of language teaching, especially English language teaching. The suggestion on 

"Corpora in Applied Linguistics" is an article on Corpora and would not be of any major use to a student who is looking to extend her understanding of linguistic patterns. More than 90% of our languages do not have written forms. It is important to note that spoken forms have an intricate grammatical structure (especially clausal) not found in written forms.

Thus, the suggestions were irrelevant to the purpose of a linguistic classroom.

best,

On Saturday, February 10, 2024 at 9:17:50 PM UTC+5:30 NOC24 GE12 wrote:

[Avinash Pandey]

I agree with you. We are still a long way off in being able to use LLMs to understand the intricacies of language use.  In the study of languages, it is not useful to study what is possible in a language but rather what is not possible. LLMs would find it difficult to come up with what is not possible.

As of now, LLMs are unable to understand simple linguistic commands. Try this one: Ask the prompt to not give you a response i.e. basically "shut up" or "stop". It is unable to do so. It has to respond!!!

[Avinash Pandey]

I think that LLMs may provide useful suggestions for knowledge consumption but hardly for knowledge production. Many do not understand the difference for we assume that we need to consume knowledge before we produce it. I think that this assumption is a result of a poor understanding of the nature of knowledge.  

[inapanuri Aditya]

Prompt : Please suggest teaching-learning materials that can be provided to learners who completed a class on aerodynamics, how air flows on surface of the plane.

Copilot : 

Certainly! Here are some teaching-learning materials related to aerodynamics and how air flows over the surface of an aircraft:

1. Bernoulli’s Principle Demonstrator (Bernoulli on a Straw):

   • Objective: To illustrate Bernoulli’s Principle.
   • Materials Needed: A milkshake straw, cellophane tape, and a strip of newspaper.
   • Procedure:
     • Cut the tip of one end of the straw at a 45-degree angle to create a bevel.
     • Attach the beveled tip of the straw to a strip of newspaper using cellophane tape.
     • Lift the unit from the surface and blow through the free end of the straw. The newspaper should droop away from the tip of the straw.
   • Explanation: Bernoulli’s Principle relates fluid velocity and pressure. It’s crucial in aviation, affecting lift production and other aspects of aircraft operation1.

2. NASA’s Explanation for Grades 5-8:

   • Concept: Airplanes’ wings are curved on top and flatter on the bottom. This shape causes air to flow faster over the top, resulting in lower air pressure. This pressure difference generates lift, allowing the airplane to ascend.
   • Resource: NASA’s Aerodynamics Explanation2.

3. NASA’s Explanation for Grades K-4:

   • Concept: Similar to the previous explanation, this resource emphasizes the use of curves to change air pressure on aircraft wings, leading to lift.
   • Resource: NASA’s Aerodynamics Explanation for Grades K-43.

Feel free to explore these materials to enhance your understanding of aerodynamics and how it impacts flight! 🛩️✈️

By chat gPT

Certainly! Here are some teaching-learning materials you can provide to learners who have completed a class on aerodynamics and want to further understand how air flows over the surface of a plane:

1. Simulation Software: Offer access to simulation software that allows learners to manipulate variables such as airspeed, angle of attack, and wing shape to observe how they affect airflow over a virtual aircraft.

2. Interactive Animations: Provide interactive animations or videos demonstrating concepts like boundary layers, laminar and turbulent flow, and pressure distribution over wings.

3. Wind Tunnel Testing Videos: Share videos of wind tunnel testing sessions where different airfoil designs are tested to show learners how engineers study and optimize airflow over aircraft surfaces.

4. Case Studies: Present case studies of real-life aircraft design challenges and solutions related to airflow, such as the development of high-lift devices or the design of winglets to reduce drag.

5. Flight Simulators: Encourage learners to use flight simulator software to experience firsthand the effects of aerodynamic principles on the handling and performance of virtual aircraft.

6. Books and Articles: Recommend textbooks, articles, and research papers on aerodynamics and aircraft design that delve deeper into specific topics related to airflow over surfaces.

7. Model Kits: Provide model airplane kits for hands-on exploration, allowing learners to assemble and manipulate physical models to understand how different design features affect airflow.

8. Online Courses and Tutorials: Direct learners to online courses or tutorials that offer additional instruction and exercises on aerodynamics, including modules specifically focused on airflow over aircraft surfaces.

9. Educational Websites and Resources: Share links to educational websites and online resources that provide interactive simulations, quizzes, and explanations related to aerodynamics and aircraft design.

10. Guest Speakers or Industry Visits: Arrange guest lectures or field trips to aerospace companies or research institutions where learners can interact with professionals working in the field of aerodynamics and gain insights into real-world applications.

By providing a combination of these teaching-learning materials, learners can deepen their understanding of how air flows over the surface of a plane and its implications for aircraft design and performance.

Copilot provides information like structured detailing. 

1. • Objective: To illustrate Bernoulli’s Principle.
   • Materials Needed: A milkshake straw, cellophane tape, and a strip of newspaper.
   • Procedure:
     • Cut the tip of one end of the straw at a 45-degree angle to create a bevel.
     • Attach the beveled tip of the straw to a strip of newspaper using cellophane tape.
     • Lift the unit from the surface and blow through the free end of the straw. The newspaper should droop away from the tip of the straw.
   • Explanation: Bernoulli’s Principle relates fluid velocity and pressure. It’s crucial in aviation, affecting lift production and other aspects of aircraft operation1.

2. NASA’s Explanation for Grades 5-8:

   • Concept: Airplanes’ wings are curved on top and flatter on the bottom. This shape causes air to flow faster over the top, resulting in lower air pressure. This pressure difference generates lift, allowing the airplane to ascend.
   • Resource: NASA’s Aerodynamics Explanation2.

3. NASA’s Explanation for Grades K-4:

   • Concept: Similar to the previous explanation, this resource emphasizes the use of curves to change air pressure on aircraft wings, leading to lift.
   • Resource: NASA’s Aerodynamics Explanation for Grades K-43.

Feel free to explore these materials to enhance your understanding of aerodynamics and how it impacts flight! 🛩️✈️

Learn more

1gocivilairpatrol.com2nasa.gov3nasa.gov

[sunita shinde]

Good Afternoon All,

I had used ChatGPT, CoPilot to identify LxTs for the topic – Network Topologies.

ChatGPT https://chat.openai.com/c/be85ffee-67a6-4dfb-a2dc-96cb71927095

Bing Copilot Copilot (bing.com)

After interaction I came across some of my observations as,

a.       The LLM’s were very quick in giving responses, the extra example of resources also possible after additional prompts.

b.      The extent of resources provided by LLMs were may be sufficient. ChatGPT provided 7 different types of resources and Bing Copilot provided it under 2 categories. 

c.       Most of the resources were very relevant, however, ChatGPT given me responses as textbooks, Main websites as Coursera, edX, and Udemy, Youtube channels as "Network Chuck" or "David Bombal", Softwares as Cisco Packet Tracer, GNS3, or EVE-NG , ILPs as Khan Academy, Codecademy, or Cisco Learning Network etc. whereas the Bing Copilot  given me responses as lesson plans. But here is a need to think about appropriate answer.

Overall, I would say that these resources can cater to learners' diverse preferences and learning styles, allowing them to deepen their understanding or explore broader aspects of network topologies at their own paces.

Thanks and Regards

[Priya Dharshini]

Good afternoon one and all...

I tried ChatGPT to retrieve LxT for the topic - Anatomy of Brain

ChatGPT link : https://chat.openai.com/c/f8d523ad-d04a-417d-a749-b5fdab0fd553
Here I mention my observation

1. Within a fraction of seconds, ChatGPT responses

2. It almost gave 8 forms of resources

3. Almost all the resources were relevant

Thanks and Regards,

R.Priyadharshini

Asst. Professor

VMCON 

[Dhanya G.]

Hello everyone,

For the Practice Question (Lbd) on LeD 4.4 I used ChatGPT giving the following prompt.

Please suggest teaching-learning materials that can be provided to learners who completed a class on Hydrocarbons so that they can go deep in  the topic
ChatGPT link : https://chat.openai.com/c/e8eb96f5-4012-461d-9f03-02ef017e6457

From the LLM's response I noted the following points. The ChatGPT response came instantly after a few seconds.
It gave 12 sets of teaching-learning materials that can be used to help learners deepen their understanding. Most of the resources were relevant to the topic under consideration.

Kind Regards,
Dr. Dhanya G

[Ravi Palekar]

Hello everyone! As suggested in Practice Question(LbD) on LeD 4.4, I tried to find the possible resources on my topic - The role of Transitions in Video Editing using the chatGPT & Bard-Gemini. 

Prompt: -  Please suggest teaching-learning video materials that can be provided to learners who completed a class on the Role of Transitions in Video Editing so that they can go deep in and understand the topic 

chatGPT -  https://chat.openai.com/c/3ac2a881-2e3f-440e-a750-4b102228e436

Gemini - https://gemini.google.com/app/06a2fa8d6e78206c

I  received responses from ChatGPT & Gemini. Based on the interactions with the LLMs, here are my initial assessments related to the speed, the extent of information available, and the quality of information.

1. Both applications (ChatGPT & Gemini) responded very quickly and in detail.

2. ChatGPT suggested the 7 topics along with methods on which learning-teaching material can be offered. Interestingly,  it shared the information but not the direct links to materials

3. Gemini offered the actual learning-teaching materials available on the internet. Received links of the learning & teaching materials.

4. Using inputs shared by chatGPT & Gemini I can create my LxTs.

Regards,

Ravi Palekar

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[Amritpreet Kaur]

Dear  Dr. Dhanya

Thank you for sharing your experience with using ChatGPT for the Practice Question (Lbd) on LeD 4.4. It's impressive to note that the AI swiftly provided 12 sets of relevant teaching-learning materials for learners who completed a class on Hydrocarbons, contributing to a deeper understanding of the topic.

Your observations are valuable, so please try to use other tools as well and revert here.

Regards

Amritpreet Kaur

DFM LCM-24

[Amritpreet Kaur]

Dear Ravi Palekar

I Appreciate your effort in exploring resources on "The role of Transitions in Video Editing" using ChatGPT and Bard-Gemini. Your brief summary shows an enriching experience.

Thanks for your valuable insights.

Today is the Last date of AQs of week 4. Kindly submit it today positively.

Regards

Amritpreet Kaur

DFM LCM-24

[Dr. Jyothi Sankar]

Dear Friends,

Now AI is expanding its impact on many domains. However, I believe that, AI can no way beat human intelligence. Of course, both may exist in near future as compliment to each other.  The usage of language learning models such as bard, copilot or ChatGPT, etc. will surely provide a pool of diversified resources much quicker to the instructor, when a suitable prompt is provided. i have tested the topic on design of experiments on copilot and chatGPT

Here is my search link in ChatGPT for design of experiments - https://chat.openai.com/c/fea951d0-682c-4ce8-8846-43dd517a2913

Giving almost 10 diversified information set.

 From my observation on this topic, the quantity (or the number of) information is only ensured by the search engines and not sure about the quality always. So, the quality part of the information has to be judged and confirmed by the instructor, as he is the subject expert. Since the purpose of providing LxTs are to address the diversity of learners and their learning levels, good number of information available at multiple complexity levels facilitates the instructor to wisely select the right one (required quality) for resources identification. Hence LLMs are useful tools for initial selection of generating relevant teaching-learning materials for LxTs.

with regards

Jyothi Sankar P R 

[Amritpreet Kaur]

Dear Jyothi Sankar

Thank you for sharing your insights on the expanding impact of AI and its relationship with human intelligence. I agree that AI, although powerful, cannot surpass human intelligence but rather complements it. Your exploration of language learning models like Copilot and ChatGPT for the topic of design of experiments is intriguing.

Your observation regarding the quantity versus quality of information provided by search engines resonates well.

Please feel free to share that in near future, which LLM will you prefer to use at first glance if told to do so.

Last date of AQ Week 4 Submission to today till 11:59 pm. Plz submit in time.

Best regards,

Amritpreet Kaur

DFM LCM-24

[Jyotirmoy Sengupta]

Dear All, After going through LeD 4.4, I have used the prompt but with a different topic for all three LLMs, namely Chat GPT, Google BARD (GEMINI) and Microsoft COPILOT. My prompt to all three LLMs is as "Please suggest teaching-learning materials that can be provided to learners who completed a class on 'Proofreading in Bengali language', so that they can go either deep or explore broader aspects of the topic." All three have taken a few seconds to respond. COPILOT responses with 6 results but all are irrelevant to the topic. ChatGPT have come out with a double figure without any resources but provided good important suggestions to make strategies both for deep learning and exploration of broader aspects for the learners. Google BARD, which is now changed to GEMINI, has given a same number of resources like Chat GPT (12 nos.) and with more details. All together six resources for deep learning in the form of books and the same number of online resources for broader aspects. Certain bonus suggestions have also provided by the LLM. 8 numbers of resources, both books and online, are found to be relevant for the topic. 

I think it's a very good step to frame reflection spot questions, Lxts etc. But resources as provided, can't be shared directly to the students for reflection spot questions. As an instructor, one may ask to develop certain thoughts by the learners after going through a part of the resource at a time. 

Here I share the responses by all  three LLMs on the prompt.   Responses for the Prompt

A.      CHATGPT

Certainly! To provide learners who have completed a proofreading class in Bengali with materials for further exploration and deeper understanding, consider offering a variety of resources that cater to different learning styles. Here are some suggestions:

 

1. **Advanced Grammar Guides in Bengali:**

   - Recommend comprehensive grammar guides or textbooks in Bengali that cover advanced topics. These resources can delve into more complex grammatical structures and nuances.

 

2. **Style Guides in Bengali:**

   - Introduce learners to style guides specific to Bengali writing. Guides such as those provided by language authorities or publishing houses can help learners understand industry standards and expectations.

 

3. **Literary Works in Bengali:**

   - Encourage reading Bengali literature, both classical and contemporary. Analyzing well-written texts will enhance their understanding of language usage, style, and contextual appropriateness.

 

4. **Editing Workbooks and Exercises:**

   - Provide workbooks with advanced editing exercises. These exercises can focus on refining specific skills such as conciseness, clarity, and coherence.

 

5. **Translation Challenges:**

   - Offer translation exercises where learners can translate English or other language texts into Bengali and vice versa. This helps them sharpen their language skills and exposes them to diverse writing styles.

 

6. **Industry-Specific Proofreading Materials:**

   - If learners are interested in a particular industry (e.g., journalism, legal, technical), provide proofreading materials relevant to that sector. This can include sample documents, style guides, and terminology commonly used in that field.

 

7. **Online Forums and Communities:**

   - Suggest participation in Bengali language forums or writing communities where learners can discuss proofreading challenges, share tips, and learn from experienced professionals.

 

8. **Webinars and Guest Lectures:**

   - Arrange webinars or invite guest speakers who are experts in Bengali language and proofreading. This allows learners to gain insights from industry professionals and ask questions about real-world scenarios.

 

9. **Continued Access to Tools:**

   - Provide access to advanced proofreading tools and software specific to Bengali. Familiarizing themselves with advanced tools can enhance their efficiency and accuracy.

 

10. **Publication and Freelancing Opportunities:**

    - Guide learners on how to submit articles, essays, or proofreading work to local publications or freelance platforms. This practical experience will deepen their understanding and provide real-world application.

 

11. **Professional Development Courses:**

    - Recommend advanced courses on writing, editing, or specialized areas within proofreading. These could be offered by educational institutions, online learning platforms, or industry associations.

 

12. **Peer Review Sessions:**

    - Facilitate peer review sessions where learners exchange and critique each other's work. Constructive feedback from peers can be a valuable learning experience.

 

By offering a combination of these materials, learners can choose the path that aligns with their interests and career goals, allowing them to go deeper into specific aspects of proofreading or explore broader contexts within the field.

B.      Google BARD/Gemini

Conversation with Gemini

Please suggest teaching-learning materials that can be provided to learners who completed a class on Proofreading in Bengali language so that they can go either deep or explore broader aspects of the topic

 

Deepening & Broadening Proofreading Skills in Bengali: Resources for Learners

Having completed a Bengali proofreading class is a great first step! Now, to explore further, let's delve into both deepening core skills and exploring broader aspects:

1. Deepening Core Skills:

·         Advanced Grammar & Usage:

o    Books:

§  "ব্যাকরণ চিন্তামণি" by Suniti Kumar Chatterjee

§  "বাংলা ভাষার ব্যবহারিক ব্যাকরণ" by Suniti Kumar Chatterjee

o    Online Resources:

§  Bangla Academy website: http://www.banglaacademy.gov.bd/ (Bengali language resources)

§  Calcuttaweb.com: https://www.kolkataweb.com/ (Articles on grammar and usage)

·         Typography & Design for Publications:

o    Books:

§  "ভাষা ও মুদ্রণ" by Sunil Gangopadhyay

§  "ডিজাইন সংরক্ষণ" by Amitabha Bagchi

o    Online Resources:

§  Bangla Unicode Initiative: https://www.freebanglafont.com/catetory.php?b=173 (Resources on Bengali typography)

§  Chittaranjan Park Sangha: https://bangiyasamaj.org/about/ (Articles on graphic design in Bengal)

·         Proofreading Tools & Techniques:

o    Books:

§  "আধুনিক বাংলা প্রুফরিডারের হাতবই" by Anupam Roy

§  "বাংলা ভাষায় প্রুফরিডিং ও সম্পাদনা" by Rabindranath Roy

o    Online Resources:

§  Proofread Anywhere: https://proofreadanywhere.com/ (Tips and software for general proofreading)

§  Editors Guild of India: https://editorsguild.in/ (Resources for professional editors)

2. Exploring Broader Aspects:

·         Bengali Literature & Style Guides:

o    Books:

§  "বাংলা সাহিত্যের ইতিহাস" by Sukumar Sen

§  "বাংলা শৈলীবিদ্যা" by Prabhat Kumar Mukhopadhyay

o    Online Resources:

§  Ananda Publishers: https://www.anandapub.in/ (Website of a renowned Bengali publisher)

§  Sahitya Akademi: https://sahitya-akademi.gov.in/ (National Academy of Letters, India)

·         Translation & Localization in Bengali:

o    Books:

§  "অনুবাদ কলাকৌশল" by Ashoke Mukherjee

§  "বাংলায় অনুবাদ: তত্ত্ব ও প্রয়োগ" by Nita Pal

o    Online Resources:

§  Indian Institute of Translation: https://www.iitk.ac.in/ (Offers courses and resources)

§  Lokatet: https://www.loketteevents.com/ (Localization and translation company)

·         Careers in Proofreading & Editing:

o    Books:

§  "প্রুফরিডিং ও সম্পাদনার পথ" by Debasis Bhattacharya

§  "ফ্রিল্যান্সিংয়ের দুনিয়ায়" by Sourav Das

o    Online Resources:

§  Freelance Writing Jobs: https://problogger.com/ (Offers freelance writing and editing jobs)

§  Upwork: https://www.upwork.com/ (Freelance platform with editing and proofreading opportunities)

Bonus:

·         Participate in online forums and communities for Bengali writing and editing.

·         Join workshops and training related to specific areas of interest (e.g., legal editing, academic editing).

·         Read articles and blogs on proofreading practices and advancements in technology.

Remember, the key is to be curious, experiment, and keep practicing!

I hope this helps!

C.      Microsoft COPILOT

You

Please suggest teaching-learning materials that can be provided to learners who completed a class on Proofreading in Bengali language so that they can go either deep or explore broader aspects of the topic

Copilot

Certainly! If learners have completed a class on Proofreading in Bengali, there are several resources they can explore to deepen their understanding or broaden their knowledge. Here are some excellent materials:

1.      Teach Yourself Complete Bengali by William Radice: This textbook is highly recommended for those starting from scratch. It covers reading, writing, and provides insights into Bengali literature, history, and poetry. While it won’t directly enhance speaking skills, it’s an excellent resource for building a strong foundation in the language¹.

2.      Dr. Hanne-Ruth Thompson’s Practical Dictionary: A pocket-size dictionary is essential for any language learner. Dr. Thompson’s dictionary is a great reference tool. Additionally, she authored Beginner’s Bengali and Bengali: A Comprehensive Grammar, which is a 774-page complete guide to Bengali grammar¹.

3.      Epar Opar Bangla: Bangla Across Borders!: This free online self-teaching course offers a comprehensive learning experience. It includes a textbook, workbook, script tutor, 45 video clips, and 104 audio files. Learners can access it through the University of Washington’s Language Learning Center¹.

4.      Udemy’s Complete Bengali Learning Course for Beginners: This course provides regularly updated add-ons, including downloadable PDF resources for revision, self-assessment quizzes, assignments, and practice tests².

5.      Bhasha.io’s Online Bengali Language Classes: Full access to study material for a year, allowing learners to delve deeper into the language³.

6.      Omniglot’s Bengali Language Learning Materials: A selection of language courses, dictionaries, and other resources for learning Bengali. It’s a valuable resource for exploring various aspects of the language⁴.

Remember, consistent practice and immersion are key to mastering any language. Happy learning! 📚🌟

Regards. - Jyotirmoy Sengupta

[Shyam Sundar]

I used the prompt in  Gemini (Google Bard) on the Topic " Adulteration of crude drugs in Pharmacognosy".  The toll listed the definition , types, reasons and examples of few drugs with their adulterant's. This helped me to choose my LxT and was helpful  in delivering my lecture effectively.

I agree with my peers on the point that information provided on the topic with  Gemini, Microsoft Copilot or chatGPT is rapid. 

Regards,

Shyam

[Amritpreet Kaur]

Dear  Jyotirmoy Sengupta

Thank you for conducting the experiment with different Language Learning Models (LLMs) using the prompt related to "Proofreading in Bengali Language and sharing the exact statistics with our peers.

It is rich experience which we all are attaining as our learning progresses.

please mention that one LLM which you find most useful in future requirements.

Regards

Amritpreet kaur

DFM LCM-24

[Amritpreet Kaur]

Dear  Shyam

Thank you for sharing your experience with using Gemini (Google Bard) for the topic "Adulteration of Crude Drugs in Pharmacognosy." It's great to hear that the tool provided comprehensive information including definitions, types, reasons, and examples of adulterants, aiding in the creation of your Learning Experience (LxT) and enhancing your lecture delivery.

I concur with your observation regarding the rapid access to information provided by Gemini, Microsoft Copilot, and ChatGPT. These tools indeed offer valuable support in gathering resources efficiently.

Please reply if you have experienced any other LLM apart from Gemini, Microsoft Copilot, and ChatGPT.

Regards

Amritpreet kaur

DFM LCM-24

[gothai nayagi]

Dear All,

I have used ChaptGPT, Copilot for exploring content on statistical formulas used in analyzing research data. Most of the formulas we use in research data analysis are carried out without knowing its exact meaning & how it is interrelated. I wanted to know the meaning of those formulas and its significance.

ChatGPT & Copilot has given enormous responses for each data which i have asked like the following

1. Could you clarify on the topic, where does the one-way ANOVA could be applied and ANOVA two way ANOVA is used

2. Can you explain how to interpret the data about Odds ratio for the following result 

Both has given comprehensive information which made me to gain knowledge about it as well as helped to me write discussion for my research data. 

With Thanks & Regards,

A. Gothainayagi

Lecturer

VMCON

Puducherry

[Siddu Jigajinni]

Dear Gothainayaji

Nice to hear from you about two AI tools providing comprehensive information in your research area.

Please share us an example or application, where the knowledge gained from the above two tools played a significant role and how the odd results are interpreted?

Happy Learning!!

Regards

Dr Siddu Jigajinni

DFM, LCM-2024

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[Siddu Jigajinni]

Dear Gothainayaji

Nice to hear from you about two AI tools providing comprehensive information in your research area.

Please share us an example or application, where the knowledge gained from the above two tools played a significant role and how the odd results are interpreted?

Happy Learning!!

Regards

Dr Siddu Jigajinni

DFM, LCM-2024