session is going to start recording now. It is recording. I'm just going to put the slides on now for you. There we go. So I'm handing over to you Anuata and I'm going to be quiet now. Thank you everyone. Okay, thank you very much. Shall I start now? Am I already done? Yes, please. You've got the control. Yeah. Okay. Right. Actually, I'm representing two universities current now because I'm working at the University of Mauritour and I'm a PhD student at the University of Colombo School of Computer in Sri Lanka and I'm Anuradha Perumunugam again from Sri Lanka. Today I'm going to present a framework to support problem-based learning. It's currently very widely used the problem-based learning but the pandemic and the situation we were searching different pedagogies and methods to work with the online environment. So this is the main output of my MFIL study. Right. As a brief, I will tell you where I'm from. I'm from Sri Lanka and it's a pearl of the Indian Ocean and it's with the cultural heritage with the Asian countries. So today, before starting my session, I will like to emphasize to you the David Kalb saying he says that learning is the process where knowledge is created through the transformation of experience. So having that idea in your mind, we will move on to the session. So as a ice breaker, I would like to ask you what you can see in this picture or in this slide. So if you all can chat or if you can tell me what is what you can see, then it's as ice breaker, then we can move on to the presentation Anybody? A dog with a hat? A dog with a hat. Yes. Any German stepper? Yeah. A dog with a hat. Yeah. Good. Any more? Right. Most of you are saying that a dog with a hat and it's a German shepherd dog like that. So as you all know, how we knew that it's a dog, right? Or how we know he's wearing a hat likewise. So where we get to know those things? It's something where we read or something where we have a daily theme or else someone has told me when we were kids, they told me if there are four legs and something like that if he's barking, it's a dog, right? So that is what we call the things we get to know from our teachers or our peers or the people who are around us. We got to know that. And also we told that it's a German shepherd, right? So how that name comes or how that the breed comes. So those are things which we learn through our teachers or things. But if we say that he's wearing a hat, then we can say that it's a magic hat and he's a magic shepherd, right? So how it comes like that. So that is what we need the problem-based learning where we without learning the things from the teacher, we need to have get an idea through the day to day life. So what the traditional learning is, someone is speaking or someone is told to us and we get to know that and we memorize things and we try to assign that things to try to illustrate those things into our day to day life. But problem-based learning is not like that. It's basically the problem and we have to identify the needs and then we have to identify what we have to do. Different solutions are there, but not only the one solution, we can have a different solution and we find different things to apply to solve problems. So it's a mainly student-centric teaching learning environment and also students try to train their brain. So without getting memorized in things, they try to work with groups and hear the people around them and try to search things and then only they are finding solution to break the problem or find the solution to the given problem. So then only they are training their brain to critically thinking and work with the team. So that is what we call problem-based learning. Now when it comes to the problem-based learning and why we need the problem-based learning. So if there are any advantages than the teacher-centered education, we have to think about that. So it's a mainly problem solving and improve the research skills as well. So that's what we need day to day life without getting things just applying. We need to research on it. And then the social skills. We have to work with the people and we need to improve our social skills and then effectiveness. Also we have to work with the team wherever we are working. We need to work with the team and we need to collaborate with each other without having any fights or whatever the things. So we may have conflicts but there should be a way to solve problems. So that skills should be improved throughout our education system. And then the decision making. And also we need to have a constructive feedback without hitting them to say in different things with harness things. And also the flexibility. We have to have a flexible system. And what are the challenges now if we are talking about such a good thing as the problem-based learning and why the people are not introducing it. If there are any problems, we have to over the challenges. So the thing is we have learned a lot of things throughout our journey in the traditional way of learning teacher-centered education. But the people are reluctant or it's difficult to change over with the traditional to PBL. Why we have to develop different teacher materials and also we have to find the different scenarios. So it's because of what. So then the assessment. So normally we are giving a paper and students need to answer for that. And traditional assessment does not well in the PBL because we need to have a different assessment scheme. That is also a challenge. And then free rider tracking to challenge in PBL. Because if we are working with the group then I think that now I am okay. I can work anywhere. And I can pass the subject or whatever the things because it's a group work. Then I think that I can work without doing any work. I can pass the exam or whatever the things what the challenge they are. So that is also a challenge. And then the time consumed. But the people may think it is the time consumed thing but it is not exactly the time consumed because if we have prepared well we do not need to consume very much time. Initially we need to have a time but that is not a very much challenging task. Then we need to have a proper communication tools and protocols are required. Because without having the proper communication tools we can't go with the problem based learning or we can't work as a teacher or educator with this. So those challenges we should be overcome when we are going to practice the PBL. Because that is the main reluctance to go for a PBL environment. So is there a place where the PBL is practicing? Actually this has started in 1969 master university. They have started that is the health science faculty of health science and then they introduce into chemical engineering as well. And then the albop university they mark they are also practicing. And there are different other universities they are practicing Delra 1993 and 2002 Republic couple technique. And they are other Indian universities and they are practicing it with the university wide or curriculum wide or course wide. This is not the way we can access to the whole curriculum but we can have in a different stages in our modules or the courses. So we can practice this very good learning the pedagogy that can be implemented and this has been a success in throughout past years. So this module that I am discussing here we have trying to practice it through the engineering education because we found that it's a very we can apply this into engineering education as well. Not only the science or medical or whatever the other environment we can go with the engineering education as well. So before going to that we will find where the PBL principles come from. Now it's a probably early 1970s four is the problem orientation and they find that it's an interdisciplinary learning participation directed team or group. Then it has evolved with the boroughs it introduced in 1996 it says that the problems forms a focus and stimuli for the learning. Now there is a problem and we have to focus on that and then only we have to start our stimuli at our learning cycle. So problem of vehicle for development problem solving skills new information is occurred through the self-directed learning. So the boroughs found that student it's a student-centered small group will be work well and that barely teach a work as a facilitator not as a mentor or teach a work as a mentor or a facilitator not that the teaching person right and then spoon feeder without going to the traditional way it's a spoon feeder teacher work as a spoon feeder but it boroughs found that it's not been working the problem based learning environment he should be a facilitator or the guide person. And then it comes to 2003 graph found that this start with the problem and he found that it's a three domain we have to work with learning or the cognitive social and content. So in the learning environment it's a problem active-based learning project oriented we can go with the course base and contextual learning and the social that we have to participant direct team-based learning likewise we have different other scenarios we have mentioned. Now in this context I am focusing on the stage where we have to focus on is the colmas 2003 introduced this model and we are focusing on this model. It has combination of boroughs model as well and then where the theories come from. Now PBL learning we have to as I mentioned is earlier that social content and learning we have to focus on and here social constructivism, expansion learning, peer learning, collaborative learning, different learning theories we can apply to the problem based learning. But in this in my today's presentations I am focusing on the experiential experiential learning which has introduced about the colbs because the mainly I am focusing on the engineering education and it's a practical based education thing. So therefore we have to focus on the experience way of learning teaching aspects. So we are called experiential learning cycle and where it start from. So it has a four stages right called learning cycle proposed that we all learn from our experience in the cycle way. So as we know we we can't just swim without having a experience knowledge right. So what we have to first we have to have a good idea how we can do it and we have to need a coach and then only we can follow up and then we have to have my experience only we can be a good swimmer. Likewise in the learning cycle also it's a cyclic way of learning he mentioned that. So where it comes from people observe something happening and reflect on their observation. First we see things and then only we try to reflect them our observation and this experience reflects in the incorporated into theoretical knowledge. Then we are going to find our abstract or the conceptualized knowledge and then only we complete the cycle with the concrete experience with having the activities and experiences. Now as a summary for the key elements of the PBL we can summarize this is a pedagogical model to break the knowledge gap between education and the work. Now it's a pedagogical model where we have to have a knowledge gap. We have to fill that gap between the work and the education. So there we have different charsenarios PBL principle methods to analyze and the steps to follow and different formal principles. Now if you consider the principles now tutor, chappals and bootrider like a different member saga. If you consider the PBL principle collaborative learning, constructive learning, contextual learning, self-directed learning. There are different kind of learners we found and then the method of analyzes brainstorming, concept mapping. So we need to have an analyzable method and the main concern is what are the steps we have to follow. In the problem-based learning we have different steps, different theories and different people suggest different but mainly we have to have a major seven step, explore the current problem and then we have to formulate it and then analyze the problem and then restructuring and map and then we have to do the learning goals and individually we have to study all the research and do the studies and then only final evaluation and learning process. So that is the basic idea of normal problem-based learning but in my context I'm going to discuss about how we can move this the technologically with the mobile applications. Why I am talking about the mobile applications because in Sri Lanka context we don't have much devices everyone not owning a desktop or a computer or the laptop or whatever thing but majority of students are using even in the in my research I found that 92-95% of students are using mobile smart devices like mobile phones right. Therefore they have to work with their mobile phone now in the COVID pandemic now it's almost two years one and a half years students have to work remotely so they are they had to face difficulties when working with the zoom or whatever the online environment. So they should need to have a good learning environment with their mobile phone so that's why we are focusing how we can map this problem-based learning into the small device problem-based learning into the small device smart device. Now this framework showed the effective strategies of integrating e-learning problem-based learning for engineering and technical education. So this is introduced by the Dr. Prasil in 2005 they have used this in the for the e-learning concept and I also adapted this model because it's a online environment what they have done is they have taken that major steps into few other steps so they are mainly focused on the group formation and they can only they allocate in the facilitators now in our environment in Sri Lankan context for a particular module we have only one facilitator we can play lecturer or a teacher but it's there are a lot of students registered for the course now more than 100 students registered for the course but it's very difficult to handle for the one person but this concept what they have they teach working as a facilitator and they are our small groups and they have allowed the different facilitator to facilitate their as a guide they are promoting the main teacher as well as the other facilitator and then teacher present the problem what is the problem it should be a real world scenario and then the problem is presented with the discussion with the peers and other facilitators and then they they have to identify the learning related facts here RLF is learning related facts identification of facts with the different sources it can be a library it can be another person or the industry whatever the way they have to identify the learning resources facts with to come up with this the solution there's no one solution for one problem right there may be a different solution if I say prepare asking to develop a lock for a door then it plays there's a one solution but if we have to teach the student to work with the problems related to your subject area then it should be there should be a different solution for that right then after finding all the facts and the scenarios and the knowledge that taken from the students and teacher and other resources then he has to do the self-study then only by once there is he is doing the self-study then he need to have a resource sharing among the peers and other others as well to come up with the solution then finally they have to propose different solution as a group and at the end only they may present a solution and that can be evaluated through the facilitator or the person who is evaluating that is the model or the framework introduced by Thazir but I have used this and as the experimental model and after developing my model I found that there should be a different changes to this model as well I will be discussing later and what I have done by using that model I use the model platform right so PBL activities in model environment you may have practiced it and also we have the model plugin for this mobile activity so what we have done in the model environment normally the students are familiar with the web-based environment and we given the exercises to solve the problem by giving literal lectures group studies and problems likewise all the scenarios were given through as a problem and the activities are designed because we have a learning objectives from that we our courses were designed to match that learning objective with the problem-based scenario same objectives but we have designed the full course according to the match the environment and then we have given it we were guides to the student we've given the chat forums and different journal articles and we have given the wiki activities the workshop activities how they perform through their mobile application and also to support this one we have developed a different plugin to match the PBL environment and then we found different frameworks where they are already introduced from different researchers who they have they are in 2019 that's a framework introduced by analyst or mobile education and there's another framework thing in 2009 the conceptual framework and 2011 it's a pedagogical framework and there's another framework analysis of the pattern but in our scenario we have developed the theoretical framework these all frameworks were analyzing and giving the model in the other scenarios but when we are doing the mobile-based learning activities through the model environment we found that there are difficulties too in the platform now as you all know the didactical triangle introduced but they are we mainly focus on the content and student and the teacher now our focus is not to give the full content you know the knowledge right so what we need to have the student teacher interact as a training now teacher gives the training or the teaching by using the content to the students and student access the content to the platform or the learning environment as I mentioned earlier in the model platform or the plugin or whatever the environment we are giving student access those now what we are trying to emphasize in here student need to student have their own expectations value intentions when they come to the their activities or when they are registered for the course they have their own expectation and also teacher has their own plan intentions goals values where we need to get through the student and for that the teacher develop their course activities and content which we share through them so when the student training with the teacher if the teacher train the student we have to find who the teacher should be know that who are who is my audience or the what sort of students I have because we have to come up with the solution to address all the students by as you know when you are go to the class there may be a different kind of learners so our problem is in the traditional environment are we satisfying all those students requirements or their expectations but in the problem-based learning we have to satisfy the all the students expectations for that teacher should have to have a good idea who are the learners and then how I can give the how I can provide the teaching materials or the guidance to come up with their expectation and the values to improve the values so then we need to find the good learning environment for that to learn the student and get the knowledge so a teacher trying different methods and rules to give that knowledge to the student by having a different content content may be a powerpoint slide video or other activity or whatever the things we can share with the students so that is the didactical triangle represent here in the our case we have focus on all three scenarios we implement in the plug-in as well as the framework and then the as you know now we are going to introduce the technological devices to the students or the teacher there may be a students who are not familiar with the technological environment even in our case if we are going to implement the pbl environment through the web base we had to face difficult difficulties with our teachers because they are reluctant to use they are used as I mentioned at the pbl they are we have different challenges to move from the traditional way to the pbl environment and we found different learners are in they are and also different kind of teachers are there to get the get involved with the technical device so in the technology adoption model in the top David David's introduce model in 1989 they are external variable and when we are going to introduce new technology we have to consider about the perceived usefulness perceived easiness and also the attitudes so we have to change the attitudes of the person if we are going to introduce the new technological devices for any kind of scenario only for the teaching learning environment we have to find the attitude change and also behavioral intention so then only after that we we match all the person usefulness easy of access and the attitude change and behavioral in them will when we match all the things only we can go to the actual system to do that as division innovations theory rogers mentioned that there are people when there is a invention there is a new product there are 25 percent of people they try to take that when they come to the industry and early adapters and they are early majority but the thing is when you are going to introduce a system to a our curriculum or a course or whatever the things we have to think that we have to knew that there are people who are reluctant to go that those are the people in the late majority or the lagoon so there is a 50 percent of people are not willing to go for that there may be a 50 percent of students or the teachers may accept this so we have to find that aspect as well when you are going to introduce a new then introducing methodology so in introducing our method method or the framework we have come up with this we have to we have a focus on these theories as well the didactical triangle and the division innovation theory and the technical adoption model for that and finally for finding these things we as researchers we have found that there are motivators and barriers according to the technology adoption model for the teachers these barriers were identified from the teacher point of view and the student point of view we found that students are very keen to use that they are technological devices only thing is they need to have the training to work with this activities and the scenarios if if they can guide the students properly with the proper advisors and proper learning teaching plan and the teaching plan then students are very willing to do their activities only thing is we need to have a good aspect good training with the teachers so teachers have the different motivators to use the devices or the technologies or as I mentioned mobile devices with the different framework we have found it those things according to the technology adoption model pursue easiness who say use fullness and attitude behavior intention so when we come take the pursue easiness they they try to like they are motivated to tradition and easy of work ICT competencies convenience with the workload reduction those kind of things were thinking when they are adapting a technological and usefulness they may think about the industrial requirement accreditation process now we are talking about the engineering education so they are they might think about those aspects as well and then attitudes personal interest and use of technologies and also they are thinking about the peer recognition those kind of things they were thinking on as a motivator and behavioral intention point the credit towards promotion use of technology and use of technology by the other international into and also they found that the lack of human resource support for their teaching activities now in the during the pandemic they have to work at home so therefore they may have to find their own way of solutions so the intention also matters and what are the barriers they found that they to implement these kind of things funding and instruct instructional designing now as I mentioned in the very beginning the problem-based learning we can't go with the traditional way of teaching learning we need to have a different way of we have to completely change our learning sorry teaching plan so instructional design we need to change and also technical support and their competency of ICT and the in Sri Lankan context we don't have good internet connection that is also a major concern to go with the new technological devices and then the usefulness why they lack in the institutional support and policies and the concern about the student access in the Sri Lankan context there are rural areas and they are their students come from in the state university so they may be having a problems with that and also the quality of the work and the quality of the materials they are giving so those also matters and then the attitude point of view what they have talked about the lack of time to develop the content with the workload and the support given from the university and the lack of technology enhanced learning materials and training now when the pandemic comes the sudden change they don't have a good training on technological devices they were practicing only the traditional way of teaching learning and they had a they didn't had a good training for the technology enhanced learning so and also there was no role model to follow so those are the issues they had and then the behavior lengthens and points they are barriers were lack of credit toward promotion now there's no promotion or nothing credits given to the person who is using these technological devices or the technical method this different pedagogy so they won't think about those things therefore they are reluctant to go for the activities as I mentioned at the very beginning it's a very work workload is very high therefore they are they won't think about the different way of teaching methods and development of activities but the as I mentioned now in the moodle environment we have developed the plugin and by giving that the teachers were very interesting to use that and then we come up with the framework with the practice with the engineering education and also not only for the engineering education or the teaching learning it can be practiced with the different environment now here the framework consists of three aspects the didactical triangle and it combines with the technology adoption model and also at the end we have combined the technology adoption model didactical triangle and the main steps of the problem is learning now in the middle of the second you can see the didactical triangle is placed because it contains and the student and the teacher is there right so that the when we consider the learning or the student and content the mainly perceive usefulness matters and then when we consider the content and the teacher or the teaching aspects the perceive easy ease of perceive ease of use worth matters so we have to consider that and when we are developing the learning teaching materials if we are developing a problem-based learning activities we have to consider about the perceive ease of use and perceive usefulness and then when we consider about the student-teacher relationship it's a training so behavior is matters altogether when we consider the content teacher-student and if we are go for a new technological device or new way of teaching the attitude matters so we have placed the attitude in the middle of the our diagram so why it's a key point where we have to consider when we are going to change our module teaching the way of teaching or the practical way of teaching a model module to the students right so therefore the attitude matters and perceive usefulness when we developing the learning contents or materials or whatever the thing usefulness is matters because sometimes there may be different kind of contents the students may not read or may not listen or whatever things but they there should be active way of doing that and then when it comes to the outer layer their thing is identification of learning fact now learning fact is the where we find the content so if we want to find the learning fact there should be a way of the finding the content and then the when it comes to the content and the teacher problem presentation so the solutions now the teacher is the person who is giving the problem to the student and they have to find the solution and the evaluation point of this teacher is the person who is evaluating and also in the my last slide I will tell you the evaluation we need to have a not only the teacher we have to have a different kind of evaluation methods as well if you are practicing the pd and then the facilitator allocation now before the training we need to have a facilitator allocation and that is the behavior and the attitude matter when the facilitators are there because sometimes student may not be able to take the find the facilitator or they are he will not be able to get the information which he the students really expect from the facilitator so the facilitator allocation is very much important and then the group formation sometimes there may be a teacher they are asking the student to form group and also there may be a way of grouping with the random group formation so students may have the flexibility of group formation if they can do the group formation by their own because they are very familiar with their peers and they will not know how they can communicate then the group activities and collaborative learning is a different thing because we have to find the initially there may be a place where student need to get to know the each other and then only the conflicts may be arrived but if the student form their own grouping then they may be very much familiar with their peers and they will be go ahead with their group activities because they are very familiar with they are very convenient with their own groups and then the resource sharing so that will happen through the students as well as the their peers and other group members may be for the learning purposes they may be share resources so that is how we have developed this framework now when you consider or when you are developing activities through the mobile or the whatever the devices so we have to find whether we are giving the correct device for those students or the teacher and correct way of forming not only for the devices now we know the PBL is the practicing in early 17th so now it's almost the century they are passing so they might be practicing it in a very good way but it come to the technological way we have to think about the other aspects as well now we are the beneficiaries come from this if we are developing a such kind of a framework or the if you are developing such kind of environment for the students to learn so teacher will be support with the PBL activities and the student learn with the authentic task for the creative task and they try to train their brain with the critical thinking and they will improve their cognitive abilities and the as an instructional designers they may have to practice the facilitators as a clear path because they know where to go and where to address and how to develop the content and what what is the aim so there is a clear aim and then the course content outline creators they may get the basic idea of the problem-based development and then so what what sort of things we have to consider when developing the or the factors to consider when delivering a process via PBL in a mobile environment right so the as I mentioned in the PBL activities there are several activities the problem presentation now when you are presenting a problem or when you are giving a problem to the student first thing is it should be a real world scenario because otherwise there are there is no way of way of giving a same task if the student can find a google search and find the solutions then that is not a problem-based learning they can search and find solutions right so and also that problem should be subdivided with each other now if the group members are there group members should be work together to achieve a different task and they should be have a different task to work with it otherwise the free rider will be come up with will be use this concept so therefore we we can't entertain the free rider so the solution should can be subdivided and then the it should be a challenging task or the complex and the student should be engaged with the different tasks otherwise if they don't have a challenging task they will not critically think so they are the if there is a single solution that is not again a good problem based learning concept so there may be a different solution to find the the problem to find the the problem so the when we are working with the students we found that they that they hope that saying that real world problem helped me to understand the theories that I learned working as a team and dividing the problem among the members said to work effectively and efficiently because they know if they can subdivide the task they can achieve their solutions very efficiently and the learning fact certification now it should be easy to search and inquire because they are working with the mobile environment and they should be there should be easy to share as an audio video or the text where if you are getting a different learning facts or supporting facts to the student that should be easy way of sharing because they are working with their mobile environment that they concern about their data and the facilities they have so flexible they are the flexible way of engaging but they need to have they are considering about their mobile charges and those things right so the supporting court it says flexible way of ensuring the engagement that makes me feel responsible and get a self-paced learning environment and the resource sharing point of view they as I mentioned earlier they consider about the bandwidth and the file size that they have shared and the next thing is group formation the the small groups like three to four members of the day I do situation and the random group formation also a good way and they found that that is also a good way of teaching or a good way of learning because they support the in court said that I found that forming small working group is a positive way of getting people to interact with one another allowing me to project myself as a real person and also one other person said that ensuring equal participation because if the less number of students are there they can divide their tasks and work group with the challenging environment and the facilitate allocation per group one to two facilitators they they the students suggest if they can have an industry expert for a few hours also they they might be helpful for when they are coming up with the solution because not only the teacher and also the industry expert to get an ideas with the real world scenarios and the evaluation point of view a self-evaluation peer evaluation group evaluation teacher evaluation that is a very important because self-evaluation matters how they can evaluate themselves and then the peer evaluation because if the students were getting the other students work and if they know they are from each other evaluated by their peers they will get more motivated to work and also the group evaluations the group twice evaluate their different tasks because we are giving the same problem at the end they may be come up with a different solution then they may might think why I haven't think like that but they have it like that so what the difference between that and their solutions and when they are going to the industry how they were performed and finally the teacher can evaluate as we already move the as we are almost doing that so those are the things we have to consider when given the problem-based learning aspect with the technological environment so from that I have with this research work we thought of revising the framework we have taken the adapted so we have introduced the evaluation because it should be emphasized self-peer group and each evaluation would be or the must be there to complete the problem-based learning task so that will be easily do when we are working with the mobile environment because self-evaluation peer evaluation can be done easily with the mobile environment and when we consider the framework now what are the things so the key takeaways we can take from the framework individual interactions because now normally in the normal teaching learning way if you are doing the zoom activities or the team activity the individual interactions we will not be able to monitor and the students will not get a chance to engage in the active learning now the other purpose in the problem-based learning we have to engage with all those students and we have to facilitate the old learners motivation of the old learners intention to learn right so therefore the individual learner interaction should be there and the next thing is learning is enhanced to collaborative engagement so learners get opportunity to work with groups review peer activities share their course materials and they were fully actively participate with the course activities then they find that they are not isolated in the pandemic situation they should have to have a good motivation to learn because without now they are staying at home and that the pandemic they gave the they may be isolated so this group learning activities they may not isolated and the student approach multiple flexible way to resolve problem issues or questions so they found there are different ways to solve problems now nowadays the student may go for the suicide or whatever the other things when they find the difficulties to find solution because they don't think there is only a one solution for one problem no there are different solution for problem so they may learn that as well and teacher provide more facilities of learning then develop instruction because that's he he will be teacher will be giving more capacity and he also get up to date with the learning of the teaching aspect and allow students who reflect measure their own learning progress throughout the course because there is a peer the self-evaluation and he will monitor themselves as well and peer assessment individual or group assignment teacher assignment through the assignment examination allow student to teach to monitor learning progress because from the beginning students should be monitored the each and every student therefore there they are maybe not a left out students teaching presence now that is the very much important rather than teacher presence because they hear it's the teaching is the present teaching of the teacher we don't need the teacher present because we need only the peer teaching and the group the self direct learning and also the facilitator learning and there are different kind of ways the learning we don't need the teacher actually we need to have a facilitator with the teaching present so those are the things we can take from the activities and we have practiced this with the three or five courses and we found that that is very helpful and also it's very useful form of pedagogy to the activity to adapt to the any environment so those are the things these are the key references which I have taken and don't do that and thank you for listening I think it's a time for if you have any questions or whatever the clarifications well thank you very much that was really really good um we we have got a couple of minutes if anybody does have any questions um either feel free to um pop something in the chat or please do pop your hands up if um if you'd like to ask any questions um it's um I I think we can probably make your slides available as well can we annuado if that's okay if people would like them really interesting um I'm also a PhD student myself as well so I'm always fascinated by theoretical frameworks that's really really helpful thanks ever so much um ah right Emma is asking if you could just pop the reference slide up again if that's okay awesome lovely but yes we'll um as a matter of course we will send you the um the recording of today's webinar but we could we could also send you the slides as well if um if you find those helpful lovely I can't see any more um questions as such in the in the chat um no doesn't look like it any more gone in just any comments if you don't have any questions that would be helpful doesn't look like it so um if people do want to get in touch with you that they can obviously email you on that address is it yes awesome that's great um we'll also issue uh open digital badges for attendance at today's session as well and there's also a presenter badge now so you'll also get that and then we'll link to you we'll link to the um to the abstract page for you as well oh that's lovely thank you andru thank you very much for your comment lovely and brownie points to emma for using the emojis well done Emma love to see a little heart on there all there is there's a question from over would you would you use live briefs as problems e.g. engaging with an employer yeah we can use that now if you are designing activities with uh like uh industrial uh um you may I would you use live brief yeah you can use in the live brief with the problem because without knowing the correct problem children may be misled so the if they want to uh engage with the employers or whatever the thing as the example says so they can have a live briefing no no issue because uh there may be different ways to get engaged with that am I answers correctly or would you use live brief as problems is that okay your first does that answer your question or do you have a follow-up one lovely great makes sense yeah super thanks ever so much for your question that's great lovely thank you everybody thanks Emma Emma's got some all she's got a smiley face on there now excellent well it looks like there's a lot of love for you in the chat there thank you ever so much for sharing your your research with us it's really really helpful and um thank you everybody for joining us and um I wish you all a good day thank you yeah thank you very much thank you very much for giving this opportunity and also thank you very much for my supervisors as well so thank you all dining for the session lovely thanks a lot bye bye


See what's new on the Burlington Waterfront. Front with Mariah Riggs. Today I'm very excited because I have a wonderful guest, MC Dabalina, who is the executive director of the Vermont Dance Alliance. Welcome, MC. It's wonderful to have you here. Thanks for having me. So for all of our guests, why don't you tell us what the Vermont Dance Alliance is? Sure. The Vermont Dance Alliance is a non-profit member funded, run organization that we aim to shine a light on dance happening in Vermont by supporting, connecting, and promoting our dancers, dance artists, and even our dance lovers. Oh, that's wonderful. And that's really important in the state of Vermont. Yeah, yeah. Yeah, I think so. We have, and I don't know if our viewers are aware of how dynamic the dance organizations in Vermont really are. We have an incredible depth of talent and an incredible spectrum of creative arts and people involved in dance that do some pretty remarkable work. And since the Vermont Dance Alliance has existed, it's really helped as an umbrella organization to pull all those things together. I keep talking to people and I always find that Vermont's like a lot of satellites it has. The regions are real. And in having statewide organizations that can bring all those parts together is just so important, especially, I think, in the creative arts. Definitely, that was why VDA was founded, Hanna. So who is the founder of VDA? Yes, I was just going to say that. Hanna Satterley founded VDA in 2017 as a response to the need for dancers to know what's going on in the state of Vermont in dance. People were feeling very much those islands knowing what they were doing and knowing what their friends were doing, but not knowing anything else or anything else is happening. And by creating this website and creating this organization, Hanna was able to really shine a light, have the website host all of the information that we need, classes, workshops, performances. And we're able to then not only know what's going on, but then to support each other. Which is great. And so how would somebody, just so if anybody's interested, it's on the screen right now. It's www.vermontdance.org. So if you're interested in looking at the website, putting on your list of favorites because you're a huge dance lover, you can find it right there at the bottom of the screen and check it out because it is a great website. Yeah, and it's not just for dancers and dance makers. It's also for people who just really like dance, really want to support dance, see dance. We love everybody to be interested in dance. Well, it's a form of human expression. And it's a profound form of human expression. I would say that it's one of the original forms of human expression. We have visual arts, we make noises. So that's like the music, but then we move our bodies. Yeah, and that's what I always say when people say, oh, I don't understand dance. I'm like, do you have a body? And are you moving through space and time? Because that's all dances. We're just like, we're doing a dance right now. We can look at it like the broad spectrum. I talk to my kids all the time about this, but every baby, every kid is born and immediately, they can dance, they can dance. And so I'm always like, why do you feel disconnected from this? We should feel more connected to it. Yeah, and it's funny I've had a couple of conversations too, and I feel like as a society, we've gotten very into being critical, hyper-critical, about things that are arts related. Everybody now is a critic, right? Everybody's on the voice, or everybody's in America's Got Talent, so you're always making judgments, or if it's TikTok and dance videos.  Yeah, which I think is unfortunate, because it's one of the cool things about being a human. Yeah, I mean, and also I have a strong, my own personal belief is that everybody should be able to move and dance, and I teach little kids in my other job. And a big thing that I say is like, let's all look and see how different we each move and appreciate that. You don't look like your neighbor, and that's amazing, that's wonderful. And it doesn't, you know, you don't have to be in ABT or New York City Ballet to be a dancer. And that's really important to me, that opportunity is there for people to move if they want to. And that's a great point, everybody's a dancer. And I have some friends who would disagree, they're the head bobbers. Yeah, yeah, well then they're a head bobber dancer. That's true, that's fine. That's their own form of expression. That's great. So really quickly, we've talked about it a little bit, but what is the vision of the Vermont Dance Alliance? Really we really desire to take the onus off of our members. And their membership fees pay our bills, keep our lights on, and it's wonderful, and we love it, and we're so thankful. But just what we were talking about before this, dance is expensive and artists aren't really raking in the dough. And so by the six dollars a month we ask of them, it's not much, but it still can be a stretch for some people. And it would be our just biggest wish and desire to be able to actually fund dance, to be giving them the money and then the funding and then the space to do their work or to take their classes, rather than constantly asking of them. Yes, of course I think of it more as a trade organization. You know, your pain dues to a trade organization that's bringing contextuality and networking and has value added components to it that expand the scope of the work that you're able to achieve. Yeah, yeah, definitely. And at six dollars a month is probably better than most express us. I think so. We're the same price point. So I mean, that is a value added service. Definitely, yeah, and we just don't want to ever have to raise that price with inflation, where our costs are going up of everything, everything, everything. And we just can't ask more of our members.  And then that's, it's very much, from what I've understood, it seems like it's a very much a grassroots organization. Where it is the power of the organization comes from the roots of its organization. You know, this matters. Yeah, yeah, exactly. From the bottom up. Yeah, and we want to be grateful to them and be supporting them. Also, one of the things that in our vision that we're trying to head towards is more advocacy. And to really get dancers and our members into the state house and really talk about what dance like means and how much like dance is important for our community and society. So that's something we haven't gone into yet, but that's a really like. Yeah, because it tends to be, and you know, for me, I run a performing arts center, which you all know. And I find that the arts, you know, as a whole, dance always to me, and I think it's very unfortunate, tends to be in the sidelines, comparable to things like visual arts. And in some ways media arts and other forms of the arts. And it doesn't get sort of the grant representation. Yeah. It does not. Which is a real issue. And as one of what I would consider one of like the, you know, cardinal arts, I do think it's unfortunate.  You have, you know, if you have 10 dancers and you're creating work, you're not just buying, you know, a score to just learn in a day and then perform the next day. Not that there's anything wrong with that, but choreographers are making new stuff all the time at dance and they're spending hours with their dancers in a studio. So you're thinking about rental space. You're thinking about paying those dancers for their time and their performance, you know, and then the performance and all the money that goes and all the costs with performance. And hopefully the revenue from the performance can actually support the work. Yeah, yeah. Which is a nail biter. I mean, the margins on that are significantly small. Yeah. And I don't know if the community is fully aware of like how minuscule those margins are. Yeah, yeah. And it's really a labor of love. Yeah, definitely. Something I constantly hear from people who do dance is that, you know, it's something they do because they love the work and they want to bring it out there. They just, and they know they're not gonna get a lot in return. Yeah. But they want the audience to experience what they're trying to show to them. Yeah. Yeah, I was just looking at our spreadsheet from like all the years because we're trying to apply for another grant. And you know, I always relook at all the numbers. And the events that we do, the performances we do, it's just that it's looking at the costs and the income and seeing that negative number there. And that, we responded with that, or to that by changing our focus this year. And we're not gonna be doing many events or many performances, but in turn like showing up to those members' performances. Cause, you know. That's great, getting the word out. Yes, and like being there and being VDA there. Present. Yeah, and being a body in the seat. And then also saying, hey, you guys are at this dance performance. Look what all this other stuff is happening, you know, like next week, the week after that our members are doing it, isn't it? Just fantastic. And it can kind of grow sort of that organic chemistry of like artists seeing other artists work, which also can affect their work. Yeah, exactly. And like using that to build because sometimes seeing other people's work fulfills like the mission of your work. Yeah. Yeah, it does. And it helps you grow as an artist. Yeah, yeah. And you know, that's also part of the interconnectivity. I think that's really important about the Alliance. Oh, definitely. I was at the Stone Valley Dance Collective. It's a new dance collective last weekend. And where are they? They're in Rutland. Wow, there's a new dance collective in Rutland, and it's called what? The Stone Valley Dance Collective. I'm hoping to get that right. It's one of our board members started it with some of her dance friends. And it was just so lovely. It was like so many dancers because they were aching to dance. They were aching for performance and they paid for their own costumes, paid for their own space and their lighting. And you know, I'm looking at this talent going, I wish I could just be throwing them all, you know? Money, but I was also just so grateful to see this really generous performance. And it's wonderful. And they were able to get their art out. Yes. Which I think is also part of like, you know, people talk a lot now about mental health. And you know, recovery after the pandemic. Yes. And sometimes, you know, I really think that art heals if it's a part of who you are. Yeah, yeah. And so by having those kinds of experiences is kind of a very fulfilling. Oh yeah, for both audience and the performer. You know, there was all these kids in the audience too. And I'm just going, oh, isn't it so great to have kids at a dance performance like that's all that I want. And they're really quiet. Yeah. And you can see how it has, and there's one of the most amazing things and I can't remember the quote or what it is, but to me about dance too is, dance is a universal language. Yeah. It's one of the only, I mean, of course visual arts, but it's an art form that transcends language. Yeah. Yeah. It's just part of the human experience. Exactly. And so everybody understands dance art. Yeah. And though, I mean, going to the science of it, you know, like your mirror neurons are firing when you're seeing movement. So you're literally dancing as even if you can't dance or you're paralyzed even, like it doesn't matter.  Really?  That's so cool. I have not heard of the mirror theory. Yeah, yeah, yeah. And I don't know if any of you have, but that's absolutely fascinating. I hope I didn't get it. I probably got it sort of right, you know. But that's wonderful. I'm going to look into that. I think that's really fascinating. It's why it moves us so deeply, you know. And it causes that. I mean, that's also just part of our interconnection, too, I think. Yeah, definitely. So, quickly, how did you get introduced to the Vermont Dance Alliance? Yeah, I moved here from Philadelphia in 2015, and I had three kids, and so didn't do much dancing, then had a lovely fourth kid, and not, you know, a whoops, a very happy whoops, and started to get back into dancing very quickly after he was born, because I needed it. And got introduced to Hannah Denison, and was part of the Quarry Project. And from there, met all these VDA members. And so what is the Quarry Project? The Quarry Project was a, it is, was, I think it's still going on, a amazing dance work that happened in the Wells-Lamsam Quarry last, this summer. Sorry, time is weird. And we danced on barges in the middle of this Quarry, and it was really, with live music on a bar, it was just the most amazing performance I've ever been in. Now, is it ongoing? Will somebody be actually be able to go see it this summer? Unfortunately, no, it was sold out. Wow. All 16, 19 performances that we did. I mean, it sounds incredible. Yeah, this is, it was wonderful. There are going to be more things happening like as like an echo of it. So there's going to be a film that Lucas Huffman is putting out. Oh, great. And there might be some other like echoes of the performance happening. I've heard murmurs and rumors, I can't say anything specific, but. That's an exciting project. Yeah, and so I got started in that in 2018. So it was four years that I was a part of that. And from there, met Hannah, Santa, Saturday. And that's how I got introduced to VDA. But then when I became a member, it was when I started putting on my own work and wanted to promote it. And I said, Hannah, how do I do this? And she said, well, you can become a member for $6. Executive director. Yeah, it was great. I know I was just thinking about that. I was like, all right, I put on a show and I wanted to promote it. And what did I do? I became a VDA member and half and left. There you go. And so currently, I mean, this is maybe part of my understanding of the scope. I mean, there are dance groups pretty much in every part of Vermont at this point. Yeah, yeah. There's many, I don't think people realize how many organizations are statewide. Yeah, yeah, there's a lot of, not only organizations, there's studios that put out a lot of dance. And there's just people like me who are just choreographing, just taking whoever and making stuff up. And it's really, we have about 130 members. That's significant. Yeah, yeah. I mean, for a state our size. Yeah. I mean, that's a very vibrant community. It is. And I don't think people realize to the extent how we're embusted us. Yeah, yeah, it really is. And the amount of classes that are posted to our website daily, I get the notifications on my email. And I'm just so excited. I just wanted to tell everybody all the time. I'm constantly trying to keep up with the Instagram to tell people and everything. What's going on? Yeah, yeah. Which is exciting. And just speaking of Instagram, I just recently noticed that you guys had a retreat. Yes, we did. And so what is a Vermont dance line? You can't tell me too much because it's a retreat, I understand that. But for the general public, I mean, what's a Vermont dance line's retreat? It was camping. We? Camped at Onion River Campground. They are so generous. They give us their space for free. Amazing. And they set us up right unlike this apple orchard. And we just set up our tents and we danced and we talked and we had a fire. And it was just so needed after our isolation.  And we taught each other, you know? So somebody, I have an idea of this thing. Should we do this? Yeah. And then we just went and did the thing. And it was very, just very soul-filling. That was wonderful. Yeah, yeah. That's great. See, I mean, those are the valid value added things that you are bringing into the community too. Yeah. I mean, sometimes just getting creative people together. That's sometimes all you need. It is. It's a huge part of the organic process. It really is. Which is really wonderful. So, who makes up your board of directors? Our board of directors currently are four wonderful humans who are our VDA members. You know, who really, really care about VDA and really want to put in that time and talent. And we have Sarah Briggs, Nicole Ullman, Kristen Campbell, and Joy Madden. And it's a small but mighty group. Tiny but mighty? Yes, exactly. Yeah. It's not the size. It's the quality. It is. And they're wonderful. And I'm so excited to have them. They each bring their own talent. And they give a lot of time too. I mean, I would assume it's a very hard-working board. It really is. Yeah. Yeah. Which is important because, again, it's an alliance. So it is the sum of its parts. Yes, definitely. Which is great. Now if anybody is watching, how would they contact you about becoming a member? They could just go to vermontdance.org and right on the homepage, just scroll down. And at the bottom, it's all the different levels. We have an artist member at $6 a month. We have a patron level at $9 a month. And we have a partner level at $12 a month.  Oh, which is wonderful. Yeah. That's great. So if you're interested, please go to the website and join the alliance because it's going to be wonderful for you. It's going to open up a lot of horizons. So I wanted to ask, too, really quickly, is interesting hearing about the advocacy component. So what are you guys thinking about doing as far as advocacy? I don't know yet. All right. It's something that we started talking about last year and with the amount of events that we put on. And since I have my board, but it's just me, one woman show, a lot of the administration stuff and the event planning and the grant writing pulls my focus. And so that's why we were sort of like, let's clear away and figure out where to put some more effort into. The job is part-time. And when I looked at, I'm a mother of four. And when I looked at my time, I said, well, that's all the time that I have. I can put in a few extra hours, but I really can't create hours in a day as much as I really want to add an extra one. Since this mother of two, yes, it's a real thing. Exactly. So I think that once we get past writing the annual report and a few more things, I'm going to really look into. I had a conversation with John Clacky last year about what to do for advocacy and how to show up. And I think I'm going to reach out to him again. And John's a huge resource. For those of you who are not aware, John was the executive director of the Flynn for many years and has a background in dance from San Francisco. That was John's entire life. So I know a big part of his heart is about advocating for dance in Vermont. Exactly. And now he's a representative from Shinton County. So that's super helpful. Yeah, I know. And I'm a big huge proponent. Also the sweetest person on earth. Did you hear that, John? Anyways. And I think that reaching out to people who know what to do rather than trying to make up the wheel again is super important. And making sure the supports are there, because I don't think, you know, it's interesting. I was talking to somebody this morning and saying that I was interviewing you. And they were like, well, when you think about Vermont and the contextuality of the small towns around the state, almost every small town has a studio. Yeah. So it's funny. We have libraries. Yep, yep, exactly. And you have like a little dance studio. And whoever's running that is a dancer who is enriching your community and bringing dance to your community, which is a value-added community component. Yes. And it boggles the mind how many of those studios are literally in towns across Vermont. Yeah. I mean, places you never would think that they actually have a dance studio. Yeah, we've just started making a list of all these dance studios, because we have some of the Marma members, you know, and then some of them aren't. And so like, come and join us, you know. Come and join this alliance and promote your studio through us. And then there's so much sharing that could happen. You know, they could rent out space to the other members. They could partner with us on a workshop or a project they're thinking about. Like, I want to be the muscle for people. I want to be the person writing the business-sponsored letters and like the grants for people. Like, I want to be able to be that for dance, for dancers. And again, it's the sum of its parts. So it's interesting to think that there are these studios in almost every small town of Vermont, and they're out there. And if they can network with each other, then all of a sudden, people have rehearsal space. They have, you know, it's amazing how they can fill in together and then make things stronger. Definitely. Definitely, rather than just living on your little island, like, to make those bridges. Vermont has a lot of islands. Yes, yes. And MC is the bridge builder, very, very, very important. So there's a couple of events coming up this year that I wanted to talk about. So there's, and I'm don't know, I'm probably butchering this. Nachmo? Yep, yep, yes. You got it. It's kind of like nachos. The National Choreography Month. And so can you tell us a little bit more, what is National Choreography Month and when is it? Great. It is in January. And it is kind of like a version of Nanorimo, you know, the National Writing Month. And the organization Nachmo is based in, I think, New York, could be wrong, but they send out a prompt every day in January.  And they just say like 20 seconds, you know, make up 20 seconds using a light, or make up 20 seconds with just your feet, or just your fingers. Or like come up with a, find a corner of your room and do a slow movement, then change it. It's just all sorts of different stuff.  And then you have something, maybe, at the end of that month.  So it's almost like an online workshop that builds on itself. Yeah, yeah, it's really great. And for me, like I can only speak personally, I've seen a lot of stuff, is I actually got involved in Nachmo by participating. And then I ran it the next year. But the light thing really captured me. And so, you know, it was like the 10th prompt and I'm playing with Christmas lights in my basement. And then I wound up just like, now it's my forever. I'm just, I'm like the third year of like, thinking about Christmas lights and lighting and everything. And it's really that month has like spurred two and almost three performances of my own. Wow. And so Vermont participates, VDA participates in it, Vermont representation by hosting workshops and little talks and a group, a Nachmo group. And we kind of guide everyone through the process. And then if you would like to, right now it's an on totally online thing, you can submit your film. And then we put it together as a kind of little compilation and we use it as a fundraiser, sell tickets.  That's great. And it builds it for you too. So it kind of gives you guide rails to like kind of like experiments you would come up with. Yeah, yeah, you don't have to come in with an idea at first you can be a completely blank slate and just, you know. It's so much fun and just follow along. Yeah, yeah. So and that's in January. And so will the Vermont Dance Alliance have that on the website if people want more information? Yes, yes. So that's another thing in January. If you guys wanna follow along, create your own choreography. You will also find that on the Vermont Dance Alliance website vermontdance.org, which is very exciting. Another thing I really wanted to talk to you about too is I know you guys every year do an online auction. Yes. Can you tell us a little bit more about the online auction? Yeah, it's definitely like the non-profit spread butter, you know, I think it's a mutually beneficial fundraiser where you're giving money, you're getting something and the businesses are getting some, you know, basically at some advertising for low cost. And that happens in the spring and we're always looking for more businesses to give. So that's another thing too. Yeah. If you have a business out there and you wanna help support the Vermont Dance Alliance you think dance is important, please reach out to MC and let her know if you guys are willing to sponsor something for the online auction. Yeah, yeah, we're at infoadvermontdance.org. Which is great. Yeah. And so you'll take any, like restaurants, I'm talking to you. Yeah, restaurants. Retail, come on. Exactly, services, massage services, we love massages. Yeah, anything. Yeah, we have, you know, goods too, you know, little things, but gift certificates are really great and everybody loves those. Yeah, yeah. That's a wonderful thing. Yeah. That's super exciting. And so that's in the spring. Yes. Okay. And is that your biggest fundraiser throughout the year? Yeah, it is. It makes sense. Yeah, it really is. It's one of those options, actually, I know. But also in the spring, you do a symposium. Yeah, we're gonna bring it back. We didn't do it last year.  So bringing it back, I mean, like we've done it once. Is it a pandemic? Yes, exactly. Monica Satterley did it in November 2020 and I participated in it and it was wonderful and it was all online. And this year, we're hoping to have it in person. You know, the question is where? We were talking about those islands, which island are we gonna host it on? And also, are we gonna do a hybrid? Are we gonna make sure that people who can't make it or people who are out of the state even can come and join? And we're still in the process of planning it but we want to have dance classes.  We want to have experts in their field. So dance therapy, dance, physical therapy for dancers.  Yeah, and we're still in the planning process. The Hopkins Center is gonna be partnering with us, which is exciting. Oh, that's wonderful. That's very exciting. It's a big deal. And that's interesting. I mean, not to kind of go off the rails a little bit, but you know, dance therapy and physical therapy, it's a real thing. I know through years of Pilates, but like people don't realize how therapeutic dance really is. Moving your body, feeling music through your body is a very healing and wonderful thing and we don't take advantage of that as much as we probably should. No, I teach a movement for Parkinson's class and my favorite story is when I taught in Philadelphia this lovely man would come in and exhibiting all the symptoms of Parkinson's, big old cane and then every class he'd walk out of there and we'd be like, you forgot your cane and just like walked out. And I think that's like a huge, like that's like an extreme example. There needs to be more health funding for dance. Exactly. Did I mention? Crime partnership. Exactly, I mean, and so I think it's healing for all of us, yeah. So everybody, thank you so much. MC Juliana, thank you so much for all the work you do for dance and in the state of Vermont. Again, if anybody wants to find out more information, join the cause, register your studio, just find out more about dance, maybe move your own body. Go to vermontdance.org, sign up, get excited. Dance is vital to our state and thank you for bringing it to everyone. MC, I really appreciate it. Thank you guys so much. Have a great month and I'll see you right back here in a month. I did it myself again. Thank you guys so much, take care.


The Pictish people of ancient Scotland are both intriguing and somewhat unknown. Despite this, there is still plenty we do know about this fascinating people. The Picts occupied the northern and eastern part of ancient Scotland over 1,000 years ago, with the Latin name Picti, found in documents between the 3rd and 10th centuries AD. They spoke the Pictish language, surprisingly enough, a now extinct language thought to have been an insular Celtic language related to the Brithonic language spoken further south by the Britons. Archaeological research has found that the Picts drank wine, practiced elaborate metalworking and were connected to ancient European trading routes after discoveries in Reine and Aberdeenshire. Tableware and storage vessels from Gaul in ancient France and Belgium have also been found in Pict land. Archaeologists have also discovered evidence of Buick production at a Pictish monastery at Port Mahomet. The Picts raised cattle and hunted with dogs and falcons. Meat and milk products are thought to have been a major part of their diet. One of the first references to the Picts in the historical record is in 2970 AD, when a Roman writer spoke of the Picts and the Irish, meaning the Scots attacking Hadrian's wall. It is thought that the Picts are the descendants of the Caledonians, or Caledonai. However, as the Pictai, meaning painted people, was also a name the Romans gave to the Northern people of modern-day Scotland. The Caledonians and the Picts may have essentially been the same people. The Romans' reference to painted people may refer to the fact that the Picts seem to have a strong tradition of being heavily tattooed. The Picts were also known as the Caruthnae and Old Irish and the Prydon and Old Welsh. Unfortunately, we don't know what these people called themselves. That is one of the issues when researching the Picts. They themselves did not leave vast written records detailing their lives. The Picts, however, left us numerous carved stones, which display patterns, animals and other insights into the mysterious world. Many Pictish stones were discovered in the village of Aberlemno, Angus in eastern Scotland, with these stones taking the name of the village. Common symbols used by the Picts include double discs and mirrors. Exactly what these symbols mean is debated. Some theories suggest that the double disc symbolises wheels, such as chariot wheels, or perhaps they are a reference to the sun, which many ancient cultures worshipped. The mirror Pictish symbol is seen by some as a depiction of the soul, or a family tree. Perhaps, however, we are reading too much into these symbols, and most are simply depictions of everyday objects in their world. What do you think these symbols mean? Let me know in the comments below. Aberlemno 1 is probably one of the best preserved Pictish stones we have. The stone contains a serpent, a double disc and z-rod, and a mirror and A battle scene is depicted in one Pictish stone from the village, with the stone known as the Aberlemno 2. Exactly what battle this stone is depicting is unclear. Some argue that it depicts a battle between the Picts and the Vikings, whereas others argue that Northumbrians are present in this scene. Pictish stones have also been found in Rosemarke in the Black Isles, with the most famous stone known as the Rosemarke Stone. These stunning stones demonstrate Pictish stone art, and they have been interpreted in a Christian light. The Picts also made various brooches, including the regard brooch, which was made from silver and glass. In Pictland, it is thought that kingship was traced from the mother's line. Originally, the Picts were thought to have practiced a form of Celtic polytheism, where they worshipped various Celtic gods. The Picts eventually converted to Christianity, although the date of this transition is unknown, but it was probably gradually. The Picts fought against many peoples during their time, including the Romans and the Angles. In 685, the Pictish King Brydie won an important battle in Pictish history against the Northumbrians, who were led by his cousin, King Edgerith, at the Battle of Dunn-Nectain. It was fought, in part at least, in retaliation against many Picts being slaughtered by the Northumbrians. Where did the Picts come from? In one legend, the Picts were descended from the ancient Irish goddess Brigid. In Irish mythology, Brigid is part of the two-a-day Danon, a supernatural race who are often associated with stories of ancient fairies. Brigid is known to have been the goddess of healing, protection, wisdom, poetry, blacksmithing and domesticated animals. According to some, Britain gets his name from Brigid. Other origin stories of the Picts suggest that they originally come from Scythia in Central Asia, around the Black Sea in the southern Russian region, and initially conquered the people of ancient Scotland. It is interesting that Scythia is mentioned in some origin stories of the Picts, as the Scythians are a people I have made a video on previously, as the declaration of our broth mentions Scythia as the origin of the Scots. The reality, however, is that we are not sure where the Picts came from, where the indigenous people of the land are foreign conquerors. Let me know your thoughts in the comments. The Picts eventually merged with the Gaels and became assimilated into the Gaelic culture, with the adoption of the Christian religion occurring as part of this process. PicLand gradually disappeared, replaced by the Kingdom of Alipa or Alba in 843 AD, when the Picts and the Gaels, also known as the Scots, merged into one kingdom. Prior to this, Pictish kings controlled the Gaelic Kingdom of Dal-Reada for periods during the 8th century. For instance, the King of the Picts, Angus I, son of Fergus, controlled Dal-Reada for much of his reign. Exactly how the Kingdom of Alba or Alipa was formed is somewhat disputed, with some legends suggesting that many Pictish chiefs were deceitfully slaughtered by Kenneth McAlpin, the first king of Alipa, and were therefore forced to merge with the Scots. Known as the Treachery of Skuun, the story goes that Kenneth McAlpin, the King of the Gaels, also known as the Scots of Dal-Reada, invited many Pictish nobles to a banquet. As the Pictish nobles ate, trapped doors below their seats were released, revealing Picts that were filled with deadly spikes. As the story goes, this episode allowed Kenneth I to conquer the Picts, merging the Gaels, also known as the Scots, and the Picts into the Kingdom of Alipa or Alba. The Treachery of Skuun story is considered to be historically inaccurate by many, and is probably more legend than history. In reality, the Picts and the Scots probably merged largely because they were stronger together than divided, and they were facing many attacks from Viking raiders. The ancient Kingdom of Pictland is often referred to as just that, a unified Kingdom of the Picts. However, as the mysteries of the Picts continue to reveal themselves, it appears as though Pictland was actually comprised of seven different but connected Pictish kingdoms, who shared many linguistic and cultural characteristics. The Pictish Kingdoms of ancient Scotland were Fibb and Modern Fife, Cat to the North in Cathness and Sutherland, Cat on the East Coast around Aberdeenshire, Cersen in the Angus region, Fiddock around Inverness region, and Fotley around the Perth and Kim Ross region. The seventh Pictish Kingdom was Fortu, which is thought to have been situated around Moray in the northeast of ancient Scotland. Fortu, however, is often used interchangeably with Pictland, perhaps suggesting that it was one of the most powerful Pictish Kingdoms. Exactly when these kingdoms arose and for how long they survived is largely unknown. The first reference to Fortu, however, came from a Roman writer in the 4th century A.D., who referred to them as the Virturions. It is thought that Venturion came from the Brothonic root Vertebra, indicating that fortress people is how they were referred to. In Old English, Anglo-Saxon sources refer to these Pictish people as the Verteras. In the Pictish Chronicle, which is a loose historical account of Pictish Kings, the seven Pictish Kingdoms are said to have been founded by the seven sons of the Crusney. The Crusney refers to a people of early medieval Ireland who occupied a territory centred around Ulster. This is led some to argue that the Picts of ancient Scotland and the Crusney of ancient Ireland were connected in some way, although this is debated. We do know that the Crusney was and still is an Irish name for the Picts. In a religious book written between 697 and 700 A.D., called The Life of Columba, the author records how Columba baptised a man called Art Branon, who was described as the chief commander of the warband of the region of Caa. There are still references to the Caa in Scotland today. The Benahi mountain range in Aberdeenshire, for instance, means the mountain of the people of Caa. In Irish sources, the seven Pictish kingdoms were said to have been ruled by hereditary chiefs or kings. It has been documented that the Picts most likely traced the hereditary line of kingship through the female line. In the early 6th century, the seven kingdoms of the Picts are said to have merged into two larger kingdoms known as Sutherland and Norland, Pictland. In the centuries to come, the Picts increasingly came under attacks from a seafaring people known to enjoy raiding. In a future series, I am going to focus on the Viking raids against the Picts and the other people and kingdoms of ancient Scotland. Thanks for watching. Please support this work through buymeacoffee.com and Patreon. All the links are in the description below. Through buymeacoffee.com, you can make small or large one-off donations that help support this work, with there also being an option to make recurring donations every month. Through Patreon, you will gain exclusive access to participate in my bi-monthly Q&A, the ability to vote in exclusive polls, and your name will be included in a special thank you message in each of my videos. All for as little as £1 per month. The link to the Patreon page of Celtic History Decoded is in the description below. Please also remember to subscribe to this channel and hit the bell so that you are notified every time I post a video. And remember to follow Celtic History Decoded on Instagram and Twitter. If you are interested in history in general, subscribe to my other channel, History Decoded. Thank you, speak to you soon.


Couple months ago. I made this video about how To practice lead code and all that other stuff guys, and then I realized okay Yeah, you shouldn't be doing so many easy problems on lead code because then otherwise you're not gonna progress at all Like if I just go on lead code and do a bunch of easy problems.   I just only solved a hundred easy problems hundred twenty five easy problems, and I'm not actually improving myself in my type of 120 106 easy problems, and I I'm not actually improving anything on lead code And then now what when I when I check on my code forces thing I just realized oh wow you guys could check on your code forces by the way on code drills But I just checked on why I solved 245 and I'm still in the same ranking of really shitty 770 and that this 770 means that I barely could solve the first question on the first question of Code forces that means that I haven't I don't solve it That much so so here's the thing that I have to tell you guys that when you're practicing these problems You can't just be like Like here here's okay So let's say Let's say you go on code for drills right and you type in your handle And then you find the problems that you have trouble with it analyzes the problems You have trouble with and you do this and you go on the weak topics and you start doing these problems The thing is that if you do too many easy problems, you're not actually going to do anything You're not going to improve yourself. You're not going to do anything new and stuff like that So then what do you do you go on the medium problems? You try to solve the medium problems and then what you realize that over time over time let's let's say let's say I go here and I'm going to type in my my My handle on code forces, which is code code drills it. No, not code drills code forces visualizer. Yeah, you could type this up All right, type in your handle here and then now you realize oh damn I only solved I've been solving 69 800 level problems and then I only solved 41 a thousand level problems and I'm trying to increase my ranking to at least Green right. I'm trying to increase my ranking to at least back to pupil 1383 and in order to do that I actually have to start solving be able to solve these 1300 problems very quickly. So if I if I'm able to solve 69 problems 800 level problems super duper quickly and that means that I solve 148 problems I have to be able to solve These type of problems at least C or D these these type of problems I have to solve ABC fast and then I have to solve C So if I solve ABC fast and solve C then I'll be able to increase my ranking and be able to do whatever the hell I want and then get back to get back to pupil Which I'm so desperately trying to increase my ranking too because look at how abysmal my my whole my whole Thingy is like right here So that's the thing guys is that you can't just solve problems I was super duper easy the for the thing is that when you're on code forces when you're trying to solve problems What happens is that when you go on these problems and you start trying to solve them and then you can't figure them out? What do you do? What wouldn't most people do? Well, what most people do is they go on the Tutorial they go down here hit the tutorial button and then what they do is they look at the Code and then they just copy and paste the code and not actually learn anything at all So like if I just did here and then I did okay tiling Challenge I read here. Okay, though. That's what it is. I don't just copy and paste and then By the beam by the boom and I just get a seat Okay, like you don't learn anything at that point You're not actually learning anything not learning any new algorithms at that point right here here the point here is to try to Basically, it's be an increase your level of problem-solving. So what what I propose you guys do is actually Stop and don't don't try to solve ups. Don't try to solve problems like this way Okay, don't go on code drills and starts from solving these problems I mean you should it's a good idea to solve medium problems, right? Don't solve easy problems solve medium problems But what you really should be doing is actually going into contests and participating in every single contest and trying to up solve the Ones that you couldn't solve right? So if I go back to and I can't participate any virtual for some reason I don't know why that that's the case, but let's say I go to Jim.  It's this other one. I Don't know. I don't know why I can't go to a virtual participation. I go here Whatever, okay, so like let's I go here and I do a virtual participation right here right now And then like now I realize okay now I have to solve this in two hours And if I can't solve any of the problems well, then all of them once I look at the editorial do not copy the code What you should be doing is that you read the editorial you try to implement yourself and you submit it as many times as possible If you can't submit it yourself Something's wrong right like if you if you if you're copying code. That's not the right way to do it Do not I repeat do not copy and paste code on code forces on lead code any of that stuff All right, you're not gonna learn anything if you just copy and paste you're not actually learning anything and if you just memorize a code You're not learning anything either because like why why would you right? So that's that's what I just wanted to tell you guys like this is just like a huge huge that thing that where it's like, okay It's just like what's the point? What's the point of copying pasting the code? I want to tell you guys how to actually solve these problems. So that's the reason why I made this video It's it's I don't I'm just rambling right now. Yeah, hope you guys enjoy this video Just please please don't just like copying and paste code like that doesn't help you at all So yeah, great cops subscribe. I'll check you guys later. Please peace


Hello everybody and welcome back to my video log to my channel. I really do feel the need to go over these 0-30 volts and 2mA to 3A highland or non-highland power supply boards. Now the reason why I'm reiterating this is because there are still people out there building these and they are not giving out the correct information. And they have affiliate links and it annoys me that they will build them and show you in such a way that it doesn't actually show you whether these work or not. And I'm here to tell you now that they don't. There is one board that I've come across. There are four boards. I know of these four variations. And I saw one on the IMS AI guy channel. His one is 0-30 volts 3A power supply kit EQ kit EQ kit which is a different variation to these.  I've never seen one of those before. Unfortunately it's inconclusive to whether that actually gets up to 30 volts because he didn't put a 24 volt AC supply on his and he only put a bulb on the output so we didn't get to see whether it's 30 volts or not. Inconclusive. This here I'll put a link. This here is a working one. You can tell that it works because I've made videos showing that these work up to 30 volts and 3 amps plus a little bit more. It will drop the voltage down to sort of 28, 27 volts. Being a bit more out of it, I wouldn't run that. Like that I'd go with a spec recommended 3 amp output. And you can identify these by these little boy type holes which is different to this and it is different to this. The EQ kit has like little metal. It just looks like it's a little metal thing. I'm not going to put a link to his video there but you can look that up. It says number 710. 0-30 volts 3 amp pulse light kit EQ kit if you want to look up his video. So there's the differences on these corners. Now the other differences that's stark is that the voltage regulator which regulates 24 volts here and yes you can use different voltage regulators if you like. You can even stick a ViBot regulator on there. Just don't try and pull loads of current through it unless you've got this attached to your heatsink as well. Even this doesn't have, forget about it. This works. This will get you up to your 30 volts but there's a little bit of an issue with the noise that comes off. The regulator when you check. There's a lot of noise there. So I would say that this is a slight fail as well but it does get you 30 volts. Now these don't and I have not come across one video. Now please don't just start telling me in the comments that you know someone that made this work and you've seen it. No no no no no. I've looked and I've searched specifically for people building these boards and what I find there's a lot of people out there doing some very well known channels as well. Do it but they either don't put the 24 volts in here and none of them show 30 volts coming out of here. 23, 24 volts. They put a lower voltage in here and you get a much lower voltage out of there. The calculations that they're doing, I saw one, was that you already get 23 volts out of here. He's already putting 24 volts in there but that's not how it works. AC rectified to DC is a AC input times 1.414 which will give you about 33 volts. So you've got a little bit of voltage being dropped across terminals here. You've got little bits you're losing and your output will be around about 30 volts here. As I've seen other people have left comments saying you can directly connect DC input to this supply capacitor and that doesn't work either because these ICs are differential input which means you need a positive voltage and you also need a negative side of the voltage as well. So let's say two 16s or two 15 to 15 positive 15 negative and that's what this little bit of circuit down here does. So not one of these have I seen giving the correct output. They all claim that this is a good buy and most of them have affiliate links which is the thing that really annoys me especially when I keep being asked on my videos about these. I thought you know it's best to say to you look this is the problem what you get is in your advertising picture on a lot of these where you buy them from and I'm sorry I can't unless I went through all the suppliers trying to buy a batch from all suppliers to find out who gives you the right ones. There's not a lot I can do but I can't I can't find out who is genuine and who isn't without spending a lot of money doing it and I'm sorry I can't afford to do that but what you get on the advertisements is you get a picture of this generally and you'll see it here and you might watch one of my videos who's stressing to you don't buy them unless they're like this and you'll be sent one of these. No one so far I've seen and I went looking I went hunting I was just trying to please let there be a video out there so I can tell people hey yeah you can go and look at this um I've heard people say it's these I see is a wrong I've heard all sorts of but if you've got a claim that one of these words correctly please put a link in it will be held for review because I don't just allow links in otherwise you'll have a big link party going on and that's not what the channel's all about but I will look for the next two weeks and I will look at my held comics now what I want to see is a timeline link to where they put the 24 volt AC in here and then another time on when you get the 30 volts out of here all right this isn't about the current the past transistor doesn't have a problem dealing with the current here it's whether this and I think it's you three is the one that determines what comes out of here and it's about whether you get the the full out of here all right 30 volts 24 volt input 30 volt output I'll be looking at those links for the next couple of weeks please if you've got any evidence that this works just and it's after two weeks just say yeah I've left the link for you it's not going to show up I've left the link for you now go and look at the held links but I'm telling you now guys you you want to go out and buy one of these you think it works unless you see a video that's showing you you can get 30 volts out of it you know if you're happy with 23 volts out you put your 24 volts AC in here really getting 23 volts out fair play all right that's up to you and I've got no I've got no issue with that what I do have issue with is but when people are trying to tell you that you will get your 0 to 30 volts and and you're quite clearly can't right now I'm again on with a much better video one that I really prefer to do rather than this thanks for watching if you got this far and don't get suckered don't get fooled by by these and if you are going to buy one make sure take a photo or something of one of these and with these and send the seller images and say is this one I'm going to get because if I'm not going to get this I don't want it you might hear from the seller again but you're much better off getting a board that's going to work than one that isn't bye for now take care everybody


Patriot Prime Reviews is a channel for adult collectors and may not be suitable for children under 13 years of age. Viewer discretion is advised. Hey, what's going on guys? Patriot Prime here once again with another Kingdom Galvatron Fix. Well, this one isn't as much of a fix as my last video, but something to at least clean him up. For some reason, Hasbro seems to think we love to have battle damage on our figures. You'd think after the siege line they'd realize that no, we do not like that dirty look. Now, this video is inspired by Tumad978. I saw him do this same fix on his Galvatron, so I thought I'd try it out myself. So all you need is some 91% alcohol. I went with 91% because I thought 90 was too weak. I have a soft cloth here. This is a detailing rag I got from AutoZone for the Jeep. And I've got some Q-tips for those fine small areas that the rag may not reach. Now, before I get started, if you're new to the channel, please hit that subscribe button right now. Because it won't cost you a thing, but it'll help me and my channel out tremendously, and help me reach my goal of 10,000 subscribers by TFCon in October. I'm less than 300 away. So now, let's get this grimy Galvatron all cleaned up. And welcome to Patriot Prime Reviews. Okay, now the spots we are going to tackle. He's got smudge up here on his chest. There's some down here on the wrist and down here right on the ankles. So first things first, let's get the cloth, get the alcohol, and let's just do a little corner here. All right. Oh, that smells wonderful. So let's try down here on the ankles first. You can see it's got that gray smudge right there. I'm not applying a lot of, wow, look at that. I am barely applying any pressure, and that came right off. This is way easier than I thought. Hey, look at that. I am barely touching the figure. I haven't even refreshed the alcohol on the cloth. And we'll have to need to get a Q-tip right there. Let's see. There we go. So yeah, there's the ankles now. Man, that looks so much better. So now, let's hit the wrist. I still got alcohol on the cloth. Let's see. Let's do a little bit. Just get a little bit more on there. Okay, try my fingers. I won't have alcohol dripping all over the figure. So now we're going for the wrist here. Okay, this, the wrist doesn't seem to want to come off like the chest did. Okay, that may take a little bit more work. And the wrist smudge isn't moving. Let's try up here on the chest. Alright, T-Man made this look a lot easier than what it really is. I'm actually putting some pressure now. I don't want to rub off my Decepticon symbols, so be careful with that. It's barely coming off. I don't know what the deal is here. Oops, got some on. Yeah, I came off no problem with the ankles. But for the chest, this is proving to be more of a challenge than I thought. I mean, it's coming off, but nowhere near as easy as it did for T-Man. I had my hopes up with the ankles. I thought this is going to be easy fix. You can see there it is. It's coming off, but nowhere near as easy as the ankles. Or maybe it's my cloth. I don't know. So yeah, it's coming. So you may have to apply a little bit more pressure when taking the smudge off the chest. But yeah, it's starting to look better. Fortunately, the plastic underneath is the purple collar, so you don't have to worry about taking any of the purple off. But there you go. We've got that side looking good. So let me go ahead and do the rest of Galvatron and we'll be right back. A few moments later. And now you have Kingdom Galvatron all nice and shiny and smudge free. This looks great. Now I did have to put forth a little bit more elbow grease than I thought I would. But still, all I used was the cloth and the Q-Tips. I used the cloth at first here on the wrist and then went at it with the Q-Tips. And there's still a little bit in there that I need to take out. But man, this looks so much better now and actually wasn't bad to do. I didn't mess up the Decepticon insignia. Of course, with my luck that would have been lightly painted on like the ankles and one slip up. It would have been gone, but hey, that's what toy hacks is for. I wish the rest of the smudge was as easy to take off as the ankles, but still not a bad fix for stuff that you should have around your house. Alcohol, a rag, and Q-Tips. Now guys, if you enjoyed the video, don't forget to like, don't forget to subscribe, and don't forget to click that bell icon to get notified when I upload new reviews. Once again, this is Patriot Prime, signing out.