I would be enlightening you a bit about the concerned personality here who I would shortly be welcoming here on the stage. Straight out of college, he has started his career at Magnon two decades ago. The 300-plus member Magnon group today is part of Fortune 500 Omnicom group. Of its three agencies, Magnon EG Plus, Magnon Dysignery and Magnon Sanchez Vivek leads Magnon EG Plus across international markets, including North America, Europe, Australia and Middle East, apart from India. Vivek was named Managing Director of Magnon EG Plus in 2014 at the young age of 33. This made him perhaps the youngest ever MD of multinational agency in India. He has been profiled as a case study in the best-seller book, 30-something CEO. And he will be speaking on the topic, finding inspiration. How can digital marketers stay innovative in a world full of cliches? Please put your hands up in the air. And with a huge round of applause, let's welcome Mr. Vivek Marani, MD, Magnon EG Plus here on the Dysodars. Thank you. Thank you. It's just, I don't know where that was added, but it's really good to be in a physical event after a very long time. I'm third. And Dr. Anurag, thank you very much. The welcome was very warm, and I just couldn't refuse, and I think you have a great first mover's advantage of getting back to the real world, you know, in that sense. So thank you very much for having me over here. I know a lot of you have been sitting down for a long time. So, you know, my time may be that thing, you've been sitting too long, and when you're in a work-from-home environment, you could very easily get up and do that. So, you know, I will give you the chance to please stand up, all of you. You can stretch a little bit and move. No, I'm serious. Feel free to... It's good for your health. So, yes, okay. So do these... Okay, right. I'm sure the blood circulation starts moving now. Okay, I've switched on my timer. And I have my colleague over here who's also said that, you know, I speak a lot. I will do my best to convey what I have to do as fast as possible. All right. Okay, so it's a very non-cliché topic, and I felt it was very nice. Thank you. So the topic is very nice. It's not cliché for a change. I felt that that was, you know, the good thing.  So, if it's not working, it's okay. Okay, perfect. So, cliché, lack of original thought. So, how does... You know, and we're surrounded by... with a lot of clichés. And how do we break free from that? How do we innovate? How many of you, just for me to get a sense, how many of you over here have been on the agency side in the past or currently are? Okay. Okay, that's just a few hands. How many people... How many of you have been on the brand side, on the marketing side, you know, and who've been asked to do something innovative? Okay. A few more hands. All right. So, you know, innovation tends to be this constant pressure on, you know, people like us from the agency side who are like... Give me an idea. It should be the best. No one should have done it before. And it should fit my brand and it should make sense and it should be in line with what's happening in the market, you know. Usually, that's the brief. We say, sir, ma'am, give me a brief. So, that's where the original thought comes in. And, you know... And how do you actually start thinking on those lines from there of, you know, what you really need to do, you know, the original ideas that you need to do. So, the first cliché is in the advertising and agency world, the first cliché is get drunk. Right? So... Because when we talk about it, the creativity flows to the fullest. Right? It's just not with our generation. You know, I read about this with the Greeks and they used to do this. The Greeks used to actually... They used to actually take decisions or think of ideas when they were in a state of intoxication. But they also had this rule that when you're drunk, you will think of ideas, but you will pass it in the parliament when you're sane. So, you know, that used to be the practice. So, I think that is one of the clichés which surrounds our industry and that's visual from Mad Men. And I always wondered, they're always constantly drinking. They don't have tea or coffee. They only just drink all the time, you know. But I'm not sure if this is quite sustainable in terms of innovation. So, what I've been inspired by for innovation and thinking of good ideas is, you know, what I'd like to share. The pandemic, you know, made me read a few books around this subject and topic and, you know, it excited me about getting... to know how you can think of better things and what you can do, because, you know, it's a part of my job, a lot of our people back at Magnon to be innovative and to, you know, to think of good ideas. Yes, sorry, it's very laggy. I'll press it and after a few minutes, what's the solution? If there's nothing, I'll press it first. Right. So, okay, so, you know, there's this book called Where Good Ideas Come From and I was very inspired by this book and it said something like, you have these slow hunches, you know, and figure it for yourself. You probably would do that also, that you have this idea, I think I can't crack it, but it's there, something in my mind, right, that's a hunch. And then you have a lot of these slow hunches, right, and over a period of time, these slow hunches, you know, a hunch here, a hunch there, a hunch. There's something, but you're unable to kind of tie it together. It happens with me a lot and, you know, what I try and do is now I know consciously that, you know, this is how good ideas happen, is it starts with a slow hunch and whenever this move forward, I will reveal what those slow hunches... I think battery? Or... Okay, I'll just keep trying. So these slow hunches eventually, so you have a lot of a cluster of these slow hunches and when you have a lot of these slow hunches, they start colliding with each other and over a period of time, you get this, whoa, okay, now I know what happened. So the slow hunches came together and showed you the full vision, okay. Now it's going back slow also. Sorry, I'm just so agency-type and so dependent on a presentation because I think it brings out the, you know, brings out the story, okay. So now I know that every time I press a button, action will happen, not now, but maybe in the future. So this slow hunch is a concept, is the first inspiration. It was aware of what the slow hunch is about and eventually a vision will come up and, you know, that's the thought of how it is. The vision on this screen also will come up. The next concept, essentially, is something called adjacent possible. So adjacent possible is... it's actually by this person called Stuart Kaufman, who is written on biological evolution. Biological evolution is the biggest innovation in whatever we can imagine. It's from atoms to human beings and AI and where we've got to and it's obviously taken billions of years. So biological evolution says that innovation best happens in the immediate vicinity. So, you know, we at times get inspired by technology in a big way and we figure that the blue area is where we are now and the circles that you see on the right side are the future possibilities of everything that's possible. You know, I think one of the points that Sir was talking about is unlimited. I'll show you some of the cliches and our mind kind of starts going in those. But innovation best happens which are the most closest adjacent possible. So from how a giraffe's neck over millions of years became longer because that was evolution because it was adapting to the next evolution till the next kind of animal came into being. And that was an innovation, nature's innovation. Ideas also tend to come with these adjacent possible. I know a theory, I'll try and get a context in terms of a digital marketing piece also eventually in these slides. Now imagine a YouTube in 1990, do you think it would have been successful? There was no internet speed at which the internet penetration was bad but the concept was great in 1990 but it would have not been successful. Amazon in 2005 was there, was very well there but it's not the same as it is today. You know, we're getting Amazon packets all the time overnight because the logistics changed that, right? So adjacent possible are pieces where you can innovate in the next piece where the surroundings are right and possible and that's what needs to be done. So that's the second inspiration. The third is, there are many of these small, small hunches those circles that you saw, there are circles in the future. Now when do you really get a great idea or a good idea? Or where do you get it?  Basically what is the brain? The brain is neurons firing and a network of neurons called synapses and creating ideas and memories and stories in your mind. That's where every idea comes from. So inside your brain is the first place where ideas will come from and of course outside the world, you know, events and places where or offices or spaces or people or interaction or networks so there are networks inside the brain and then there are networks outside the brain, right? And the more your ideas collide with each other as hunches inside the brain or the more you talk about an idea you probably walk out during lunch and talk about some pieces around what do you think on this particular topic or this campaign or what you're doing next. So those ideas come together and that's what will lead to innovation. So those are my three inspirations. Now in the digital marketing space and that's where I'll narrow down and not give more gyan on some of the books that I read on the brain and ideas and stuff but now on the digital marketing side we see that we're surrounded by a lot of cliches.  Okay, sorry, I'll take that back. A lot of change is happening but the number of cliches or the number of keywords that, you know, as a marketer where shared just keeps increasing and then it becomes like our pressure to keep up with it. That do we know everything? Oh, if we don't, you know, we'll probably become irrelevant and, you know, that's the thought that keeps coming to our mind.  You may call it cliche, you may call it just a nomenclature for, you know, a concept like that but all of them now start gradually coming together and these are something that we see inside. So let's adapt. So that's the digital space. You saw some of the cliches. Now these inspirations adapted to how you can innovate and we'll probably, I'll probably talk you through an example that, you know, these were some of the cliches that we as an agency were facing. We work with Nestle. Nestle is one of our, you know, clients and they wanted us to do something innovative.  So the whole thought started with there's a lot of content around, right? We faced this. There's a lot of content around the last two sessions. I think we were centered around content. There's a lot of content that all of us are consuming. We know this. Now this content is creating something called the messy middle, right? This is, you know, Google came up with this report called Decoding the Messy Middle and they basically said that the consumer journey is not linear anymore. It's very messy. So the trigger to purchase, now imagine yourselves that when you think of buying something you are influenced by a lot. First the product shows up on your Facebook, Insta, you know, on Amazon, wherever you heard about it. So, you know, the product shows up. Then you look at reviews, you read reviews, then you're sent more content, you're re-marketed that content, you're given more content. So the brain essentially now is being fed a lot of content, right? And how the brain operates is now necessarily that I knew before, then I considered, then I purchased it. It's become more complicated like that.  So you want to buy a phone, you will look at five, six, seven phones, you look at budget and then you'll start doing filters and then you'll narrow down on your options, right? You'll see blogs, you'll read reviews, you'll see what people are saying about it. You'll do a lot of stuff, right? And then you will narrow down your choices, you will evaluate. So this is like an infinite loop. So for people like me, my wife says that about me, that my decision making is slow. So basically I get lost in this loop. So when I thought I would buy it, and until I bought it, it took a lot of time. But then I also have a lot of friends who, you know, are able to do this very fast, right? So you get into this loop. So as a marketer's job or a brand's job, it is to identify those triggers and get people out of the loop to make them buy, right? That's what a marketer is something that we do. Now, within the same report, Google identified that, you know, there are six biases and this is very interesting, okay? Now figure this out, that all your brains are coded in the same way. There are six biases that will change, that will happen in our mind to drive us to that purchase. The first is a category heuristic, they call it. So, in the same example, or, you know, what's the processor speed? Those are things that you will look at. Then you look at, oh, what is Rajiv Makhani saying about it? Or, you know, what is so-and-so expert, which is an authority bias, you know, looking at it. What are my friends talking about it? Or somebody who knows about mobile phones, what is he thinking about it? Is that it's a social influence, a social proof is what I will look for. Power of now, will I get it tomorrow? Oh, this one I'll get after 10 days. No, no, I'll just get this one. It's the power of now, right? A scarcity bias. I'm looking at the time. Okay. A scarcity bias. You see those sites? Only two left, only three left. Right? So, it makes us think that, oh my God, I'll run out. That's called a scarcity bias. Right? And then there's the power of free. Anything I do, I see a lot of cameras have come up. It's actually a great report. You should read this report by Google. The power of free is, what am I getting along with it for free? It is a big influencer. So, these six biases play on our mind. Then we also know video rules. Now, this is all cliches. These are all things that are playing on our mind when we're thinking about that idea for Nestle. Now, we've also been told that there's a big focus on something called urban. Is rural plus urban, right? Because bottom of the pyramid in India is urban. Now, 90% of people coming onto the internet are speaking vernacular languages. My colleague over here and friend for 15 years, Naveed, is an agency called Magnon Sancus, which is a group agency which is only a language specialist agency. So, now there's consumer segmentation in the country. That's how our country is divided. We speak 22 different languages in our country. We probably know this but the unfortunate piece is that brands or agencies just speak in English at best in Hindi. But consumers speak all other languages. I would say the content ecosystem for news channels is far more evolved than it is on the agency or the brand or the marketing side because that evolution is yet to happen. So, that's like the kind of consumer segmentation that is there. We also see that regional content is more sticky. There's this Kerala based animation studio which essentially has more views of 600 percent more views of their Malayalam content versus English content.  There's so much of it. Hindi content there's a lot of it. But regional content is very little because brands have not yet they have but they are increasingly waking up to it. So, we realize that regional content potential. Now, just coming back, I'm just threading where we started. Now, these are all the ideas that are influencing our mind. That video vernacular regional content, cognitive biases all of this together. And then what we start doing is it's not necessary to take everything. We have to apply AI and blockchain. It's not really I mean, it's not about just being cool. It's about getting some things right.  And what we identify is that, okay, let's create video content which is vernacular by regional content creators is the most logical thing that we come up with, right?  You know, we've tied it down together. So, say, okay, get regional influencers and marketers. But now, we go a step further and we collide with a liquid network. Okay, my time's up. Ten minutes. Okay, we collide with a liquid network and which is Talent Track, which is India's largest talent aggregator of creators, right? And Talent Track has essentially more than 450,000 creators, content creators, sitting out there, 15,000 media companies, you know, looking for talent from their 5,500 influencers. So, we basically work with Talent Track and we say that listen, this is our idea. What do we do? How do we take this content to the next level? So, they give us an idea about what good content is and they tell us that good content is which is engaging. Now, imagine yourself, the content that you actually watch on TV. I'll just finish this for the... Okay. Is it okay if I take 5 minutes? Okay, thanks. You know, I indicated to my friend over there in a way that if I'm boring, everyone should signal like this. So, I'll... So, content engagement, like, I mean what I'm talking about, the content engagement and content relevance. So, genetics and social engagement. But basically, influencer content, it's a little bit salesy. Everybody realizes that the influencer has given money, they tell him to put this content. You know, or speak about my brand. Now, that is not necessarily good quality content. It's not engaging. It's good quality, high quality production value, high quality brand alignment, but not necessarily good quality content. It's video content. So, what we came up with this whole concept of professionally user-generated content, right? It is not influencer content, it is not fully professional content, but it is content at scale which is unique, which is non-salesy, which advocates brand love and perpetuity and content with same. And then we put in the biases over there and we say that this is the content which actually has social proof. We know that the brand didn't give money, it's not salesy. We've got some examples, but I don't think I have time. And then there's the whole brand-led content and influencer content which kind of doesn't add up. So, what do we need to achieve this? You need vernacular capabilities, you know, as somebody, as an agency, if you want to do this for a brand, hyper-local insights and scalability quotient. So, we collided our ideas together with Magnon Sankers, which is the most famous hyper-local insights from Magnon Designery and Talent Track which got in the scale because what we needed was more than 200 content creators and I'll give you an example I'll show you a brief example of how we created video content across 200 video pieces of content for an insight that we got for Milkmaid. So, this was for Milkmaid. You guys know Milkmaid, they want to do something interesting. Baking is like a big trend but they said, baking in every part of the country is different. In that state, what is going on in culture is different. So, we got insight. We got a lot of creators, Talent Track helped us do this and got us insights from all over the country from hundreds of creators. We got insights from our designery team. A Kerala baker. Influencer base is not much but content is organic over here. We created videos and we got to know that Banofi Pie in Kerala is trending at that time and we got her. I don't know if this video will play but it's in Malayalam I think there's an audio thing but you see there's a very subtle integration of the brand over there that you see and she's not saying much Malayalam and most of you will still not understand but she's just saying I'm using milk made and then it's the whole recipe of how to make Banofi Pie in Malayalam and imagine seeding that kind of content in hundreds is what we achieved with the brand and we came up with this whole idea around Pugc is how we use professional user generated content and that from our mind was a long term idea and we moved from just a cliche to an innovation and with the journey in between from hunches to creators to ideas colliding with each other and then of course we had a drink and celebrated. So thank you very much that's a little bit about our agency we're a part of the Omnicom Group and EG Plus is Omnicom's production hub we are the India business called Magnon we were acquired ten years back and you know those are our three agencies we are about 350 people here in India thank you very much


What was the most impactful thing you've experienced? And actually just, yeah, look at me for the camera. Cool. Yeah, so my name is Ashish. I'm from New York. And this is my first time ever doing any plant medicine. Man, it was a ride. I'm still processing all of it. It's like a lot to take in, especially four nights in a row at ceremonies. I had been doing a lot of research. And a common thing that you'll read about ayahuasca is people experience their own death. And frankly, that was terrifying coming in. I was just like, I really hope I don't have to go through that because that just sounds really scary. Like that's kind of the primordial fear that we all have. So I went in the first night with the intention of asking Mother Ayahuasca to be gentle on me and to just kind of like ease me into it. Somehow she gently allowed me to experience my own death over and over and over again. And when I say over and over again, I just mean like for hours, just like I was dying and then being reborn and dying and being reborn. And if I was listening to somebody say this on camera before coming to do ayahuasca, I would just feel like it's the most terrifying in the world. But the weird thing is that it actually was like so incredibly peaceful. It was so sublime. My meditation practice that I've been doing for a long time really helped me stay mindful of the fact that yes, it did feel like my body was dying or my thoughts were getting discombobulated. Kind of felt like just a letting go of everything that I know myself to be, which in retrospect I realized was really just an ego death. While it was like very overwhelming, I think somehow it was so peaceful and sublime. And every time that I did die and sort of crossover to the other side, I noticed that I was still there on one level, like I'm dying, but then I just be lying there and be like, but I'm still here. Like I'm still conscious. And that was really fascinating because just to share a quick story, like my grandmother was actually dying in the hospital and my whole family was by her bedside in India, my mom's mom, and I had watched her die. I watched her pass away like on her bed. And I just remember her being so peaceful and calm, even though she was like in a lot of pain and was like coughing and wasn't doing great. And obviously all of us were really sad watching it, but she was so peaceful. And I just always stuck with me.  I never understood how somebody could feel so peaceful like in that moment. Then on Monday night, I experienced that in myself. I experienced the peace of, if you can just let go and surrender, you realize that there is this infinite, timeless awareness behind your mortal experience on this earth as a human that is untouchable and it's just full of light and love. And I realized as I'm saying this, it's like might be difficult to understand having not gone through it. As I was dying and doing so, so peacefully, it made me think of my grandmother and it made me realize that she was really at peace when she went and that really helped me come to terms with her death and my own death. Obviously I don't want to die. I want to still live and live a good, healthy, long life. But I'm no longer as afraid of death. And what I realized in the integration afterwards, which with me does a great job of just helping you process these experiences is that this fear of death was actually driving all the other fears in my life. Just this constant undertone of anxiety with everything that I'm doing. And I just feel like a lot more peaceful and able to process difficult emotions when they come up because I know that literally everything is impermanent, but the one thing that isn't is this loving awareness. Yeah, it was really powerful. It's something you read about in a lot of spiritual texts and Buddhist, I'm really into Buddhism and Hinduism. Kind of half believe it, like it sounds good, but part of you kind of doesn't trust it until you have an experience like that. So I'm just so thankful for the medicine and really happy and proud of myself for going through this experience. Hey guys, we really love Rhythmia. And so we made this video to share the magic of this transformative and healing space. Use the link in the description to visit their website. Sign up to try and win a free trip. And hopefully we'll see you there someday. Thanks so much for watching. Toodles.


paradise here, and all the different things that you can do, whether or not it's bike, ride, ski, hike, trail run, those kinds of things. Building the infrastructure for those activities definitely brings additional dollars in from outside our community as people explore our trail system and explore our community. Through our comp planning process we've been able to institutionalize a lot of these ideals and then we work with our partners in the community to start to bring those to fruition. So Solida is a bicycle friendly community. The city applied for that designation a few years ago and we were awarded it and we are one of only nine rural communities across the country that have a designation silver level higher. And we're continuing to work to get more more city streets marked with share roads and more safe routes to schools so we can make sure that we have those pathways within our community to support kids and youth and folks that want to ride their bikes. The Safe Roots to School plan really kind of helped establish those core routes, those access points, and so we really come up with a new sidewalk plan to go in and replace the sidewalks that need to be replaced, grind down the edges of the ones that are, you know, off by just a little bit and put in the ramps at all the corners. The Sleight of School Gardens Project is a partnership between Louisville, Chavie County, Guide Stone, Colorado, the Sleight of School District, and a number of other entities in the community. The primary goal of the project is to get produce into the school meal program as well as kids out into the farm and get their hands dirty and see where their food comes from. One of the added benefits is that some of the produce goes into the hospital meal program and is also sold in the community to restaurants and through a youth farm stand. So we're really excited to see some of the locally grown produce really getting into the community and having community members have access to that food.


In this video, we're gonna use a Taylor polynomial to approximate the number e to the negative 0.2. And in fact, we've decided already that we're gonna use the degree five Taylor polynomial to approximate it. And we also wanna determine how accurate is this approximation? Now, before we jump into the nitty gritties of the calculation, I want to show you why Taylor polynomials are such good things to approximate these things with. So notice here, this first picture on the left, right? You see in yellow, the natural exponential there, y equals e to the x. And so in this color right here, magenta, you see the straight line. This is the tangent line. This is our typical tangent line, y minus f of a is equal to f prime of a times x minus a, just a usual equation of our tangent line. Now, one thing I wanna point out to you is that tangent lines, as we've studied previously, like saying calculus one, the tangent lines that we've studied previously are really just the degree one Taylor polynomials. So Taylor polynomials, in essence, is a generalization of the tangent line approximation that we might have done in calculus one. And so that's actually a pretty impressive thing here. We're improving upon the tangent line, which I mean, there's a lot of room for improvement, right? Because a straight line can approximate a curve only so much. You know, like in this window right here, you can see not a huge gap between the function and the line, but much beyond that, it's not a very good estimate. And therefore, when you look at the degree two Taylor polynomial, you can think of this as the tangent parabola. There's a point of tangency, which is still gonna be the y intercept here. And so there's gonna be some region where the function and the tangent parabola are very, very close to each other. So kind of looking at what we did before, we have about something like this. So for the tangent line, we're about accurate on that range right there. But for the tangent parabola, we can actually get a wider margin right there. Coming over to T3 of x, this would be the degree three Taylor polynomial, or you could think of it as the tangent cubic. So again, looking at the point of tangency, you can see that in this margin, things are very, very accurate. So you see something like this. Again, this is kind of just eyeballing it. But the idea is you can see that the margin for which it's accurate gets bigger each in every higher degree polynomial you choose. So now let's look at a few more. Let's look at T4 of x, the degree four Taylor polynomial. And so in this region, you have your point of tangency. You look at this area, you can't see a difference between it. The two functions are so much the same that the overlap is essentially invisible. The first little mark I see right here, and like right here, it seemed to be doing better on the right hand side than the left hand side. But the point is you can still get kind of like this region right here where it's accurate in that interval. And when I say accurate, I mean, this is an epsilon delta type statement. If I want to be epsilon accurate, then there's this delta amount of tolerance that I'll allow for. And the next one, look at T5 of x. This is actually the one we're questioned to use, or the question tells us to use. So we have e to the x versus T5 of x, this tangent cubic function, in which case, wow, I mean, you see orange and yellow, in which case you can hardly see any difference whatsoever. I mean, there's like, you can see that's where these things diverge from each other, and that seems to be happening over here as well. The T5 of x is really, really, really good. Especially since we're trying to do x equals negative point two, which will be about right here, you're gonna see this is gonna be a pretty good estimate. But I also included in this picture the next one, T6, which is better. When you look at this one, you hardly see any change whatsoever, the purple versus the yellow. We see something like that, and we see something like that. It basically fills up the entire region right there. These Taylor polynomials can be very effective in estimating these functions, and their improvements upon the tangent lines we saw before. All right, so let's get into the details of the calculation, right? So e to the x, we know it's Maclaurin series is the sum where n ranges from zero to infinity. That should be infinity right there. Sorry about that. n equals zero to infinity, the sum of x to the n over n factorial. And so if we take the T5 Taylor polynomial, we just kind of write this in expanded form. You have the zero term, first term, second term, third term, fourth term, fifth term. You're gonna stop with the fifth term right there. And so you get one plus x plus one half x squared plus one sixth x cubed plus one over 24x to the fourth plus one over 120x to the fifth. And so that's the cubic polynomial we see graphed on this previous slide right here. So going back here, we have this estimate here. And so to evaluate the number, remember, we're trying to compute, we're trying to estimate e to the negative point two. And so that number right there is our function f evaluated at point zero two, negative point, sorry, negative point two, like so. Again, we're using the fact that f of x equals e to the x in this situation. So we wanna estimate that. So e to the negative point two will be approximately the same thing as T5 evaluated at negative point two. I'm sorry if I said it wrong, should be negative zero point two right there. And so plugging that into the expression, you get one plus negative point two plus a negative point two squared over two. Plus we're gonna get negative point two cubed over six. We're gonna get a negative point two to the fourth over 24. And then lastly, we get one over, well, we'll get negative point two to the fifth over 120. And there are some details going on here. I'm not gonna go through all of them. This is again something we can defer to a scientific calculator, even a four function calculator can handle such thing. You're very basic, most fundamental computer of any kind can handle these type of calculations. In which case this would be approximately 0.8187307. And so this is the estimate we get for e to the negative 0.2. And you can consult your scientific calculator. We see this is gonna be pretty good. Your calculator, of course, would go much beyond the fifth power. It wants to be accurate to like 20 decimal places. But this is a good estimate right here. So how good of an estimate is it? Now we have an estimate for e to the negative 0.2. How good, how good is it? Well, Taylor's inequality comes into play in these type of situations where whenever you're using a Taylor polynomial to approximate the expression, the function, Taylor's inequality applies because the remainder is our error. So our n of x is the error right here. And so we can use Taylor's inequality as this error bound for our calculation. Now in order to do Taylor's inequality, the hard part kind of comes down to m right here. So m is supposed to be an upper bound for the n plus first derivative of the function on the interval x minus a is less than some value d. Now when we talked about proving a function equal to its Maclaurin series using Taylor's inequality, d was some arbitrary number, but in this situation it's not gonna be arbitrary because we're trying to work on the number f of negative 0.2. That's actually gonna be our d value. We're gonna take 0.2. It needs to be positive. So take the absolute value there. We have to figure out how far away from the center are we're going. Cause in this situation, a right here is gonna be zero. So we only have to focus on the interval. The absolute value of x is less than or equal to 0.2. So on that interval, how do things work? Well, if our function f of x equals e to the x, the higher derivatives are pretty nice. Any higher derivative of e to the x will itself be e to the x. And as this function is an increasing function on the interval where x ranges from negative 0.2 to 0.2, the biggest value you're gonna get m is gonna be e to the 0.2 right there. Now we're in a little bit of a pickle in this situation because if we could estimate accurately e to the 0.2, we probably could also estimate e to the negative 0.2. Now this m right here does not have to be the smallest number that works. This doesn't need any upper bound.  So like the worst m's that we choose, the bigger this number is gonna look and therefore potentially we think this number's bigger, bigger, bigger. So we want a good bound for m right here. But notice that if m, we set equal to e to the 0.2. Well, as e's an increasing function, we could raise this thing up to just be e to the first, right? And the thing is we have a good estimate of e, e is like 2.7 something. So I'm just gonna say three. That's a fairly generous number here. So m, I'm actually gonna set equal to three in this situation right here. And so I'm actually going to erase the equal sign we mentioned earlier. So you know e to the 0.2 is a better bound for m. We wanna set it equal to three because that's something we can actually do, right? Because the point is if I'm struggling to compute e to the negative 0.2, I'm probably gonna struggle to compute e to the 0.2 as well. Cause they're just reciprocals of each other. But three is something we can handle. And therefore the error of using this Taylor polynomial to approximate it, we bound it above by three over five plus one factorial times we're gonna get 0.2 to the n plus one. Cause after all, we're trying to say that the distance, right? The distance from x to its center does not exceed 0.2. So worst case scenario we get that we're gonna get that x minus a is gonna be less than 0.2 in this case. And I shouldn't have said n plus one. That likewise is gonna be a six, right? We end up with three times 0.2 to the sixth over six factorial, like so. And that's something we can compute in terms of fractions. And if you write it all out, you're gonna get one over three, seven, five followed by four zeros. That is you're gonna get one over 3.75, 3,750,000, which again, the estimate here is all that's necessary. This is gonna be 2.667 times 10 to the negative seventh, like so. So it turns out that using the fifth degree Taylor polynomial to estimate e to the negative 0.2, this is going to be accurate to at least six decimal places. Notice here, since this is 10 to the negative seven, it will be accurate to six decimal places. And if we were to consult, like say our scientific calculator, if you plug in e to the negative 0.2, it would say something like 0, 8, 1, 8, 7, 3, 0, 8. And so voila, sure enough, this is accurate to the first six decimal places. There's something slightly rounded different in the seventh decimal place, but that's because we only use the fifth degree Taylor polynomial. Your scientific calculator is gonna probably use that much bigger Taylor polynomial, but it's a very, very effective way with very little computation effort necessary to get this calculation. We only have to use five terms in order to get this accurate of a calculation, something like Simpson's rule, or I guess Simpson's rule doesn't apply unless we're taking antiderivative here, but the linear approximation you might have seen in calculus one doesn't even come close to how good this cubic approximation worked in this example. Now, I do also wanna mention before I turn off this video here that in this situation, we are able to use, we use Taylor's inequality as an error bound for estimating using Taylor polynomials. That's important to know. And so one can always use Taylor polynomials, say Taylor's inequality to estimate the accuracy of a Taylor polynomial, but I also wanna mention that in this situation, we actually had an alternating sum plus, minus, plus, minus, plus, minus. And so for this particular series, when you plug in, when you plug in negative 0.2, this actually does make it into an alternating series. And because it's an alternating series, we could use other error bounds, particularly the alternating series error bound applies in this situation. Now in the next video, we're gonna see another, we'll do another approximation using Taylor polynomials. It also will be alternating series and I'll show you how you can use alternating series there. And so I mentioned this because Taylor's inequality, although useful as an error bound, is kind of a difficult error bound to use. The alternating series error bound formula we saw before is much, much easier. And so if it's applicable, I would recommend using that. This is often the case when you plug in a negative number inside of your Taylor polynomial, you often will get these alternating series. I mean, not always, but that happens a lot. So keep an eye out for open forward, use alternating series if you can. If not, use Taylor's inequality.


Hello again everyone and thank you for participating in this webinar offered by the European School Education Platform, the European Commission's platform for school education in Europe. My name is Magelena and I will be your host for today. So for this webinar we have invited Mr Fernando Seis who is a university lecturer with a strong knowledge and background on the field of education and he will help us explore the different methodologies that assist the skills development in the classroom emphasizing on the concept of academic optimism. Before we begin again I would like to remind you that this is a recorded session and moreover towards the end of the webinar we will serve with you an evaluation form. This we kindly invite you to fill in and finally we invite you to share your thoughts and questions through the tab and we will reply to all of them and discuss them at the end of the webinar. Thank you all. Fernando the floor is yours now. You can now start sharing your screen if you want. Thank you indeed Magelena and thanks everybody for attending this webinar. I'm really thrilled to have the opportunity to share some of my ideas and works with you today and I hope some of them may be interesting or useful or at least thought-provoking so that we can think about them and we can take some of these ideas to our schools and classrooms. I have prepared a short presentation I would like to share with you if you don't mind and as you know today's webinar is titled the schools as skill generating environments and most of the ideas are included in this title. We will be talking about skills and how we can generate and help our students develop skills but we will we are talking about this skill generating process from the school perspective. Obviously first of all thank you indeed for being here and attending this webinar. Please feel free to use the chat to write your questions and to write your ideas or to share your worries about this topic. Well I would like to start with something we all share that something we all agree upon ancient declaration 2015 stated that education is the public good a fundamental human right and a basis for guaranteeing the realization of other rights but this basic idea education as a fundamental human right is not just that by attending a school you are enjoying that human right in fact is skills development which is the basic key to other basic human rights literacy numeracy the capacity to interact with other people the capacity to use technology those skills are the keys to open the doors for all our basic human rights so it's not just a question of being there at school it's a question of school helping you and helping our students to develop skills successfully. In fact students as the OECD stated will need to apply their knowledge in unknown and evolving circumstances and it's for that that they will need a very broad range of skills including and this is what we are going to be talking about cognitive and metacognitive skills for example critical thinking creative thinking learning to learn or self-regulation but also social and emotional skills empathy self-efficacy or collaboration for example and practical and physical skills for example using new information and communication technology devices or also to be able to use their bodies in the way in the best way to perform the different tasks they have to realize during the day so skills are needed for life and they are going to be applied in unknown and evolving circumstances but the problem is that in 1966 the Coleman report in the United States definitely stated that socioeconomic factors determine learning achievement and that the teaching institutions are unable to counteract the impact of these factors the Coleman report 1966 and this is one of the longest standing statements and truths in our profession in education so socioeconomic factors determine learning achievement well this is the end of this webinar isn't it we cannot do anything against these socioeconomic determining factors or should we I mean do we have to fight the Coleman report or do we have to accept it and comply with it and say okay we cannot do anything about it what do you think do we finish here or should we go on with the webinar well obviously the question is how can we teach and how can we help our students develop their skills despite the Coleman report failure at school is not genetic it is a social construction it's something we build or we do not build at our schools at our cities at our societies school failure is not genetic it's a social construction for example according to the educational philosopher Gert Wiesta there are three domains of educational purpose the first of these three domains is called by Wiesta subjectification and and the call is be a self be a self the learners develop their own sense of initiative their own sense of responsibility rather than being objects to the actions of others so the question is how can we help our students subjectify themselves despite the Coleman report the second domain of purpose of educational institutions is qualification that is the transmission and acquisition of knowledge skills and dispositions so the second question is how can we promote our students qualification despite the Coleman report and thirdly socialization according to Gert Wiesta's proposal socialization meaning the construction of identity and oneself's location in relation to others in relation to traditions and social practices these are the three domains according to Gert Wiesta subjectification qualification socialization so how can we promote subjectification skills qualification skills and socialization skills in a school context and despite the Coleman report that is the question we want to try and answer today learning is not a simple process learning in fact is quite a very complex process according to Nude Iris two different processes which are with which are woven together must happen for us to learn anything the first one or learning the first one imply an external interaction process between the learner and his or her social culture or material involvement so first a process an interaction between the self and the environment and then an internal psychological process of elaboration and acquisition of that interaction which has previously occurred so these two processes are in fact how skills appear skill development happens in and I love this expression point of service sessions that is activities which are experienced by the learners in which teachers staff offer high quality instruction and high quality content but the role of the staff of the teachers the faculty is to promote the due engagement in that learning situation promoting tins interest behavior and the level of challenge that they experience so skill development happens as a consequence as a consequence of this point of service sanctions so in this new paradigm we are not mere content providers teachers are not mere content providers teachers are something else a bit more complex but also I would say much more satisfying that being just a mere content provider in this new paradigm learning is understood to happen as a consequence of change learning means change as a consequence of participating in a situation and an experience that allow us to acquire new knowledge or develop new skills so learning is change because of that participation in a learning situation in a learning experience so a new vocabulary for this new paradigm teachers create and use the affordances which surround the learning situation the possibilities the opportunities which is what hides after that expression of affordances and the teacher's role is to provoke investment students investment what is investment well we are at our research group we have we are stopping about talking on motivation because we want to emphasize that motivation is not enough in the 21st century it's not that your students bring motivation in the backpack they must invest in the learning situation they must invest their resources they must invest their their cognitive resources they must invest their time they must invest their interest so they must put into play all they have so to get out and so to bring out of the learning situation all the learning opportunities and that means being aware of the assets and the constraints of the learning situation and it means to provide the students with agency and it's that agency which provokes learning so a new vocabulary for learning in the 21st century and also new questions how to provoke investment well let's try and answer these three questions can learners make sense of the learning experience in the light of their own knowledge beliefs and experiences and the situation in which they find themselves can they make sense of the learning experience a second question about ownership does the learner own the learning activity which provokes the learner's mental and physical investment in it does the learning situation belong to the learner or is it is the learner an external person someone who is not in control of the situation and finally agency does the learning situation and activity allow creation or intervention in our environment so sense making ownership agency these are the new words the new vocabulary for learning in the 21st century agency is particularly important because agency understood as the capacity of people to act upon to influence and to transform their activities and circumstances is the basic element for learners to make use and to get the most of the learning situation so thinking in terms of agency is what is what allow our students to develop their skills and in that sense there is a radical change in what teaching means I really agree with this quotation many instructors have now moved away from a sold out of traditional lecture with the occasional short answer question to the class in which students just listen repeat and occasionally apply toward a modified menu of pedagogical platforms meaning those pedagogical platforms different ways of teaching and in those new pedagogical platforms students are active participants in the learning process in fact what lies behind that quotation is the answer to this question by Misuko Eater in 2016 why should be should we be sitting kids down in rows to learn maths in the abstract when it is both more engaging and effective to learn it in the real world or through meaningful social activity that is the question which makes us teachers need new teaching platforms new ways of understanding teaching so that we can bring efficacy to our teaching task David Perkins in his book making learning whole explained this new way of teaching as playing the the whole game and he wrote in settings of learning playing a whole game a whole game is generally some kind of inquiry or performance in a broad sense and it involves program solving explanation argument evidence strategy skill craft and often something something gets created a solution an image a story an essay a model so this is the new paradigm in which teachers are not just content providers they are there the people who design the whole game who write the rules and then give out that game to their students so that the students can develop their agency and through their agency the skills that they need and in order to design that whole game and make the educational experience more immersive more experiential more real world and more hands-on the possibilities are numerous for example experiential learning challenge based learning project based learning inquiry driven learning activity focused team based case based gamified adaptive or personalized learning so many new possibilities to design learning situations let's go through some of them only some of them those who are under the umbrella term of inductive teaching methods inductive teaching methods normally start from a question or a problem which is settled within a context and they create a real game but with complex and open-ended real world problems and they offer a context for the learner to understand the the problem and in that context students must self direct must be proactive must collaborate must cooperate with other students and the possibilities are many in this context for example inquiry based learning which is a pedagogy which enables students to experience the process of knowledge creation coming from a question we enter an inquiry we enter a process of discovery of bringing together information to find an answer or to find a solution for our question or problem based learning which as you know appeared to help medical school students learn basic science knowledge in a way that would be not only more lasting but also useful in clinical context so problem based learning was not just an occurrence that teachers might have had it was a way a very efficient way of preparing doctors in order to be more able to stand in clinical situations or case based and problem based situations in which authentic cases are studied and analyzed normally in a real world setting ending which the students must apply basic knowledge in order to solve that case or to solve that problem or move into vocational and training education work based learning which means to create the learning situation in a workplace and try to solve the problems which normally happen in a workplace and in order to do that the student the students the learners must apply knowledge from different fields from different subject matters they may they may be studying so work based learning means solving real work problems in a workplace situation so these all these elements may also be related to what we normally call project based learning and in fact when we are asked about our proposal for skill development our answer is threefold we believe that the sum of project based learning together with multiple literacies and a whole school approach can help our students develop their skills in a more efficient way well project based learning is a cycle of discovery is a cycle of design is a cycle of uh getting hands into real life problems project based learning starts with engagement starts when both teachers and learners face a driving question or a driving problem or a driving situation in which they have to solve a challenge they are facing and after that there is a cycle of planning and producing which means searching for and managing information then knowledge building and skill development and with that knowledge and those skills they must create some sort of final project and after that we have the two final steps of closure and dissemination well first of all the challenge in fact at that step the challenge is where we must think back about those three questions we have stated a few minutes ago ownership sense making agency well is the challenge and consequently the project relevant to my students does it promote ownership sense making an agency that is those are the questions to consider when designing the challenge of our project planning is the moment in which we invoke the knowledge we need to solve the question the driving question or the problem because in at that step planning is where we ask ourselves how we can face the challenge and what we may need to solve that challenge and normally in a school context or in a learning context what we need our knowledge and skills and that is a moment when we need to read when we need to write when we need to talk to other students to learners to agent and people to external people who may help us build our knowledge and build our skills and after that we apply that content knowledge and those skills into the implementation phase in which we create the final product and in fact one of the features of project based learning is that the creation of products of real products maybe analogical maybe digital are of real importance because they help the products the final product helps learners to integrate and reconstruct their knowledge the process of the discovery and to improve in case we are in a higher education context or in a workplace context to improve their professional skills and increase their interest in the discipline and the ability to work with other people and then after that we must devote some time to the closure that is to reconsider what we have been able to do and how we were able to do it and after the closure we must disseminate what we have done so that other people may learn from us and also so that we can be assessed through self-evaluation co-evaluation or hetero evaluation and in case you may be thinking that project based learning is another occurrence obviously project based learning is one of the most well-known pedagogical strategies it's more than 100 years old and there are plenty of research evidence about the validity of project based learning i bring here a publication 2019 revisiting the effects of project based learning on a student's academic achievement it's the latest meta analysis about project based learning that we can find in the literature and the results are quite conclusive the meta analysis of 20 years of research present a quantitative effect size estimate of 0.71 based on individual studies so we have evidence of a medium to large positive effect on a student academic achievement in project based learning in comparison to traditional instruction and also the results of project based learning are better now than 20 years ago which means that we teachers as a profession we are learning on how to descend we are improving how we design projects and we are much more effective now that in the 20th century concerning projects we are improving our professional skill too in case you want to design projects we created a canvas that you can find there on that website i'm sharing with you right now using the chat which i find quite empty that's it now i can read the chat and on the chat you have the url to download that canvas both in Spanish which is our mother tongue and English and in that canvas you can you can use that canvas to design creatively projects and and then digital transformation because we are not teaching any longer in an analog in an analogical context in an analogical setting we are in the midst of a digital revolution perhaps we could make the distinction between digitization digitalization and digital transformation and and it means digitalization is when we use digital products just using a pvf is digitization but we are not in that moment any longer we are not on that position any longer digitalization is when the processes the teaching and learning processes are being digitalized and we are establishing contact with our students through digital means and we are creating knowledge together through digital means and we are assessing our students through digital means and digital transformation is when the whole school is changing to become digital so many possibilities because educational technologies are a real challenge for education using learning management systems using social media and collaborative technologies using curating evidence in and showcasing learning and professional capabilities the digital communication the use of mobile applications assessment and evaluation in digital contexts presentation and learning resources through digital tools and finally the use of learning objects and resources all of these are real challenges for us as teachers and the problem is that there are a wide number of reports that are telling our institutions that if we want to be relevant in the 21st century we need to embrace the opportunities afforded by technology particularly in relation to teaching and learning practices and really happy to know that many of you are participating in e-tweening experiences are participating in Erasmus Plus digitally concerned projects because we must as a school as a learning institution keep relevant in digital terms but the problem is that many of our efforts are being expended trying to replicate models of in person schooling we could say 20th 20th century schooling in digital spaces and we learned and somehow our students suffered many of these experiences during the pandemic and the lockdowns online and virtual environments demand new types of learning content and new pedagogies it's not just to move what I did what I was doing in in person schooling to digital platforms but the problem is but the real problem is that we have constraints we have limits and we also have problems and as Michael Fulham writes when we try something radically new there are immediate and practical losses while the potential benefits are longer term and theoretical so asking anyone to change is asking too much only if at if our schools we have strong social pool factors we will change only with very strong social ties we will change and we will adapt ourselves to this crazy 21st century because in fact people's capacity to cooperate as richer senate wrote is much greater and more complex than what normally institutions allow so we are much more powerful as people who want to cooperate at schools than what the institution normally allow and that is how I want to end this webinar building on our capacity to cooperate because in fact more than individual actions schools are the lever to generate skills for all our students it's not the individual teacher but the whole school who can affect the whole childhood in fact children and adolescents need a balanced set of cognitive social and emotional skills in order to achieve positive outcomes in a school in work and in knife but how can we build that balanced set if it all depends on individual teachers on the lottery of having a good or bad teacher if we rely on that lottery for our students and learners to build this balanced set the likelihood is that we will be unfair and we will build we will be building inequity at schools if we rely on individual teachers we'll be building inequity because in fact research indicates that interventions are more successful when they are integrated into everyday practice into the school culture in when they engage the whole stuff when they reinforce the skills outside the classroom in the hallways in the playgrounds when they invoke the importance of that partnership with the families and when they also coordinate work with outside agencies the whole school the whole community to attend the whole child a whole school approach aims to work to integrate scale development into all those moments using the collaborative power people may have in the field of health and education at that point in which health and education meet which is so important to get successful important educational outcomes there is a model there is a theory the whole school whole community whole child model which is telling us that we must focus on the student but at the same time remain we must think in terms of whole school and community to offer the children all the resources for them to develop their skills in fact in this a whole school whole community whole child model they are using these 10 point element to promote health and education and we should think in similar terms to promote skills because in fact all these elements are important also for a skill development so let's finish talking about academic optimism academic optimism is a label evidence based research based to make us think about our own institutions to make us think about our own schools so so what is academic optimism well let me tell you what it is not academic optimism is not related to being an optimistic person we are not concerned with you being optimistic or pessimistic be as you prefer to be if you like being optimistic that's okay for us if you want to remain pessimistic about the future hey that's okay for us too because this is not related to being optimistic or pessimistic it's a bit more complex in fact academic optimism is the teacher's optimism about teaching and learning in their own school so it's the way we think about teaching and learning at our schools and in fact schools can improve despite the Coleman report schools can improve in spite of low socioeconomic status by cultivating an optimistic perspective shared by teachers academic optimism is malleable can be learned and can be increased and we can make it grow and provoke better outcomes thanks to our academic optimism because there is a positive relationship a positive correlation between academic optimism and achievement and the higher academic optimism is the higher school achievement learning achievement learning outcomes are so there is a positive correlation these two concepts academic optimism and achievement are not only compatible but also complementary and and it's not just a question of the whole school being optimistic academically optimistic but also when we consider teacher after teacher it the same happens with academic optimism studies not only of a school academic optimism but studies of teacher individual teacher academic optimism also suggests that this is a crucial factor for fostering student academic achievement and and what is academic optimism well it's made up of three elements three factors teachers collective efficacy the academic emphasis of the institution and trust and let me start with trust because in fact trust is the moderator in the research terms a moderator is a factor which may rise or put down the other two factors and trust is the moderator in academic optimism when teachers create a safe and trusting environment students feel comfortable to take chances and learn from their mistakes we cannot have agency without trust we cannot have ownership without trust we cannot create efficient appropriate learning situations without trust in students fostering trusted trusting relationships between teachers and a student is one of the most potent ways a school leader can create the conditions for innovation in their schools so trust is the cornerstone for academic optimism and academic optimism is the key for this whole school approach to skill development but after trust we need teacher efficacy that is we want teachers to believe that they are able to affect student learning to help them to be that scaffolding their students need to set higher expectations for our students to exert greater effort from them and to be more resilient when things are difficult and also when teachers have a great knowledge have great knowledge of teaching and learning then they are also more appreciated and they are more effective in their teaching task this is a quotation by Linda Darling Hammond the North American expert on education teachers with greater knowledge of teaching and learning and finally teacher sense of academic emphasis and this is the end of this academic optimism factor teachers sense of academic emphasis or sometimes called academic press is the degree to which teachers find ways to engage students in inappropriate academic tasks is the way we move our students to the best possible learning outcomes so these are the three elements of academic optimism trust collective efficacy academic emphasis and when school academic optimism rises we consist we have consistently been fine we have consistently found that these promotes student achievement regardless of a student population or nationality so this is the key to solve the the Coleman report this is to the way to fight the results of the Coleman report academic optimism and a whole school approach to a skilled development and that is and that is the role that is a task we have ahead to build a future in which academic academic optimism is possible at our schools and a future in which we turn as our schools into enabling settings into enabling institutions for teachers students and families so that they can achieve the best learning results through these elements of academic optimism there is not just one future but many possible futures and now it depends on us and our present actions to think and create the the best possible future for all of us so the future is open I hope some of the ideas that we have that I have presented maybe useful for you maybe interesting and relevant for you and now let's start imagining let's smart let's start designing our schools to be as powerful as possible to develop skills and to become enabling institutions for academic optimism thank you indeed and Maria Lena the floor is yours to to see if there are some questions or or some debate in the chat indeed we have some pretty nice comments here teachers are mostly concerned about the time that they need to implement all those changes they are so they are very concerned about this and I think it's normally if you could provide us some input on that sure because in fact time is probably the most important factor to consider if any process of change will be realistic and then to consider the likelihood of its final result the question is that any innovation or any process of change in school terms is plurian well that is we must think always in long periods of time because in fact there is a very interesting concept in the philosophy which is called heterochronicity which means that there are some fields which go forward very fast for example technology we are learning to use chat gpt now and perhaps there is something which will appear tomorrow and will change everything radically once again but some fields change in a very slow pace that is with what happens with school so any school which is trying to implement any process of change cannot think in terms of a semester we must think in terms of one academic year two academic years three academic years and I would even suggest that any process of change should start with a zero year that is a year in which nothing happens apparently but we are just building the change and we devote that year in which everything runs as always to read together to talk together to design but not to implement to write down but not to change anything to have all the elements gathered together in that zero year and then on the following year we start implementing changes for example we have worked with literally hundreds of schools implementing project-based learning in Spain and we always demanded them to be calm keep calm keep calm use that zero year let's watch other colleagues work let's visit other schools let's read because we are a reading profession zero year and then a plurianual perspective towards change and in fact time is the basic word to be successful in any process of innovation no this is a very useful advice because sometimes we expect change to happen the next day certainly yeah and it never happens in education and when it happens and in terms of sustainability that change is quite questionable it normally happens that these rapid changes provoke more problems than solutions and normally they are changed back to the previous situation in a very short period of time so it's much better to to move slowly but in a very sustainable way yeah this is a very useful advice small changes on step at the time and as you mentioned during the whole webinar collaboration is a very important collaboration and effective communication between teachers I would really say Mariana that before any change we must build up those strong social ties that we mentioned using Michael Fulans statement strong social ties if we have an education on institution schools or non-formal non-formal institutions in which the faculty the teachers are strong together they have a real commitment to change they they have made a diagnosis okay which are our problems seriously and and how can we solve it let's design let's think together the possible changes the possible results that we want to achieve in two years time so if this group of teachers are really well packed together and cooperation has been built using informal and formal ways of creating a cooperation there is an author Mariana called Nancy Dixon and Nancy Dixon explains how important corridors corridors are to to to build strong social ties if your corridors are empty you have a problem because people are not sharing knowledge if along the corridors and it's important to to use those informal situations to create knowledge in the community of practice which is a concept which has not appeared but it is so so important we are communities of practice and we must think about our practices the results that our practices are are having and how we can change it and that takes time going back to the first question indeed and I would like to read a last comment from Athanasia and hands-on activities connections with the community critical thinking metacognitive activities through students creations are ancient terms no and they are very stable over the over the time and the means to implement them change but the principles are there what do you think on that yeah in fact at this time at this time of the history of of educational sciences we are quite sure that there is a very strong line which is inviting us at least to enrich a traditional instruction with other ways of teaching and some of the ways have been mentioned during the presentation some of them have been mentioned by by these colleagues and we have so many evidences of its efficacy the problem is that sometimes we do not work in a context which enables us to be adventurous and we need to be a little bit adventurous and and think in this semester I'm going to use a week for projects we used that strategy when we when we were invited by a school who was interested in project-based learning but at the same time reluctant to change many things we we told them use just one week a year only one nothing bad may happen to your students where if you waste a week and then analyze that week consider what you as a teacher have learned consider the the satisfaction that you have provoked in your students so we need to be at least a bit adventurous and try new ways of teaching and I'm really sure I'm really sure that many of our colleagues here have felt that sense of being brave enough at some time of their profession to change something in the way they were teaching we need that sensation of bravery but also we need enabling structures and I insist on that because enabling structures are a result of polices polices are a result of consensus at educational institutions it's not magic it's a result of willingness to let teachers be brave thank you so much and thank you everyone as my colleagues served with you we have a survey we would like you to fill in if you have some time I am reserving the link with you on the chat some questions concerning technicalities yes this recording will be uploaded from next week onwards to our youtube channel you can find us as a european school education platform you can find it there at the power point for the power point presentation will be also on the webinar's page on ASAP I think that's it from us and Fernando we would like to thank you for for you who are interested we will also have a short course in September some point in September with Fernando he will help us delve into technology used in language education and language teaching but more we will inform you about that later in the summer thank you so much for being here today and we hope to see you in a next webinar or online course of hours thank you Fernando thank you Maranella see you all bye everyone have a nice evening


Here we have a JavaScript program. I want you to look through the program and find mistakes. Today we're going to discuss four different Visual Studio Code extensions that will help you find mistakes much more quickly than manually scanning the code. So when I look at this code, the first thing I notice is that the font is very boring. So first let's fix the font. There we go. Now we have a much more comical font, easier to read, especially for dyslexic people. So the first extension we're going to talk about is the TypeScript extension. Now the TypeScript extension comes with Visual Studio Code, and it can check JavaScript code, not just TypeScript code. So when you install Visual Studio Code, the extension is enabled by default. I turned it off, so you didn't cheat and catch the mistakes. So let's turn on the extension, which is enabled by default. So we go to JavaScript, validate in the settings, turn that back on. And here we see that some things have changed. We have this red squiggly here and this grayed out, and we got some dots. So the first issue up here is that we are missing a right parenthesis. So let's have that right parenthesis. This note over here says unreachable code detected. Now this isn't obvious, especially to beginner programmers or people just starting JavaScripts. When you have a return statement, and you have a new line, the new line will end the return statement as if you had a semicolon there. So this program behaves the same regardless of whether you have a semicolon. So what's actually happening is that we're returning nothing, and then we're skipping past this code because it's not running. That's why the TypeScript extension says unreachable code detected. So if we fix that mistake, put it all online, we no longer have unreachable code. And then down here we have three dots, the three dots indicates we could not find occupation. Did you mean occupation? So we typoed the variable name. Let's do a quick fix, change the spelling. And now our code is good to go. So that's the built in TypeScript extension. It checks JavaScript code. You can see this is just .js. I didn't have any configuration to turn on the TypeScript checker works out of the box. That's your out of the box experience with Studio Code. So let's turn that back off so we can demonstrate other checkers. The next checker we're going to look at is Dino. So let's install the Dino extension. Okay, now we get an error as soon as we install it, it says couldn't start client Dino language server. That's because Dino has two parts. It has the Visual Studio Code extension, which we just installed, but it also has Dino. Now the Dino command line utility is being installed separately. So let's go do that. In order to do that, we have to go to the Dino website. Had Dino dot land, we click the install button. There's different install options. Let's follow this option here. And let's open a terminal. And do the install. Okay, now we have Dino installed. We still don't get any feedback. We need to restart VS Code in order to have the Dino extension really enable. And we still don't get any feedback. That's because we need to enable the Dino extension. You can do it on a per project basis or you can do it globally for VS Code. Let's do it for VS Code. So let's search Dino enable and check that box. Dino has extra checks we can enable. So let's turn those on. It's called Dino lens. And here now we have some changes. We have the same right parent thing as we got before. And as soon as we type that we get some more squigglies, I love squigglies. So here we have an unnecessary semicolon. I have an unnecessary semicolon. So let's fix that. It doesn't have an option to remove the semicolon only to disable the warning. I don't want to disable the warning. So let's fix it manually. Here empty code block. Okay, I guess we don't want that empty else. And here we have the unreachable code issue again. So let's fix that. And of course, occupations misspelled. So you notice that the Dino extension has all the checks that the TypeScript extension has, which is built in, plus some extra things like finding the extra semicolon and finding the empty else. So that is the Dino extension. Let's move on to the quick lint.js extension. And let's first disable Dino. Let's disable the extension. Load. Okay, now we're at a blank slate. Let's install quick lint.js install. Alright, now we don't have any extra setup we got to do, we just install the extension and we get some squigglies. These squigglies are different than the other two extensions. Here on fancy, it says if statement is missing a right print. Okay, let's add that. Oops. We have assignment to cost variable. Okay, well, it looks like our occupation variable is const. We can't reassign a cost variable. So let's declare it with let and get rid of that issue. Here on return, it says return statement returns nothing defined. So we need to unlike the other checkers which detected the unreachable code. This one tells us at return. So it's in a different spot. The the error indication is a different spot. That's common with linters, they find issue different issues or report them in different ways. And here we have use some undeclared variable occupation, we have to fix this ourselves. So that is the quick lint.js extension. Now let's move on to the most popular code checker for JavaScript code, which is ESLint. So let's disable quick lints. Let's install the ESLint extension. Okay, so we don't get any feedback. And that is because similar to Dino, we need to install ESLint. So let's go ahead and install ESLint, which using npm. So save dev says we want to save it in our project as a developer tool. npm install save dev ESLint. So now ESLint is installed. However, we still don't get feedback. That's because we also need to configure ESLint. There's a wizard tool we can use. So let's use that ESLint init. And it asks us a bunch of questions and we can use it to customize our configuration. So let's find errors. Let's modules. Sure, we're not using react. We're not using TypeScript browser. Sure. So now after we finish the wizard, we get a squiggly here. It says unexpected token left curly, we know that's because we're missing a right print.  Here we have unnecessary semicolon. Let's quick fix that. Cool. Here we have occupation is a constant. That's because this is constant, we need to make that let. We still have a squiggly here, it says occupation is assigned a value but never used. All that is because here we have a typo in the variable name. If we fix the typo here, now we're using that variable. And now it doesn't complain. Here we have an empty block statement. Quick fix. It looks like we can't disable the issue. Well, we can't fix the issue, but we can disable it. Let's not disable this fix it manually. And here unreachable code, you got to put that on one line. So that is ESLint default settings. Now ESLint has a big ecosystem of plugins. So many of these plugins add extra checks. And there's different categories of checks and different opinions on what the checks should be. You can add your own checks, of course. Let's look at some extension. Let's look at a plugin that will help us code in style. So the plugin we're going to look at is the Airbnb preset. So in order to install the Airbnb preset, we need to go to our ESLint configuration, which is an ESLint RC. And in the extends line, we need to change this to Airbnb base. Now if we do that, it doesn't find any more issues because we need to install the Airbnb preset as well with NPM. So let's do that. We can install save the ESLint config error, Airbnb base, and as soon as we install it, we get more squigglies. So here we have missing semicolon. Okay, let's fix that. Here we have strings must use single quote. So this is the opinion of the authors of this plugin that you should use single quote. So sure, let's adhere to that style. Here we have unexpected string canation. I don't know what's wrong with string canation seems legal to me. Let's do a fix. Okay, it seems like it likes using a template literals instead of string canation. Fine. And we have these red squigglies here looks like extra spaces. So let's fix those. We have a bunch of issues down here. I expect the annotation of zero. It looks like a white space issue fix that console.log unexpected console statement. This is from just documentation. But here's the checker say unexpected console statement. I think that's because it doesn't like us putting console log in production. It's just a demo. So let's fix it by disabling the checker. And then here we also have missing semicolon. So that is the different extensions. We covered the TypeScript extension, the Dino extension, the Quiklin.js extension and the ESLint extension and ESLint with some plugins.


Welcome to this presentation on our Discrete IGBTs made using Trenchgate FieldStop or TFS technology. We will focus on the new 650V IH series of soft switching 20 to 60 kHz IGBTs tailored for induction heating applications. In this presentation we will discover ST's Discrete IGBTs series tailored for a large range of industrial applications with a particular focus on induction heating. We will then study the induction heating phenomenon and common topologies used to take advantage of its unique properties. Next we will introduce our new IGBTs series specifically dedicated to induction heating applications and look at benchmarks showing its improved performance. Finally we will go over all the support material dedicated to our IGBTs. Today our ST Power family offers a very complete portfolio of power products. Discrete IGBT products for applications ranging from 10 watts to 5 kilowatts and slim intelligent power modules for applications running from 20 watts to 3 kilowatts. Our wide ST Power portfolio ensures that engineers and developers will find an ideal solution for their industrial and robotic drives, home appliances, welding equipment, induction heating and solar power as well as every kind of industrial application. The Trenchgate FieldStop technology includes several benefits compared to planar punch through devices. The implanted back emitter and FieldStop ensure better control of dynamic behavior while the introduction of the Trenchgate structure improves performance and characteristics including lower conduction and switching losses, much higher robustness and a significant thermal resistance reduction due to the very thin die. Moreover the increased maximum junction temperature up to 175 degrees Celsius ensures a longer lifetime. This table summarizes all our discrete IGBTs made using Trenchgate FieldStop or TFS technology. Starting with our 600 volt H and V series for medium and very high frequency converters respectively, then the 650 volt M series for motor control and HP and HP2 series for high frequency converters, solar inverters and welding equipment and the IH series dedicated to induction heating and soft switching applications. Jumping to 1200 volt, there are the complementary S and M series for motor control, H series for high frequency converters and finally the 1250 volt IH series for induction heating. All these technologies are available with different packaging options from DICE to discrete packages, IPMs and power modules. Note that we are currently developing our HP2 and IH series. The nomenclature is very simple to memorize. After STG, the next digit refers to the package type, followed by the nominal current at case temperature of 100 degrees Celsius, then the IGBT series, breakdown voltage divided by tens, diode option and F identifies TFS technology. Finally, the technology generation. Designed to work in hard switching circuits up to 60 kilohertz, the 650 volt HB series ensures an optimum tradeoff between conduction and switching losses to maximize efficiency in applications including welding equipment, power factor correction or PFC circuits, uninterruptible power supplies or UPS and solar inverters. With a low saturation voltage and wide current range, this series offers three different diode options. Fast recovery for bi-directional inverters, protection diodes for PFC and low drop diodes optimized for induction heating applications. It is available in different packages including the four-lead TO247 package designed to reduce turn-on switching losses or EON. A step beyond the HB series is the HB2 series, which is optimized to work in high-frequency converters including solar inverters, uninterruptible power supplies, welding equipment, power factor correction or PFC circuits, etc. A low saturation voltage, lower gate charge and wide current range are the key features of these devices compared to the HB series. They are also available in different packages and automotive eligible. 40 amp devices with a protection diode are already available and at full maturity, while our 15 to 100 amp range of devices is currently in development. Induction is a flame-free no-contact heating method that uses electromagnetic energy to generate eddy currents within a metal. Its resistance leads to heating through the joule effect, but also generates losses due to hysteresis of magnetic material. Year over year this technology was used in different applications ranging from industrial, such as hard brazing, tin soldering and melting applications, to domestic, such as induction heating appliances and now also in the medical field for sterilizing instruments and non-invasive therapy. This approach offers advantages including reduced heating time, localized heating, controllability and repeatability of the heating process, high efficiency, improved quality and safety for the user. An induction cooker consists of a coil of copper wire placed underneath the cooking pot. An alternating electric current flows through the coil producing an oscillating magnetic field that in turn induces an electric current in the pot. Current flowing in the metal pot produces resistive heating which heats the food. The system can be approximated using an electric transformer where the primary is the copper coil into the induction cooker and the secondary the bottom layer of the pot. In order to improve the heat conversion efficiency, zero voltage switching or ZVS resonant converters are commonly adopted. Two topologies are suitable, half bridge series resonant and single switch quasi resonant. Used for high-end applications up to four kilowatts, the half bridge series resonant topology offers advantages like lower voltage across the switch, high robustness and higher power factor at full load. While the drawbacks include increased number of components and more complex design and driving stage. For this topology we recommend using the 600 volt HB series and the new 650 volt IH series. The single switch quasi resonant topology is used mainly for low-end applications up to 2.5 kilowatts. This topology offers advantages like only one single switch is needed, easy and economical solution and simple driving. But using a single switch means that a higher breakdown voltage is required and power is limited. The 650 volt IH series is dedicated to induction heating applications using a half bridge topology and for any soft switching application. It has a lower saturation voltage, low turn-off energy and low thermal resistance resulting in an improved efficiency in the final application. Two IGBT devices are available, 40 and 50 amps in a long lead TO247 package but also 20 and 30 amp devices will soon be available to cover a wider power range from one up to four kilowatts. The 1250 volt IH series is tailored to ensure the best performance in induction heating applications using a single switch topology such as rice cookers and inverter microwave ovens for a power range up to 2.5 kilowatts. This series has a saturation voltage equal to two volts, low thermal resistance and is available with two current ratings 20 and 30 amps in TO247 and TO3P packages. Now we will show some benchmarks comparing our devices against various competitors. All the test results refer to a generic pot for an induction cooker used in an ST lab modulating the input power from 2.5 up to 3.3 kilowatts. In a first test the new IH series was compared to the HB series. The IH series showed better results for both static and dynamic performance. The graph on the left side shows us the behavior of saturation voltage in relation to the current. It highlights the lower saturation voltage of the IH series which is relevant for conduction losses. While the graph on the right side shows us the turn off energy approximately 23% less which means a better switching performance. To complete the benchmark the total power losses are estimated. When using a 2.5 kilowatt input power the switching loss is about 25% while the rest is due to conduction loss. Thanks to better static and dynamic performance the 40 amp device in the IH series improves efficiency reducing total losses by about 12% and the case temperature by about 7 degrees Celsius. In this graph a benchmark against two main competitors having the same current capability is shown. The results show the good performance of ST's device almost aligned in total losses but keeping a slightly lower case temperature confirming our device as a competitive choice. Another benchmark was done focusing on our 50 amp device with a 3.3 kilowatt input power. As seen with the 40 amp device the same improvements result in 50 amps both in saturation voltage and turn off energy as shown in the left and right graphs where the new product is compared with a 60 amp HB series device. Note that if the saturation voltage has an impact in every load condition the turn off energy has an impact in conditions with up to 70% of load. The 50 amp device is tailored to target applications having about 4 kilowatts. In that condition when the device works at full load and maximum coupling the losses are mainly in conduction. Therefore the saturation voltage has a huge impact and leads to an increasing gap against the older HB series. The last benchmark compares our 50 amp device against 60 amp devices from our competitors in the same 3.3 kilowatt half bridge topology. Here our device leads in performance obtaining lower total losses and keeping a lower case temperature. The results of these tests confirms that engineers and developers of induction heating systems now have the possibility to increase efficiency thanks to our devices. Support material including flyers and technical notes is available from our website. You can also use our IGBT Finder app to easily download all the relevant data sheets in a single click. For additional information please visit www.st.com.


Hello, Namaste from Nepal. I am Sanjay Manandar, PhD Scholar in Land Management. I am very excited to join Land Egg Online in counter 2020 because there are important sessions about informal settlements, urban development, land governance, especially PhD sessions, virtual networking. I wish it will be very beautiful. Thank you.