Nice Keyblast confirmed! I'm waiting! Oh, the counter! Get that out of here! That was clean! How's it going everybody? Datsudoi here back with some more Dragon Ball Fighters ranked matches. This time playing the suggested team of Red Dead Redemption with Jiren who wears red.  Or at least I think that's what the theme team was supposed to be. The comments all said they got the reference but I just put it together. Oh, hey, Sea Assist it missed. So yeah, part of this team is actually Bardock has Sea Assist. Oh, a Dragon Rush bright and early. I guess I shouldn't expect less from an Ultra Instinct rank. Already knows I'm weak to the Dragon Rush. But let me go ahead and counter a Dragon Rush. You know I had to get at least one countering. Oh, I'm surprised we got away with that. But I'm glad we did. But with Bardock B Assist, it's one of his weaker assists. Now we can get a Dragon Rush. It wasn't the best plan but we can do it. Roshi. Oh, I didn't land the counter. I try to get the projectile counter for the Vegeta in the back. Unfortunate.  Roshi? Going to have them do it all himself? He is level two. The original comp probably still by the way the best level two in the game. Easy. It's still the coolest. Now we have a bit of a comeback to make here. Bardock is a little low. Such a slow start up on that assist. Come here. I'll take it. Oh, wow. Then I got a Bardock you. If I can't drag a rush, I got to turn back to old strategies. Reflected. I'm going to guard cancel there. Yeah, multi-hitting move. I don't know what to do. Do we take sliding or actually snap? Nah, snap is old. Yes. Is that going to be enough with C assist? No, not if it drops. He's going to super dash. I can feel it. I mean not super dash but he'll try the beam. Nah, he tried a key blast instead. We're going to be the one super dashing. Now we got the lead back. We needed one clean character and we got it. Oh, we both Bardocked each other. I was just playing Vegeta. That was really sick. The clash? No, I'm not DPing. You're going to have to open me up the old fashioned way. Nah, I'm kidding. I was going to DP. I was just trying to hide it. Oh, so close. Doesn't get the combo off of it though. He's going to drag a rush. Oh, 6M made more sense. I shouldn't have looked for the drag. I thought he would want to fake some sparking pressure. That was good though. That's going to be a two bar kill. That's really unfortunate. That is really unfortunate. We still technically have spark. Bardock, C-Assist, no longer matters to us. Really got that sense. Nice tech. Oh, I should have done it. I thought he would expect it that time. It's fine. We still have spark. This game can still be turned around. I am the dead member of the team though. Now that I'm thinking about it, I'm the dead member of the team. This is bad. I don't want to let him get ahead in the sets. That grabs you standing. I thought it was the other way around.  He's got the blue Vegeta combos. This character is scary now. Level three going to take away the rest of the time. Not going to kill me, but now it comes down to a mix. No. Oh, it's not over. It should have been. I definitely was mashing level three. Come on. We can still come back. Bardock is known for comebacks. I mean dead, but let's not think about that second one. Let's think about the comeback portion. Unreal. I'm out of there. Hit the ejecta button. Oh, I tried it too ancient. I missed a bit. Bardock got me.  We can definitely clean it up though. We definitely got hit by a few things here. One too many dragon rushes. There's a lot of areas to improve. And we need to improve them now if we're going to win. We need to improve them like yesterday. Oh, what? He was still on that side. That was crazy. He hit me with a light overhead. And they assisted the rest of the work. Got him. I'm also I also got to get better at that assist. Roshi. Man, we got to deal with that Roshi assist. We have to deal with it or remember to watch out for that. I think we early spark. Honestly, we don't want to let the momentum get out of hand. Yep. I'm not, I'm not sitting around. Superdash. Oh my blue Vegeta. That doesn't hit. Thank goodness. Roshi assist. I'm getting caught by that left to right. It's down. Oh, I'm just getting caught by every assist in the book. Roshi's backup. Not that it matters. I think we're dead here for a bar. Oh, maybe even less than a bar. Roshi was. No, no, no. It's still a bar. But Roshi did come in to play there. And we lost. And we used spark early. Oh, that's rough. Hold on. We can still overcome it. Roshi. That assist is a metis dude. I was on like the far left side of his arm. All right. Does he use five or three bars here? No. We really need to clean it up. Okay. Good dude. A good defensive segment there. That was definitely nervous. I was nervous that entire time. I can't speak. I was nervous that entire time looking for the dragon rush. I'm glad we got everything. I'm glad we checked off everything. Yes. We needed this kill, dude. No. I forgot we didn't use. I forgot we didn't use. Please open up. I got too straight forward. I needed to open that guy up. Oh, no. I caved. Oh, and I forgot we didn't use. That one was the killer, dude. Not finishing that combo is going to come back to haunt us. Oh, that was rough. That one was rough. Okay. Dang. That was such a good defensive segment from him. Why do you have to respond back like that? He did not have to do that to me. And I'm over it. I'm underestimating that. Actually, I don't know what that would be. I keep thinking it's faster. Clean. Oh, he's got five bars to. We can easily switch out. He doesn't want to. No DP. Oh, that's it. Isn't it? Unless he drops it. Unless he gives me a second chance. If he doesn't clean his plate, he's cleaning his plate. He's cleaning his plate. This month, this man must want dessert. Why did Roshi hit me like that? Oh, my goodness. That was so sick. We dropped the combo and then that defensive segment from him was amazing. We just got to move on to the next. We got to move on to the next game and try to clean up the play. All right. We are back and it is another ultra instinct rank opponent. So hopefully we can clean up our play here because that last game was insane. Oh, you can barely see my team. You could barely see Vegeta behind the smoke, but that's all right. I just need to get. Oh, we needed a good start. I'm so glad that happened. Just sliding. Watch the moves. Oh, nice reflect. Oh, and a beautiful dragon rush to follow it up. It's very clear. The theme of this video is that I got to take dragon rushes. If I want to keep leveling up, I got it. Start taking them. No, what a big mistake. Oh, nice use of the key blast. Or I guess beaten. No, that is a key blast. Technically it's it's so much like a beam though. My switch. All right. Ron tagged into he calm. Whoa. Whoa. Hold on. That was it. He covered off the finish. Oh, and I got hit by a jumping medium. I just let him jump too much there. That was that's still crazy to me. The whereabouts to combo up with that. And he continued it. Oh, I thought I was getting two H for sure. Dude, I'm still in shock. I'm still shocked. That was crazy. That was amazing. All right. Level three here. Now it is UI Goku. So we could be looking at a UI tech. I somehow I don't think he'd do it right away. No, I got it. I didn't think so. Somebody that could somebody that could combo off a vanishing like that. They wouldn't UI tech frame one. They'd save it. They'd save it for later. Wow. Bit of lag to seven frames. I was born in 19. So I'm new. I'm not new to this. I've seen it all before. Okay. That's fine. We can still block. Dragon rush. I gotta take them. I thought even in my mind, I was like, this would be a great place for them to drag a rush. No. Back down. Come here. Now I'm gonna get you right back. Are we just both sucking or is this the lag? I'm not looking at the frame delay. It was probably three frames. Oh my. Vegeta is still here. Vegeta, get out of here. Ask for me. Oh no, Vegeta. Okay. We have to spark. We have to spark for Vegeta's sake. It was so obvious too. I shouldn't have done it. He might switch in Vegeta. He did. He does want the Vegeta. I probably would have done the same. Oh, that was supposed to be DP. Big mistake. Big mistake. We weren't supposed to get caught by a dragon rush there. Two bars. He's dead. Wait. He missed. He made a misplay. Oh, so did I. Man, how many mistakes are we gonna make to throw this away? Hold on. Clean it up. Clean it up. Oh, that's the assist. I always forget I can teleport back. Let's go again. Beautiful. Again. Don't make the same mistake again. Why do I keep thinking my smash property's up? Why is it so intense? This match is crazy. Okay. Hold it. Hold it. No, I tried to roll level three. Okay. I definitely, I'm trying to take advantage of the scrabble. He still has level three spark. Come on, Gojira. Don't do it. Don't do me like this. No. The jab's actually caught me. All right. He's getting wild. Ah, that time I actually did get punished with a button there. Level one, going to ensure that Jiren does in fact die. Okay. Oh, okay. Okay. We can still clean that out again. A lot of mistakes. This has been, this has been the craziest session of fun. This is the craziest fighters video I've done in a while. Craziest? I think I said craziest. I also can't speak this video. Again. Okay. Another good start. I just want to capitalize. He last time he reflected. No. It's time not no takers. Falling victim to another raw tech. Hold on. Just don't, don't get caught asleep at the wheel. Okay. Good. I wish there was more I could do there. Oh, Vegeta. I'm so bad with Vegeta assist. Oh, no way. We're punished. Overcommitted by me. Oh, and UI Goku's gonna get the damage. I was in drop. So this is looking like a one bar kill at this point. Oh, but he doesn't, he doesn't want it to be. Okay. Well, he did have a lot of blue health. So it's not like that was bad for him. Man. Another series of mistakes there. Hold on. Let's clean this up. Hopefully it gets Kefla. Okay. Don't want to risk anything. Let, let all the assist go away. All right. And we should have started attacking yesterday. No dragon rush. I'm not here. I can't get hit by his. That was. Oh, no. Unfortunate lag. Don't let it happen again. Thank you, Bardock. I needed that. We can tie it up right here. Maybe. No, we didn't get two bars. I'm just gonna have to hope. That didn't work. Oh, the mist to age. Oh, we can't let Kefla get away. I think we don't have a choice in that matter though. He probably, if I were him, I would DHC out right here. No. Yes. I got a DP right there. That's a chance I have to take. Well, not, not the exact even game we wanted, but we did bring it back a little bit. Big lag. Nice. And open an opening. Again, last time we got hit by that, keep cleaning it up. That's not how that works. I'm, I'm full. Oh, I tried to DP again. That's fine. We still have a decent bit of health. He's gonna probably use sparking with Gojita. Oh, big beam. Gojita's back out now. He doesn't get the combo. If I could switch it, do I go great? Beautiful. I didn't even have to do that. Oh, I thought that would kill. That's fine. Followed up with big bang. Thankfully. Now, do we switch out and try to get the Vegeta system? Do we just let Vegeta fall so we can take him on with a level three spark? Oh, yes. Switch out. Obviously. No, I try to get, why did I get greedy for like 20 damage? Nice. Good reactions. I brought them all the way to the ground just to buy a little bit more time. And we are definitely pinching pennies right now. We are saving up. You love to see the level three though. Nice. Please be it. No more mistakes. Oh, big mistake. No. Yes. That's got to be it. Please be it. He won't go down. Big bang. Oh, we got it. Okay. Whoo. This video has been a struggle to get that win. But we got the first one. It's on the board now. Now, hopefully we can finish this video with a, I want a set win. Obviously, we can't walk away from this. We can't walk away from it. We got to try to get this win. If that's what it takes. Oh, get out of my... Nice. Oh, big mistake on my part. I'm not going to be able to get three bars. Now we're cooking. We are cooking now. Level three. Now this time, I do kind of think that the UI tech is an option. It's definitely on the dart board. I'm not going to say he'll do it though. Yeah, no. I didn't want to commit to saying he would. So we'll take it. This is the best start we've had all day. Do I try to make a hard read with a counter? It ran out. We could have had it, but I ran out of time. Right at the end. What? Oh, I couldn't get the X-Yatter. I could have if I did the input cleaner. I think I got a 2-H. Nice. Keyblast confirmed. I'm waiting. Nice. Okay. Good enough. Good enough. This is the kind of situation we want to force here. The question is, what is Goji to do? I told you I was born in this many frames. I told you I could adjust. Read the spark. Could have gone better, obviously. Oh, what a dragon rush. Mean. Oh, I hit a button. Goji is not going to let this pass easy. Goji is not going to let go. And that's what I'm most afraid of, I think. Goji is not going to let this be easy. That's you're dead. Okay. No need to panic just yet, obviously, but we're getting there. We're definitely closer than we were before. Nice. Two wakes that. I vanished because, to be honest, I didn't try. I said it like I had confidence, but I had no confidence. Oh, the overhead. He's going to Super Dash. No. A beam. I did not expect that. Bad news, dude. Bad news. I don't know if I want to spark. I don't know. I don't know. Oh, he's playing defensive. Hurry, Vegeta. Vegeta, you got to help me out there, Vegeta. Oh, I mean, I did get hit, but man, that would have been perfect. Beautiful, beautiful Vegeta. I couldn't have drawn it up better myself. I could not have drawn it up better myself. Let's destroy this island. Oh my goodness. That was scary to put it lightly. That was awful. We got it done though. Hopefully you guys enjoyed this video. If you did, let me know your suggested teams down below or your favorite moment down there as well. And make sure to like button and subscribe to the channel. If you did enjoy what you saw here and want to keep up to date on all the videos we put out here, you can also watch some more that should be on your screen right now. But other than that, I have been Dr. Doha, and I will see you in the next one.


Hey everyone, welcome to Archland. So we have a server maintenance announcement today. This is for January 11th. This is going to be happening tomorrow. So we have additional content here. This is going to happen between 9 to 10.30. I'm not sure if this is what time zone this is. I think this is based on Korean time. So I'm not sure. So this is in effect for all servers. For the maintenance reward, we have additional key of divine protection. We have one additional sandwich, which is actually a big help since we really need a lot of energy on a day to day basis. So this is again happening on the 11th. And also, they have announced that they will be giving additional gold supply through the cafe. So this will be claimed through your mail, the maintenance on January 11th as well. So the update meet will really contain both of these banners. We have here a banner for Sylvia and the other banner is going to be for Cassie. We'll go back to both of these later and probably give you guys a preview on what to expect just in case you decide to pull for these banners. By the way, these banners will run from January 11th up to January 24th. So that's roughly two weeks of their banner being active. So both of them are SSRs and we also have a limited time event. So this is a dog island update Bloody Reef Harbor. I'm not sure if this is the right translation, but more or less we have a limited time event. It's going to be positioned in the bottom right of the world map. And you can get equipment, video weapon enhancement materials, gold and large amounts of exclusive currency, which is seal of joy. Okay, so this one, I'm going to be assuming that this is going to be an event that we can mine a lot of resources. So look out for that because this will be, this should be a free event. Next up is going to be your lucky roulette. We had this a while ago already. And this one, I think the first one is free, the first spin. But the successive, you will be, you'll be paying your gems for this one. So it's really up to you if you're going to be playing this game and spending your currency here. And the last one is Iris Monster Day Reward added. And you will receive also two additional daily rewards for this event. So we also have limited packages in the store available. I'm not going to go through these. You just have to check this out and see if any of these packages have an appeal to you. And also for this update, we're going to be receiving four bug fixes and improve localization for the game. So at least they have, you know, they have continuous improvement of the game itself, probably UI and UX. So we'll go back to both of these banners. So we have, we have Silva and we have Cassie. We'll start off with this one. So Silva is going to be a ranger. So for those who are looking for a ranger class, this is actually one of your options, but she is going to be fired. Note that she is rated as B tier early and B tier late. So it really depends upon you if you want to invest in her or not. I don't want to discuss her skills, but at this point, I just want you guys to know the short version of what you're getting into if you want to pull for Silva.  If she she's not going to be used really in PVP, more on she's going to be used in PvE. If you have content that you need to clear with fire, especially if you don't have fire when it fire heroes. If you don't have Sighar, definitely you would want other fire heroes on your roster. But I think she is going to be versatile, but again, she lacks a bit of damage and she's going to be a very hard matchup for water element, especially if your enemy has Charlotte on the team. So again, it would be up to you if you're going to be pulling for Silva, because again, if you need a ranger, she is another option for ranger. The other one is going to be Cassie. So Cassie is an option for tank. I think the first option that we had was Richard. If you weren't able to pull for Richard on his banner, Cassie is also available as your water tank. Okay, so for Cassie, again, I'm going to skip through all of the details and more or less go to the short version of assessment of her kit. So she is really, she is mostly a tank escort.  And also she is a good passive. It's more of a debuff to make enemies weaker and she is going to have good mobility skill with debuff tied to it again. But again, she needs her unique equipment to be decent. So if you pull for her, make sure that you also pull for your, for her unique equipment. So, or comments on the update, please do send down your comments on comment section of this video and take care. Stay safe. This is The Warden and I'm out of here.


Hey coach welcome back to the channel if you haven't yet make sure you subscribe to stay up to date with all the latest content that we put out at this point right we have success coaches in our program in our company who are putting out content on a regular basis right so every pretty much 24 hours we have a video going out on our channel on YouTube that is designed to help you to scale and grow what you're doing right. If you want to get in contact with me to schedule a free 15 to 20 minute call you can do that as well visit the link in the description. It will take you to my calendar link and you can book a free 15 to 20 minute call where we can jump on zoom. I can ask you some questions and learn more about what you're doing and share with you some actionable steps that you can take this week to grow and scale your business right. If that's something you don't want to do you just want to send me a question then you can do that as well to make money coaching sports at gmail.com right. I make it a mission every single day to connect with coaches answer questions and help as much coaches who reach out to us. Now today I want to talk about how to get paid in this industry right so if you've got a coaching or training business and how can you get paid every single month or every single year for your services right. If you aren't getting paid then ultimately you aren't in business right and something we work with with business owners and coaches on is we help them to create systems within their business that helps them to get paid more easily. And ultimately scale and grow what they're doing. Now I remember when I first started my training business I was doing one-on-one training and most of my clients were paying me cash. Now cash is a model where I'd say 97% of coaches in this industry are using. So cash is pretty much you turn up to the session you agreed to meet the client at a specific location specific time.  Now this is okay in the short term but in the long term right it's not the way to grow and scale your business. Because what I started to realise is that it was great at the beginning right and it was great when we were in the warmer months of the year. But then as we started to get into the colder months and it started to rain it started to snow it was more colder. What I started to see is that a lot of parents started cancelling on me. And ultimately what started to happen is if parents didn't show up to the session I didn't get paid that day. That's not the model or the system that we want in order to grow and scale what we do. We want a model that you're getting paid every single month for your sessions. You're not receiving any cash in hand everything's going straight into your bank account. And ultimately you're getting clients more committed and it's up to them whether they show up or not. And the best way to do this are two things. The first way is you can set up a monthly subscription model with your clients. So if you're working with clients on a one on one basis or two on one basis or small groups or camps or clinics. The best way to do it is to set up a contract with those clients and have them pay you month to month for your training. So essentially there's more to it than what I'm about to talk about. But I'm going to break down the very basic steps. So when we talk about monthly subscription means that all the clients sign a contract that they agree to pay you on this day and every single month. Your clients agree that they're going to commit to your program for three, six or nine months. And ultimately everything is done online. So you aren't getting paid every single month via cash. You're getting paid every single month via direct debit. So you need a software that will enable you to do that. A software that we help our coaches with this type of system and that I would highly recommend is SAMCART. So if you go and visit SAMCART's website, they've got loads of different options that you can set up payments on there. So the first one is month to month payments. So monthly subscriptions. Now you can do this for one on one training. You can set it up for small groups. You can set it up for camps for clinics. But it's ultimately a model where the only time you talk to parents about money is at the beginning when they enroll and register into your program. After that, it's solely focused on the training because you have a system in place that is billing the parent every single month. And as part of that billing, they have to sign a contract that they agree to your terms and conditions. The terms and conditions are that they agree to stay in your program for three, six or nine months. And they're getting billed every single month up front for the training. Now ultimately, it's up to them whether they want to turn up. If they don't decide to turn up, they're still getting billed for that month because they've agreed to the terms and conditions. The way this doesn't work, and I've seen a lot of coaches do this, is that they set up a month to month billing, but they don't have clients on contracts.  Why are you still billing us? Because when they sign the contract, on that contract it states that if they don't show up to the agreed set they set time, they're still going to be billed for that session. And ultimately what you do is when you set up these contracts, you're getting the parent to think about what they're signing. Because if they aren't going to be committed, then they're not going to sign it. And ultimately that's a good thing because it starts to weed out uncommitted clients from your company and from your program. The ones that are committed are the ones that are going to sign the contract, they're going to agree to your terms and conditions, they're going to show up every single week, they're going to pay you on time, they're going to be good clients. The ones that aren't committed, they won't sign your contract anyway, so they won't want to train with you. So having a professional environment set in terms and conditions with clients and having a proper professional system behind your billing ensures that the client knows that this is a professional environment that we're going into. It's a properly set up company where the coach has a proper payment system, they have a contract, they've got a proper business set up, everything is done properly. And when parents know that everything's done properly, everything's legit, then they will commit to your three, six or nine month air commitment. The second one is upfront payments. This is very similar to the month to month subscription, but essentially instead of getting paid every single month, you get paid upfront for the three, six or nine months. Now in our business coaching program and in our company, this is something we teach coaches to do. At the beginning, we started working with coaches and we helped coaches to transition from cash into monthly subscriptions, but ultimately at this point in our business, we're now helping them transition from month to month subscriptions into upfront payments. So this is pretty much the same kind of system that a monthly subscription is with the only difference that parents are paying you upfront for those three, six or nine months or 12 months depending on how long the contract is. So essentially parents, when they join your program, they sign a contract that they agreed to your terms and conditions and everything is set up online. So using this software that we use, which is SAMCAR, you can set up a system where parents pay you upfront for those three, six or nine months or 12, depending on how you have it set up. And what happens is that you can set it up to that where parents are paying you upfront for those three months, for example, and then it auto renews every three months. So essentially, parents are agreeing to stay in your program for three months in a row.  And that's completely fine. But the way that I see it is that if you are hesitant about your clients committing for three months, it means that deep down you aren't committed to that client. Because three months is a long time and three months is a huge commitment, not only for the client who's paying upfront and they have to show up every single week for three months, but also to the coach as well. Which is why you have to be really sure about which clients you're working with. And this is why when we talk to coaches who have this type of business, we encourage them to make their business very difficult for clients to sign up to. Because what happens is you've got to weed out bad clients because if you're working with uncommitted clients, then they're not going to stick around in your program. They're not going to pay you upfront for three months. They're not going to pay you month to month. They might pay you one month and then they cancel their direct debit and then they disappear and you don't get paid for the last two months. So making it harder for clients to train with you and having proper systems in place will build more respect from clients. And also they will respect what you do and they will respect your terms and conditions. So getting paid upfront is just a way of parents committing for longer. And also it's an assurance that you as the trainer are getting paid for those three months. And then once parents pay you, that's it. The ball is in their court. They have to show up to the sessions. Now what we encourage coaches to do is that if they decide to pay upfront for three, six months, that we offer them a discount. So if they go for the upfront option, then instead of paying upfront for six months, they pay upfront for five months and they get the sixth month for three, which ultimately offers them a little bit of a discount and an incentive for them to pay upfront. Now if they don't want to do that and they want to go for the month to month subscription, then you can offer it where the month to month is a little bit more expensive for them to join. So when they look at both options, they look at the month to month subscription and they look at the upfront payment, then they think to themselves, right, if I pay upfront, it's going to work out cheaper in the long term. If I pay month to month, it's going to be more expensive type of commitment. So it just makes mathematical sense or financial sense for us just to pay upfront for the three or six months. Now some parents, even though it works out more expensive, they're still going to go for the monthly subscription because in their head it gives them some sort of, you know, tranquility or calmness that they're paying upfront rather than paying the whole three or six months. Because obviously it's a lot of money for parents and in their head they're thinking, right, if we go month to month, it's a lot better for our finances, which is fine. The only difference is that you've got to make sure that if they go for the month to month, that they are paying a little bit more than if they commit and get the discount for the three, six or nine month air commitment. Okay, so if you want more help with this, I speak to coaches every single day. I help them set up these commitments with clients and essentially that's what our company are experts at. Okay, so if you need more help, reach out to me. Two ways to do that. Calendar link in the description or you can send me an email to make money coaching sports. Okay, thank you for watching and make sure before you leave you subscribe to the channel to stay up to date with all the latest content that we've got out.


2pm. Okay, looks like we are live, folks. Welcome, welcome. If you haven't already, please put your name and location in the chat. Love to hear where you're from. It is really exciting to see so many folks from all over the country and around the world. Italy, Myanmar represented, Canada, all over the continental United States. So it's great to see everyone. Today, we will be talking about professional development resources for OER adoption and creation. We've got an excellent panel with us today. So what I'm going to do is just kind of give you a little bit of overview of who we are at CCCOER, introduce the panel, and they're going to talk about three different areas of professional development, kind of a really wonderful resource out of Texas called Texas Learn OER. Then we'll talk about copyright and licensing, which is always a popular topic. And then we'll talk about, say you are familiar with OER, what's the next step? How can you learn more? How can you become more engaged in the community? So we'll hear more about self-directed learning and building a community. We'll share some resources with you and have a Q&A period and then close with some upcoming events and ways for you to stay in touch. As always, please put your questions in the chat and I'll be monitoring that and we will try to redirect those to the Q&A period or answer them in the chat as we can. So our panelists are from around the U.S. We have Ursula Pike who's the Associate Director of the Digital Higher Education Consortium of Texas or Digitex. We have Shana Hollich who's the Interim Director of Library Services at Wilson College. And Cheryl Couillier, Open Education Librarian from the University of Arizona. I'm your moderator, Nathan Smith. I'm the Faculty and Residence OER Coordinator at Houston Community College and also a Philosophy Professor. CCC OER's mission is to expand awareness and access to high quality OER, support faculty choice and development, foster regional OER leadership and improve student equity and success. The primary way that we do that is by building a community of practice through our member organizations from around the U.S., Canada and connecting with each other through these webinars, through a very active listserv and through a really helpful website with lots of resources for you. So if you're interested or have questions, please visit the website at ccc OER.org and become a member. Okay, so I'm going to turn it over to our first presenter, Ursula Pike. Great. Thank you so much, Nathan. Welcome, everyone. I'm so excited to see you here. So if you could go ahead, yes, perfect. I am going to talk about Texas Learn OER today. So again, I'm Ursula Pike. I'm the Associate Director of the Digital Higher Ed Consortium of Texas. I am also a member of CCC OER's Equity, Diversity and Inclusion Committee. So what is Texas Learn OER? It is a 10-module asynchronous self-paced training on OER basics with a Texas twist. And it was launched in August of 2020. It's a Google site and also a Google doc. And I'll have a link to that later. And it's CC by. So it's open for adaptation. If you could go to the next one. Yes. So the origin story of Texas Learn OER is that the great Kerry Gitz, who is a librarian at Austin Community College, as part of her Spark OER leadership program, she developed ACC Learn OER. And Dr. Judith Sebasta, who's the Executive Director of Digitex, and I really loved this resource. We thought it was great and easily understandable. And so we worked with her to adapt it to be broader, to address the whole state. And let's see. And so she created Texas Learn OER. If you could go to the next slide. And it included many of the same things that were in ACC Learn, but then it was broadened to look at the requirements in Texas and some of the issues in Texas. And it took about six to nine months. And I want to make it clear that we compensated Kerry for her work. I think it's really important to remember that these free resources that we're creating actually take a lot of work. And it's important to compensate the librarians and the faculty and folks if we can for their work. One thing that ACC Learn OER had that we brought over into Texas Learn OER is having it peer reviewed. Could you go to the next slide, Nathan? So we were able to get some fantastic folks from both in Texas and then outside of Texas who could give a nationwide perspective. And they gave us reviews and they gave us great feedback. And we were able to incorporate that into the Texas Learn OER modules. And I think this is a critical step in developing any OER. So if you could go to the next slide. So as I said, it's 10 modules. And one of the modules, for example, here is module five, finding and evaluating OER. And here's the information. And I think it's also important to recognize that we reused some existing really good resources on OER basics. So for example, Abby Elder at Iowa State University has a phenomenal course with great videos and information. And we reused some of her training videos, some of her content, and other sources as well. So I want to be sure to point you to Abby's great resource if you're also looking for basics in OER. If you go to the next slide. So as I said, it's OER basics, but with a Texas twist. So that Texas twist is information on the landscape of OER, what schools are using OER in the state of Texas, and really critically looking at legislation around OER. Because Texas has had some specific legislation in the last session and then in the current session looking at how they want OER and open education to show up for students how to make sure that students can find it in the schedule. And so this was really important to us to make sure that we gave people this information as part of this. And this is something that we are continually updating and making sure that any current issues that come up are part of this. Because in the year since we created this, there have been changes. There have been recent developments. And so we want to make sure this part is updated. The next slide please. So one of the most important parts of Texas Learn OER is the certificate. We want people to be able to test their knowledge after they complete the 10 modules to test for understanding. And then to get a certificate that they can maybe they can get some CEUs for that. But it shows that they completed that they can add that to their CV. It shows that they put some effort into understanding OER. The next slide please. So on the copyright and attribution module we have a link to the Google doc. And the reason why that's in there is we want to make sure that people are taking this resource and adapting it for their own use. So there's instructions here but then also specifically in Texas Learn OER there's instructions for how to take the existing resource and adapt it to your own. And the next slide please. Because as I said we want you to take and adapt Texas Learn OER to your local content. Rice University has taken it and created Owls Learn OER and then other colleges here's an example of one Northern Virginia Community College has created their own resource but we have talked to numerous other states about developing their own and we are happy to talk to you about how we work through that and give any advice that we can. But we really think that this is a good resource and it can be made better by addressing institutional or regional issues related to OER. So that's Texas Learn OER. Thank you so much. Appreciate it. And y'all if you have questions please share them in the chat and we'll come back to Ursula in the Q&A period. But the next speaker will be Shanna. Shanna go ahead and pick up. Yeah hi everybody I am Shanna Hollick. I'm the Interim Director of Library Services at Wilson College which is in South Central Pennsylvania in the U.S. And I'm going to talk today about where you can go to get some details and some training and information about the licensing and copyright parts of OER. So the more you get into OER a lot of people we find end up having some really specific and detailed questions about well how does all this CC licensing stuff work anyway? What are the copyright laws in my jurisdiction? How do I know what I am and I'm not allowed to do with certain types of content? So on the next slide here I have what I'm going to spend most of my time talking about because it's kind of the biggie. Many of you may have already heard of these creative commons which is a you know global organization they make licenses they support the open movement they do all sorts of things. They also run these certificate courses and there are links throughout the slides will be shared along with the recording so you'll have access to all of this stuff. What the creative commons certificate courses do is give you a really in-depth look at the CC licenses there are six of them sort of seven. The basics of copyright the foundation of creative commons and open practices in general. It's a 10 week course. It is asynchronous but it's cohort based so you register for a specific time frame and you have weekly deadlines that keep you on track. The course materials include ungraded quizzes for you to just sort of check your understanding of concepts and then there are graded discussion forums and practical exercises. So there are also optional opportunities for enrichment we do webinars for example with actual lawyers from creative commons where you can just really ask them absolutely anything that's on your mind about licensing and copyright and OER sorts of things. We have a slack workspace where you can network and engage with folks taking the course from all over the world. The course is open to absolutely everyone courses run multiple times a year registration is pretty much always open at some point. In fact registration is open right now for our course running in June. So on the next slide here there's a little bit more information. If you go to the registration site which is put in the chat you'll see we do offer a couple different specializations. So there's a certificate for librarians which is focused primarily on issues facing academic librarians but you know is applicable to to multiple library types. There's a certificate for educators which is designed for educators of any type. Those courses usually see the broadest audience people working in classrooms from K-12 in higher ed. We have people from the Wikimedia Foundation taking that course people in nonprofits and NGOs and we have a newly developed certificate for Glam workers so these are folks specifically working in galleries libraries archives and museums. We recognize that they usually have some different concerns and some special considerations around OER. The CC certificate course does cost money so unfortunately it's not 100% free. The money pays for expert facilitators who guide you through the course and give you really detailed and individualized feedback on all the assignments that you do. And the assignments is really the heart of the course we design them to be very hands-on and practical demonstrations of knowledge so we usually encourage folks to you know make an artifact that you can actually use in your work. So a lot of people make lib guides or videos or even just you know write up a word document with like ideas for a future lib guide or video. But all of the course materials are CC by licensed so they're openly available. There's an audio version for people who want to listen in the car and there's several translations and I believe that link was also put in the chat on the resources page and there's a ton more information at certificates.creativecommons.org. I've seen some people in the chat have taken the course. One of our other facilitators is here. Hi Paola. So any questions always happy to talk about the Creative Commons certificate courses. But I also wanted to take a few minutes to talk about some other options especially you know I'm aware that pandemic especially has kind of made things a lot harder financially for a lot of institutions and so it can be difficult to kind of afford some of these professional development opportunities. So on the next slide here there is another course and this is a little bit of a shameless plug I will say because I also teach this course. So there's a course through Library Juice Academy. Library Juice Academy is a professional development organization that is geared primarily towards librarians so everyone else bear with me for a minute while I talk to the librarians in the Zoom. What we've done here is because the CC CERT course is openly licensed I've been able to adapt some of those materials and expand upon them in a shorter version focused specifically on librarian needs. So there's this four week course available through Library Juice Academy. It's also an asynchronous course but with weekly deadlines. It has similar material but is less about the specific intricacies of the CC licenses because that already exists in the Creative Commons certificate courses and I do a lot more in-depth discussions on exceptions and limitations to copyright especially in the US and Canada which is primarily where the audience for LJA is. So we talk a lot about fair use we talk about the Teach Act and we talk about some other open license things that go beyond Creative Commons. Registration for that course is also open now. It does cost money. The course materials I'm actually still editing them at the moment in preparation for the first week of June when we run this course. It just ran for the first time in January and I'm taking some of that feedback and running it again in June but I'm hoping to publish those and make them openly licensed so that further people can adapt this content because copyright law is tricky but there's no reason that we can't make this information and knowledge more available and open to anyone who's interested. And on my next slide here I have for people who start dipping their toes into Creative Commons licenses and are like you know what this copyright stuff seems really cool and I want to get super into the nitty gritty details of copyright. There's a lot of information out there but these are courses that I have taken in the past and so I really recommend them because I think they were great. These are both run through course era so they are free the content is completely free. It's mostly watching videos and doing readings with some quizzes. You can pay extra money for certificate but I didn't for example the content is just out there and there's both of these courses are asynchronous they're entirely self-paced. There's one on copyright for educators and librarians and one specifically is about copyright for multimedia which I found especially helpful as we transitioned more and more things online due to COVID and these courses were developed by super smart copyright folks. A lot of you will be familiar with Kevin Smith. He was integral in developing these courses when he was still at Duke so these I also recommend they're much shorter than the first two courses I talked about but they have a really good foundation and someone in the chat just mentioned Copyright X and that's what I'm going to talk about as I wrap up here so on the next slide I've called this the one course to rule them all. This is arguably the most comprehensive and legally rigorous copyright course especially the one that you can take for free. It's run by the Harvard Law School in partnership with Harvard X and the Berkman Klein Center for Internet and Society. It's arguably the one that's closest to a real course if you want to sort of relive your college or grad school days. It is synchronous so there are weekly readings and videos you read actual case law so it is fairly time intensive. There are weekly synchronous lecture seminars where your attendance is required and the only assessment is a comprehensive final exam that they I think they estimate that it takes I don't know something like 15 or 30 hours to complete it's intense it's very research heavy where they give you several legal scenarios and you actually analyze them step by step using the legal tools that you've learned. When you take this course when I took it they ran an online section for librarians and it ran concurrently with the actual copyright class that Harvard law students took on the Harvard campus during I think it's a first-year law class so you're getting the same content that those law students are getting at Harvard. The course is free it's open to anyone you don't have to be a librarian or a professor you don't have to have a PhD you do have to apply to take the course and explain why you're interested in it. Their enrollment is limited admission is pretty selective but on the website here that also was put in the chat you can find the recent syllabi and those are openly available and they have links to all the reading materials and most of those reading materials are actually actual case law and judges opinions so that's all material of the federal government it's mostly in the public domain and that's a lot of fun to read through if you really want to see like oh well I know how fair use I they told me I can use this thing in my OER because it's fair use but how did that happen or why is that so you usually can find the readings in the copyright syllabi that actually show you oh here's the actual case in X year decided by X judge where it was decided that this is fair use in the US you can actually see where a lot of that stuff comes from. So that's all I have for now but I will be here at the end for Q&A if anyone has any questions or wants to know anything else definitely feel free to put questions in the chat so thank you to Nathan to Una to Liz you know all the folks at CCOER and at Open Education Global for putting this together today. Thank you Shana this is great a lot of shout outs in the chat for your facilitator skills so that's great and lots of great information here thank you. Okay now I'm going to turn it to Cheryl Collier. She's going to talk about additional networking and and learning about OER and I think Cheryl's having a little difficulty with her bandwidth so we might not see her video which is fine. Cheryl I'll turn it over to you. Thank you. Yeah I'm going to keep my video off for now and and pray that you can hear me. Okay next slide. So I've been asked to talk about more advanced professional development opportunities and so I've divided these into two buckets. The first is building a community and the second is kind of self-directed learning so this first bucket is all about the importance of doing things together because we can do so much more together than we can separately. I think developing partnerships and networks is critical when adopting and creating OER. The OER community is incredibly generous and supportive and people are always willing to share help and advice and templates and encouragement so I'm going to go through these resources OER Twitter, listservs and newsletters, learning communities, task forces or action committee committees and the read us community. Next slide please. So I resisted Twitter for a long time but Anita Walls at Virginia Tech convinced me to get involved in OER Twitter and she was right. It's a wonderful community and a great way to learn about new OER projects, research and training opportunities. These are just a few of the groups and people I follow. You'll quickly expand your network and in the chat I'm going to drop a list that Nathan compiled of other Twitter recommendations. Okay next slide. Like OER Twitter, listservs and newsletters are a good way to learn about professional development opportunities and to build your OER community. I subscribe to all of these. The digest option can be a good way to reduce the number of emails that you get and while there's some duplication and postings each one also has unique content. If you're adopting OER and looking to see what's available the Spark Lib OER archives are a good place to check first. Spark stands for the scholarly publishing and academic resources coalition. There's a rich history of help with OER topics, often hard to find subjects. There've been things like mortuary science and all kinds of topics that people have asked for help on. So those are archives for you to search. Spark's monthly community call is library focused but it's open to anybody. Recent topics have included leadership in Oakland education, inclusive access, otherwise known as automatic textbook billing, OER outreach and events and commercial use of Creative Commons license materials. There's an archive of notes for the Spark community calls which you'll get access to when you sign up for Lib OER but I don't believe the calls are recorded. Okay next slide. So learning communities can be another great way to do professional development. In 2019-20 I co-led an OER community and then in summer 2020 we did beginning and advanced press books communities to coincide with our campus launch a soft launch of the press books publishing system for OER. I partnered with a nutritional sciences instructor on the OER community and with the digital learning instructional technologists on the press books communities. We did these with zero budget. We used the resources of faculty affairs larger faculty learning community program to market ours. So this helped with communications and it also serviced people that we didn't realize were interested in OER. I've set up a Google Drive folder with our press books learning community resources so feel free to adapt anything that you find there. We cover topics like copyright, fair use, CC licenses, open pedagogy, project management, collaborative annotation with the hypothesis tool, interactive H5P activities and accessibility and the weekly folders in that Google Drive folder include PowerPoint slides and agendas and follow-up emails that you can adapt and they have links to lots of different resources. If your campus doesn't yet have learning communities I recommend reaching out to campus partners to see about starting one. There are lots of different models for learning communities. Karin Pakula who's the OER faculty development coordinator for Minnesota State has previously shared about their learning circles where participants get a stipend and she did some great sessions for the open education network and those recordings are available on its YouTube channel and the links are in my slide notes. Okay next slide. So speaking of campus partners is really valuable to build networks of OER stakeholders. At the very least you can see about organizing a list serve. I use ours to share the OER digest with campus. We formed an OER action committee a few years ago that includes all of these partners. Campus also has a new student success and retention innovation unit that I need to recruit. Other potential partners could be cultural centers, your fundraising foundation, your institutional research office. If you do course marking, your registrar. I encourage you to be creative when thinking about who your partners could be. The Rebus community is another great resource for professional development and it was co-founded by oh sorry I'm on the wrong side. Next slide please. This is another great resource for professional development and it was co-founded by Press Books founder Hugh McGuire. It's a fabulous community for collaborating on OER projects and for getting help and support. If you're looking for co-authors on an OER project, this is the first place I recommend going. The top URL on this slide offers links to resources like two of the great guides published by the Rebus community. There's a guide to making open textbooks with students and the one shown here, the Rebus guide to publishing open textbooks so far. It also has links to the monthly office hours webinars with the open education network which cover all kinds of publishing issues. The next one is May 20th with the fabulous Abby Elder that Ursula referenced from Iowa State and she's going to be talking about faculty authoring workshops. On the Rebus site you can also sign up for their newsletter and read through their archive. This second URL is a help in questions page where you can ask questions about OER creation, for example latex issues. It also shares resources on accessibility printing and lots of other topics. Okay next slide. So I'm calling this second bucket professional development resources self-directed learning and when I graduated from library school in 2008 I'd never heard of OER or Creative Commons. I've built my knowledge through lots of webinars and trainings and conferences. These are, there's lots and lots of them available. This URL here at Google Doc is a list of conferences that CCC OER has compiled. With the community's emphasis on open and the idea that sharing is caring, many of these are free or low cost. I think there are three conferences happening just this week alone. The OER toolkit is something that I've put together and it features a variety of resources including many of the ones I've talked about today as well as things on accessibility, finding OER and evaluating OER. It's licensed CC by so feel free to customize it for your own institution. And next I'll talk about the Open Education Network's PUB 101 curriculum and open pedagogy resources if you're involving students in the creation of OER. So the PUB 101 curriculum is part of the Open Education Network's publishing cooperative which OER members can join. I went through the training a couple of years ago and it was fantastic. OER members can contact Karen Lourton for more information about the cooperative. Karen tells me that the next synchronous cohort will probably start in spring 2022. But the PUB 101 curriculum in Canvas is open to anyone and is licensed CC by and the various units which are kind of outlined here have really useful resources and templates for OER creation like an adaptable OER publishing agreement. I really recommend this resource for anybody who's working on OER creation or adaptations. Okay next slide. Lastly this is a link to the University of Arizona's press book site which features open pedagogy resources at this URL. It includes ideas for open pedagogy assignments as well as videos resource guides and tips on doing open peer review. Our press book site also has lots of other self-directed learning resources. So I will pass it back to Nathan now. All right excellent so many good resources Cheryl that is just amazing. So one of the I think things that we've seen in this webinar and I'm going to try to capture some things in the chat here. Let me just forgive me for a second while I try to rearrange something on my desktop so I can do that better. At any rate we one of the things that we do want to do is to share these resources with you and so we have created a Google spreadsheet that is that is the first page of which is borrowed from the Arlo professional development matrix so that is just a list of lots of the resources you've heard about some others that you haven't heard about today and then an attempt to kind of identify what the company sees and skills and the audience is for that resource. So that that should help and thank you Liz. Yeah Arlo stands for regional leaders in open education which was a project as part of OE global. I think it was started last year last academic year. So we want to also share we have another sheet so one sheet is the professional development matrix another sheet is just a list of additional resources so try I want to try to capture some things that are in the chat and try to load them up there as well. And then finally to help with that networking piece we've also included a copy of statewide a statewide leaders directory that that I believe rebel coming Saul put together recently and that's a really helpful way to just identify people that are in your region or state that you might be able to reach out to if you're starting up a project or looking for collaborators. So I actually have a question for you in the chat before we turn to questions for our panel and that is do you have a state or local OER group that is an excellent resource that maybe hasn't been mentioned so far or are you looking for one maybe you're from a state or a region where you don't know of people throw it in the chat let's see if somebody if we can create some connections today. Thank you Jessica I see northeast OER summit being in there that's a great regional conference. Yes thank you Una. Okay so you know if you if you want to put that in the chat please do and and also if you have questions for our moderator I mean for our panel please throw that in the chat as well I've kind of been following a couple of the conversations and so I'd like to next just turn to kind of a discussion question period we have you know ample time actually for for some discussion and questions so if you have questions for the panel you know you can you can you can ask in the chat if you'd like to unmute yourself and ask it live please please do that. So just yeah go ahead and and and if you want to indicate either with a raised hand or a or just throw something in the chat and let me know that you have a question I'll be happy to acknowledge you and you can unmute yourself and ask the question. I do want to say one thing that a couple things that came up as we were as we were going through that I wanted to know Ursula on the Texas Learn OER do you have any feedback from folks who are using say the certificate as part of a performance evaluation process or some kind of a review of professional development at their local institution? That's a good question and I am not aware if if there's anyone I know Judith Sebesta uh Dr. Sebesta the executive director of Digitex is on the call and she might have she might know but as far as I know there isn't one anybody using that. Judith if you had a if you had something to add that'd be great I I just think the the idea of bringing OER professional development and OER creation as part of a performance evaluation process is such an important thing for institutions to do but just wondering if people and so I'm glad you all have that certificate which I think is great so I was wondering if folks are using it but. Nathan and Ursula can you hear me okay? Yes go ahead. Right that's a great question Nathan you know we don't currently have a way of tracking that so like Ursula I'm really not certain to be honest I sure would like to know whether or not folks are actually using that particularly in promotion and tenure processes or for hiring processes but we really don't know at this point we're going to try to figure out a way to track that better as well as the adaptations that are out there of Texas Learn OER again we don't have a really good a good means to track it it's mostly been anecdotal so far. Yeah that's great thank you so much and then I saw Yoli Bergstrom Lynch had raised her hand so if you want to go ahead and unmute yourself it'd be great thanks. Hi everyone I'm Yoli Bergstrom Lynch I'm a research instruction outreach librarian at Trinity College and I'm the person that's primarily responsible for expanding our OER program and I recognize Shanna I did the Creative Commons certificate program for librarians with her and she's absolutely outstanding so I cannot say enough about her as an instructor but anyway my question is so at Trinity right now we have a mini grant program where we offer faculty $500 to review OER and an additional 1,000 to incorporate OER into their courses and one of the things we're looking to do starting probably in the spring is building instead of having just a mini grant program we're looking to develop a kind of OER faculty fellows program that's a community of practice where we have workshops that we offer faculty and then they can get together and and and discuss OER and I'm just wondering if there are any resources out there about how to build a OER faculty fellows program or community of practice I think that might be a question for Cheryl Cheryl you did mention some maybe you had some resources that can help people build a faculty fellows or community learning community on campus yeah so I think our our learning community could function as a faculty fellows program we broadened it beyond faculty to include instructional designers and program managers and other folks but take a look in that google drive folder and I'll put the link in the chat again there yeah all kinds of resources that you can adapt there I know that Amy Huffer in open Oregon has also created materials for faculty development so let me see if I can find the link to to her resources and I'll put those in the chat as well thank you excellent thank you Cheryl and I know Cheryl also asked a question in the chat and I just want to make sure to bring it up and she was asking all of you attendees are there any topics for professional development that you're seeking some specific topics that maybe you have needs for on your campus go ahead and throw them in here and and maybe we can connect to you connect you to a resource I had a question for Shana I was wondering um you know this is like a really basic question but maybe I don't know maybe it will be helpful the idea is the question is like why do people need to know so much about copyright like I mean people in open education why do they and who who's coming to these classes like who who do you find gets you know gets stuff out of it I know you talked about the different kinds of certificates directed at different groups but but maybe you could give us a little bit more insight into like why why we should why we should go further to understand that stuff yeah I think it's a really good question um so this sort of stuff is relevant to pretty much anybody who works in education and I've been in education for a long time at all levels I started off in high schools and middle schools and then I was a public librarian teaching mostly adults in the community now I'm back in higher ed um but there's this uh you know as most of you folks here know because you're in the OER community and you're sort of steeped in this sharing culture but education in general has a lot of this sharing culture where you'll make an artifact and share it with the other teachers at your institution and now that we have the internet you're able to share it with teachers beyond your institution and in all sorts of places and this has raised a lot of questions about well if somebody just sends me a thing in my email what am I allowed to do with it you know I want to make sure that I'm being respectful not only of the the laws of whatever jurisdiction I live in you know nobody wants to get sued for copyright infringement that's no fun but um one of the really nice things about the cc licenses is that they're sort of opt-in right like not only does the license tell you what you're legally allowed to do um but it tells you ethically what the creator had in mind when they shared the thing so you know when you learn about the different licenses you learn about the different parts you know sometimes there are some licenses that say you can use my thing but not for commercial purposes so now you know okay the creator who made this thing wants it to be used out there in the world but they don't want me to make money off of it because it's their property and that's okay I can respect that and now I know exactly that that's what I need to do um some will say you can use my thing but you can't adapt it you have to use it as is I don't want other people to change my work you know I'm very dedicated to it now you know okay great this is the covenant that I enter into as a member of a sharing society um so I think it can be really helpful um you know even if you're not a person who wants to get super into the weeds of all the legal language and things you know you're out there looking online for lesson plans or for teaching guides or for textbooks and other resources you can use in your class and you just start to see all these logos and all these symbols and you don't know what they mean and you google them and you're like okay well this one says CC by and this one says CC by NC and this one says CC by SA and what what is that can I use it or not that's all I want to know and so a lot of these courses are really helpful um and sort of being able to to define that space a little more clearly and to kind of spell out okay yes you can you know here here is the situation in which you can and can't use the thing and I see some good comments in the chat too yeah that's great I I think and I think Judith's comment in the chat about you know how in fact I mean I guess in principle you know I think we can agree that that education really should be a sharing practice and yet in fact it seems that so much of academia is is really about not sharing and so I think it's uh you know maybe that's uh maybe this learning about these sorts of things can also uh help us shift the culture of education that would be really cool yeah and I think some of that is a is a need for a culture shift and some of it too and and we go over this like in week one of the cc course for example some of this is due to the law sort of lagging behind the technology as it tends to do so we have the internet now it makes it a lot easier for me to share textbooks but even to share like video files and of course the teach act is like super antiquated and makes it really hard to teach online with video um and like why why is that we can do better um so some of this is just like open licenses I think you know when cc developed these 20 years ago or so a lot of it too had to do with sort of bridging that gap between what the technology allows and what the laws that are rooted in 17th century printing practices allow yeah and then when they get written they they get rewritten in ways that are not favorable to individuals but favorable to large corporations it seems yeah just to editorialize for a minute um so yeah I think these are great um Cheryl I wanted to ask you um what your experience of kind of the level of engagement that you're seeing on your campus um in terms of like what what you were talking about sort of building communities um around you know in OER engaging in self-directed learning do you see that kind of catching on at your campus and what do you think are the catalysts to get people around you kind of engaged in that type of process yeah that's a great question uh and one of the frustrations that I've had doing course material initiatives is is really lack of bandwidth there's so much more we could do if we didn't have our press books as kind of a self-directed program um so we've really had to find targeted ways to support faculty um and this learning community was really a nice way to allow faculty to meet each other and I ended up meeting a professor in the iSchool who has for the past two semesters done an open pedagogy project with her class in press books actually just right before this uh this webinar she sent me the link to the finished version um so I will show that in the chat it's it's a really cool uh humans are social media textbooks that has all kinds of student perspectives on social media um I don't know if I ever would have connected with this professor if it hadn't been for setting up this learning community uh so yeah I I try to be involved in various campus groups like faculty governments and our student affairs policy committee and instructional design groups um campus technology groups just to meet various people from across campus um to build those networks um yeah there there are lots of different ways to do it but scalability is always the challenge that's great great to hear um your experiences there I wanted to um shout out that Laura Cummins in the chat was asking about um doing some open pedagogy I would say broadly open pedagogy types of assignments in her Spanish language class um and then Jessica I think is replying to that and provided a great resource for open pedagogy called the open pedagogy notebook um which has uh is basically a crowdsourced um sort of collection of different uh strategies uh lesson plans practices for engaging students you might find something there um Laura and um or if anybody else has something specific to Spanish language I think uh that's a really interesting thing um the one thing I would say as someone who tries to do a little bit of open pedagogy in my class is is that the big thing is the big thing the biggest thing for me is to try to think of an assignment that gets the students to think about creating something that is for their peers or for the public rather than creating something that's simply for me to review their work and I think that's the big shift um and then once you make that shift um I think uh sort of developing coming up with ideas is is a little easier a great power um response that um yeah she's gonna she's gonna look into uh some Spanish librarians in the European network and then get back to us so that's great and again um just to to note you know that CCC OER has a very active listserv and you can uh this is the kind of thing that you we frequently see sharing and questions about in the listserv and so you know if we have you post back information about that in the listserv that would also be really helpful great lots of resources coming in thanks Cheryl Nathan but before we go I just wanted to put in a plug for the Spark Open Education Leadership Program that's another professional development um it's I am just completing mine uh I've been in it it's a year-long program there's a open call applications are due by the end of the month for the next cohort uh and it previously had been only librarians but last year they opened it up to non librarians and uh it is a great I've really enjoyed it I've learned a lot about um open education and we've had some really great discussions about what it means to be open and especially related to equity so I I would just like to encourage anybody who's interested in that to check it out that's outstanding thanks and thanks for sharing the link I think we doubled up on each other there but that's all right and someone mentioned um I think Paolo mentioned earlier that she would just love to have a um a copy of the chat and so someone else mentioned that you are able to download a copy of the chat just by going to the bottom of the chat there and there are three dots if you click on that and say uh save chat you should be able to save a version of the chat as a text file to your machine uh I hope that's not just something that's available to me as a co-host um and um but uh hopefully that is available to everyone hi everyone it's Paola here sorry to interrupt no that's great thank you Nat thank you Natana it's just that uh if you if you didn't have the chance to enter uh to the chat since the beginning or if you lost the connection for any kind of reason which happened to me you can't have the whole chat that's why I was asking okay great point great point and I think that's that could be something we can do um I'll definitely save a copy and we can uh I'm I don't think it would be a problem to share it uh to the um to archive it with the slides and the recording and everything seems like you know saying that that she can we can do that so do we have one last question um about six minutes left or any final comments or thoughts from our panelists okay well um I just want to thank so much I want to thank our panelists you all were really incredible um so much energy and resources that are being shared here hopefully this will inspire you all who have attended and and provide you with the kinds of things you need to take the next step also want to say apologize to Shana and Cheryl for butchering your last names I shouldn't do that and it's bad moderator practices so uh I apologize so I want to end just by um letting you know about events that are upcoming um with CCC OER so we are finishing out our spring webinar series um this is uh our May 12th webinar we have the last one on June 9th is about making classrooms equitable and anti-racist so obviously a very important and timely topic um so I hope you can join us for June 9th um and please as I've mentioned stay in the loop keep uh the community going um definitely come to go to the website so you get involved and learn more if you go into the learn more tab that's where you find uh recordings and information about our webinars get join our community email listserv um and then we've been running a um uh equity diversity and inclusion series of blog posts so I encourage you to read those student impact stories about how OER is expanding access and and and reaching out to the students that need it most um if you have any further questions please reach out to our um director Unedeli uh her assistant Liziata our our president's Lisa Young or Sue Tassion um I think that is it um so thank you all so much for for being here and enjoy the rest of your day


Governor Mark Dayton has vetoed the tax conformity and budget bills that state lawmakers passed in the waning days of the session. The Democratic governor's veto knocks down the two biggest pieces of legislation that the Republican-controlled legislature pushed through just as time was running out. Dayton has said that the so-called tax conformity bill did too little for ordinary people, but the failure to arrive in an agreement sets Minnesotans up for problems when filing taxes next year. The bill is needed to get the state code in alignment with federal changes. The massive budget bill was filled with spending important to many, including funding aimed at making schools safer. Dayton has said he will not call a special session.


TOTP and HOTP are algorithms for generating two-factor authentication codes. Let's take a look at how these work, starting with the simpler HOTP. First, you enable two-factor authentication by scanning a QR code or tapping a link to set it up in your two-factor authentication code generator, such as the Google Authenticator app. Then, when you want to log in, you generate a code and enter it in. Neat! Here's what's going on throughout the process. The QR code you scan with your phone encodes a random secret and some metadata. Your phone and the server both keep track of this secret and a counter value, which starts at zero.  When you send the code to the server, the server checks what the next code is. If your code matches, then it logs you in and updates its counter value. If you generate a code but don't send it to the server, then your counter value will be higher than the server's count. In this case, the server will check your code against the next counter value and find it invalid. However, servers then check the next few counter values against the provided code to account for situations like this. If there's a match, then the server jumps its counter value forward to match yours and logs you in. The lookahead window here is typically around four to five codes. If you advance your counter too far, then they'll be outside of the server's lookahead window and you'll either have to manually change your counter value or reset up two-factor authentication. Servers won't accept codes with a sequence value lower than a one that they have already accepted. But how exactly are the codes generated? The HMAC SHA-1 function is key here. HMAC functions are usually used for verifying the authenticity of a signed message. They have two parameters, a secret and a message. HOTP just uses this HMAC function with a secret from the server and a counter value as the message. Since HMAC functions really just end up using their underlying hash function, SHA-1 in this case, the output is 160 bits, or 20 bytes long. Since HOTP codes are usually six or eight digits long, this long output needs to be shortened into a smaller number of digits. The SHA-1 hash is truncated and the numeric value is divided by 10 to the power of the number of digits and the remainder of that is the current code value. Note that the SHA-1 hash is truncated in a needlessly complicated process called dynamic truncation. There is no need for the dynamic part here, but it does add to the complexity of HOTP for no reason. It might have made sense at the time the spec was written, however, to defend against some theoretical SHA-1 attacks. Next, let's take a look at TOTP, which is very similar to HOTP, except time-based. It's quite similar to HOTP and is set up in authentication apps the same. The only difference is that the code is based on the current time instead of a sequence value. The sequence value used for TOTP is derived from the current UNIX time, the number of seconds since January 1st, 1970, and the gap between codes, usually 30 seconds. You divide the UNIX time by that gap, round it down, and you get the current sequence value. Pass that sequence value into the same code generation function used by HOTP and you've got your code for the current time. Of course, authentication apps have to repeat this process to generate a new TOTP code every 30 seconds. TOTP codes are validated a little bit differently than HOTP codes. The authentication server checks if the provided code is within a certain window of the current time, typically a few minutes, and if it's within that window, it's allowed. To prevent code reuse, the server stores the time of the last valid code and requires that any subsequent login attempts use the code from after that time. TOTP is better than HOTP for almost all use cases. Really the only reason to use HOTP nowadays is for older systems that don't support TOTP and for embedded devices that don't have a clock and therefore can't keep track of the current time. Finally, let's take a look at how secrets are sent from the server to the authentication app. The simple, widely supported way is to just tell the user to enter the secrets and parameters directly. However, Google Authenticator supports another method where all the parameters in the secret are combined into a single QR code or link which looks like this. The QR code just encodes the link data and the link contains all of the needed OTP parameters. That's it. Thanks for watching.


Okay guys, so here's a radical idea. It's not necessarily a smart idea But it's doable. So say you have a Art foamy stamp like this one I'll show you this one first and It's a great stamp and you love it the way it is, but maybe you only want to use Like this part of it in a journal on a piece of artwork Maybe you're going traveling and you want to take like just a small piece of this design with you traveling You can do Like what KP does and just ink up that particular part of the stamp and use that in your work Or you can do what I'm gonna do with Monomai stamps in the video. You're about to watch Is it smart and if you have the budget for it, you can get like an extra stamp like this one and One to cut and one to leave. I Mean if it's in your budget, you could do that and like in this one you could share the cuttings You could cut it into three and share it with two friends. Maybe split the cost of the extra stamp I did it with this one Which if you have this stamp, you know has an extra row. Oh, sorry over here. I cut them off And now I have the I love this. I love this and I did stamp it using my Watercolor rainbow Stamp pad I made specifically for my art foamy's out of a stamping buddy and watercolor paints This is the water. This is the rainbow one. I also have a nature inspired one. That's greens and oranges and yellows They work great. You just can let them dry and then when you want to use them again You spritz them with some water reactivate the paints when you use of all the paint on them You just get out some of the colors Put some more colors on there They work great. Um, anyway, I use the rainbow one this and How great is that Okay, I'm gonna go cut some more stamps I'd love to see what you do with your art foamy's and um What new and interesting ideas you come up with they're a lot of fun to play with Um, if you decide to post something on social media, please tag me in the post because I'd love to see Um, you can join my facebook group a life of art and self expression Shop in my Etsy store. Um support me on patreon. They have their special own art foamy coming out You have to be an active patron to get one and be willing to share your mailing address with me And they get this one Anyway, stay safe. Stay healthy. Stay creative like share and subscribe if you will and go out and have a great day Do something nice for yourself because you deserve it.


What is happening today is we have a three-day field training for soldiers here in the NCO Academy. Yesterday soldiers were assessed for conduct individual training. In addition to teaching a class, we also assessed them on how they teach that task to standard. Today we have our leader stakes where there are 12 stations in the academy where students rotate to perform the tasks that they taught yesterday. Under our leader stakes, we move on to our squad stakes where all students and all squads are expected to apply everything that they learned from yesterday and during leader stakes. It was honestly really tough, you know, thick brush and a lot of decisions out of making map movements and a lot of like pauses, going into making sure everybody's good and counted for, taking a casualty move into the LZ. It was a lot of work, you know, like, but it was really good at the same time. It was really fun. But it like built a really big team camaraderie at the same time, big squad camaraderie. The overall mission of the NCOA is to be able to develop discipline and confidence within these young leaders so that they can be able to go back to their units and develop a cohesive team within their units to be able to operate in the operational environment that we're currently in. We're always making sure that they're conducting PRT the right way, the recovery drills, preparation drills, MMD1s and 2s, hip stability, shoulder stability, and just to build that cohesion.  We found out that the students, they really do enjoy that. Classroom setting, you have that one-on-one with the student. We have 20 students per classroom. We have two instructors in the classrooms at all times. So we make sure we have that one-on-one with the students and they're able to come to us at any point during the day and even in the evening if they ask us to stay late with them to help them out. There's just no better way than that first hand one-on-one with the students. We would like the public to know that we are here at the Academy to again instill discipline in these soldiers, to get them right, to get them their mind functioning and go back to their units with maybe some of the things that they have lost while they were there. For example, communication, effective listening, it's things that they have been doing already. They just didn't know that there was a name to what they were doing or some sort of model. So we want to get them prepared to go back out there and then we are also here with a good group of instructors, top instructors here in Bavaria that had come over here to be able again to teach these young soldiers and get them ready for the future. Okay, so our name is Staff Sergeant Dimas De Leon, D-I-M-A-S-D-E-L-E-O-N. I am in 2nd platoon, Alpha Company at the 7th Army NCO Academy. So I am an instructor. Right now I'm acting senior SGL for 2nd platoon, but yes, instructor overall. So my role here at the NCOA is to be able to develop mentor, coach and teach the future NCOs of the Army and to be able to take back to their units what they learned here as far as being able to be a leader and still discipline within the soldiers back at their units. So what is the overall mission of the NCOA in your words? The overall mission of the NCOA is to be able to develop discipline and confidence within these young leaders so that they can be able to go back to their units and develop a cohesive team within their units to be able to operate in the operational environment that we are currently in. So a couple of the classes that we teach here that we would like for them to take back to the units is effective listening and also communicating. Based on conversation with the students here, back in the units, common denominator is lack of communication. So we give them these tools, tips and tricks on how to effectively communicate with their juniors plus their seniors and their peers as well so that we don't play that telephone game as we all know that we have played in the Army. That way we can be able to accomplish submission that we are given. So a leader or an NCO should be a person that actually cares for their soldiers not just goes to work and when they go home they just leave work at work. That's not how it works in our business and that being in the Army. So you just pretty much have to be in your soldier's lives in and out of uniform, get to know their family as well so they can understand where they come from, what they go through and just to be a person. Treat them like a soldier, treat them like an adult. That way they can be able to function in what we do every single day. So first foremost I have to be knowledgeable in what I talk about. I have to set an example as well. I do spend 22 days with them many, many hours a day not just eight hours and again I have to set the example for them so I have to act the part, look the part, play the part, coach, mentor them, actually dig in the regulations before I even talk to them about anything because you know like I said set the example and show them how it's supposed to be done. So my favorite moment or part of the cycle actually is day zero when they first get here. They get here, they do hide and wait. We conduct the administrative portions but that's where we also lay down the rules, guidelines, go through the barracks, SOP, go through the classroom expectations and get them away from bad habits from their units and actually like I said set the ground rules and it really pretty much sets the tone for the rest of the cycle. Why is that your favorite moment? It just is because we have people that come from different types of MOS, different walks of life. I am combat arms myself so I don't really deal a lot with non-combat arms until I got here. So the mentality is different and they're part of the world if you will. So getting everybody on the same page regardless of what we do in the Army is key especially here at the NCOA. So I believe the core beliefs here at the NCOA is to, the main one is discipline. Like I said we come from all walks of life, different units. When we come here it's one standard across board and it begins with classroom expectations, moves on to the barracks, make sure the barracks are maintained because we want to get them ready for when they go back to their units and they have soldiers under them if they don't already. They will also have to be conducting those barracks inspections and holding them to a standard. So we need to hold these future NCOs to a standard so that they can do that as well when they go back to their units. So discipline is key here at the NCOA. Okay so we would like the public to know that we are here at the Academy to again instill discipline in these soldiers to get them right, to get them their mind functioning and go back to their units with maybe some of the things that they have lost while they were there. For example communication, effective listening. It's things that they have been doing already. They just didn't know that there was a name to what they were doing or some sort of model. So we want to get them prepared to go back out there again and we are also here with a good group of instructors, top instructors here in Bavaria that had come over here to be able again to teach these young soldiers and get them ready for the future. Yeah so during PRT we found out coming off of COVID a lot of students not necessarily now but when we started coming back from COVID PRT was we were lacking in PRT in the units obviously because of the virus. But we're getting back into PRT, getting back to the cohesion and it's not just conducting PRT. It's conducting PRT the correct way. Even after they're done with their assessments that doesn't mean that they're done doing the right thing. So we're always making sure that they're conducting PRT the right way. The recovery drills, preparation drills, MMD ones and twos, hip stability, short stability. And it's just to build that cohesion and what we do here as you saw this morning was we like to do some competition just to build them around and get them going. We found out that the students they really do enjoy that. So the classroom setting here I was fortunate to do both which was virtual and classroom setting. Virtual versus classroom setting there's no comparison. Classroom setting you have that one-on-one with the with the student. We have 20 students per classroom. We have two instructors in the classrooms at all times. So we make sure we have that one-on-one with the students and they're able to come to us at any point during the day and even if the evening if they ask us to stay to stay late with them to help them out. There's just no no better way than that first-hand one-on-one with the students. So classroom setting is is great. I did my blood sweep. You'll notice when I'm blood sweeping, you know, put it on there. You should wrap around it. I'm Staff Sergeant Aragon Justin, A-R-A-G-O-N, J-U-S-T-I-N. I am a small group leader in DLC. So what is happening today is we have a three-day field training for soldiers here in NCO Academy. Yesterday we had our walk phase where soldiers were assessed for conduct individual training where we assessed them and observed how they properly train a teacher class. In addition to teaching a class, we also assessed them on how they teach that task to standard. Today we have our leader stakes where there are 12 stations in the Academy where students rotate accordingly to perform the tasks that they taught yesterday. After our leader stakes, we move on to our squad stakes where all students and all squads are expected to apply everything that they learned from yesterday and during leader stakes. So the difficulty for the final cumulating exercise will vary depending on how much time and effort the soldiers put in from yesterday and today during leader stakes. In addition to that, a lot of these soldiers both will have experience and not have experience to what we are going to do here tonight during our squad stakes. So the cumulating exercise for the squad stakes will consist of three objectives. The soldiers will first make sure that they move accordingly as a squad into the starting position and once they SP to the first objective, they will identify civilians and they will have to report a spot rep. Once they do their spot rep, they will then react under direct fire, which will they need to react accordingly to move into the next objective. In objective number two, they will react to an ambush. Again, they should react accordingly based off of what they have learned yesterday and today. Upon the completion of reacting to an ambush, they will receive a casualty where they then need to assess the casualty. I'm going to pause real quick and apply necessary life saving interventions, move on to the landing zone to call a 9-9 Medibac and await for evacuation of the casualty. My name is Sergeant Cornette, C-O-R-N-E-T-T, first name Nicholas, N-I-C-H-O-L-A-S. My unit, I am with 2-C-R, 3-2 Squadron Chronos. I've originally started a B-L-C here at 04 August and we're graduating at 30 August. Today what we did inside the N-C-O-A Academy, we performed the stakes and that was basically going over. It's almost like an FT-X, like a live fire, but with the blanks and everything. We broke down between squads and had our own teams and everything. It was really good, honestly. I think in the N-C-O-A, they need to do it a lot more because high pressures like that and making fast decisions, that needs to happen more and more within N-C-Os and even at all positions, even working down from the lower ranks to the higher ranks. After I finished the stakes line, it was honestly really tough. Thick brush, a lot of decisions out of making map movements and a lot of pauses, going into making sure everybody's good, accounted for, taking a casualty, moving to the LZ. It was honestly, it was a lot of work, but it was really good at the same time. It was really fun, but it built a really big team camaraderie at the same time, big squad camaraderie.