At the heart of science is an essential balance between two seemingly contradictory attitudes, an openness to new ideas no matter how bizarre or counterintuitive, and the most ruthlessly skeptical scrutiny of all ideas old and new. This is how deep truths are winnowed from deep nonsense. The collective enterprise of creative thinking and skeptical thinking working together keeps the field on track. Those two seemingly contradictory attitudes are though in some tension. Consider this claim, as I walk along time as measured by my wristwatch or my aging process slows down. Also I shrink in the direction of motion. Also I get more massive. Who has ever witnessed such a thing? It's easy to dismiss it out of hand. Here's another. Matter and antimatter are all the time throughout the universe being created from nothing. Here's a third. Once in a very great while, your car will spontaneously ooze through the brick wall of your garage and be found the next morning on the street. They're all absurd, but the first is a statement of special relativity, and the other two are consequences of quantum mechanics, vacuum fluctuations and barrier tunneling they're called. Like it or not, that's the way the world is. If you insist it's ridiculous, you'll be forever closed to some of the major findings on the rules that govern the universe. If you're only skeptical, then no new ideas make it through to you. You never can learn anything.  There is of course much data to support you. Since major discoveries at the borderlines of science are rare, experience will tend to confirm your grumpiness. But every now and then a new idea turns out to be on the mark, valid and wonderful. If you're too resolutely and uncompromisingly skeptical, you're going to miss or resent the transforming discoveries in science, and either way you will be obstructing understanding and progress. Mere skepticism is not enough. At the same time, science requires the most vigorous and uncompromising skepticism, because of the vast majority of ideas are simply wrong, and the only way to winnow the wheat from the chaff is by critical experiment and analysis. If you're open to the point of gullibility, and have not a microgram of skeptical sense in you, then you cannot distinguish the promising ideas from the worthless ones. Uncritically accepting every proffered notion, idea, and hypothesis is tantamount to knowing nothing. Ideas contradict one another, only through skeptical scrutiny can we decide among them. Some ideas really are better than others. The judicious mix of these two modes of thought is central to the success of science. Good scientists do both. On their own, talking to themselves, they churn up many new ideas and criticize them systematically. Most of the ideas never make it to the outside world. Only those that pass a rigorous self-filtration make it out to be criticized by the rest of the scientific community. Because of this dogged mutual criticism and self-criticism, and the proper reliance on experiment as the arbiter between contending hypotheses, many scientists tend to be diffident about describing their own sense of wonder at the dawning of a wild surmise. This is a pity, because these rare exultant moments demystify and humanize the scientific endeavor. No one can be entirely open or completely skeptical. We all must draw the line somewhere. An ancient Chinese proverb advises, better to be too credulous than too skeptical. But this is from an extremely conservative society in which stability was much more prized than freedom, and where the rulers had a powerful vested interest in not being challenged. Most scientists, I believe, would say, better to be too skeptical than too credulous. But neither is easy. Responsible, thoroughgoing, rigorous skepticism requires a hard-nosed habit of thought that takes practice and training to master. Credulity, I think a better word here is openness, or wonder, does not come easily either. If we really are to be open to counter-intuitive ideas in physics or social organization or anything else, we must grasp those ideas. It means nothing to be open to a proposition we don't understand. Both skepticism and wonder are skills that need honing in practice. Their harmonious marriage within the mind of every school child ought to be a principal goal of public education. I'd love to see such a domestic felicity portrayed in the media, television especially, a community of people really working the mix, full of wonder, generously open to every notion, dismissing nothing except for good reason, but at the same time in a second nature demanding stringent standards of evidence, and these standards applied with at least as much rigor to what they hold dear as to what they are tempted to reject with impunity. Thanks for watching.


Oh my goodness, this is so cool. Look, so this is a concert. What? Wait, this is sick! I really want to show you dark unfair in classic. Hold on, let's do this first. No, no, no, no. Come to here, log into classic. Because I want you to see the comparison. Where's your hearthstone set to? My hearthstone is probably set to your mom's house. Okay, and where is that? Worm rest. What's that? What's that? Can you accept the grouping? Next to these nuts. That's fun. Here's the thing. Okay. Retail is going to be better. Yeah, I know, but I want you to see how much better it is. So it's in the same place. So come out to the outside of Goldshire. That's so cool to put the doors in. A foreshadow wrath. Dude, so not only that, there's stuff like that throughout the entirety of WoW.  And I think by the end of vanilla, they were constantly working on it, if I remember correctly. But then through all the expansions, I think the end... I forgot my wallet. Can I go back? Yeah, go back. No, it's right here. Okay, one thing I will say about Classic is it's very, very, very hard. Get around places. Okay, so this is it. This is the Dark Moon Fair. Where's the music? Control-M. Control-M? So yeah, this is the Classic Dark Moon Fair. There's a little bit of stuff added here from original vanilla. A little bit more stuff. Where's the cannon? Nice medieval... Yeah. A few things added, but they have like... This is like a role-play area. Small too? Well, just look. So this is like a little role-play area, where they have like different food. Did you guys have fun? Wait, this person says, oh, frick. Did you guys have fun? I might do a DKS sponsor too. What's up, Espen? Yeah. Hello. I used her head.  K.O. made my dad come back with the milk. Cool. Very sexy. What? Very cool, very sexy, very interesting.  My husband died and I'm a window. And he said, cool, very sexy. I'm a window? So here's what you can do in the Dark Moon Fair and Classic. I really like the windows. In the Dark Moon Fair and Classic, you get a big black mace, green iron bracers.  And you can get these tickets, and you can use tickets to like get more stuff. So like you get these, the things that they want to turn in, you get them from killing stuff out in the world, from crafting, all kinds of stuff. This is the thing that's dumb, to be honest, is all the things that you can get from the Classic Dark Moon Fair aren't even really worth, because it's only for level 60. Yeah. And now you can go to level 80. But also something cool that you can do is you can talk to this fortune teller. Love you as fun keeping a full dude. So you can talk to this guy, this sage, Bonnie, and he will tell you your fortune and he gives you a buff that like increases your damage. I'm ready to read my fortune. So you have basically, you can click on those options and now people have it figured out like if you say the first two options then you get like a 10% damage buff. It says be cautious when landing in unfamiliar territory. Mind says a focused mind is one of the most powerful forces in the universe. Okay, well you're screwed in that one in that sense. What do you mean? You have a little medical condition for the HMI. Come over here. This is the other part of the Classic Dark Moon Fair. He who never forgets. But this is pretty much all the Dark Moon Fair is in Classic. Except for this cannon. What's that? So... Oh wait, I'm going in it. I'm going in it. Wait, what? I can't go in it. What? What are you doing?  And the idea is... Oh my gosh. It's supposed to try and land in this circle. There's a circle? Anyway, yeah, right click on it. I wingsed, I wingsed.  Land down, land. It passed it. So you're supposed to cancel the buff. The idea. Well, try it again. I don't even think anything happens if you land. I think that's just... Instructions? It literally just exists to do it. So now I want you to see the retail. Dark Moon Fair. Wow, look at this place that we're at. Okay, so, as you can see they got rid of a bunch of stuff. The Dark Moon Fair is very different. You have fire jugglers. You have fire eaters. You have greeters. What is this? I would say that the music is not as party-esque. Party-esque? That's because we're not actually in the Dark Moon Fair yet. So here, go inside this portal. Right click it. So now the Dark Moon Fair takes you to a new place called Dark Moon Island. Whoa, what's this? Look, you can even get on a special mount here. Look at these Dark Moon Striders. Oh, what the heck? Yeah, you can right click it. You can just get on the special mounts just for here.  They're like little... So at BlizzCon, they have like a whole area based on the Dark Moon Fair Look at how cool it is. Yeah. So they made it like an actual amusement park. Oh my goodness, this is so cool. Do you hear the music? It hasn't kicked in for me yet, it's about to. But yeah, so you have this whole huge carnival now where like there's games and there's little side quests. There's like achievements and stuff you can get here. There's a... Wait, let's play a game. Ride tickets. Here's this one, Wack-a-noll. Here, take this, take this, take this, take this, take it. Oh yeah, contains five tickets. Wait, the music? How come the Dark Moon music is better? I'm leaving! Wait, can I have one? The fuck? Oh no! I don't think you can do this. Wait, get me off this, I'm dismounting. I dismounted. I think the classic Dark Moon music is better. I thought it was gonna be the same music. Three, two, one, go. Oh, okay. What an itch it. I can get right on after. I just want to enjoy the ride, watch. Hang on. It's scary, it's scary, it's scary, it's scary, it's scary, it's scary, it's scary, it's scary, it's scary. What does something really dark and sinister happen right now? Yeah, like there was a... Yeah, like there was a...   You're just the person that only happened to the person in front of you. You don't like roller coasters? No. Yeah, I either. Do you still go on them though? No. I do. I'm too big to go on roller coasters. That's not true. No, no, like I have like a lot of freaking... Yeah. It's fun.  At least you are just standing at the top. Wait, what the heck? You said if I obeyed that you would help me find my dad. I feel like you have forgotten all about my dad. Just like he forgot about me. And you're solely focused on the sex cult. I commend this. Keep it up. Thanks, Law Cat. Oh look, we rode the Dark Moon Carousel or roller coaster. Experience and reputation gains increased by 10%. Oh wait, we can do this. We can do this. Yeah, so click on this person. Okay, wait. I already did it. I'm doing it now. Okay, so you press that first thing. I think it might be a till day. So you cancel your wings until day. I didn't get it. Frick. I was so close. Why did you get it? You probably get an achievement.  Oh, the concert. Wait, what are these animals? It's a petting zoo. Look, so this is a concert. What? So, so these guys, so this is the background of Blizzard was actually cool. So these guys are the level 70 elite Toren chieftains. So a bunch of the devs made a band called the level 70 elite Toren chieftains back in Burning Crusade. And they made like actual music. So whose voice is this? Samwise? Yeah. So this is a, so there's a guy named Samwise. Who his face used to be the default item icon for everything in the game. This is great. What the heck? Look. What? Yeah. So they used to be cool. So they made themselves in the game and they, so in Burning Crusade, they actually, they have them in Burning Crusade too and shatrath. Dang. Oh, shot. Bro, I made it. You actually made it. Apparently you have to make it twice. I have to make it twice. Are you lying? There you go. It's made it. Game cannonball. Game prize, let's go. Another prize ticket. Dude. What? Dude, think about this. There's tickets that take like 1200 tickets. There's mounts I think 1200 tickets. Think about how long they have to do this for. Hey, look at this one. It's Hamilton. Yeah, this is crazy. That's why we're so late. Espen!  I'm ready to play. Oh, I'm really good. I'm really good. I'm really good. Nitrous boost cannon. Okay. This is easy. It's so hard. It's so hard.  Did I win? Why does it look like that? What do you mean? Did I win? It's my time up. Oh, no, it is now. Frick. Yeah, it'll kick you out of the map when time is up. 16 out of 30?  Frick! I got 27. Wait, so what are we supposed to do? We're supposed to get these targets only? Yeah.  Wait, did I hit you? I just died. Nice. We did it. Let's go. Careful. Help. Wait, where are you? Look at my screen. Oh, you're starting on the merry-go-round. I'm riding this rocket. I'm stuck. Is it gonna let you exit? Look, I'm spamming. Wait, it's actually not letting you off. Help me. Help me. Oh, let me see. Oh, you can do slash exit vehicle. Jesus. That was a nightmare. But you should be scared of carnivores because they're one of the number one dangerous places in all of America. Where are they? Yes. You never know what's lurking around. Did you know that most people who run away and join the circus are actually convicted felons? No. I don't either. I think I might have just made that up. But it seems like it would make sense. Step on in and show off your sweet moves, Paladin. The rules are simple. Your opponent will perform a series of stylish moves, then you gotta match them. I'm gonna act like it's my complete... Okay. All right, I'm ready. Okay. Just like something fun and easy going. I'd like a little challenge. Okay. Show me your moves. Don't hold back. I'm doing show me your moves. Show me your moves for sure.  Wait, what? What is this? Oh my God, it's DDR. Wait, what? Hold on. This is actually sick. No way. Okay, ZXC. ZXC. Okay. Wait, what?  Oh my God, this is sick. Wait, okay. Wait, this is sick. Guys, are you owning? Yeah. XC. HK Blue. HK Blue. ZXC. Stop. Stop talking.   What? Let's go. What? Let's go. No. They're tomatoing me. Hold on. I'm going again. I'm going again. Let me go again. I'm going again. I'm going again. I'm going again. I want to do the hardest one. I swear this thing is cheating. It's cheating. I'm muting. I'm muting. I have to meet the score. Blue K. Blue K. Blue. Blue K. Blue K. Blue. Sick. I freaking nailed it. That was 100%. Good job. What's your score? I got 9,400. No, you didn't. I did. Chat. Is he lying? Earn a perfect score in the dark warfare dance game on the hardest difficulty. Wait. You got it. Okay. I didn't actually get a perfect score. Dude, wait. I got first dance and make you swell on the first achievement. Hang on. Okay. I'm going against the dancing bear. All right. Here we go. Eyes. Okay. Eyes. One more. I'm going again. I'm going again. I'm going again. I'm going again. I'm going again. One more. Something. K, H, blue, H, K. I got distracted because I changed the music. Are you eating right now? I'm eating pineapple. Oh my God. I'm so hungry. K, blue, H, K. Help. K, blue, H, K, blue, H. Blue, H, K, blue, H. You said help me. Billford's stare where I was hovering over it. And I was like stare and I was staring at it. Chat, what else should we show Bonnie in the dark warfare? The pit master. Let's go. Yeah. Right click on it. Oh, it's enter deathmatch.  Wait.   What art do you even think you're doing? I'm literally, I'm so tired of you.     That's fun. Give me. Yeah, I can res you. I can res you. I can res you. I can res you. I can res you. Did it make you feel good? Killing your healer? Yeah. Did it make you feel good? That healing I did for you. What the? Wait, I can get honor? Wait, I got 10 honor for killing you. Hey, what the heck?  And, and all healing. Wow. So great at this game. I'm sorry that you have nothing else to do with your life except for play wow. Oh my God. Are you happy now? I'm dead. I need the honor. This is your GMP. I don't know how much I run. I've been decking Furno.  Can I do this? It shows them. Oh wait, that's nuts. Darkmoon Deck Inferno. 300 strength. Pearl is smoldering Inferno.  Thanks, dude. Pearl is smoldering Inferno at the target that deals between 24 to 80k damage. Damage dealt is different than the topmost card in the deck. So I should replace this with this. Yeah, thanks, dude. Appreciate it. We'll see you guys later. So Bonnie, what'd you think? I thought that the fair was amazing. I thought it was super fun. I thought it was 10 on 10. When do we ever get to do my first raid or arenas or whatever? Arenas? You want to do arenas? Yeah. I love you. Do you want to? Wait, what the heck? Oh, we're doing an arena? This is skirmish. What's a skirmish?


The end of the Soviet Union created a new political reality on the vast expanse of Eurasia. Five new Central Asian republics emerged, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. Uzbekistan and Kazakhstan have large quantities of proven gas and oil reserves and Turkmenistan is also known for its vast quantities in gas reserves. Hydroelectric power can be attained from the enormous surplus hydro resources of Kyrgyzstan and Tajikistan. Great potential lies for India to fulfill its energy requirements and in turn provide markets to these nations. Central Asian states are a tolerant society, multi-ethnic with several nationalities, high family values, 90-100% literacy rate, largely agricultural economies and are progressively developing their industry. India and Central Asia complement each other in terms of manpower and markets. The region has a huge consumer market hungry for a range of goods and services, for which India has the potential to provide it already being accepted as a reliable partner. The flow of business has started and opportunities are being explored. ITPO regularly organizes exhibitions in these countries. We need to urgently work in this field to promote Indian products, fortunately, well-known in the local market. As ITEC partner, students from these countries have been attending various training courses in India under slots allotted by a government of India and Uzbek Indian IT Centre was also established in 2006. Several hundred Indian students are also pursuing education and medicine in Central Asian universities. We expect to have 750 students from this year. Defence in military understanding is pivotal for peace and stability of the region. Defence officers from this region regularly take part in training and familiarization courses in India. I completed my training in India in Pune for three years and after that I joined Indian Military Academy in Deradon. Interactions in UN and other fora have been closed and mutually supportive. The Central Asian states have been backing India's candidacy for the UNSC Permanent Membership resolutely. Tourism is one of the aspects of our economic relations and an instrument to increase people-to-people contact. There is great potential for India to build, develop and manage hotels and resorts in these countries. Cultural ties constitute an important pillar of our bilateral relations.


This study aimed to develop technology for utilizing banana pseudostem waste effectively, through various extraction methods and investigating their chemical properties and suitability for different applications. The results showed that chemically retid fibres had lower text value and rougher surfaces than mechanically extracted fibres, with an average diameter of 180 m energy dispersive x-ray analysis and Fourier transform infrared spectrum revealed similar functional groups in all fibres samples.


Okay, I think it's time. Maybe we can start now. We have different participants connected at this moment. Okay. Let me introduce myself. My name is Joseph Duarte. I'm in Barcelona at the Open University of UK. And now I'm moderating this session as an executive committee member of Eden. And I will be the chair of this webinar. As you know, this webinar is hosted by Eden Special Interest Group on Technology and Agile Learning and Quality Enhancement. And now the topic of this webinar will be also a new global challenge for quality development in Open and online learning. And we will have with us the speaker, it's Daniel Ellers, who will speak in a few minutes. The way that we will organize this webinar is in different moments. Now it is welcome and introduction, and now I'll give the floor to Eva in order to introduce also Eden Special Interest Group. And later our speaker will start with the presentation. That will be around 30 minutes. And after that we can have a period, probably 30 minutes more, to ask questions and to debate about the topic of the session, the today's session. Okay, I think that it's everything at the moment just to start. Maybe Eva, if you can, if you will start with the presentation of the Eden Special Interest Group, floor is yours. Thank you very much, Joseph, for the kind introduction for this webinar. Yes, I will start. I'm Appostian Elson, and I'm also in the Eden EC Secretary of Committee, and I'm also representing the Swedish Association for Distant Education, based in Sweden. And I'm also the coordinator for this new launched Eden Special Interest Group on Technology and Able Learning and Quality Enhancement. Just a practical thing as well before we get started is that this session will be recorded. And the link will be sent to you who have participated. And it will also be announced at the Eden webpage. I think what I can see from the participants, I think you are all familiar with Eden, but I will just say something shortly about what Eden is, and why we are interested to contribute to quality-enabled learning and quality enhancement. And today we have a really, really challenging topic, I will say, because there are so many changes which we have to face in all educational sectors, which we will discuss today. So we have already introduced the speakers for this webinar. So shortly about Eden. Eden is the European Distance and E-Learning Network. I'm sure you all are familiar with it. It has been for some 25 years old, five years ago, it was launched, together with actually many of the other organizations like UConn and EAD2U. And at that time it was really a large need for this kind of organization, dealing with e-learning, distance learning. So Eden is to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond. So we work both with our members, to our members, but also at policy level with the European Commission, for example, and with other organizations. We have some 200 institutional members and some 1,200 people are involved in our network of academics or professionals, the NAP, and I see that we have Alfredo Lange, who is in the board of Eden NAP. For those who don't know what Eden NAP is, we have a special webpage on Eden. It is for a community, and we have let this community be free, although we are not a member in Eden if you would like to take part and to be in our community. We organize the conferences, first year large annual conferences, but also the research workshops and we have open classrooms and we are involved in projects, research and publications. And we have our own journal, Euroval, and maybe some of you have already published something and contributed, either with some research or maybe you are a reviewer. Thank you very much for that. So we have discussed for a while about to do something special about technology-enabled learning and quality enhancement with Eden. Of course, it is really important and it is really urgent to review the quality agenda with all the challenges which we will hear more about from our presenter, Ulf Daniela. There needs to be a change, also looking at quality and how we are dealing with that. So we launched actually this big in a Daniel conference in June in Sweden for Daniel conference and then we did that with four workshops for each of the days during the conference with those themes which are presented here about the rationale and action plan, about reviewing the quality agenda, about quality and talent micro-method and micro-level and identifying the stakeholders and innovation of quality and leadership. And for two of the sessions where Ulf Daniela is also involved. The second one and for the fourth one. We are a core group, mainly from the Eden Eastie. It is myself who is coordinating it. It is Sandra Krugina-Soxi, who is the Vice President of Eden. It is half-naked first for Lofi University in USA. It is a follow-up issue to the president. It is Antonina LaPosha from Eden-NAS and the former president for Eden, Antonia Tecera and Antonina Lenos as an expert. And we have some newcomers as well. For example, Jakke Komis is coming in and also some others. But to be in the core group, you need to be an Eden member, but we are launching this to be a community for everyone who has an interest in the area. So please feel free to be welcome. What are we doing? For this person, we have an action plan because we would like to do a lot of things, but we have to start in a rather small scale. So we started to have webinars and also Eden Tweetshats. So this is one of the second webinars today. And some weeks ago we had another one and that was about Quality Intel and Micro-Level. And the recording from that is available at the Eden webpage. We are also doing Tweetshats. So next week, we are hosting one and that is also facilitated by Daniel Ellos about actually the same topic today. But I think it will be in a more different way. It is maybe more interactive with the Tweetshats. And those Tweetshats are historical, so they are also available afterwards. So please feel free to be welcome next week as well. We have chosen the concept of technology-enabled learning because that covers both distance learning, e-learning, blended learning, mobile learning, online learning, all the names which are used to be on the agenda. We have chosen the broad concept, technology-enabled learning. We are also choosing the concept of enabling instead of enhancing because the hard thing is what is better, what is not so good, it is more a question of this kind of thing, but enabling is to empower to make things possible and to make possible for learning, for learners and for the students to whatever kind of ways they are learning to and by technology or digitization. This is also the definitions by the Commonwealth of Learning, the report by Kate Gordon-Fries. We are also talking about technology-enabled learning and quality enhancement both on micro-level, master-level and macro-level. And that is important to sometimes distinguish between those. But it is also important to see all levels as an entity because quality is not so stronger than the weakest link. So if there are gaps in between those different kind of levels, there will be gaps in quality. That was really discussed in the last webinar. So if you are interested in more insight about that, you can go back to the recording. But in the end of the day, quality is there. So what is in it for me? What is in it for me as a learner? That is the point. I would also share with you some of the reports which are recently published in the topic. The one by Duval Adal has done an enhanced learning. The one I have already mentioned about Kate Gordon-Fries for Commonwealth of Learning. So that was very, very brief introduction for what this special interest group on talent and quality enhancement is about. We have at the Eden webpage, we have a special section for this thing. You are more than welcome to have a look there and you are more than welcome to be part of our community and to have a contact with all of us. So thank you very much. Thank you very much Eva for this map and even special interest group introduction. And now it's time for Daniel Ellers, our speaker today about the topic is new global challenges for quality development in open online learning. Please, Daniel, pull Daniel, the floor is yours. Thank you very much, Joseph. And greetings to everybody from my side here as well. We are a small group, so feel free to ask questions in between. When they arise, don't wait too long. Don't be shy. My topic is quality in open online learning and I have chosen not to take a very narrow focus but to enlarge the focus for today's presentation and to also have a look a little bit what's going on actually in higher education because what's going on in higher education is actually determining what we have to take into account when talking about quality and when shaping the agenda of the steps which we need to take to meet the challenges. So I approached the topic from a rather broad view today and still I hope that the initiatives which I have put in my presentation, European initiatives and some tools might be of interest for those who are more interested in the details and the criteria and the regulations and processes. So first of all, I think when we look at higher education like a game of chess and I believe that everybody probably knows how to play chess or has played chess once in their lives then we all know that the rules are actually very, very clear. You know what you are able to do with the different players with the different little figures. You know where to go, you know what to do and you know that of course there is strategic thinking possible and also very, very important but you know the game. And I always like to think about digital technology coming in and we are always talking or using the term disrupting higher education and I always like to think about it in a way that what is happening there is that suddenly our playground is enlarged. It's not eight by eight fields anymore but it's becoming larger and larger. The figures can go different ways, can jump further and there are no boundaries anymore. And the question is what do we do? Imagine you are a leader in a higher education institution, higher education institution manager or rector or president then you probably would like to know what is the movements I can do and suddenly you see yourself in a situation where the rules are changing and you are in a situation where you have to lie by night a little bit without exactly knowing and seeing what is my room and my option which I have. This is what leaders of higher education tell us. We have started to work with presidents and vice presidents since one and a half years in different contexts and they all are having different stories to tell but the stories they are all coming to this point that they say we have no idea what in five years time our universities will look like but we are still in a situation in which our colleagues want to know this from us and that's a difficulty. So there's a need for orientation. And if you think about this the question what the future actually will bring and how it's going to look like and if we are on the right tracks and if the tracks are still able to carry the tanker, the organization of the university that is the big question and that is more and more becoming a question actually and there are no simple answers to that. Just a small picture which shows where we are moving at. Higher education is changing and the changes are coming from at least two big factors. One factor is the global move to learning societies if you look at the OECD statistics of higher education participation of young people of the young age cohorts you will find that the participation in higher education is becoming larger and larger. That is that we are not actually only moving towards learning societies where education and learning and certification of education and learning becomes an important means for differentiation and mobility within a society which determines the position you can take but also within this movement of becoming a learning society the academic part, the higher education portion is actually becoming more and more important and with that also the risks of individuals in society they are changing whereas education before used to be an option which everybody desired to have in the future and today already it is becoming more and more an obligation which you cannot avoid to have and so it is in a way a spiral which is reinforcing this movement towards a learning society and on the other side there is of course the big movement of digitalization which changes first of all all moments and methods and modes which we have to deliver content between teachers and learners between institutions and learners but it changes also much more and this is I think the bigger picture which we can see where we see that higher education is under pressure of at least these two big mega trends which leads on the one hand side to an enlargement of individualized academic education where standard offers in the future will not be enough anymore it leads to a new challenge for universities because a much more diverse target group is coming into the academic education and it leads also to a need for more lifelong learning offers of higher education institutions because in an age in which individuals will have 10 to 15 jobs between the end of their job training and the beginning of their retirement they all need constant training and so academic institutions have to ask themselves how can we provide not just the initial academic bachelor and master degree but how can we provide the same intensity throughout the whole lifetime and globally speaking there are no structures yet developed which enable individuals in our modern societies to be provided with academic training in that way and that quantity and that intensity which is needed alongside with this digital mega trend there are lots of questions which the stakeholders around the students the teachers the management is asking some of them are will the digital trend be a technical one or an educational one will it be a technical revolution or an educational revolution and some of the stakeholders are fearing that there is an automatic change just through the technology coming which cannot be shaped anymore in a way that they believe it would be good so the question is really how can we shape the future and not just the overwhelming the question is of course for our closed institutions how can we deal with openness when students come in and say we have learned something from other institutions online courses and we would like to bring it here into our own higher education program how do we deal with this openness how do we deal with the fact that there is more and more digital import into curricula from other institutions or other programs and also that we have the possibility of digital export from our institution to other institutions how to create a suitable blend of institutional formats is a question which we are now have started just this week to kick off a new project a European initiative which is looking exactly into these kind of patterns that students in the future will start in university one and then they might move to another university and to a third university to get their academic programs their education and then the question is how can we track their learning how can we combine their learning that from these individual experiences we can create one larger certification one larger academic qualification and how to achieve permeability that is a big issue on the European scene we have just issued a policy paper I am also involved into the European Association for Institutes of Higher Education which is one of the big or E institutions which have authored the European Standards and Guidelines and in this institution it is one of our key concerns to work for permeability students from the qualification framework level 3, 4, 5 can enter into higher education as well into master level education as well and that there are no silos and no boundaries or at least that they can be overcome so these are some of the questions which arise from the overall bigger picture and how difficult it is today in educational institutions in general but specifically in higher education institutions to determine what future needs of students and graduates are you can see from this thought experiment which we did if you think about the school beginner in September 2016 which by the way was actually my own story because I had a small son who was entering school in September 2016 he is now in second grade and he probably will finish primary school by 2020 then he will graduate from high school in 2028 and he will receive a special degree in 2031 and his master degree in 2033 if he chooses to study and then he might start to work or not or continue in the university like his father nobody knows so think about this timeline now and think about what has happened in the last 10, 15 years and we are looking here at a time frame from today 2017, 2018 to 2030, 2033 is it actually possible to determine what the future will bring which jobs will be there actually in which time frames will qualifications need to be updated in 2033 and so actually what is important today in universities is not so much to deliver to students knowledge but what is really important is to deliver to students the ability to deal with new situations with unknown situations with uncertain situations that's the new currency of higher education and now probably all of you are somehow involved in a higher education institution think about it think about your own institution your own experience think about what you have in front of you and how well we prepare or not our students to deal with this uncertainty for many institutions I can say and many colleagues which I discuss this topic with we are still living often in the illusion that what we do when we transfer knowledge is preparing students for the future but I firmly believe that's a mistake so my agenda for quality challenges in higher education is comprising five points which I want to make the first one is the point how can we deal with innovation and employability in a situation where we do not know what the future brings the second point is how can we deal with access and inclusion the third point how to deal in a high quality way with individualization and diversity the fifth is the challenge of flexibilization and the fifth sorry is the challenge of digitalization so you can see here that digitalization plays a role and is probably underlying many other points as well but it's just one factor out of many I would like to talk a little bit about the challenge of innovation and employability in our universities we are often teaching content and I already mentioned that in the future it will less and less be possible to prepare students for situations by teaching them the knowledge they will need because the situations will be so diverse so quickly changing and so individual that is as barely impossible to teach them everything they need to know for their job lives what we need to focus on and that's not a contradiction with teaching knowledge and what we need to focus on is we need to focus on more on what we call competence competence is not a term which is understood in English in the same way than in other languages or in German so I would like to define it competence is defined as the ability to act self-organized and successfully in a future situation which is now unknown and complex so you see already that if you are aiming at that it is no use to teach students safe answers or safe questions but what we have to do in the future more and more is to turn to confronting students with questions for which there are no right or wrong answers in order to teach them to deal with this insecurity and this complexity of an unknown future and often this kind of pedagogical models this kind of learning design which is necessary and which involves the confrontation with the complex problems is seen as a contradiction to knowledge transmission which is the often still predominant model in higher education but what you can see here in the middle of the slide is that it is actually not a contradiction but that the different aspects build on each other so there is a very nice work which was done by one of the great at least German professors and thinkers of higher education development and he is very much promoting that information and knowledge are the precondition to develop the ability to act in a competent way in the sense which I described just before but it is not enough to stop at conveying knowledge it is just the beginning in order to become competent and then to move even higher up the ladder to become professional in a certain domain you need to start to deal with this knowledge and you need to start to reflect on this knowledge and you need to start to deal with values and you need to allow to be shattered and to be levelized in discussion to be touched emotionally impregnated through the teaching and learning process and I already mentioned it that is the third element on the slide that reflection is very very important this is just one model which Schoen was actually developing the model of the reflective practitioner which is basically saying that our aim should be to develop professionals which in every moment are possible to reflect and question their actions and reflect on their actions in a way that they can ad hoc develop strategies and can ad hoc develop individual action theories so that's what really competence the term in higher education is about which we need to develop in order to prepare students for this kind of uncertain future and again the question to everybody would be where are we what do you think in your context where are you there actually you know that the certain teaching strategies are more likely supporting this kind of educational experience and that's the one of course which are more the one which are termed towards social practices interaction, reflection coaching in which the implicit assumption is that education can only be an enabling teaching can only be an enabling process and that there is no clear connection no direct connection between a teaching act and a learning act because learning is always seen as a self-organized process I come to my second point access and inclusion and I think this is pretty straightforward if you think about higher education from the first higher education institution which is actually the Bologna institution sometimes Bologna fights a little bit with Montpellier and says Montpellier says we had a medical faculty which is even earlier than Bologna but generally in common we think that Bologna campus was the first higher education institution the first universities and of course this was higher education for the exclusively chosen very few the elite then if you turn the wheel of time forward very very many years and very quickly in industrialization age the need was becoming bigger and bigger to have a very well educated workforce this workforce was to be educated to meet clear standardized described and defined qualifications because this was what was needed in the factories of the industrialized process and we are still in there actually we are still there that we in our philosophy in our underlying approaches to higher education believe that the clear defined curricula can educate the students of today for the job qualification needs they have in the future now if you think about what would be the next step and sometimes you see that already you can again in terms of architecture I've tried to represent it here on the slide you can say that it is a post-modern, disaggregated architecture this is the stator center of the MIT and the building tries to represent this kind of individualized mix and rip post-modern educational philosophy so basically that leaves us with the career of an idea of higher education which leads from the traditional model over the modern today existing model the post-modern model in which we can talk about individualized and diversified higher education so the access to higher education is becoming rapidly massified and the participation rates will until 2050 grow and grow and grow in industrialized countries as far as the OECD is concerned at least but also in the other continents and parts of the world especially the one which are industrializing now actually the one which are the threshold countries and then after this phase of qualifying students, graduates in a standardized way we will more and more move into an era in which it will become important to teach students according to their needs according to the contexts in which they are and according to the time frames which they choose they want to be taught after having a family, before having a family in between jobs, later in life, or earlier in life so there is an issue of access and inclusion here which needs to be an underlying an underlying which is an underlying development which needs to be taken into account when thinking about quality in higher education how can we cater for the individual needs which are there the third point, individualization and diversity what we can see today is that there are at least three drivers which are bringing about a more individualized learning one is the modernization of the world of work we can see that more and more there is a resolution of a system of fixed professions we used in higher education we are still used to orienting our curricula which we are having on basis to create our curricula on basis of clear defined professional qualifications so that our graduates are able to fulfill the jobs which are defined but we are more and more moving into a situation in which this system of fixed and defined professions is giving way towards flexible and competence oriented and enlarged and enhanced job understanding of professionalism in which students have to continually grow and continuously self-develop in a self-organized way is existing so in a way we are moving from a lifetime employment to a life long learning in a way and from a situation in which we think about graduates as the future professionals which are employed to thinking about entrepreneurial work which has to be done in the organizations more and more the second point which leads to individualization is the flexibilization of the world of education some points I talked already about we can see that there is a flexibilization of degrees in a way that informal and non-formal learning are becoming more and more important in a conference two weeks ago we had many discussions about this actually and we had discussions in which people said today it is less and less important to become a job to get a job to have a good credential today it is more and more important to be able to demonstrate the experience which I bring also and specifically from the informal and non-formal sector then of course the flexibilization of curricula and of learning context is more present today than ever we are looking at modularization of education so students can choose their learning pathways in a way more important then key qualifications and competencies become more and more important in the future it will not so much be important and for quality development is a key issue actually what students know but it will be important what they are able to do what are their competencies and that will be depending on the social and emotional abilities they are having it will be important to be able to take perspectives to take different points of view that is actually what computers cannot do today and the attitude and the underlying philosophy people have towards life the value system which is behind here where do I know from what is right or wrong actually academic education no longer will have to focus on just transferring knowledge but it will have to focus on giving students a compass giving students a direction how they can orient in a more and more complex world an OECD study which was just actually out a few weeks ago was comparing in 60 countries what are the most important main key competencies in these countries the first one from a list of 10 laws to create something new to be creative that is in higher education the first and foremost important key competence in a study in 60 countries the second one is to deal with tensions to be successfully to be able to act successfully in insecure situations and the third one was to take over responsibility to decide yourself for things so you can see that there is a big change towards individualized learning because of these different points, these different aspects I'm sorry because I have just a few minutes in order to have a few minutes at the end to have some questions and comments it could be great if you could finish in one or two minutes more yeah I will try to do that so what you can see here actually is that that there are underlying so to speak tectonic movements which lead in society to a changed context so that individualized learning becomes more and more important individualized learning means that there needs to be a possibility to move between the different educational sectors permeability will become more important and thirdly this again leads to a situation in which recognition aspects recognition processes are becoming more important when students are coming with some bits and pieces from higher education experiences and some bits and pieces from informal or non-formal education and some bits and pieces from training from vocational education and this all needs to be recognized in a permeable educational environment which is individualized and which is catered for their needs then higher education in total actually has a complete new quality challenge which I think we have to be very very careful to understand first of all and then also to try to turn our educational systems in this direction and moving over some slides now which are explaining this process of individualization a little bit more the unbundling of provision and assessment in higher education I already told you that we have started new European initiatives on micro-degrees and on open recognition in which we are thinking and aiming at creating a European passport actually as well a European passport actually as well and I come to the last two points flexibilization I think that has become already very very clear through online technologies we can digitally import curriculum and that means that higher education pathways will not look in the future like today where a student in university one enters university and then learns gets a certification from the same university but where students are in a situation where they can go different pathways actually and the last point digitalization as one of the big drivers actually but also a driver where we have no good answers to today if content is digitally everywhere available what is then actually a convincing digital strategy for a presential university it's a big question we still are discussing many many contexts in national and in Europe if you can learn everywhere what do we do in the classroom if learning communities are the big thing to network students together between themselves with the teachers with experts how do we deal with the situation today that students often perceive this kind of networking still as very artificial how does it become natural and learner generated content can we still or can we in the future as professional professional educators let go of our it's a monopoly of the only ones who are allowed and able to provide knowledge to learn and then of course the whole world of open educational resources I jump over it a little bit and come to my second but last slide in which I would like to summarize again I have shown some bits and pieces of what are the consequences of moving towards a learning society for higher education quality development and I have also shown and concentrated on the digitalization on the digital side and I believe that both these are factors which are taking higher education institutions and systems in between them in a sandwich position you can say and will change this higher education systems or what's more permeable lifelong learning systems in which academic education is just a sequential approach throughout life and not one in the beginning and in which many this association processes will happen so that we become a new environment actually an ecosystem of education which might be organized or oriented like students by academics and by professors and by higher education institutions but in which self-organization and individual pathways will play an enormous role the last years we have accumulated a lot of studies and knowledge about these kind of cultures which need to grow to enable and understand these processes which you can find here and with that I thank you very much and I apologize for taking a bit more of your time than planned in the beginning thank you very much for this very interesting speech and very suggestive for all of us thank you very much I think it's important if we have now almost 10 minutes for questions, for comments around your topics your ideas if some of us, some of the participants want to say something please you can use you can raise your hand using this app you can see this on the top of the screen or you can write your question on the chat as you prefer is there any comment, any question I see here that there is a question by somebody, by Renata how should we teach e-learning students according to the context many times e-students do not have the possibility of carrying out practical activities in on-site mode I think this is the biggest challenge actually to think about and if we would like to individualize learning in the way which I talked about I think what we need to move away from is to move away from a thinking in which everybody learns the same thing at the same time with the same objective the only way to do that in my view is to use learning design patterns which allow students to learn on their own projects because if students are allowed and are also asked to learn on their own project project based or initiative based learning then students can develop exactly those competencies and those issues for them which are important in their context okay I don't know if there is another question I think something like okay I have a question Daniel thank you of course very much it was really a very broad overview you discussed or presented for us there is a lot of challenges and you really pointed out the broad picture but I would like to ask you one of your slides was from Shen with the ladder and then at the notion he is a Swede you also had books from 1983 and 1986 and the issues on the ladder was very much what we are talking about now for learning and imagine that is 30 years ago more or less exactly 30 years ago he pointed out how we will deal with learning how we will deal with education and all those kind of things which you have presented for us but I would like to ask you why do we have this gap why are we still talking about this kind of issues what is missing we have been talking quite a long time about those issues so there must be something wrong in the system for the educational sector and educational system what is your opinion I think that there are several answers to your questions one is that society at large is constantly changing and there are constant new demands and we are now moving into a post industrial age have not arrived there yet but in some of the economy areas we see already that organizations are changing the business model are changing etc etc and so it is only natural that education is always a little bit also an observer of society and then tries to serve society in the way which it needs it but with only one answer I think the other answers that 30 years in the history of universities are not a long time but are rather a long time I think and what I always say is that the good thing with technology is that it is bringing us back to asking the questions which are not so much important for the technological development this is also important and interesting but technology when it enters educational institutions is bringing up questions which actually have to do with educational beliefs and philosophies and that's why I think that the whole issue of online education and e-learning and technology enhanced or enabled learning is very much of benefit to institutional development educational institutional development because we are put in a situation in which we have to answer questions from totally new perspectives and we see that we cannot continue like we did before with participation rates as I mentioned it of more than 60% in the future of one age cohort in academic education we will have to cater so many students in an individual way we have to develop new individualized answers to that and I believe that's a benefit actually and don't see it so much as a legging part I think we have one question more from Leona can you read it here on the chat yeah thank you very much for the interesting speech it gave much food for thought I'm currently researching the quality of instructional design of MOOCs offered by Coursera based on the quality matters standards any recommendations of course one of my references to our study in the Prological Quality of MOOCs yeah I think that the quality of MOOCs is an area in which actually the study of quality is on the one hand something which we can find lots of inspiration and because MOOCs are interesting from several dimensions they are often quite content oriented they are often in models where self organization is very important but other MOOCs are again also a little bit social oriented so to define criteria or to define quality for this kind of learning is I think very very necessary and at the same time it is quite demanding we have done a blog project a couple of years ago in which we invited experts who gave their opinions on quality of MOOCs and we found that apart from let's say the classical fields in which you say what is the pedagogy of the masses and so on also other interesting new considerations came into the game and that was a consideration is in the MOOC a drop out a problem or a built-in feature so somebody is stopping the MOOC without completing it this kind of drop out and this is a question which we in traditional education also in traditional more traditional online education had a clear answer to but which is coming up in MOOCs in which we can rather say that probably somebody who didn't finish the MOOC is not a failure or a drop out or a problem but is somebody who has taken his own self organized approach to his own learning opportunities so it's a bit let's say not comprehensive what I'm saying now towards your question but to be honest I feel not really able to answer the question very comprehensively because I think it's a very broad question which you answered and there's one thing also do you think it is correct for Spanish accreditation organization but the question by Renata to assess and certify e-learning programs by applying the same criteria models as the one applied to traditional educational programs well yes and no that's a question which many countries are helping actually those accreditation agencies which are focusing more on assessing the quality management system they are actually asking the question it's a higher education institution able to perform quality management processes which are shaping the educational offers the programs which they have in a way that it is beneficiary a benefit for students so if you ask this question in such a broad way you can apply it to traditional and to e-learning programs in the same way if you now go a level deeper and you're saying no actually I would like to have a look specifically at the delivery mode of a traditional versus an online program then of course you cannot apply the same criteria because you need to take into account different processes different standards for student guidance for teaching time for formats of delivery and you cannot so to speak apply exactly the same one-on-one from the one mode of delivery to the other mode of delivery so it depends a little bit in Germany we are moving towards quality management systems and in that we are always saying a quality management system should be able to deal inherently with the different modes of delivery that the university has so we do not need a specific one for you. Thank you very much this is a very interesting topic a lot of interesting questions to help to questions more but we don't have time to do it but just let me say something my question was related to the network how the network on different universities which is the role of the networks in this global quality situation today but we don't have time to comment that thank you very much for your participation and also for the participation of the people that stay here in your speech and also make some comments and questions to you and I think now to finish this webinar Eva want to say something just to close. Yes I would like to say something to close this webinar that's all I will thank you so much everyone who has participated today and of course especially with Daniel Ellis on behalf of the special interest group on tell and quality enhancement and this was our second webinar this autumn and we will have a tweet chat on next week and our group has just started so to say and we have a rather comprehensive and active action plan for the next year for 2018 and please follow up for our activities and please follow the web page at Eden web page we are collaborating with Eden very much with Antonella and Alfreda who is also here today so thank you both of the webinars this autumn have really already given a lot of food for thought which we will continue and also to cultivate our discussions and our contributions within the field of quality enhancement in tell so thank you very much all of you thank you bye bye


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وَأَقُولُ فِي القُرْعَانِ مَا جَاءَتْ بِهِ اَيَاتُوْهُ فَهُوَ الْكَارِيمُ الْمُنْزَالُوْ وَأَقُولُ قَالَ اللَّهُ جَلَّ جَلَالُوْهُ وَالْمُصْطَافَ الْهَاديِ وَلَا أَتْ أَوَّالُوْ أول I start with is Al-Ikhlaas, sincerity. How they were sincere people, Salafun Al-Saleh, Arab Highest, predecessors. محمد ابن الحنفية, who is the son of Ali ibn Abi Talib, when he was named after his mother, Al-Hanafiyah, Ali, رضي الله عنه, married after Fatima, and he had this son, Muhammad. محمد, he said about sincerity, كل ما لا يُبتغى به وجه الله يضم حلو. Everything which Allah سبحانه وتعالى's face is not seeked from a thought. The person is not looking to gain the face of Allah, يضم حلو will perish. I'll come to an end. If you haven't done this for the sake of Allah سبحانه وتعالى, and it was it for Allah's sake, it will come to an end. محمد ابن واسعنه, he said, لقد أدرقت رجالاً يكون رأس أحدهم مع رأس مرأتي على وسادة واحدة. قد بل ما تحتخده من دموعه لا تشعل بهم رأته. محمد ابن واسعنه, he said, I met, I came to contact. I met a people. These people, they were يكون رأس أحدين مع رأس مرأته. His head would be on the same pillow as his wife. مت سيعام بضر or on the same bed. Both of the Mon걸s the same duvet. They sleep together. This man is sleeping with his wife قد بل لا ما تحتخده من دموعه, the tears coming out from his eyes. Why else he is sleeping on a pillow is excessive. لا تشعر بهم رأته. And his wife is not aware of it. He hides it from his own wife. We sleep right next to him. لن يريد انها تعرفه لن يريد ان يكون احد يتأكد في مكتبه لا يريد انها تعرفه فاَتِزُرَكَمْنَارَهُ بِسَيْئَاَسِ لا يريد ان يكون تخطأ للمطلع وَلَقَدْ أَدْرَكْتُ إِجَانَاً I met a group of people يقوموا أحدهم في الصفه I saw a group of people I met a group of people محمد العبادة والبكاتف They are in the lion in the salah praying فَاَسِيلُ دُمُعُهُ The tears will be gushing from his eyes he will be crying على خده و لا يشعر به اللذي إله جبه الشخص next to him will not know that this man is crying هل أنت صلاة؟ He is crying The tears will be rolling out The tears will be rolling from his eyes And the person next to him will not know يعني they hold themselves so much That they don't want anyone to know They want this to be between them and Allah Because from the seven Allah is going to give the shade to the day of judgment is و رجل ذكر الله خالياً The man who remembers Allah Privately No one is around ففابث عيناه And his eyes just watered So that's what they want to be Even if they're with the people They want to make it as though these people will not be seeing them عبد الواحد عبد الواحد ابن زيد He said الإجابة مقرونة بالإخلاص لا فرقة بينهما He said الإجابة مقرونة بالإجابة مقرونة It is connected It's bonded with سنسيرتي And there is no way you can separate the two If you really want Allah to accept your dua And if you want the acceptance to come quick سنسيرتي He said لا فرقة بينهما There is no way you can disconnect one from the other There is no way that you can separate one from the other سنسيرتي And the acceptance of the dua Are one and the other أبو تياح يزيد من الحميد He said لقد كان الرجل يقرع 20 سنة ما يعلم به جيرانه أمان 20 سنة They'll be praying They'll be reciting His neighbor wouldn't know His wife wouldn't know His actual neighbors wouldn't know يعني he'll stand up قيامه الليل And keep in mind the Salaf Al-Saleh A lot of them their houses Or a large number of them their houses Were not Like our houses where you somebody would be doing something in the house And the other person wouldn't know The houses were very Fragile So the neighbor could hear what you're doing It could be seen it could be heard In some of their houses They would hide from their neighbors They would hide it from their wives Who live in the same house with them All of them they would hide They would hide from it from them They would not make They would not allow them to know what they are up to And what they're doing If I give you an example It's how we are when it comes to sins How we hide our sins We keep it private We don't want anyone to know what we're up to That's the way that they used to hide their righteous deeds Now you see the difference Now you can understand Where they are And where we are سفيان الثوريو رحمه الله He said كانوا يتعلمون النية كما يتعلمون العلم سفيان الثوريو he said They used to The salaf The pious predecessors They used to learn Sincerity The way that they would learn knowledge They would actually study it They would learn it They would train themselves They will always be on top of their hearts And their sincerity When they're doing something Why are they doing it? Who are they doing it for? They will always ask themselves this question As they would learn knowledge Because إِنَّ مَا الْأَعْمَالُ بِالْنِيَاتِ وَإِنَّ مَا لُكُلِّمْ رِهِمْ مَا نَوَهِ Every action is based on sincerity Who did you do this for? If you look at this world today People are bringing to the public Or they bring out on social media Everything that they're doing I want us to all Think over this point that I'm going to mention Insha'Allah Deeply The salaf are hiding good things that they are doing They don't want anyone to know it We on the other hand Are pretending We're actually not doing it We're lying And we're showing that to the people We give false impression We give false information to the people In things that we're not doing So we go to the Ka'aba and tell somebody Make, record me And you weren't even doing the dua Or we would Tell a person I'm going to sit here Open a book Just take a video of me And then after the video or the recording He closes it and he walks away from it To give the impression that I am a person Who is close to Allah A person who is this and that You give that impression False impression Whereas they رحمه الله جميعا عن ميال الله Be pleased with them They were hiding their good deeds That they did do ولي ذلك They were said that بعضوا السلف They would give sadaqa to someone And they would give sadaqa to someone And they would look around To see if anyone is there And they would cover their mouth So no one sees them I'm going to mention that Insha'Allah Insha'Allah Soon Now Insha'Allah I want to speak about the second بإذن الله الكريم عبادة And the salaf Used to come And they used to preserve And they were consistent upon it And that is صلاح How they were in terms of their صلاح And they're praying سعيد من المسيب Was said that he remained أربعين سنة 40 years 40 years سعيد المسيب ما أدن المؤدن إلا وهو في المسجد That the muaddin Never done أدن Except he was in the masjid 40 years سعيد المسيب سين It was said about him 40 years There was no adhan done Except that he was inside the masjid And it's not the iqama It's not the kbeerah of the halam يعني إذا أدن The adhan was not made for 40 years Any salat Except that the sa'id المسيب was in the masjid عبد الله من الزبير رضي الله و تعالى عنه He was said about him إذا صفى للصلاة عبد الله من الزبير If he went into the line of the prayer يعني he prayed كأنه رود من الخشور It was said that he was like a branch In the khushu' And how straight he was No movements, no taharruqat Nothing و لذلك It was mentioned from عبد الله من الزبير رضي الله و تعالى عنه He was well known for his salat Like he didn't know what used to happen in his prayer He didn't He was not aware of it When he went whenever he went into the salat He was still And he was straight Like he was a branch Like a tree that doesn't move He doesn't taharruqat He's reading his Qur'an And he's pondering over that It was said about him That حجاج بل يوسف One of the ways that he grabbed عبد الله من الزبير And killed him in the haram And hung him in the Ka'bah When حجاج Through the manjaniq To the haram Was that عبد الله من الزبير was praying And it was mentioned It was an ibadah And he was in Salah He didn't move from his prayer He didn't move The same thing was said about ألمام البقاري و رحمه الله ألمام البقاري was praying one day And as he was praying And he was praying And he was praying He finished the Salah And then he said to the people around him Can you check At the bottom of my garment Can you check Beneath my feet at the back Can you check for me ألمام البقاري و رحمه الله He said check My leg Beneath my From the back So they lifted his His Thor Or his clothing His garment When they checked He was bitten by a scorpion And it was still connected to him And then they said to him Why didn't you not leave the prayer Like what happened to you Is very severe Why did you not leave the prayer And he said I was in the middle of the Salah Reciting a surah that I couldn't disconnect I was in the middle of it I couldn't disconnect That's ألمامه ألمام البقاري ألمام البقاري And he said that every single chapter in the truth That he wrote Before he placed a hadith under that chapter All of the hadith in the truth Before he put it in his book He put it in his book When he was writing in the book When he was writing in the truth ألمام البقاري He put the hadith in there And put it in his book And he consulted Allah In every hadith he put it in there رحمه الله ورحمة الواسعة Then you ask yourself Why has this book become accepted by everybody These were the things he was doing He wasn't just scribbling a hadith inside a book There was a bigger thing to that There was a connection between him and الله عز وجل زين العابدين عريبن الحسين عريبن الحسين عريبن عبيض طالب The grand salam عريبن عبيض طالب It was said لا يترك صلاة الليل لا سفرا ولا حضرا عريبن الحسين It was said about him He would not leave the قيام الليل Whether he was traveling or he was a resident He never عريبن الحسين These are the children Of عريبن عبيض طالب He's from the offspring of عريبن عبيض طالب He's a little bit مع ذلك There's nothing that he believes that Oh, I'm saved Oh, I don't need to worry I'm from the From the family of the Prophet عليه الصلاة والسلام That my grandmother Is Fatima, the daughter of the Messenger of God I come from the Prophet None of that كان لا يترك He never used to leave صلاة الليل لا سفرا ولا حضرا ألمام البخاري رحمة الله Narrated in الصحيح لتعبد الله ابن عمر ابن الخطاب رضي الله تعالى عنهما Had a dream And in his dream he's so fire So the hellfire And he told that to his sister حافصة He told it to his sister حافصة And Hafصة was married to her The Prophet صلى الله عليه وسلم So Hafصة what did she do فذكرت who She mentioned the story لرسول الله صلى الله عليه وسلم Hafصة went and she told the story To the Prophet عليه الصلاة والسلام So that from this the Prophet sensed When he was told the story He sensed from it That عبد الله ابن عمرق Does not pray قيام الليل And the Prophet then said نعم الرجل عبد الله عبد الله is an honorable man لو كان يقوم من الليل If only he prayed قيام الليل عبد الله عمر is a good guy A very good man If only he prayed قيام الليل سالم Who is the son of عبد الله من عمرق سالم is the son of عبد الله من عمرق He said فكان عبد الله لا ينام من الليل إلا إلا قليلا From that moment onwards عبد الله من عمرق Never used to sleep at night except little Because the Prophet said نعم الرجل عبد الله عبد الله is a great man If only he prayed قيام الليل And he wants to make sure That he follows the Prophet عليه الصلاة والسلام Statement So from that day onwards His son said My father never used to sleep at night Except very little Not only sleep very little الفضيل معياذ رحمه الله He said إذا لم تقدر على قيام الليل If you are not able to pray قيام الليل If you are struggling to pray قيام الليل وصيام النهار And you are struggling to fast day time فعلم No أنك محروم مكبل كبلتك خطيئةك If you are unable to pray قيام الليل And you are unable to fast Then no أنك محروم That Allah has prohibited you from this You are مكبل your chain كبلتك خطيئةك And the thing that has changed you is your sins That's why you can't pray قيام الليل That's why you can't fast at day time You are struggling to fast It's because your sins are holding you captive They are preventing you from all of that Now إن شاء الله I am going to go into the third point Of how the Salaf were in أبادة The third one is ما يتعلق بذكر That which is connected to their ذكر And their remembrance of Allah ميمول ابن سياح البصري يورحمه الله He said إذا أراد الله بعبده خيرا إذا الله تبارك وتعالى Once for his slave إذا أراد الله بعبده خيرا If Allah wants good for you حبب إليه بكو Allah will place the love of his remembrance in your heart It's a sign that Allah loves you If Allah is If you are a person who is always remembering Allah In every context you are going to bring Allah up You are going to discuss Allah It's a sign that Allah loves you You mean something to Allah سبحانه وتعالى He values you سبحانه وتعالى يعني الله سبحانه وتعالى Seeds you someone valuable Someone honorable Someone who is worth something Or else He strips this from you محمد ابن عريبن الحسيد He said إن الصواء إقاء تصيب المؤمنة وغير المؤمني ولا تصيب الذاكرة لله عز وجله The thunderbolts They affect and they harm And they are going to destroy The believer and the nonbeliever But the one who remembers Allah He doesn't The day of judgment The ones who remember Allah سبحانه وتعالى Allah will save them Allah سبحانه وتعالى will save them Because they were ones who remembered him يعني السلف رحمه الله They were excessive in their remembrance of Allah سبحانه وتعالى Some of them it was said that You will never see them Except that they were Praying Or They were teaching Or they were studying Or they were doing There was not a moment that would go by That they were not doing And their remembrance of Allah was excessive خطيب البغدادي was said about him He was never seen walking Without something in his hand يعني always was carrying a book Or something to read Always remembering Allah سبحانه وتعالى He was always studying his religion This now shows us how important My beloved brothers is To be a person who remembers Allah So a person Drives He's got a car He even goes public transport Metro, train, underground Or he's driven by someone else Or he takes taxi Doesn't matter You say to yourself When I get to that destination I'm going to try my best to say A hundred times daily This is daily of course But before I get to that destination Inshallah I'll try to say a hundred times له الملك له الحمد وهو على كل شيء قدير If you don't say Before you get to the destination No problem You can still say after But you try to make sure That every time you are on a On a road You're striving You're driving You're talking to someone Between pauses You can do ذكر If you say له الملك وهو على كل شيء قدير A hundred times a day Your sins will be forgiven Even if it's as large As the ocean As the Prophet said Imagine that How many sins do we have It's a lot right Those sins can be forgiven for us If we just say these words The Prophet told us الله عليه وسلم كريمة تاني Two words تقيلة تاني في الميزاني They are heavy on the scale حبيبة تاني إلى الغرحمن They are beloved to Allah سبحانه وتعالى خفيفة تاني على اللساني They are right on the tongue سبحان الله وبرحمده سبحان الله العبن Three things Heavy on the scale Beloved to Allah Heavy on the scales Beloved to Allah And it's easy for you to say It's not hard What are they? سبحان الله وبرحمده سبحان الله العبن Just keep saying it It's not hard It's not a lot of energy That you have to exert My beloved brothers and sisters The people who remember Allah You tend to see That they stay away from backbiting Because it becomes an obstacle From blocking you This tongue brothers They said if they said This tongue If you don't busy it It will busy you If you don't busy it With something It will busy you with something You will be saying Things that are not necessary You will be doing things Which are not right So the tongue has to move Make it moving good Okay If you're not good At being quiet and silent No problem Talk But talk with what? Say خير يعني speak ذكر اتكار Keep using your tongue To do ذكر That's how they were سالف الصادح السلام عليكم If you're enjoying these videos And you'd like to keep up to date With all of the courses we're going to be running Make sure you head over To amauathome.com


There are plenty of words you could use to describe Brock Lesnar. Warrior, cowboy, but none fit him as aptly as Beast. He's never been a superstar, and he's personified. Domance like the Beast incarnate, Brock Lesnar. The mere presence of Brock Lesnar in the ring fills this arena with the air of anticipation. Everyone wants to know what level of carnage he will unleash in this match. I think it's a safe bet that Lesnar will receive whatever your expectations might be in that regard. When it comes to entering competition, Lesnar never holds back. And standing across the ring from him is the human red one, Omos. Just a towering, terrifying marvel of a human being. All the raw power and athleticism you can imagine. Omos has all the potential in the world to become a major superstar. He's sat under the learning tree of top talents and is now ready to stand out on his own. What punishment be dealt from Omos? You don't see Lesnar flustered like this very often. He's taken some good hits. While ultimately not invincible, Brock Lesnar has managed to dominate every superstar he's been in the ring with over the years. With that in mind, Corey, what strategy, if any, do you see for taking him on? Lesnar's obviously a freak athlete, but as we've seen before, if you can turn the match into a sprint, you have more of a fighting chance. Keeping the pace up and making this a speed-based match, you should be able to either tie or Lesnar out or disorient him enough to get the upper hand. He's heading back to the ring. Good into the corner now and the knee. Oh dear, this doesn't look good. He is still very much in this.