I'd like to welcome you to this webinar on the special issue of research in learning technology, the arts and science of learning design. So I'd like to welcome Youshae Moore, who's joined by five authors from the special issue, to talk about the papers. So I'd like to ask Youshae to kick off. What is learning design, and why is it important? Hi. Thank you, Caroline. Thanks, everyone, for joining us and thanks to the authors and thanks whoever's watching us. I'd like to prepare the presentation, so I'd like to use it. So I just hope you can see the presentation. As Caroline mentioned, this is a webinar based on the southern special issue of research in learning technology, which was recently published. And that special issue had nine papers in it, but over 22 authors involved. And the first question that you asked me is, what is learning design? What is important? Here, I'll use the definition from a previous paper, which is a learning design, devising new practices, plans of activity, resources, tools aimed at achieving particular educational aims in a given situation. Now, you might say, well, isn't that what we call teaching? But yes, it is teaching. Except that a lot of phenomenally different practice of education is invisible. What we do in the classroom, or how we teach, is kind of invisible, sort of stays in there and then. And the design knowledge of how we plan for teaching, how we create resources, how we create learning experiences, is predominantly passive. Educators mainly work by themselves. And it's very hard to share that passive knowledge between the two papers. So we argued that, in terms of learning design, we need, I mean, the idea about learning design is really about sharing critiquing, remixing that design knowledge. And we said that the three kind of theme or kind of grand challenge is, we would say, language practice and tools. The practice in terms of epistemic practices, how we learn at political practices, how we teach and design practices, how we support further teaching and learning. Language in terms of how do we represent those practices particularly graphically, computationally, and how we talk about design. How we represent our design origin and share it, how we connect it to other fields of learning. And tools would allow us to alternate, share, improve, remix, and implement all those. So the special issue was really based around the themes and the papers have referred to these themes. And maybe now we can kind of have a quick introduction of the co-authors who are presented here. And they will let them talk a bit about their papers. So maybe Elizabeth, maybe you just want to start by presenting yourself and then we'll move on to the next topic. Well, again, I said perhaps we can have a quick round of introductions and then we'll discuss the papers. So I just suggested Helen, maybe you want to present yourself and say a few words about the paper and if you have any special issues. OK. Thanks, Yashay. Yes, I'll go first. I'm Helen Warnswood from Staffordshire University. And I contributed to the Rashima and the Warn. So I had a look at using the template that I've been working on here as part of the best practice models project over the last few years and looked at a more particular lesson. So I think that's maybe all I want to just say at the moment, I think, but I think we're coming on to the paper shortly. Thank you. Valerie, do you want to introduce yourself now? Hi, I'm Valerie Emma from Institut Français d'Education in Lyon, France. And I present in this special issue our editing tool called Scene Edit. And I will talk with Michael and Luis about the Rashima too. Thanks. Thank you. Liz, do you want to present yourself? Hi, I'm Liz Masterman from Oxford. I worked on the Learning Designer Project with Diana Laurelard and a cast of thousands. I'll be talking about a paper which Brock Kraft and I co-wrote on representations. But we also contributed to the Learning Design Rashima and two paper. Thank you. Luis Pablo? Yeah, hi. My name is Luis Pablo Prieto. I'm from the University of Valladolid. And in this special issue, I have worked along with nine other authors, some of which have already spoken here, about the Learning Design Rashima too, which is a paper that tries to compare and see how different learning design tools look at the activity of learning design at a concrete learning center. And we'll talk more about that later. Thank you, Michael. Yeah, hi, everyone. I'm Michael Michael Deantl from RWTH Aachen University in Germany. I have contributed to the Rashima on two paper under the superb guidance of Luis Pablo, tried to build a learning design of the given sequence using a tool called OpenGLM. And I will briefly talk about this later. Welcome. Thank you. So somebody asked that we share the link again. So I'm just showing it on the screen now. That's a link to the special issue itself and the QR code I will put in the middle of these days. But what I'd like to also now quickly talk a bit about the history of how this special issue came to be. So it all started with the Learning Design Group, which was a stellar network of excellent theme team on learning design. That's a group that worked together for a year, producing a set of resources on learning design. And we also ran a series of workshops. One of these workshops was the ASLD workshop, the Art and Science of Learning Design, which was run in October 2011 at the London Knowledge Lab. And we had around 30 contributions. We had very intense discussions over a period of two days. And when we thought about where do we want to take this next, one of the ideas that came out was to publish a special issue until we had a call. We agreed with research and learning technology on the call for a special issue. One of the, I think, points in favor of research in learning technology, among other things, was their open access policy. So we were very happy to know that our papers would be accessible freely to the world. And there were likes that we had a call which brought in, resulted in nine papers. So some of these papers are directly derived from contributions to the workshop, such as Susan McKinney's paper, which is an improved and enhanced version of her contribution to the workshop. Some of these papers were some reflection actions after the workshop. So for instance, the Demetriades and Goodyear papers would be in that category. And some of them are actually the result of work that we did post-workshop, so mainly the two Rashomon papers. The idea came out towards the end of the workshop, because one thing that we discussed a lot is the various representations and tools which we use in learning design. And we thought as a way of just the positioning, comparing, and really demonstrating the breadth of possibilities in this area, would we could take a certain learning and follow it through a variety of tools and representation. We originally thought we would have one Rashomon paper, but in the end, that project kind of expanded to a greater, to such a sized scope that we decided to split it into two papers. So what you see in the special issue actually maybe I'll see if I can share the, see if I can share. So here you can see, I don't know how magical this is, but this is the actual special issue itself. And you can see, as I said, the first papers is an editorial trying to reflect on what is learning design, so drawing on other traditions of design and conceptual issues of design, and highlighting these three themes of grand challenge learning design. McKinney's papers is sort of a theoretical framework for learning design. Then Posey and Perseco give a kind of overview of different approaches, and so on. So I think maybe what we should do now just because we have limited time is perhaps let the other speakers present their papers. And then we can have an open discussion around this. So Helen, perhaps you want to start with just a presentation of your paper? Yes, sorry. I was just trying to check that my microphone is working there. Yes, it's a pity that none of the other presenters, none of the other authors of this paper are able to be present today. So that's quite a shame. It's quite difficult to talk about the whole paper just on the own. But essentially, the work is five, I'll just get a release. The five tools that we used to represent in the healthy eating scenario. So sorry, my phone got me. That's the wrong thing. So essentially, there were the five different approaches. The four SPPI's, model of 40s, eDesign tablet and the design principles, database, and the design narrative. What was interesting doing this was certainly for me the challenge, which was to use my own tool on this lesson. And I think that looking at both the papers, I think that that is certainly something that all of the authors have found a real challenge because the lesson was not based on a wholly online environment. It was all to face-to-face activity in it. And it had some unique features. So I think everybody found it a real challenge to express the learning design. But that in itself was part of the interest of this challenge to explore the learning design tool. So the actual paper, the Rashomon here, had, I think, two or three main types of approaches. So the four SPPI and four teams were really tools that enabled a teacher to express their learning design. But the eDesign template that I contributed and the design principles database was slightly different in that they emphasized the use of design principles. And this, I think, is something interesting looking at some of the others, which seems to be a challenge or a tension here between a tool that allows a teacher to express what they're already doing or what they've already planned to do and to share it, maybe, or learning design tools that actually challenge the teacher to create something new, something innovative, or something that follows a pedagogy that they weren't originally intending. So I certainly see that as an interesting challenge for a tool. And you may well need several tools. And I think that that's where the discussion here boils down to a lot of it is about the challenge for a variety of different tools and what tools might be useful at different stages of the process and the design process and what tools might be useful for different purposes. And I think quite a lot of our discussion now can move on to which tools are appropriate at which stage or for what purposes rather than each tool trying to do everything, which I think is certainly a possible challenge for you. OK. So I'm not sure if I can see any questions or comments or not, but I'm just trying. Well, I'm looking at the Q&A panel at the moment. I don't see any questions specifically yet, but perhaps when we proceed with the discussion, we'll be some questions coming back to that paper. Liz, do you want to prevent your paper? As you said, you participated in two papers. But the learning designer one was, I think, quite different because it focuses on one tool and on the philosophy behind it. Yes. Right. Ishe, are you going to show the slides for me? Yes. Right. So the first one I need to see, that's it. OK. And I'll just say next slide, please, when it's time to move on. Well, thank you very much. And good afternoon, everybody. In this paper, Brock, my co-author and I focused on the Grand Challenge of Language or Representation. But it is, of course, inseparable from the other challenges as our research project was designing representations to help teachers to model their practice in a digital tool, the learning designer. The project itself was actually led by Diana Lorelar to the Institute of Education and was a collaboration of six universities. So could I have the next screen, please, Ishe? Thank you. This is just a very quick screenshot of the design designer. It was a big and complex tool, so I'm just going to cut a very, very tiny part of it. So we created this tool in order to help teachers develop their practice within a knowledge building community of educators. So it doesn't only support tasks in the design process, such as specifying learning outcomes, activities, and resources. It also provides an environment in which teachers can manipulate representations containing these elements. They can model the kinds of learning that their students might experience when the learning design is implemented in learning session. And they can explore how changes in the learning activity and all the use of digital technology could affect that learning experience. And when they're happy with their design, they can implement it with their students as a learning session and also share the representation with other teachers. So next slide, please, Ishe. Now in their introduction to the supplement, Ishe and Brock pose these two big questions in relation to representations. How to define the key concepts and how to present them to practitioners. In our paper, we try to suggest through demonstration that the designers of tools like the learning designer can maximize their chances of successfully addressing these questions if they apply principles and guidelines derived from theory when they're designing these representations. And the framework we use is called epistemic efficacy. Rather hard to pronounce. It brings together five dimensions of design with the goal of representation to accommodate the concepts of learning design and the relationships between them. The task of design, that's what teachers do and they do the design. Reasoning and problem solving, so that's the cognitive or mental operations involved in design and the characteristics or the individual idiosyncrasies of users and all in a tool that's easy to learn and use. I think that bottom point has got missed off the bottom of the slide. So I'm just going to touch very briefly on the first three of these. So coming next slide, thank you. So this is a conventional lesson plan in a tabular format. And it shows most a lot of the concepts, outcomes, activities, resources, and timings. The only relationship between those concepts can be easily expressed is a chronological order in which activities take place. And also, the heights of the rows representing the learning activities are determined by the cell containing the largest number of text lines on each row. So you can't easily work out from that or make inferences about the relative proportions of the lessons spent doing different activities. Next slide, please, because now we're going to look at the learning designers' timeline of learning activities. You can now see the relative length of the different activities.  The learning designers added some new concepts, which you can see in the colored bars in each learning activity. And they show the relative proportions of the different types of activity, the cognitive activity in which the students will engage when they're doing their learning. So there's acquisition, which is reading, listening, or watching, inquiry, discussion, practice, and production. And as you can see, a lot of the activities involve discussion in this design. And these concepts have been added to make it possible to model the students' likely learning experience. So in terms of epistemic efficacy, the learning designers' timeline has added both to the ontology or the content of learning design, the domain, and to the task. It's also used in a timeline in a special way, which has implications. But you can read those in the paper. Although the teacher can sort of see what proportions of learning are made up in taking the different cognitive activities in individual activities, you can't really work out very or see very clearly how that adds up to the total lesson. So on the next slide, please, the teacher can switch to the analysis view. And here, the cognitive activities have been combined into a single pie chart for the whole lesson using the same color coding. And this is an example of what's called re-representation, showing the same data in another format in order to facilitate a different mental operation. So let's just quickly see the modeling functionality at work. Next slide, please, Youshae. So suppose the teacher decides to see what happens if she asks the students to work individually rather than in groups and to write an essay for homework. What happens was that the cognitive activity discussion has been much reduced. And there's a bigger element of practice and production. And what's important is that neither of these two models is right or wrong. What the learning designers doing is to help the teachers see in advance how variations in learning activities could alter students' likely learning experience. And it's likely, it's not predicting, it's only suggesting. So they can tune their design on the timeline and check the outcomes in the analysis view until they're getting quite close to what sort of learning experience they want their students to have. And we analyze the evaluation data using the same framework. And you can read about it in the paper. But the main points I want to make here is that learning designer introduced new concepts, new representations, and new activities into the task of designing for learning. And these entailed additional cognitive effort on the teacher's part. But we found that this can be acceptable to teachers, provided the tool offers them something in return. Learning designer does this by offering insights into students' possible learning experience. It does enable the teachers to review and refine their design. And this notion of repayment for additional effort applies also to the intended role of a learning designer in supporting knowledge building among the teaching community. Because a teacher contemplates in reusing a particular learning design needs to have sufficient information about the pedagogy contention underlying that design to be able to make an informed decision about its usefulness. And this requires the person who is sharing the design to make explicit some aspects of their practice that are normally tacit. And there may be more motivated to do so if they too can benefit. And I'll leave it there. Thank you very much. And I think we'll just, again, move ahead and quick order to the next paper. Well, today the last paper we'll share today. And we have three offers for that paper, right? So Michael, I think you guys will share your own presentation, right? So I'll switch over to you. Sorry, I thought that we were actually going to use the GSA's slides at the end, but I will try to open them now. Because my computer just died on me a few minutes ago. Okay. Okay, well, you can start with my slides while these probably twice. Okay. Yeah, probably that works better. Okay. So just tell me when to put the slides. Time. Okay, so what we did here in this learning design Rashomon two paper, which is actually quite similar to what Helen already talked about about the Rashomon one. In their case, they were looking at conceptual tools for learning design, conceptual approaches on how to do this learning design activity. And we kind of wanted to do the same thing for the technological tools that are out there and that are being developed right now for supporting learning designers. So our goal mainly was to aid researchers and practitioners in choosing the tool that best fit their goals, because actually it's quite difficult to keep up with the different tools and different approaches that are being produced each day, right, different research teams and so on. So we wanted to give a wide overview of what's out there right now, what's being developed, and what we wanted to have as a wide variety of tools, different approaches, different kind of levels of learning variety and so on. So what we did is we tried to model this same healthy eating scenario that was also used in the Rashomon one paper. And we asked each, the teams that did the development of the proposition of each tool, we asked them to model the scenario and try to come up with what were the difficulties and we tried to analyze what were the differences, the commonalities of the different models that were the output of this modeling of the scenario. So if you go to the next slide, thank you. I will, I have my slides open. I don't know if everybody can see the whole page. I think, at least I can't. So I think I can try to switch to my screen now. Just one second. Okay, so I hope you can right now see my screen. So the five tools that we use in this paper were basically the learning designer but which at least has already done a proof a minutes ago. Then we have the CADMOS tool, which was a tool a little bit more technically oriented for teachers that maybe are not experts in learning design but do have some knowledge of technology and they want to design courseware for online courses and also put those courses or those designs into a learning platform like for example Moodle. Then we have also WebCollage, which is another tool for teachers that is more focused on a specific pedagogy and collaborative learning activities. So it helps teachers who may not be experts in learning design or learning collaboratively and collaborative learning, sorry. It proposes them to do this learning design through what they call patterns which are like strategies that have worked in collaborative learning like the tips or strategy, peer review, brainstorming and so on and use that as the building blocks for doing the design. Then we have also the ZenEdit tool which was done actually by the team of Valerie and maybe Valerie can now say a few words about their tool because probably she'll do that much better than me. Yes, thank you. So ZenEdit is for teachers as designers to design blended learning situation and scenarios and as WebCollage, the design can be done through patterns and the main emphasis of this model and tool is on the intentions that the designer wants to achieve through strategies. Okay, thanks Valerie. So that was the fourth tool and the fifth tool was the OpenGLM tool and since we have here also Michael who is one of the main proponents of the tool, I think I'll let him do the talking and go a bit deeper into what's OpenGLM so that people can see another quite different approach to the ones that we have seen so far, different approach to learning design. So that's up to you Michael. Yeah, thanks Luis Pablo. I will just try to put on my slides and I try to arrange them on the screen nicely, hopefully. Yeah, so on the OpenGLM is a visual modeling tool for learning design, actually for IMS learning design. It is one of many in that respect but it has some features, I think that set it apart from others. It was started actually many years ago in an FP6 project and built on the reload tool which was built somewhere in Bolton in the UK and via several EU projects, it got connected to different repositories, got integrated with design pattern approaches and other things. So this is probably one explanation why the user interface has become quite yeah, populated by now. You can see it on the slides. This is the representation of this healthy eating scenario, at least part of it. Actually it was a bit of a longer sequence but here you see one cut out. You have different roles who are performing activities and one challenge I think in all of these, in all of the tools, was to represent how the different people, the different roles are interacting in this scenario. And in OpenGLM this is done by attaching roles to activities and if you want to get a broader overview of visual learning design tools that allow the orchestration of activities based on similar approaches and visual approaches, I may point you to the other paper by Katsamani and Mary Katsamani and Simus Retalis also in this supplement, which is called just looking at orchestrating learning activities using CAPMOS, which is the tool developed by Simus Retalis and his group but actually they're also comparing it with other tools from based on different perspectives. Anyway, when you model such a scenario that is described in textual form you run into several difficulties and these difficulties vary by type and intensity across the different tools. For example, the difficulties I ran into here was that the scenario we had was not pure online or computer managed scenario, actually it was a mix of face-to-face and virtual activities, which is very hard to represent using such an IMSLD authoring tool. So we cannot represent physical artifacts from the real world, for example, the kids pinning photographs on pin boards and similar stuff, so what I had to do is come up with a way of representing this in a virtual space, which of course moves away from the original scenario and kind of creates a variant, a new one. There are other issues, of course, for non-IMSLD experts or non-learning design experts, for example, related to terminology, so you can see a lot of terms like roles, activities, add-ons, environments and similar terms in the user interfaces and people who are not familiar with those terms will have a lot of trouble using those tools also. Yeah, so that was it. One example from the OpenGLM perspective. I think we can move on with more findings that Luis Pablo will present from the study. Okay, thanks, Michael. So I hope you can now see my slides. I don't know why they are kind of flashing. But I'll try to be brief so that your eyes do not pop out of their sockets. So basically we end the paper after following this kind of same approach of representing the scenario in the five different tools. We wrap up with a discussion of comparing what were the different perspectives and what we learned by doing these five different representations. So we found different sorts of things and there's more detail about that in the paper, but we found different tools were aimed not surprisingly to different audiences. So depending on who you are, you might find more interesting one tool or the other. Also, different tools have different pedagogical specialties like some are more aimed to collaborative learning, some more for online learning or blended learning and so on. Also, as it has been mentioned by Michael already, there were difficulties in generally modeling physical resources, resources that are not virtual, not in the web and so on. And that stems from the fact that many of these tools were originally thought as tools for modeling online courses. So if you want to do courses that are not online, you're going to have a little bit of difficulty with some things. And also that different ways, different tools are coming up with different ways of going farther or beyond the design and into the implementation of, for example, the technologies that are implicated in this design. For example, in some cases we have to do that manually or either by the teacher or by some technical staff that supports the teacher in implementing this design idea that has been modeled. Others do it via IMSLD standards and platforms compatible with this standard and others can do it via the systems like loops which try to draw bridges between these heterogeneity of learning chain tools that exist up there and the different learning platforms that are being widely used today like Moodle or Blackboard and so on. So in the end we kind of conclude that there is, and this is interesting because it's a bit of the same thing that the Rashomon 1 paper found out that there is no silver bullet, no tool that does everything for everyone. But we rather have an ecosystem of tools that may be useful for different purposes, for different people and for different moments in the learning design process. So going into this idea of the ecosystem of tools, maybe Michael is going to introduce what some of the authors of the Rashomon paper have been up to in the latest year trying to put some of these ideas into practice. Yeah, thanks Luis Pablo. I was just trying to share again my screen that you can see, I hope you can see my browser window which shows the homepage of a recently, or it was started one year ago, a project called METIS. It is founded by the European Commission in the Lifelong Learning Program. And some of the presenters here are involved. Actually Luis Pablo's institution is coordinating the project, the Anistimitriades. That the idea there is to support these co-design activities in different educational contexts using different kinds of tools and different kinds of implementation possibilities. And what we have there is the concept called Integrated Learning Design Environment. I will go there briefly. If you go to ILDE, UPF, EDU, you will find a platform that as you can see or could briefly see at the bottom integrates different learning design and conceptualization tools to allow people to create representations to plan their teaching activities. And in the end via Cloupies that Luis Pablo has mentioned briefly to deploy those designs to different runtime environments. For example, to Moodle or Google Docs or other environments that you can think of or whether an adapter exists to ILDE. So please go to the METIS website and subscribe to the news feed. And also you're invited of course to join the ILDE where you can or will be able to see new stuff generated by the people that are also published in this ALT supplement. Yeah, and I think Valérie maybe wants to add a line or two on the same edit as I see it on the slides. I just mentioned that Senedit will be available on the new version of Cloudline LMS platform. The first integration has been made in this new version and in the release in next September there will be a complete integration of how is this model inside Cloudline LMS. Thank you, Valérie. I know this is a bit unplanned but if you can quickly load Senedit in your browser and just give people a quick impression of what it looks like. Because we've seen two other tools so maybe it's an opportunity to give people an impression of a third learning design tool. While we're waiting for that just I'm quickly noting there is a question in the Q&A am I right in thinking that this is a pedagogical planning tool rather than an authoring tool for interactive online environments. I think there is perhaps some un-clarity here about what is a learning design tool what's the relationship between a learning design tool and a tool that's used to actually run or enact learning activities. Liz, Michael, Luis, Pablo, maybe you want to comment on this. Shall I start because it was asked while I was doing my presentation. It is true that the learning designer is more of a pedagogical planning tool than one for authoring activities. I think if we thought or there has been a proposal that the learning design cycle has got four different cycles the planning or design, setting up the learning environment, the running with students and the reflection afterwards and tools will support different aspects of this and the learning designer I think it's present incarnation is just purely for the actual planning side of things. Thanks Liz, anybody else wants Michael, Luis, Pablo, maybe you want to comment on the whole learning design process and how you see the different tools in the different phases of this process. Yes, maybe it's useful that we talk a bit about discussions we have had inside this current project that we have where we have different people from different perspectives trying to get into this integrated environment and see how do we make some sense of the different tools that are out there and the different ways and different moments and so on. What we have come up to right now and I'm not saying it's the perfect solution but that's what we are actually trying in the trials we are doing right now is like dividing the learning design oh thanks Yixie, I was just going to do that. So it's about dividing the we have divided this whole ecosystem into three big buckets one which is the conceptualized part which is maybe more akin to what the learning designer does it's more about thinking about the activities the different, it's more conceptual maybe. So they are out there a number of templates, approaches basically tools that have been right now being showed by Yixie's screen you have the course map, design patterns, design narratives, there are many tools out there and there are many other which we have not yet integrated into this environment but we can see that there are more intended to see how we can help teachers in thinking about their learning activities. Then we have another level which is the authoring level which we call which is more detail more going into what the audience was asking about let me see, the authoring tool for interactive online activities so that's more the league of web class, open GLM or the CADMOS too which are more detailed and more intended to always doing an actual implementation in an online environment for example and then we have a third phase which is one could argue it's not actually a designer it's not like the role of a designer to go into this place but that's something that eventually someone has to do which is the implementation so once the design the activities in the learning design have been more or less defined and they are detailed enough you can actually go and put those activities into our learning design platform that students can actually use and the teachers can actually use in the classroom so that's what we have come up with right now which is showing the one of these authoring tools which is web collapse and it's using some of the patterns that it has that's a brainstorming pattern if I see correctly so just to finish we kind of see these three big really rough ways of classifying the tools but this is not the only way and probably others in this kind of speakers have other ideas also Thanks Siris Pavlo Michael do you want to add anything to that or shall we see if we have any other questions from the audience I think which Pavlo made it quite made a quite good point I think the before, during and after learning design which is the conceptualization the actual act of authoring and designing and the release in the runtime environment are if you want to break it down into three phases that appear quite reasonable also from computational perspective I mean with Pavlo and myself we are more from the technology side so we are interested in reducing the complexity of the interfaces between the phases to be able to support as many processes as smoothly as possible so this is why three phases I guess make a lot of sense although it is sometimes difficult to put one tool into one specific packet but I think most of the things that we have seen here are authoring tools and some of them conceptualization tools but as I said please feel free to get an account at the ILDE you will find many ways of conceptualizing your designs there including personas course maps and other things and you will also find links to authoring tools and deployment options sorry, thanks Michael so I think just quickly I'll remind you that we're getting some I'm okay if you want sorry? Yes, I was saying that I was ready to present to Senedith if you want Yeah that's brilliant, so let's see that now please I just have to share my screen so can you see as I have no feedback can you see my screen with these pictures on the right and on the left yes, we see it now okay, so I just I will start again there is a demo website where the login is a demo Senedith but it's on the URL I've given to you when you login you can see some samples of scenarios in English there is lots more in French version just to show you that there is lots of scenarios designed with our teachers so here you can find the inquire alphiating scenario so I double click to open it then you have the vision of the scenario with a graphical vision of the tree and if I click on show images you can have more or less the script of the different interactions that are used in the scenario so if I just go back to the global vision you have the intention of the teacher in this case it was to develop the inquire based learning process acquisition and the strategy which is used you can see it in yellow if I reduce the situation you just see the different faces of the enquire project so there were 8 faces in the enquire project it was seen as a circle it means that you can go from one face to another face and start anywhere here you have a second role representation but we are working on another visualization which can be in any order and if we develop now the situation level we can see for each face for instance the first face it's to find the topic of which the pupil will make his enquiry you have two interactional situations the first one is to listen to the presentation and the second one is to define what topic to study among the enquiry so if I click on this second item I can see with visual interface what are the different elements of this situation so I can see that it's in the who it's a pupil which is doing this interaction alone with some tools so you have a laptop and a website the resource it has in incoming a document and synthesis produced by the teacher and you can see here the locations which means what are the type of classroom you need or if it can be in any in any location where is the internet connection for instance this is an example and here in the description the teacher can write down all the the guidelines for this situation and he can also link this situation with the non-agitem which are supposed to be mastered during this global scenario so this is a very short tour of ZenEdit just in easiest component you can have library of different components here you have the components listed in this scenario the intention the strategy and the interaction of situation and in the context you can define what kind of knowledge is used so for instance for this scenario it's very short knowledge context but if you see for instance the other one you can take all the competencies capacities from certification program and integrate them in your scenario and here you have the properties of the scenario which are more textual which can inform on the duration of the scenario and the knowledge context which can be used inside the scenario so thank you I will hand share my screen if I able to thank you Valerie I think that again looking at these three different tools that we've seen today again gives us a a sample of what what readers will be exposed to if they go through the papers in this special issue but also reflects back to the question that we discussed about making educational practice visible by giving it textual and visual languages to represent and share that knowledge and the different representation seeing the fact that we don't have a single canonical representation in a single ultimate tool but rather need to look at the ecosystem of different representations and different tools and we hope that this special issue captures a good sample of those to quickly remind us that essentially we've really just touched on three out of the nine three or four of the nine papers in this special issue so as I said Susan McKinney's paper really tries to look at learning design from the practice of learning design and the tension between researchers and experts and novices or practitioners and argues for an approach to learning design that would work within the boundaries of what is possible in practice both in Persico look specifically at designing for computer support collaborative learning but again try to provide some taxonomy of different approaches in this field and then as I said Goodyear and Dimitriadis were I think two of the pioneers and the most prominent figures in the field of learning design on one hand a sort of a theoretical reflection on the state of the field and propose a new approach which they call forward oriented design approach and look at that sort of specifically at the difference between design for orchestration and design for reflection another paper that was mentioned today was Testimania and Ritalis which focuses on the CADMUS tool but actually also discusses five other popular learning design tools and make some arguments about what still these tools provide and what still need in terms of integration of learning design tools in common practice I think we're actually we're close to the end of this session let's have a quick look at the Q&A and see if it might be that not seeing I don't see any questions that we haven't addressed in the Q&A but if I'm missing something perhaps Mark can help us there does anybody want to just make some final comments about the experience of writing this separate discussion issue and what you've learned from interacting with the other authors I don't know I might say just a few words I think it's interesting and it's sometimes maybe you don't find many special issues that despite the fact that the works are really different and different people different approaches, different tools but at the end especially if you look at the Russian paper it was really nice to see that we kind of came up to the same conclusions of trying to to see or to see learning design as something that is supported by ecosystem of approaches ecosystem of tools and that there is not one single way of thinking about that and that we should try to instead try to support this kind of dialogue among the different representations the different approaches and so on and try to keep whatever we propose open for interaction with the other approaches or the other perspectives but that was from just what I know this Thank you. Any other final remarks from many of the authors of the papers today? Okay, well again I want to thank everyone for contributing to the special issue and I'll just quickly share the screen which has a link for the issue and pass on to Caroline Let's just say thanks very much for joining us for the session and thanks to Yishay and the authors for a great session and the recording of this will be available on the Elk YouTube. Thanks a lot.


Okay, so I kind of have the leftovers in some sense and there's a lot of things that can cause it and there is some overlap with what Renee talked about But we'll kind of touch on a few more things. So You know we talked about the emboli causing it and GCA In terms of hemodynamic causes you can kind of think of it as reduced Perfusion to the retina and so there's a few things that can kind of fall under that category including Hypotension high blood viscosity Hypertension and then just in general reduced ocular perfusion for other things and we'll talk about that kind of other bascular other than the emboli and basculitis if Fistulas causing like steel from the retinal circulation vasospasms and then I guess migraine shouldn't be there This is kind of like optic disc brain kind of other optic Tracked stuff migraine optic disc edema optic disc anomalies gave gaze of us invoked Emerosis we'll talk more about that and then there's kind of these miscellaneous ocular causes So Renee did touch on this but just to kind of try to differentiate things For retinal vascular insufficiency or hypo perfusion the symptoms in general are longer So not in the seconds to minutes range less rapid onset The vision loss is maybe more patchy less distinct But they can still describe it and positional and usually a lot of times people will describe kind of a peripheral constriction of their visual field and Again, I think we all know from being in clinic and being on call These are only general guidelines and anything is possible, which is this scary part of it all so For retinal vascular insufficiency high blood viscosity can cause reduced blood flow just as an example You know reports of people with polycythemia vera About 10% of those patients can complain and just transient monocular vision loss With reduced ocular perfusion systemic hypo attention could potentially cause it I mean it's little rare and not kind of a classic presentation to be monocular But in theory if there's a drop in systemic blood pressure and some asymmetry of the interior Circulations and stenosis on one side more than the other you could get this unilateral presentation Anything with low cardiac output, which could include, you know arrhythmias is Definitely a cause and then crowded artery occlusion not only you can have the emboli but just not enough blood flow And so you can get these situations where You're not getting enough blood flow and then there's stressors to the whole system that cause the vision loss too So again history is just really important to try to see if you can get any other clues To what's bringing this on what makes it worse so light induced transient vision loss or amorous. This is You know you're not getting enough blood flow and the thought is that the light and having that much stimuli in the retinal System is kind of putting it into a higher metabolic state that it just cannot keep up with the demand and so People will have these episodes where they say you know in the bright light or these situations is when I notice it There are some reports. I mean not this is not super common, but just kind of interesting that you know post-prandial same kind of deal that you your body is Putting all its energy into your digestive system in theory and causing this transient vision loss reports of exercise induced transient vision loss, which could be from you know Hypo perfusion it could also be you toss phenomenon if you're raising your body temperature Just to reiterate carotid dissection if you think you know definitely painful at flatter a little vision loss and Especially if there's anything else like if you see any sign of horners or anything kind of leaning you towards that Definitely something to keep on the differential with chronic ocular hypoperfusion This can be more I mean it's still transient But it can be a little bit longer like into the hours time frame and some reports of positive visual phenomenon You know again, you can read all these reports and there's always exceptions to the rules, but you can kind of just categorize it Yeah Well like Eileen's patient headache anything anything that's not Exactly like that. So I mean I think that's a good tip-off that this isn't you know It kind of puts it in another category that we need to be a little bit more worried about and I don't know on him If he had any it sounds like he didn't have anything else on exam But any ptosis any pupil abnormalities, but yeah painful including just the whole So Again under this category of just vascular insufficiency if you have venous hypertension Which could also be from if you have really high intraocular pressure causing this can do that extra cerebral steel so AV malformations that Caused the blood to be kind of shunted away anemia So I think Renee touched on this but either central retinal artery Occlusion impending or partial or impending central retinal vein occlusions Can kind of present as this transient vision loss? And so again, it's something you really need to keep on your differential and if you see any kind of asymmetry in the vasculature or Just you know something that kind of tips you off that needs to be something you can get an FA for but keep in the back of Your mind there were reports with central, you know a few case series of central retinal artery Occlusion like impending occlusions that they more commonly had these like negative visual phenomenon again, not always the case but You know, it's kind of a scary thing so we have to take these seriously so I Think Renee talked a little bit about it, but we really just you want to Look for anything that can help you figure out what category to put these in so on the fundus exam Venus distention anything that's kind of showing been a stasis retinopathy blot hemorrhages and then Think about, you know, look at the whole life. You have any signs of anterior segment ischemia You know that can tip you off to a ocular ischemic syndrome and Kind of just help you differentiate these things Okay, so we've mentioned these vasospasms before and this is kind of a difficult area so it's Symptom-wise can last 15 to 30 minutes so it kind of in this mid-range Usually, it's gradual associated with positive visual phenomenon, but it can be really severe and you can have complete vision loss You you need to make this diagnosis as a diagnosis of exclusion and it can be associated kind of associated with the migraine it's this gray area, but There's reports of renaught syndrome where you don't have any systemic I think I mean really rarely having any systemic signs and then having these basis basins But basically if you're making the diagnosis as a primary basis spasm You've need to have excluded all the scary things that we've talked about and there are a lot of them so the retinal and just kind of to put this to kind of give us a little bit of Background retinal migraine classification Which kind of falls into the vasospasm category or there's some overlap between the two? They need to have two episodes of transient monocular visual loss associated with or followed by a headache with migraness features But that leaves so much room You know, it's just I guess the point of this is it's so nebulous and that really Could be a lot of other things too. So we just need to be really careful So this was an interesting case report. I found There was a 33 year old lady and she had had been having these episodes of like about 10 minutes of complete NLP vision loss in her right eye and she happened to be in a Clinic, I think it was a neurology clinic and she started having one and they Emergently wheeled her over to the neuro ophthalmology clinic and we're able to get some really interesting photos So on her exam. She was NLP. She had a right APD and this was just the fundus photos and you can see there's Venus boxcar showing Venus stasis or sorry arterial boxcar and then they did an FA and So she had this really delayed arterial filling but had normal choral blush and kind of is a really good example of this, you know a Central retinal artery having poor perfusion with normal perfusion of the ophthalmic artery when the episode resolved she You know, they repeated everything everything went back to normal in her they kind of diagnosed it as a vasospasm related to migraine and But again, it it kind of it's a scary thing and it's hard to be okay with that diagnosis without doing a big Workup, but it's just to show you if you catch these things. I mean, there's real pathology going on and Real changes. This is another case of just a vasospasm that was caught over 40 minutes and so you can see The actual changes, you know over time of the vasospasm and decreased blood flow and then the resolution So of course if you see that on exam, then you have you can feel comfortable about making that diagnosis But we don't catch people very often But the other thing that is scary is that you can have secondary vasospasm from any of these causes so Vasospasm isn't a clean diagnosis and All of these things are still on your differential even if you think it's just a vasospasm so keep all of that in mind and Then kind of our next category is optic nerve disease causing vision loss. So Papal edema, I think we're all fairly familiar with transient visual obscuration So those are more in the few seconds to minutes range smaller, you know shorter usually bilateral positional and then of course thinking about other signs of increased Intracranial pressure. We have to go through that diagnosis AION either in AION or Arteritic, you know, or GCA and Arteritic interior ischemic optic neuropathy and Eileen had touched on that with both anomalous discs and optic disc drusen just the architecture of the discs and the anatomy and it can Basically pinch off its own salary blood supply or even the salary or the central retinal artery can have decreased blood flow And so they can get these episodes of vision loss that can last for seconds. They can have them frequently They can be provoked by changing gaze or changing positions and then with optic nerve compression from you know, if you have Orbital mass you can get transient monocular vision loss as well And that's basically the same idea that you're moving the eye and that mass is changing the blood flow and causing this decreased blood flow and then the transient vision loss so again, history of when what aggravates it when do you notice that all these are just so important to try to Help us narrow down what we're looking at because obviously Anything can cause I mean a huge amount a huge differential and then Utah's phenomenon Renee touched on but again, it's a demyelinating in a demyelinating disease when you raise your Body temperature it causes nerve conduction Slowing and loss and you can get vision loss from that and then just again miscellaneous Or I guess these should I don't know I guess we could call it ocular dry eyes super common Cardiconus hyphaeema vitreous hemorrhage like Eileen talked about an intermittent angle closure glaucoma is definitely another one that we really have to Think about and there are a lot of or there's reports You know, you don't have to have pain with these episodes and so we it It's something that we can see on exam and clues that we can look for an exam So keep that in the back of your mind too. This is a bonus because apparently Renee had the same question So you guys probably get that we all touched on the same thing for number one. What do you guys think? number two I mean, that's the thing that all of these things are obviously but in terms of permanent visual loss It's a tip-off and just need to do that They all are really important. I mean and if you guys disagree I guess I would say both of those would be would be enough equal if I got a very much Well, if you're trying to rank it in the most permanent vision loss, I mean, if you're trying to prevent a stroke, you know then probably the coronary was probably more important, but this permanent vision loss We only care about the eyes. Well, well written. Well written thought. And then this one Eileen's patient But she didn't he didn't have The clues any questions or other things


For the IRS hands-on, I propose to create an example of IRS SCB encryption decryption on a PNWB535. We will select a NISTAS vector from the document we can find on the link below. So let's switch to STM32 Cubed Ideal. Let's create first an empty project for our nuclear board. So let's take the board selectors with WB55 and I will take this one and we will have some IRS Accelerator. Let's initialize old peripheral with default mode. Okay, everything is ready. We will first activate in the security topic. We've got two IRS. We take the first one and we just activate it. As you can see here, we can already configure the data type, the key size, the encryption decryption value, the data with unit, and the key on EV configuration that you need to skip on note. Okay, for the moment, I will generate it without any value and then we will select the test vector we want to use. So let's just generate the code first. Okay, so by default, the key was not initialized here. And we've got the harvest in it that have been created with the parameters according to what we've got in the graphical interfaces. So now I propose that we open the new document to select our test vector. So I open this document. Let's check where the vector should I select. So what I want to do is a CBA, for example. And let's say why not 256 encrypt, for example? Okay, so here we've got the key value, the first block, the plain text, the input block, the output block, and the ciphertext for this block. So for this example, let's take just this one and let's encrypt just the first block. Okay, so I copy those data inside my code and document to keep them in mind. So on the top, here we just to put some, I would say, comment. And this is our, this is a vector test that we want to validate together. Okay, so here we've got key value on two lines here. So we've got a plain text for the input block. So the same output block and the ciphertext. So I propose to do just the encryption of the first block. We can, I would say encrypt all the blocks, but it may be simpler here. So I propose now to configure the encryption inside. So I will copy the key value because if I come back here, I can now just copy past. Then we can decide to the type data of 32-bit or 16-bit or 8-bit. So I propose 32-bit, it will be easier to convert. The key size 256. So I copy it again. That's been targeted. Okay, word for the data units. Okay, so I think everything is fine. Let's generate the code or update the code currently. Yes, just save my comment. So let's check the code generated. Now the key value have been, I would say, declared in this variable. If I have a look to the configuration, we will use 32-bit, 256-bit for the key size, and it has a CB. Okay, so now we'll need to declare the array for the input data, another for the data encrypted. And then I propose to decrypt and to compare to what it was encrypt. So let's create the array now. So let's declare here, we say that we will work with 32-bit long data. So input data. Okay, one block forward. Okay, and then we will initialize with the plain text that is here. It's for magic property, one, two. Okay, so this is my input data. Now I will encrypt them and put the result in another array. And then I will try to decrypt this data and then we can check that we find again this input data. Okay, so we declare the different structure that we will need. So let's encrypt and decrypt it. So the initialization have been already done, I would say. So let's do HL encrypt and then completion. We can encrypt it. I just want a basic encrypt. I should not put this B. Here we've got the crypt and we just want to encrypt, not with DMA or with HIT, just a basic one. So here will be the pointers. Suggested this one, I think it's okay. This is my input data and the size we have to put here is four. E, I would put would be my encrypted data. And let's put a time out value of 1000, for example. Okay, then I propose that to do a decrypt. So let's take a decrypt. Here we can just copy this one. The input size this time will be the encrypted data as is still four. The output is my decrypt data and another time out of 1000, for example. Okay, let's build this and now let's execute this code. Okay, so let's remove all those expressions and let's put them the input data, the encrypted data. We miss it, sorry. And the decrypt data. Okay, so if we open those one and request to see them in hexadecimal, we'll find our value again. I prepare those all to be in hexadecimal and this one also in hexadecimal. Okay, so let's do a step by step first. I do the encryption and you can see the result here. Okay, we will check after in our sources and then try to decrypt and we find again the same value. Let's check the encrypted data value regarding the test vectors we have copied here. So it should be F3EEG1BG. So, so basically just work. Okay, this is really a simple example just to show you how you can test a new vector. If you need to do some adaptation with a bit, it's trivial, I will see. But this is the first step. So now I will maybe have some way to measure the performance. So first I will stop debugging. And we will use a c-stick counter to count how many ticks happen to have the encryption and the decryption. Okay, so we will need some volatile variable. So I propose to create storage three different. So a time starts, then we have time and and we will compute the difference between the both with time and if. Okay, let's define some micro. We'll use it at different location. So the time start first will be equal to the c-stick. So it was with a bt c-stick and we just check the value and remember hits, I would say. So I need to put the name of my micro. So we time measure start. Here we will remember this value. Then we will define the time measure stop. So here in the time and we just take the new value of the c-stick. And I propose in the same macro also we compute the time diff. So time diff equal time and minus time starts. Okay, so now we can use this just before launching the encryption task or the encryption API. And then the time is in and stop when we finish. And we do it again with start. Okay, so I will also need to reinitialize the value of the c-stick just to ensure that it started from a good point, I would say. So to do that I can use a HL function for this to reinitialize this value. So it's a HL c-stick config. And here I will put a huge number that way we are sure to have overshoot of this timer. Okay, let's compile this code. Okay, sorry, I miss. Now it should be okay. Let's try to compile this one. Okay, this time it works. Let's debug this now. So this time what I would like to see is this value also in the expression. And let's stop just after here to see how many ticks we have for the encryption. That's not good. I should have made an error. Yes, it time starts minus, sorry. It's decreasing, not increasing. I miss it. Sorry about this. Let's do it again, terminate and reload. The counter starts at the top and decreases each time. So this time it should be okay. Just run it. Okay, this time I prefer such kind of value. So for the encryption, I've got this number of statistics. And if I go for the decryption, it should be longer. In fact, yes. Quite more long. And you remember we have to derive the key first and then to do the decryption. This measurement of performance, I would say is a little bit, there is no perspective now. But when you will use some software library, you can instrument the code in the same way and compare the value. That could be interesting.


Thanks for joining us on PLOS Politics, the most popular name in the last couple of days, Issa Pantami. The presidency declares its support for the minister. And, what exactly is the security implication of the embattled minister staying in office? I am Osaogye Ogboa, and this is PLOS Politics. Welcome once again to PLOS Politics here on PLOS TV Africa. The presidency has finally made known its stand as regards calls for the embattled communications minister, Issa Pantami, to step down or be sacked. In his statement, Garba Shehu said President Buhariya's administration stands behind minister Pantami and all Nigerian citizens to ensure they receive fair treatment, fair prices and fair protection in ICT services. He also said the administration would commence an investigation into allegations that some businesses were behind the attacks on the minister. Joining us to discuss this is political analyst and, of course, a legal practitioner, Byron Fagmeu. Thank you so much for joining us. Thank you very much for having me. All right, so I'll start with, you know, there's been numerous reactions since the message from Garba Shehu came in, late yesterday evening. I want to get yours. There's people who agree with the presidency and agree with Garba Shehu. And then there's those who say that Nigeria has made a huge mistake with taking a stand like that. What are your own thoughts? Well, the issue is very sad, but seems to be playing out or confirming the fears of many Nigerians that were not, that were concerned about our president, President Buhari and his government. There have been also allegations in the past about extremism, about religious bias, about challenges in capacity to understand the issues and, you know, the deliberate exclusion of certain Nigerians based on both ethnicity and religion and general bias. And this playing out appears to be confirming this. The issues against Pantami is not an attack on a person. It is considering the fact that you have a minister of the federal government in charge of one of the most sensitive responsibilities, which requires absolute openness, transparency and patriotism. Now, in the cause of his performing those responsibilities, we've seen that national identity, the implementation of the NIM has affected commerce, has affected demographics, and there is evidence that non-nationals are beginning to benefit from this. It was in the midst of this that facts emerged that Pantami was, had demonstrated in the past and there is still evidence as he is conducting his ministerial responsibilities that he's, that he has an Islamist agenda, not only an Islamist, an extremely Islamist agenda, and that he will use his responsibilities to support Islamists, one religion against another. And one of the clear evidence of this was his being, he was patronizing with federal funds an online communication outfit that is purely and entirely religious. The implication of that is that money from the federal government is being, is funding Islamist organizations under the guise that we are buying airtime and promoting a federal government activity. Now all these moderate Muslims, those who understand that Nigeria is a circular government and millions and millions of Christians of course are concerned. Clearly the NIN process is at risk, it's under threats and people register that concern and the decent thing to do if there was no malvolent intention or if the quest for office was more interesting than the service to be delivered, Pantami should have resigned or at least stepped aside and this is what people are asking him to do. People are saying look we cannot trust you as a person who is representing the federal government of Nigeria with so much security data, considering your position to a great population in this country, considering your extreme positions, considering your past utterances that bother on criminality. So Nigerians are considering this, and I've asked him to resign. Now the federal government has come in, instead of seeing it as a legitimate allegation that should be investigated, they are seeing it as an attack on Pantami, as a personal attack on Pantami. Now I want to believe that the president does not understand what is going on at all. If it does, the question to ask Mr. President is that is this consistent with his vision for Nigeria? Is it a great time also to have a conversation about whether the president truly understands every single detail of what's going on in Nigeria or chooses to ignore? That is the first question I ask. I believe and I honestly believe that the president does not have an understanding. He does not know the implications of this. Mr. Fagmero, are you saying that? The implications are the sad thing is that he doesn't care. Yeah, so are you saying, you know, do you choose to believe that he doesn't understand because it's a safer belief than agreeing or admitting that he maybe understands and, you know, the possibility of him being in on the same or with the same ideologies. Is that scary? You see, that is, it is most scary, but for me, for a person like me, it was predictable and it was a foreset. As you know, I took part in the last elections and a number of other people had registered. General Buhari, you know, we, you know, he's well known, his position, he has not changed in terms of ideology and his emphasis and his preference, which since 1984. So that's why I'm asking, but I want to give him the benefit of the doubt of not understanding on account of number one, his age. Secondly, on account of the fact that he claimed to have been a converted Democrat, it's a combination of the two. So the only condition which he may not understand what is going on is because of probably the loss of certain capacities and the fact that there is deliberate misinformation around him. Otherwise, we must have to admit that it is consistent with his vision. The second point I made was that is this his vision? And I think somebody should ask and the president himself must answer, is this the vision you had for Nigeria? What is the vision? How come that we have this now? It appears that, you know, if you have people like Pantami in government, you will never win the war against Buhari. You will never win the war against his wife. You will never win the war against Islamic terrorism. And Nigeria will collapse as a secular country. All right. So I want to ask another has control over the NIN has control over the demographics. Yeah. I want to ask another another question. Hold on, Mr. Fagmeru. I want to ask, maybe this should be my second, maybe scary question. So do these things that you're saying also, you know, is there a possibility that there is more than one Issa Pantami in the current Nigerian government? From your analysis, if the analysis, the president may not be aware. Everything is networked. The entire government is networked. And when policies are to be implemented, they are always implemented multidimensionally. Even a policy that is negative, if policy, for example, like the Islamization of Nigeria has to be conducted in collaboration with a number of sectors, sectors that determine. All right. We seem to have lost Byron Fagmeru there. I hope that we can reconnect with him. The conversation really is on the program this evening is on the president's and the presidency's response to the conversation surrounding Issa Pantami. Byron Fagmeru, welcome back. I guess we can have, you know, go ahead, please. So what I'm saying, in essence, is that the any policy to be implemented has to be implemented within a multitude of sectors. A policy, for example, for a negative, because we are in that realm and we have to talk about it. The threat now is a policy to Islamize Nigeria. It has to be run concurrently with sections of the government that deal with registration, that deal with internal security, that deal with intelligence. You see, that deal with enumeration. That deal with internal affairs and that deal with migration. You see, because the attack is on the demographics. Now that is a clear policy. And so you will have somebody who has to partner with Pantami in somewhere else, in some of the ministries that are related to this. And I tell you, we've had this Boko Haram struggle for a while, extremely struggle for a while. And, you know, from the Boko Haram maturing to the Banditry experience to the Healthman experience, they said, by thy fruits, you shall know that the objective of Boko Haram, for example, is to make sure you shut down schools, shut down Western education. But what is the effect of Banditry? Schools are being shut down. What is the effect of invaders of husband and villages? Schools have been shut down. And now you're having someone we've discovered in our federal cabinet that has confessed that this is his agenda. Now, he's told us he has changed, but the gentleman who did the investigation proved to us that even while as a minister, he's patronizing extreme Islamic media vehicles, even using state funds. How do we explain that? You see, so I want to believe that the president does not understand the full implications of this, because it goes directly against the point of office. Kindly hold on, Mr. Fagmaru. I want to bring in Wali Ogunwadi, who just joined us. I think I would like him to pick up from that last point you made the benefit of doubt that the president may not understand the implications or may not be fully aware of the implications of taking a stand like that. So, Mr. Ogunwadi, thank you for joining us. Thank you, my brother. How are you? Fantastic. So, let's hear from you. Your co-anchor, co-speaker there, says that President Mamdoubari may not be fully aware of the implications of the Nigerian government taking a stand like that. Do you agree with that possibility? And what's also your reaction to the defense from Garbashi? Well, Garbashi will always talk like that. So, we are not surprised because he is man Friday to the president. He is to always be the attack dog. And to that extent, to always talk, he doesn't see anything wrong with whatever the government does. And this is a very big issue. And I have always been surprised the way Boko Haraman, all these extremists have been working, having classified information and working with classified information of government, including how troops moved in those dangerous areas. So, we now know where it has come from. And for somebody in the name of Garbashi, to now be saying that the president is comfortable or not, that maybe there are some double personality. I don't think so, because I'm aware that before anybody assumes any office in this country, even at a local government level, a check is thrown on him by the director of the Department of State Security. And they have a list and a profile of everyone who is everybody in this country. And so for the president to tell us that this personality is unknown and the accidents are unknown is a big error. And that can be given to us because we know that the issue of sentiments and nepotism have taken the right of this. And I refer the government, particularly the presidency, to section 10 of the 1999 constitution, which forbid anybody sponsoring or using state resources for a particular religion. And to that extent, I want the government to come out clean on this. This one has come upon and in one of the interviews, the man indeed confirmed that, yes, that was in his past. And I don't see how his past cannot continue to haunt him because all of us must come out clean and not come out clean. Obviously, it's an error that will affect the future. And that's what we are seeing. And that's what we are seeing. And I can show you that if the DSS will dig deep, I want to divulge more than that. If the DSS will dig deep into this man, you will find that, indeed, there is a whole lot of connection, contact, and a ringman between them and these people. All right. I want you to also speak with regards to the response of the presidency and the picture that they have tried to paint, that this is, like you said, in Issa Pantami's past. Do you think that that is also in line with the Nigerian government's positioning? If you remember, they've also had deradicalization campaigns and reintegration of ex-Bukoharam and forgiven Bukoharam and forgiven terrorists into the system. So do you think this is also in line with that same ideology that people could be terrorists in the past, but when they decide to pull down their weapons and be deradicalized, they can be forgiven and reintegrated into society? Is that what the current Nigerian government is saying as their own ideology? Yes, that's their ideology, and we now know who is pushing their ideology forward. And there's no other person who is pushing it forward than Issa Pantami. Issa is just it because this is a group that has caused a lot of havoc on this country. And of course, I would just push it to that a banditry has been pushed by Gumi. These things are things going whatever is bad. We are straight forward on this. Whatever is bad is bad. There is no other name. If people who have committed heinous crime as this are now said yes, that they should now be integrated into the military or the system, security system by the past, then obviously it's a big error because we know that they will become a tongue code. They will turn around. That I know for sure. And to me, it's a dangerous idea and it's a policy that should be discarded. And I know we have discussed it before that this policy should not fly and should not be allowed in the Nigerian system. And it shouldn't because it is, it will put it put in danger for the nation called Nigeria. And that's why I can assure you that it is encouraging all these calls for self-determination by the Europas in the middle belt and even the southeasterners. But again, that would be another discussion for another day. But mark my word. What I've just said about the government not keeping this issue in the board and taking it to listically looking at it, non-partisan. Because partisanship has really caused us a whole lot of problems in this country. And the earlier we start moving against partisanship in this country, the better. Government is government and government is for all. Not for some section and not for a religion and not for a people. It is for all. And it's for the betterment and the best interest of everybody. That government must work in the interest of everyone. Because a section 12, section 14 of 1999 constitution provides that security, sorry, section 12, security and welfare of the people not of a section, not of a tribe, not of a religion. The constitution is definite on this mandate of government and those who hold instruments and levers of government. And that they must do to the people. And of course, when they were taking the out of office, what they do was an allegiance to the federal republic of Nigeria. Not an allegiance, taking an allegiance to their tribe, to their section, onto their people or even to their family. It is to the federal republic. And whatever it is about the federal republic, it must be something that will be done without any form of sentiment, without any form of bias. Bias is there. And that's why we see what is happening. All right. I'm going back to Byron Fagmeiru. I'm going to share with you and of course in reaction to Mr. Aguade's statements, Aisha Yesufu was on social media today and she may mention that the presidency is an institution and it's not dependent on Garbacheu or Femi-Addition or anybody. It is an institution that should represent something that should stand against terrorism entirely. But Byron Fagmeiru, I want you to react to this. Twitter user, it's pretty popular, Chetan Waze tweeted. It says, whether people realize it or not, something died in Nigeria yesterday, something that had been holding on to its dear life for a long time. Does that make sense to you? And do you agree with that? You see, I absolutely agree with that. Something happened. For me, it's like someone took a pot of, you know, a clay pot that belonged to everybody and smashed it on the floor. You see, now it appears that all pretenses are off. We have seen clearly that the extremist forces, they've been in government for a very long time, but now they've been caught, they've been exposed, which is consistent with the prayers of many that those who make Nigeria, those who are enemies of Nigeria, enemies of the people, enemies of peace, enemies of justice that may God expose them. And to be honest, that is what has happened. I'm only giving the president the benefit of the doubt because he is the president. And I've given him the president that he does not know. But the vice president knows. The vice president of this country knows exactly what is happening. Well, Byron Fagmere, it doesn't... The president of the Senate, they speak out the house, they know. Yeah, I was just going to mention that. The minister of internal affairs knows. Yeah, Byron Fagmere, we need to wrap it up here. I was just going to mention that saying that the president is not aware as benefit of doubt doesn't make anybody feel safer. He should know every single detail of what's going on in Nigeria. Some of these things, there's nothing that should be kept from him. But thank you very much, Byron Fagmere and Wali Ogunwadi, for sharing your views with us on the program this evening. I truly appreciate it. Thanks for your time. Thank you very much for having us. Absolutely. Thank you for staying with us. We'll take a short break and when we return, we discuss the security implications of the minister staying in office. We'll be right back.


What are the access points that Oblis gets us to? The first one is prayer, because if we're not vigilant about our prayer, he's gonna have full reign. He's gonna fill you up with a lot of thoughts and a lot of ideas. So you have to be very mindful of the prayer. And then what is it?  That's how Oblis gets to us. So if you don't know how to be vigilant, how to guard those, you don't understand spiritual diseases, then yes, we're gonna unfortunately accumulate disease the same way a person who doesn't watch their diet, who doesn't exercise, who isn't mindful of their time, starts to accumulate physical diseases.


And so if you have any dog that's nervous about putting on the collar, crazy about putting the collar, aggressive about putting on the collar, you wanna associate it like this. Buddy, and welcome back to the coolest dog training channel right here on YouTube. I'm Tom Davis, America's canine educator. Thank you so much for joining me here today. If you're new here, hello, welcome. I'm Tom, if you've been here for a while, thank you so much for your loyalty. Today I have a short and sweet video on how to introduce any type of collar to your dog if your dog freaks out, gets overstimulated, or plain just doesn't like the collar being put on. Anyway, so you get like a bit, so this is like a turkey treat or whatever, but you have to, the important thing is you have to get a big enough treat that he can work it out.  So if you're having a lot of problems with putting that leash on, which most dogs get, like you said, like if it's an overstimulating type thing, if you're putting the collar on wrong in general, or if it's just like, hey, I'm excited because usually the leash means that they're gonna go do something as well. So it can be a very overstimulating thing for some dogs, especially younger dogs. So I'm gonna show you, come here bud. I'm gonna show you what I would do. It's best to do it with two people, but realistically it's gonna be more realistic to do it with one, because you're not always gonna have two. So what I suggest is take your leash, just put it on you, get your big treat, and then whatever collar you have, in this case we're using a prong collar, it could be a flat collar or anything, and then you can just hold your leash. Good, good. And you just put your treat right there. And then if it's something that he's really afraid of, just be really calm too. And then what I like to do depending on the dog is I'll just hide the treat, I'll just put the treat here. And so he's focused on finding the treat and then you can do this. Good, take it on, take it off. Yes, good boy. Let him have it again. Good, good. So again, I think a lot of people when they have problems with their dog going crazy about putting any equipment on is it's so quick and done that you only have one opportunity or two opportunities a day doing it. So if you hold it here, he's like, yeah, this is great. Hey, and if he's afraid of this, or if he's overstimulated by this, you associate this collar. Good, good boy. Good, it's not as smooth when your fingers are slippery with saliva, but you get the idea.  And so if you have any dog that's nervous about putting on the collar, crazy about putting the collar, aggressive about putting on the collar, you wanna associate it like this, something that he really likes. You know, if you don't have food, it's not as, you don't have an advantage point, but you can use a toy too, but you just do that. And again, if you had somebody else, like here, why don't you come hold the, so I'll show you how to do it with like two people. Just do the same thing, just hold it. And then you just have that person put it on. Yay, good boy. Good boy.  And that's how you can do that too. And then basically when you get the leash, he knows the deal. And you just, I would even like, keep that piece of food for a couple of days. Honestly, like, you don't have to give him the whole thing. And that's how you do that. And then you're good. So it's, like I said, it's better with two, but realistically, that's how you do it with one. Wow. Quick. You have any questions on that? No. Cool. That will be helpful. Yep. That will be helpful. Thanks. So thank you guys so very much for watching this video. If you haven't yet, don't forget, like, subscribe to my channel, leave a comment below. Let me know what you thought of the video. I will talk to you next time. Peace.