Oh, it's because y'all can hear me now, huh? Okay, sorry guys, give me just a sec. There we go. All right, we're good. Now we're good. For one, hold on. I gotta add the other. Sorry guys, that's on me. Make sure it's on all of them. Okay, so y'all just use those three, right? All right, yeah, that's it. Cool, I'm not sure if it is. All right, cool. Double check that it is, is there? Yeah, okay. Perfect. She'll be good. All right, Hallie's on the trash list for that one. So, unreal, man. Let me read off a list of our names and our teams again. We got Adamie with the Tigers, Alvin S Diamondbacks Angels, Brian S Guardians, Brian M Mariners, Dan S Thfilies, Dean E Red Sox, Eric L White Sox, Gary A Reds, Rockies, Rays, and Twins, Glenn W Orioles, Jeff M Cubs, Jerry B Metz, Kevin B Rangers, Lee-Way H Astros, Matthew M with D, Royals Marlins, Non-MLB Spot, Athletics Yanks, Brewers, Pirates, Blue Jays, and Giants, Nate S Nationals, Ryan N Cardinals, Shane W Dodgers, and Thomas V with the Padres. So, good luck here, everybody. Let's do it, yeah. The last thing I want is you and Alvin to have a mic. Yeah, no kidding. Shane, God, man. Oh boy, 10-2-go on Bowman Chrome Baseball. On Bowman Chrome Baseball, everybody. Let's get that filled up. Breaking next, and my knife's gone. Where's my knife? There it is. Oh, that's a knife, not. Yeah, I don't know. I don't know, somebody's messing with the good knife, evidently. Yeah, I knew that wouldn't be your knife. What's up, Nicholas? How you doing, buddy? What's up, Nicholas? What are you doing? How are you doing? See if you can get something cool, man. Just do auto-threlics, great cards. I think that's it. Anything else, I'll just let you know. Kunya on the Jumbo Box Topper. Very nice. They're gone. We stole them from him. Here's your robot. What are you doing? What are you doing?  Oh, man, I'm liking the new camera here. We're using a phone now, which is good, so everything's really quality's fire. We pulled a, I think it was Kyle Tucker Jumbo Rift recently. Josh Youngmini and Al Tubei. I pulled that the last case I did. And I pulled one, I think, like a Bobby Whit Jumbo Box Topper, like rip card, but that's no autos or anything yet. Alejandro Kirk, that is going to the Blue Jays. Nice one there, Toronto.  Just gotta get used to where we are here, that's the only thing. Yeah, this is such a step up in quality. Old time hockey. You like the Tik Tokers in this, bro? You like old time hockey? You don't, you don't like old time hockey? What's wrong with you? Oh my God. I don't know what that is. You don't watch any Tik Tok at all? Yes, I do, but I don't know what that is. You don't know old time hockey? No, I don't know what that is. The guy's got like six million followers, dude. Okay, well, I don't know what that is. I'm sorry. Jesus, man. What are we doing? Andre Knot, nice one there, non-MLB. I know what Yellowstone is, though. Oh, great. Pristine Red and Last Comp is 60. Yeah, he didn't have a great series, that's why. Shane. Oh, we got hand numbered, four of 10, Dawn Staley. There we go, non-MLB Spa on the red ink.  That's awesome, four of 10, Dawn Staley. Dude, that's so sick right there. Excellent, man. Look at that, I would say mag that one right there. That's awesome. Staley is, see the head coach, he's North Carolina. She literally wrote for- Yeah, South Carolina Gamecocks, baby. That is awesome, dude. That's a pretty big hit, actually. That is a pretty big hit, man. Congrats to non-MLB, Matthew M. Good stuff, dude. Good stuff. Justin Poina, Justin Tuna. Hell yeah. Good stuff, there we go. I can't believe you don't know Old Time Hockey, I'm really, really, not happy about that. I'm sorry. Only in San Fran? Not happy. You're like, already on Thin Ice. It's a guy, it's a guy on TikTok. Okay. Alan Renshaw, he makes the best content ever. He's just looking like a cabin in the upper peninsula of Michigan with his dog, dude. He just makes- It's like outdoor living. Yeah, he just makes food and plays old video games and watches old movies. It's awesome. Foyle Filigree of Girl and M's, non-MLB. Ah, I think it's still like 370 Shane around there. That's not at least the last time I saw it. It could be more, it could be less, but it's around, it trends around there. Black Mini Border of Francisco Lindor. You don't gotta do it because there'll be one or two inaction variations too, maybe three around there. You don't have to do those either. Yeah, just the hits or rip cards. Or like their Blake Snell. I just wonder. Usually like one a case. There's usually either a hand numbered mini, a mini cloth frame or a mini stained glass. You could do those too. But that's, maybe we'll get one, maybe we won't. It depends honestly on how the case goes more than anything. Abrams and Base Fox One is done. Box two. Yeah, everything does get top loaded by the way. So work a little bit faster here. Yeah. Hey, Shane's words, not mine. Bobby, quit. I got it, Shane, don't worry. Oversized Jumbo. Oversized Box Lota. Alex Minoa. Make sure everybody keeps up the pace. Yeah, I feel that, Shane. Yeah, keep an eye on this guy. Okay, okay. This guy's a bot, man. Okay, okay. This guy's an absolute robot. Oh, is that Jefferson White? Who are we thinking of the World Series? Who are we thinking here, Bofa? I've got one, Poe. Oh no, I think, I feel like the Diamond Basketball win. Paul Molleter? Game use back card. It goes Rangers, our home first two games. Yeah, either two, three, two, or two, two, one, one, one. I think it's two, three, two. They switched the, it goes one way and basketball on it goes the other way. I think in Baseball it's two, three, two. So, I think they'll go one and one after the first two games. That makes sense. We're gonna get where it's gonna be like game five. It's gonna be huge.  You think so? That'd be exciting. I think it will. That'd be awesome, dude. Jose Erquiti, World Series. I don't know if that's a variation. I haven't seen one of the World Series ones. So, we'll sleeve it just to be safe. We got another auto. Wow, two autos so far. Come on, baby. It's gonna be Cal Raleigh. Very nice, congrats, Mariners. Cal Raleigh. Thank you, yeah, it does go two, three, two. Cal Raleigh on the framed mini auto. Good stuff for Seattle. Spence Estrada. This dude's a weirdo, man. Have you ever heard of interviews with him? Like, they were after the All Star game? Yeah. They were like asking all the players, like, kind of a lifetime supply of anything. What would it be? So, Jose Altuve, framed mini relic, nice one. They're game used for the Astros.  This tire goes, does that take lemons? They're like, why? It's like, I drink lemon water every day. I think it'd make it a lot easier if I had a lifetime supply of lemons. He said that, and then like, they're asking like, oh, how do you like your coffee?  Oh, I drink it black. He goes, he goes, doesn't matter as long as it's before 11 a.m. If it's after 11 a.m., I'm not allowed to have coffee. He's so weird, dude. But he's cool, dude, I like him. But he's such a, he's like, such a stereotypical, like, what you think of like a really good pitcher is. Bryce Young mini, just like weird, just out there. He's like, cranky in a way. He's just strange, man. But he's cool, dude. I like Strider. He had a bar? Yeah, he does. He's got the crazy mustache, like Kyle. Talk about pots, man. Yeah, dude, no kidding. There you go. No kidding. That's, could very well be prototype number one. Yeah, I saw that. I saw, he said he'd be happy if we got rid of all the fans. He's like, yeah, it's too much noise. It's like, if you can get rid of anything in baseball, he's like, I don't want the fans there. I'm like, oh, thanks, Spencer. Thanks, dude. Annaly Waters. What do you know about pickleball, bro? Pickleball? What do you know about the pickleball cards in this? Winner of the pro. Yeah. Only at Pittsburgh and CNC. No, I know. A few was a closer, man. Foil filigree, Reed Detmer's, The Angels, and Bass. All right, we've got Arnie with the Sixers and Lakers in 13. Thank you, buddy. Christopher J with four and Flux seven. Jeff B with some Star Wars spots. And then Greg J with four and number seven Flux as well. Let me drop you guys a link again. 10 to go in Bowman Chrome Baseball. 10 to Bowman Chrome Baseball. All teams are priced to move. They are way on sale, guys. Red Sox still available in there. Do you want to chase some Ruth Collar potentially? Under these. Just for this one, it's really, because there's a lot. You'll see there's a lot of relics in this. Probably just relics, probably, like that high. All right, we've got Mr. Paul Goldschmidt for the Cardinals. On it to the next one here. I got our last case of Guenner demonetized on YouTube because I started playing a Timmy Trumpets song. Timmy Trumpets in this. I started because it just got stuck in my head. Bam, bam, bam, bam, bam, bam, bam, bam, bam, bam, bam. DJ Ski. I just went there, what does that say? Subject warm memorabilia for non-MLB. Lack border mini of Mr. Masatake Yoshida. Martha Burley in Los Angeles with the Dodger dog. You got to start doing your classic clap if we get something big. I know. I'm trust me. I'm going to juice it. I'm going to juice it, trust me. Show it. Really? Really? All right, we've got another framed mini auto. This time, Mike Trout, one of 25. What a case, man. There it is. Alvin, Mr. Alvin. Let's go. Mr. Alvin with the angels. Get crats, brother. There we go. That's about as big as it gets in this product, man.  Mike Trout, serial number one of 25. Get that into a mag for you, my man.  That's awesome, Alvin. Let's go, man. Let's go, Alvin. Let's go, Alvin. Yeah, that's going to work, Alvin. That's going to play. That's going to play right there, buddy. That is going to play just fine right there. That's our third auto, too, already. Doc Gooden, Dwight Gooden, on the Game Use Bat for the Mets, that one as well. Let's go home. It's over, ladies and gentlemen. It's over. Let's go home. Let's go home. Frank Thomas Black, ordered many. Shea Linglias. Linglias. When you get a chance, you can rally. I can't really expect it. The mic, the mic just, I don't want the mic to peak too much. I just don't know where the gain is on it. I don't have her show me, so I can turn it down. Like out of the, out of the camera view? Is that what you're saying? What do you mean? What do you mean? No, like it's, the volume goes too high and it sounds bad. Just have her cut, she'll understand. Foil filigree of Michael Toglia, going to the Rockies. Ethan Small. You're too loud or are you too loud? I'm too loud. OK. Oh, excuse me. Oh, yeah, you're all the way up. Yeah, I just want to, I don't know. Oh, OK, that's where it is. Yeah. Perfect. All right, cool, thank you, thank you. Because I started yelling and it started going straight red every time. Sorry, that's the thing that sucks about not being able to hear it through this when I'm setting, like, adjusting the level, but it kind of just is a shot in the heart. No, that's valid. Thank you, though. Thank you. That'll be easy to change now. Yeah, it's all up there. All up on the top school, same with Matt's. Awesome. Ooh, Hidden Gems, Wanderfranko. Nice one there. Congrats, Raze. That's going to work just fine. Very nice, congrats, Raze, which was anybody else, but congrats, Raze. Glenn's picking up the reds in Bowman. Chrome, we got a ton of orders coming here, everybody. Joseph L with the Raze and Gilded. Gilded's now sold out. Edwin with the athletics in Bowman. Glenn K with two mixer spots. Glenn W also with the Twins, Brewers, Marlins, Angels, Astros, and Rockies in Bowman. You guys are crazy. Thank you so much. You guys are nuts. What are we down to in Bowman now? Red Sox and White Sox. Two teams left, everybody, in Bowman, Chrome. You guys are nuts. Thank you so much. Finest with four teams left. You guys are the best in the biz. Appreciate it. There's Aaron Judge. Funny bomb, dude. That wasn't very funny. It wasn't very funny, to be 100% honest with you. It's actually very funny. Was, it was messed up, if anything. It was just absolutely messed up. Red Sox and White Sox in the next break. That's it in Bowman, Chrome, Hobby. Then we'll be into Finest. And then we'll be into Gilded, which is now sold out as well. And then we'll be into Basketball. Mixers are steadily coming in as well.  Flux, knocking the first flux to under 20. I know that for sure. Teams on sale. I'm listening on the back side. OK, cool, cool, cool. Make sense, yeah? Get in a little more direction. Cool. Man, if there's athletes you don't know, we're going to start roasting you, too. You just wait, buddy. What sport do you know the least about, April? Oh, man. Let's get to football and basketball. OK, all right, well, because there's some weirdos in this one. Reese Hoskins, nice one there for the Phillies. Yeah, this one's chocolate. This one, because there's a couple of really weird guys in this one. Yeah, I don't. I won't get it, I promise you. That is Matt Chapman for the Blue Jays. Stay unusual. Like, do you know White Sox Marlins and Blue Jays legend, Mark Burley? Perfect hand with the White Sox. Sounds very familiar. Yeah, does it. Walker Bueller, nice one there for the Dodgers. All of a sudden, it sounds super familiar. Nice, man. Does it really? Does it really? Man, hold the mic close for you. There you go. Have you heard of Ray's 2015 legend, Lenny Allen? There you go, that should be better. Who? Lenny Allen on the 2015 World Series. Do you think names aren't familiar at all? No. Oh, damn. I made a mile post hoping you were going to lie, though. So people were like, yeah, dude, the name sounds familiar.  You are so annoying. Oh, man, dude. You were so annoying. Oh, man. Welcome, buddy. Welcome to Fridays with Sam Friday morning.  I ain't going to make it easy for you to tell. Oh, trust me, I did. Chen Meng Wang? There we go, Yankees. Turn down your mic. Throw it on to where my mic is at, so I can. Yeah, I got you. I go in the right way. That's higher. What is it? That's lower. Testing, testing, testing, testing, testing, testing, testing. Testing, testing, testing, testing, testing. Tim Hudson. All the way down. Huddy, try saying something again. Over, over, testing, testing. Yeah, that should be a little bit better. Now I might have to turn it a little bit up. We'll see, but just got to get it to the right. Yeah. We'll all know where our typical one should be. Beaty rookie. Only in Slam Diego at Petco. Perfect. Yeah, that's better. Perfect. Nice. Beautiful. Yeah, because even if Matt's is down, you could still pick up Matt a little bit on mine, too. And then it alleviates the echo. But you could still hear him, too, which is good. So yeah, that's good. Oakland, the Coliseum. Oakland, Siam. Can't believe I've never heard of Lenny Allen, bro. Really, can't believe Lenny Allen has never come up with a fade in. I really thought I had something there. I really did, but. You know, if you would have done that the first one. I know. That would have been good.  Cam with the University of Texas and Breaker's Delight. Thank you, buddy. Jose with the Lakers. We've got Jeremy F. with Texas and Breaker's Delight. Glenn K. with the Red Sox and Finest. Wayne P. with the White Sox and Red Sox. We're sold out in Bowman, everybody. Sold out in Bowman, Chrome. You guys are the best. I'm going to drop you guys on link to Flux really quick. Three to go on Finest as well. Gilded's now sold out. 19 to go. 19 and 20 on Flux. And then six on the first Flux. Makes it a holy cow. 14, 15, 16, 14 on Bowman, Chrome. You, let me get you guys the Flux. Link, again 19 to go on Flux. Number 13, crazy deals, everybody. Crazy deals. All right, keep moving here. Mr. Akuna Juna. What's up, Julia? Mikey Trumpet brings the freaks out to these four. Dude, that's stuck in my head now.  You did it yourself. I know.  That's like, honestly, the worst part of it all. Thank you guys for selling Bowman out. Do appreciate that very much, all of y'all. And then, like I said, three to go in Finest. Forget who it is. I think the Cardinals are still on the docket. You have to know Prince Fielder, right? Prince Fielder.  Educate yourself on Prince Fielder.  That's Prince Fielder right there. What if I told you, what would your reaction be to that guy has an inside the park home run with Milwaukee? Mandy Bell on the, all other spots. Oh, Gary, how you doing, buddy? Yeah, he has an inside the park home. He was actually, he was really good in Milwaukee. He was really good with Texas as well. Mark McGuire framed Mini Relic going to the A's. He must have moved him around those people. He was flying, dude. He was flying. He had a great celebration too, where like he would, he would like, if he had like a walk off or like a homer or something, he'd run and jump on the plate and everybody would fall. Oh, that was nice. That was awesome, dude, so awesome. Hunter Green, Game Use memorabilia for the Reds. I mean, this is a Trout Auto and a Don Staley Auto. Those are pretty massive. Not gonna lie. That is pretty big. There's a lot of big, there's a lot of big cards in this product. A lot of big cards in this product. The Don Staley's freaking dope, dude. Auto to 25 too, yeah. Crazy case againer so far. Crazy case againer. Yeah, but still, still a Trout Auto. But still more than the one, more than the box price too, it's more than the spot price. I can argue all day that it's not big, but it is. Oh, that's an inaction variation of each row. Dude, that's sick. Congrats, Marlins, look at that thing. The inaction variation, it's fire, man. Fire. I didn't get the whole pile. No, no, no. Anthony Richardson, that is Oswald Paraza. Bella Rasmussen, Rasmussen. Oh yeah, definitely. Gotta wait until Trout gets traded. Wait until Trout's a New York Yankee. Oh, jeez. Oh yeah. Oh yeah, Byron Buxton. Oh yeah, Rarist of the Diamond, 20 strikeout game. Dude, I was watching Randy Johnson highlights yesterday. Shane, you would like that. I was watching Randy Johnson highlights yesterday.  That's Bryce Harper. His slider, legitimately when he throws his slider, it looks like it's coming in from first base. It's so good. Dude, had like a thousand 20 strikeouts game, a no-hitter, a perfect game, like he's so good. I'm like slowly but surely starting to shift my view that I would take Randy Johnson if he gave me any picture of all time over. Right now, my pick is Greg Maddox, but I might take Randy Johnson now after watching how good his pitch mix was. He's unreal. That is Vladdy Jr. I was watching a video yesterday too of like the fastest first pitches of all time. Hey, what's up, Mark? How are you doing, buddy? How are we doing? How are we doing? Happy Friday is right, brother. Happy Friday is right. We got Brian L. with Oklahoma and all four Bowman-Kromes. Thank you, buddy. Boomer Sooner. Boomer Sooner. Mr. Brian L. And guys, 19 to go in flux. I don't think it's Nolan Ryan. I don't even know, like a lot of people don't even consider Nolan Ryan top 10. His war is terrible. His war in Walker 9 is awful. It's awful. It's awful. Now, Nolan Ryan also played for a billion years. There's Tyler Anderson. It's okay. Holy God, man. That's not the only thing that matters in baseball for a pitcher. Not the only thing that matters for baseball. Kenley Jansen. Margaret Gero Jr. He is a guy that lost some steam when analytics became big in terms of the goat debate. There's what's it called? David Wright. Nice one there for the Mets on the game used a bat. That's right, handed. Yeah, he did have a great punch. He did throw a great punch, man. Ask Robin Ventura about that one. Ronald Acunha. Nice one there. Congrats on that one for the Braavos. That's Todd Helton for the Rockies. Nice one there on the game used. Todd Father. Gummy Bears. They have the just desserts or save room for dessert, man. Oh, Z. Oh, yeah? Gummy worms? You a worm or a bear guy? Worm. I'm in. I'm with you on that one. Worm. I'm with you on that one. Although, that is Will Smith. It's gotta be the sour ones. It can't be the regular, like, just the regular non-sour gummy bears or gummy worms or anything like that. Yeah, Frank Thomas. You should. You should. You should, Julia, because I know more than you do. So we'll see you later. You should. You should listen to me, because I know more than you do. I know more than you do. Goodbye. Goodbye. Goodbye. See ya. Sayonara. You're out of here. We throw the hat. Sayonara. Throw the hat. Throw the hat. See ya. 15 yard penalty. First down.  First down. Julia, that player has been ejected from the game. See ya. Goodbye. Hit the road. Hit the road.  The amount of power you have with just one button. Oh. That's great. It's great. That's what I'm saying, Marley. Hell yeah.  Damn right. We don't play with the band hammer here, baby. What's up, Cam? Pat take after pat take after pat take. Wonderfranco. Now that person always comes in. That person is obsessed with me, dude. That person always comes in and trolls me. Legitimately obsessed with me, man. It's unbelievable. A twitch. Oh my god, man. Oh my god. All I have to say, buddy, 450 live pine circle, Apopka, Florida, 32703, show up anytime. I'll be here. Monday, Tuesday, Wednesday, Friday, Saturday. Come say it to my face. I bet you won't. I bet you won't. Inaction variation is Derek Jeter. On Goldie. Nice one there. Congrats. Goldie, J-Ram and base. Could be Traff, who knows, man? Could be. It's a huge fan. Turn up and ask for Kyle. That happened recently, man. That happened recently. I think Kyle might have been top loading. He was just like, what the hell, man? No, I know. I'm just messing around, dude. It's not gonna happen. Nobody's ever gonna do anything. Ronald O'Cunha, Jr. Give her the creepy looking pickle, honestly, though. Patrick G, with the pistons in both, thank you, buddy. Both, what's it called? Flux, both Flux breaks. Both Flux breaks. David Ortiz base. Jim Tome and base. Give her the creepy looking pickle. That's funny. Pickle Rick, dude. That is, I might be one of them. Gary Sheffield, congrats on that brew crew. And Annaly Waters, and Felix Nandis. Oh, God, dude. Oh, God. And a baby has a mustache like Kyle. Good Lord, dude. That would be scary, man. That would be scary. That would be scary. If you're not cheesy, I'll be disappointed. Didn't you, ghost, you were saying that that was, isn't that like a recipe from something? And Bob Gibson. Usually I do, Cam. That person is very, very, very persistent, though. Very persistent. Austin Riley, there we go. Braves, congrats on that one. Nice one there, Atlanta. David Exxon. Or is that World Series MVP, David Exxon? And Tati's Jr. Oh, now Cam's cool. Cam's cool. Cam's cool. Nick Prado, Cam's cool. Yes, it is. Yes, it is, Rob. Yes, it is, my friend. That is Jim Bintliff. It's the mud guy. Jim Bintliff's the mud guy. He, what's it called? Rob's, every single MLB baseball is rubbed with Mississippi mud from the bottom of the Mississippi River. I think he's the guy. Is he the guy that supplies it? I know you're talking about. Base and base. Make this stuff so hard to stack, dude. It's unbelievable. It's not a bad idea, Alvin, honestly. It's really not a bad idea at all. Trey Turner and Al Dube. Yeah, he's the mud guy. The dirt guy. It literally says the mud guy on the back. Like, look at the back of the rally. The mud guy. It's awesome. Yeah, I mean, a Trout Auto's a Trout Auto, which is good, too. Nothing bad about that. Nice, there we go, Alvin.    Trout Auto is, in fact, a Trout Auto. Thank you, Alucis. There we go. It is a fair one-to-one comparison right there. Very fair one-to-one comparison. That is a Jordan Groeschens. Nice one there. And a Ted Williams. Teddy Ball Games. David H. with a spot in the flocks mixer. Thank you, buddy. Appreciate that. Down to 18 to go on the first flocks, everybody. 18 to go on the first flocks. The first flocks got only in Target Field for the twins. The twin statue.  That's fire. Anthony Volpe Rookie and base. Not another Hidden Gems. Alex Bregman. Two in one case. Congrats, Stroes. There we go, man. Hell yeah. Let's go. Very nice. So yeah, you can recap that one, obviously. That in the wander.  That is a Anthony Rendon for the Angels. Congrats, Angels. Framed mini relic. Gratch Cheating Dynasty. Oh, let's go Rangers. Come on, Cam. Let's go Rangers, baby. I'm in to watch, I'm in to see the Rangers win. Yeah, this is a really good case, man. Whit Merrifield. Game East Jersey for the Bligeys. At least the Angels spot didn't get, did just get Rendoned. Really? Yeah. Ripcard is Corbin Carroll. There we go, man. Going to the Diamondbacks. Congrats, Arizona. We can mag, I'd say mag this one too, to be honest. Like the non-Rookies do like two, two apiece, 200s. Oh, this is a big one. Congrats, two 199. What's up, Lee-Way? Yeah, that's a good case. This is a really good case, dude. Tag in, they're gonna win. Yeah, that's a solid one, man, the Corbin Carroll Ripcard. Very solid. Take me higher Ranger shirt today, let's go, Cam. Who's pitching for, is it Evaldi? Shay Langler's, I'm assuming what, Evaldi Gallon? Or Evaldi, yeah, I would think Evaldi Gallon, right? No, God no. The amount of anxiety I would have trying to riff. Big game, Nate, let's go, dude. He's so good in clutch situations. Hoodie Allen on anything but. He's such a clutch pitcher, man. He had such a great World Series for the Sox in 18. There's Timmy Trumpet on the mini. He was a good Yankee, too. It's too bad we didn't go further in the postseason. He's gonna use them, gonna use them right about now. I wanted to sign him again so bad, dude, when he left. Thank you to Michael J, picking up a Quad-K spot for two Quad-K spots for Star Wars tonight. Appreciate that, buddy. Foil filigree of Tyler Anderson for the Angels. And base, and more base. I always said I would rip every card. I've got a Josh Young and that card has not been ripped. That's valid, though. That's valid. A lot of the rip cards haven't been worth ripping that I've seen open this year. They're just kind of like, because there's like the, no, I know, exactly. Guarantee if I ever, Wendy, if I ever opened a box, if I ever hit a rip card for myself by the junior, it would be like a Jeter or something, or a BGO. And I'd be like, well, sorry, that's not. That is Raphael Nadal. He's got autos in here, too. Really? Yeah, got the mini autos. Prince Fielder and base. All right. Cameron C with a mix in 13, down to 17 to go in flux, everybody. 17 to go in flux. I also feel like that, depending on the, use that one there for now, depending on the, what was I gonna say? It's like very dependent on the, how good the case is, too. Like I would be very surprised if something very noteworthy came out of that Corbin Carroll. You know what I mean? That is Juan Soto. Different, different Cameron C, Cameron C A. Not Cameron C O. Tim Wakefield, rest in peace, man. That was sad, dude. That was so sad. Zach Wheeler. Rareest of the diamond, the Immaculate Ending. That's what I'm saying, yeah, because there are the exclusive base minis. Exclusive base minis. Jason Worth, I think about Jason Worth, bro. He plays in like a softball league.  Hit an absolute nuke. So funny. They're calling it like Duke. I know, come on. What are you doing? My heart out. Juan de Franco. Annaly Waters, non-MLB. Nice one there. Congrats to non-MLB spot. I don't know, Lee. I'm not 100% sure just because I don't know if we're getting anymore. I think we have like just enough right now and I don't know if we're getting any more. Yeah, what is your opinion on Rashad Bateman? Eric Hosmer, please. Please do tell what your opinion on Rashad Bateman is. Any day now. What is that? No, Bateman, really? He's on the Ravens, the receiver. That's Brett Beatty on the rip guard. Oh, I think that's special. What is he, like Widers for Two? Right now, yeah. Talkin' about it would be Widers for Two, yeah. Yeah, I mean. Even potentially dabbling at three. I mean he's probably better than a lot of other Widers for Two's to believe. Yeah, he just drops a lot, man. He drops a lot of balls, that's his issue. He's a very, very drop heavy recently, especially. Yeah, what's your opinion on Cam Reddish? Cam Reddish? Yeah. Rob, Mr. Mirrors, you know my take on Cam Reddish, do you?  Except Cam Reddish. Probably. Now, Cam Reddish, I mean, he's gotten better since he was. He's not a horrible player, but like. He's really not. What he was capable of doing in college, I would have expected a lot more, like when he came into league, and I just haven't seen it. I do blame the Hawks, like as a Hawks, I'm obviously a big Hawks fan. Yeah. Hey, I appreciate that, Moonrocks. Thanks, man. Well, welcome, welcome, welcome. Welcome, welcome. Tyler Glasnow, thanks for showing the support. Appreciate that.  No, he's not. As a Hawks fan, I blame a lot of it on the Hawks for not being able to develop him, because he got drafted on, like, pure, pure, pure raw talent. Pure raw talent. Hunter Brown, foil filigree, so the Hawks weren't really able to harvest any of that. They ended up getting a first out of it, so I'm like, all right, that's fine, but we also, wait, Forrest told you to answer a question one way. Did he? What are you talking about, Cam Reddish? Did he really cam? That's kind of funny. Forrest is coaching you on questions. Well, it was Brashad Paraman, that's who it was. Brashad Paraman is the guy that I can't, one of my least favorite Ravens of all time. He's up there. He's in my top three least favorite Ravens of all time. Aaron Judge, I just won their oversized box topper. Oh, I understand what you're saying, Dr. Hammer. I understand what you're saying.  He was like, oh, you're top loading with Sam? You have to say this about Cam Reddish, and say this about Brashad Paraman. This and that. Wow, way to blow it. Foil filigree, Scott Rowland. I'm telling Forrest to absolutely blow it. Absolutely blew it, dude. Loday, soccer, beach soccer. No, Matt does not have that dog in him, absolutely not. Yeah, okay. Yeah, right. Matt's maybe got that goldfish in him, about it. He got some cheese in him. There you go, yeah. The other two Ravens on my list, Cherise Wright, that would probably be number two. Cherise Wright, and then, oh nice, Eric Stone Street. Nice one there, Subject War and Relic for the non-obespawn. I don't have to think about that. There's another notable busts. James Hurst, I never liked. He was a tackle that couldn't block. You announced my presence with authority. Yeah, you do need to announce your presence with authority. Backs, Jose Braio and base. We've got, oh that's sick, Nino O'Brien, Winter Games athlete. Nice one there, congrats non-obespawn. It's been a good case, man. Been a really good case. Hey, thanks, Cam, picking up the Hornets. Another Cameron C, picking up the Knicks. So two Cameron Cs, just picked up spots. Thank you both Cameron Cs. Frank P with Alabama and Beaumicrome U. Very nice. All right, believe we're down to 16 to go on Flux. Now, almost halfway there, everybody. Again, all teams are on sale that do remain on a Pence Mini. Cameron C took the Knicks in a couple of breaks. There's Aaron Judge, nice one there for the Yankees. It's a lot of Cameron Cs today. A lot of Cameron Cs today, all over the place. How are you doing, by the way, Cam, with the COVID? How are you feeling? Better, worse, the same, hopefully better. Deal Hall and base. Watching, like, Sharice Wright. All right, good to hear, man. Sharice Wright, who was only a Raven for a couple of years, watching him cover anybody, made me legitimately contemplate slamming my head into the wall multiple times. If you can get it, gotcha, gotcha, gotcha. Like, the dude, I remember there was a game against Jacksonville dude, and he legitimately gave up three touchdowns just to Alan Robinson. Oh. And I was sitting there and I was screaming at my TV because I was probably like 15 years old. Yeah, who's good on the Jags? I don't even know, it's like, he's a good receiver. But it was also like, he just kept getting burned, dude.  That is Andy Chavez, nice one there. That's not it. It's weird that they use like a full portrait for him. I remember, I'm blocked by him on Twitter. I'm blocked, no, by Sharice Wright on Twitter. Milky Betsy, I am. How does that work? A lot of choice words said on Twitter to that guy. Michael Orr. Oh boy. Oh boy. I mean, Michael Orr was fine. That's like the base for Chavez, Cam. I don't know, it's weird, man. Yeah, Raven's Legend of Loose is for sure. Something like that, something like that. Tim Reigns. Yeah, I'm an absolute troll, man. I love it. Reed Detmerce. Joey Bart. God, I remember Ghost, you're always coming in with, you love your Joey Bart, don't you?  Let's get after it with Joey Bart. Is Zion Clark and base? Two boxes left here, everybody, good luck. That is Mike Trout. I feel like he will. I've got a purple PSA9 that I bought what year was he, 19 Bowman, right? Was his first. I'm still sitting on my purple of Joey Bart from then, PSA9, graded myself. Marquez with the Marlins and Finest, thank you, Mark. That is down to two. David R. with a couple of Personals and Lee C. with a spot in the first mix. He's sitting on a Bart mine. So I like to hear though. I'd as well like to hear Ghost. Let's get after it with Joey Bart. Let's get active. Yelp Dracula, Robin Yelp Dracula. Yelp Dracula? Yeah. You'll hear it once Anthony C. comes in here, you'll start getting some mistakes for sure. Trying to think if there's any good, what else we have Bowman? Nothing great in Bowman. If we had 2020 Bowman, you'd want to take that computer, put your head in it and start going like that. I can tell you that right now. Save room for dessert, ice cream Sunday. Yum, Justin Turner and base. Oh, it's one of those Chumbo Rats. The Marimba, the two nine to 200. What? Look at how thick that one is. This is after going one of those slider boxes. Crats on that nine MLB. Remember we pulled that, pulled that in the last case we opened. And Forrest was like, they bought a Marimba just to destroy it. I respect it. Chumbo Relic of the Marimba. Alex Verdugo, nice one there for the Red Sox. Game used Jersey. Marimba. Yeah, no kidding Cam. Jesus man. Jesus. That is Max Muncie, going to the Dodgers. Nice one there, L.A. All the Rasmussen. No, this, this, this. Lowdeck Fire, man. This one, this one. Lowdeck Fire, dude. This one I remember. Lowdeck is the greatest show that's ever been created. Yes it is. Yes it is, man. New episodes Tuesday and Monday or Tuesday. I'm Bravo. And then I'm Peacock. I looked it up on TikTok. I love that show, dude. So bad, but it's so good. What makes you, what makes you, what makes you so into that? It's just good, dude. It's good, it's good TV. It's mindless TV. You can just watch and be entertained by. You're not the rich people dropping them back on it. Oh yeah. On a yacht. Yup, on a charter yacht.  Leave it short. Dude, give me a break, man. Okay? Okay? I remember Sean's face when I showed him.  He goes, seriously? Seriously? Seriously. Just like that. That's how he says it, too. He goes, seriously? What are we doing?  He's so disappointed. In action of Clayton Kershaw. Nice one there for the doiers. Vediation. Foil filigree, geo or shell. Only at Kansas City. Kaufman stadium. We are sold out on the next break, everybody. Sold out on three of the first four breaks of the day. So thank you. Literally almost half the breaks are sold out. It's huge. I think that mixer may be sold out as well. I'll have to take a look. It's gonna be close, for sure. The first one's gonna be very close. But yeah, Flux and Bowman Chrome, you are really the only ones we're gonna have to do a little bit of work on. But some of you guys are taking some teams in every single one, so I appreciate that. That's freaking awesome. Dan P with USC. Thank you, Dan, in 12, 13, and 14. Let's go, buddy. Hell yeah, man. Also with USC number 11, it's USC off the board in every single one. Thank you, Dan. Appreciate you, Dan-O. Again, everybody, we are looking at 16 to go in Flux. Flux. Number 13. 16 to go. Almost halfway there on the first one. I think the second one's under 20 as well. Dude, they really are. They really are, ghost. I love the gold frames in Gilded. They really look nice, man. Let's see if it looks about floating in this one, pal. That is gonna be Bob Gibson. Oh, no, we have another dick, really? Oh, it's a booklet. Uh-oh. Uh-oh. Whoa, Kyle Tucker, seven of 10. Congrats, Astros. This is a case, man. That's sweet. This is a case. Game used jumbo patch. Seven of 10, Kyle Tucker, congrats again, Astros. God, that's nasty. Holy cow. Big time, great case right here, everybody. Great case. And we got the hotbox to end us, very nice. T-I-S. And up until now, Cam, the answer would have been no, which is the funniest part. Logan O'Hoppy, the answer would have been no up until literally right then. Yeah, this case goes hard, man. Daniel G with a chrome spot and Peyton H, thank you, slap with a spot in both mixers. Will Leviss foil filigree? I know, I thought it was a little fishy when I saw this, a big sticky note on this case that said cheesy ghost on toast. I was like, I don't know what that means. I just took it anyway. Carlos Correa. Yeah, it's a good deal slap. What up, buddy? Here's for morale. How you doing? Pacuero, Zachryan with the bucks in number 13. Thank you, buddy. Right with the trolling, what's happening? Oh, boy. Oh, he's fun, man. Andres Jimenez, nice one there for the Guardians. Back card. Another auto, wow. Another auto, man. Good stuff. It's gonna be Jefferson White. Nice one there, not on the B spot. Not on the B. Yeah, the non-MLB always goes crazy, dude. Wemby. And Framed Mini Relic of Ichiro for the Marlins. Can you pull a Dracula Relic?  To be 100% fair, Cam. Dracula Relic would go insane. Isn't that the Yellowstone guy? I think so, yeah. Thank you, man. Is he on my yellowstone? There you go. All right, now you're adding something over there. Let's go, baby, come on. Don't let Mac get hot. Do not let Mac get hot now. There's Will Clark, Will the Thrill. Cam watches Yellowstone, too. Josh Young, Corbin Carroll. That's on strike two. Is it not the Yellowstone guy? Did you just blow it? Is it not? Strike two. Yeah, strike one was for completely blowing and all the stuff you're supposed to do. Yeah, yeah, yeah, yeah. That's strike one. But where was strike two? Jimmy. Jimmy, come here. Just barely finished season one. Gunner and base and base. Do a quick recap here, everybody. Pretty solid overall, I would say. Start with your rip cards and relics. Kyle C with a spot in the flux mixer. We got... Now it's fine. Ichiro, Andres Jimenez, Alex Verdugo, Max Munsee, Aaron Judge, Eric Stonestreet, Brett Beatty. That is Eric Hosmer, Annalie Waters, Whitmerfield, Anthony Rendon. Jim Bintliff, Gary Sheffields, Todd Helton, Ron Vacunia, David Wright, Mandi Bell, Hunter Green, Mark McGuire, Matt Chapman, Walker Bueller, Rhys Hoskins, Dwight Gooden, DJ Ski, Jose Altuve, Paul Molliter, Andre Knot, Alejandro Kirk. We had the Hidden Gems. We had a Alex Brugman and a Wanda Franco. Autos, we had Jefferson White, Nina O'Brien, Austin Riley, Cal Raleigh. We had the booklet of Kyle Tucker for the Stroes. That is a Marimba, non MLB, rip card of Corbin Carroll Rookie. And then we had a two autos, Mike Trout, number 25, Don Staley, Red Ink, hand number to 10. It's gonna do it for the break here, everybody. Thanks again for the filp. Up next is Bowman Crow.


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And now we're moving into our second session, our panel event. I would like to introduce our speakers, you saw their photos just now. We've got an international set with us today. And I'm going to ask the panellists some questions. And we're going to, they're going to answer in reverse alphabetical order, but I'll introduce them in alphabetical order. How's that? Just to confuse everybody. So first of all, a warm welcome to John, John Deming, who's our professor here of computer science. He's also the director of the Knowledge Media Institute. And he's president of SGI International, a semantics focused networking organization. John is always pushing the boundaries with technology, but also with learning, how it can impinge on learning. And he's very well known and leads multi-million pound projects. And we've also got, now we'll move in alphabetical order to Allison, Professor Allison Little John. Allison is the director of the University College London Knowledge Lab. This is a cutting edge center looking at the future of education with technology. She's a learning scientist specializing in professional and digital learning. And she's too started a career as a scientist like myself. And welcome. Professor M. Peany Maker from South Africa. And Peany is the commonwealth of learning, has the commonwealth of learning chair in open educational practice resources at the University of South Africa. That's UNISA. And she's a national research foundation rated research professor in open distance and e-learning. Welcome, Peany. We're looking forward to what you're going to tell us today. And finally, but not least, we've got Professor Albert Sangro Mora from the Open University of Catalonia. He has a distinguished chair, UNESCO chair in education and technology for social change at the University of Catalonia. And has since 2016 is a director of the industrial doctorates program at the government of Catalonia. So welcome, everyone. Thank you. I'll bet. And we're going to start with our first question and take about five minutes as we go round the table. So first of all, you know, what was one of the major challenges of this online pivot? And what did you learn from addressing those challenges? Thank you. Thank you, Denise. First of all, thank you for inviting me to share this session with these distinguished colleagues and however friends too, that I can enjoy this period of time with all of you. So, well, going to your question, I would like to start with some words from a Uruguayan poet, Mario Benedetti, who said, when we thought we had all the answers, suddenly all the questions were changed. And I think this is the feeling most of us had when facing the situation in March 2020. This was the real situation. A lot of things that we considered that were the right ways to do things were completely changed. And we need to start doing things in a different way as if we were starting to learn to walk. So considering this, I think that the change is huge in general. So it's difficult to say what is the major challenge, of course. But in this particular approach, I have to say that as you probably all of you know, I'm coming from an open university that is a fully online since our inception. So in fact, for us, there were not very relevant changes at my institution because everything was done in the same way we used to do it. Other than adapting, let's say a kind of saying softening some procedures to the learner issues. For instance, some lack of good connection, some family problems, especially in some Latin American countries where we have some of our students. So we tried to adapt this situation to the needs of these students in order to make more flexible even all the procedures we have in our institution. But I have to say that probably because we didn't experience with face to face teaching, it means that probably we were better prepared or more ready to face this situation, even if none of us like this situation at all. The second thing is that due to the situation, we were asked to provide some support to other institutions. And I think that this was the most important challenge we had, at least personally. And I will divide this institution into big blocks. One is support to schools. They asked for this support because they got absolutely confused. You know, it had never happened before. To move online was something simply impossible in a school setting. So this is not an alternative for anyone, but suddenly in a moment they should move to do everything online. And then most of the teachers and institutions ask institutions or universities like us in order to help them to manage how they can do things in that way, how they can adapt to this new situation, what they can learn from the experience of other institutions that work in that way for a long time. And the third element or the second block of that is that we have collaborated in and lead several university initiatives. With other universities, we try to support them by elaborating resources and supporting the change in the transformation that some of these institutions should have. To do that, we develop a webinar series in order to support the different elements of change. Let's say design, assessment, activities, dynamicization, interaction, feedback, and so on. And secondly, and lightly, we also publish a book summarizing all these tips and ideas in order to help all people to move to this situation. And this book was provided free of charge, easily accessible online in order to make able to everyone to take advantage of this book. It will be published also in English because we publish it in Spanish because most of our needs were coming from Latin American countries. But we are going to publish the book also in English next July or maybe first of September. So the second question about what did we learn or what did I learn. I tried to summarize very briefly some of the learning from this situation. First is COVID-19 has been a historical emergency, both health and educational, and that is very important to take into consideration because it didn't happen never before. So it's important to say that we were in a situation that all the educational institutions were closed and this was the first time we lived that in our lives. Second lockdowns don't let the students to attend to educational institutions. So this is also very important because we can say that maybe, okay, we don't like online and so on, but if the digital growth in reality has been the only escape variable because no online education meant no education at all at that particular moment. So this was something that has been learned by a lot of people in that sense. And we also learned that we could not plan the reaction to the situation, but we know that it could be improved. And this is something that has to be assumed as a learning from this process. We can improve our reaction to this situation and probably we can do it from another learnings we had. First, the digital divide is still a grid barrier. We did know that, but now we probably have suffered even more. That teachers' digital competencies is far away from the expected or desired. That not all that glitters is gold, and I think it's important to highlight this, that remote teaching is not quality online education. And a lot of people have understood that this is true. And finally, that hybridization of learning is already there. And probably we need to think on new hybrid models in order to develop the real potential of technology without avoiding face-to-face education, especially at the school level. Of course, but we need to integrate technology in a different way as we did until now. I think that in order to be short, these are the most important reflections I can share with you at this moment. Thank you, Albert. Thank you so much. Now I'd like to move and ask Alison to give us her views. Thank you. Thank you, Denise. And can I just say what a pleasure it is to be with friends and colleagues at the Open University and to share the day with you today and to learn. I've learned so much already about some of the insights that you've had. I think that the questions that Denise is asking are very important. And, you know, going back to Albert's statement at the very beginning, when we started finding the answers, the questions changed. I actually think that when we started finding the answers, some of the questions that should have been asked could not be ignored. And that's going to be the theme of what I say over the next few minutes. At University College London, in March when we had the closure of campus, we decided to investigate how academics and professional staff were experiencing this rapid transfer to working from home and moving to online teaching and research. We recognized that this was one of the biggest moments that higher education had ever experienced in its many hundred years history. And in particular, we were interested in finding out where any specific groups disadvantaged by working from home. And could universities stop ignoring and try to reduce these inequalities? So in March what we did was we launched a survey which was based on some work by some of my colleagues, Leslie Gurley and Martin Oliver, who you may know. They had a methodology where we asked people to upload photos of their experience and something that would depict how they felt about the experience of working online, teaching online, researching remotely and working from home. And then to write some narratives around this. And, you know, many people uploaded pictures of where they worked. So we could see that people, some were in very nice offices or had repurposed a shed outside. But a lot of people also were working in very cramped conditions and we had photos of people who were in shared accommodation, had a very small room, not much bigger than their bed. And they were actually working literally from their bed and teaching from there. And that was quite distressing for some people. We also had a number of images which depict how women in particular felt about being pulled between their work and also the caring at home. But also many women were taking on more responsibility for supporting students. And we were very interested in the idea of a pedagogy of care in online learning, building on work by noddings from the early 90s where the idea is that relationships with students need to be built on trust, respect and reciprocity. And how were teachers engrossed in their students in these new environments? Now UCL, like many campus universities, tended to move from onsite on-campus teaching to lecturing online and tutorials online, particularly people who didn't have a lot of experience of online teaching. And so we recognise that we perhaps weren't implementing the best online learning or the principles or learning design in the best possible way. But colleagues had literally a weekend to transfer to online. And we were interested in the caring aspects of pedagogy and how that was enacted. And so there are four key learnings that I'd like to share with you. The first is that we found that teachers really need to interact with students and that caring for students involves understanding their needs rather than assuming what those needs are. And that requires teachers to be disposed to students and to make themselves available. And that could be very difficult for a lot of the academics in the lockdown conditions. And as I said earlier, we found that it was women who were tending to make themselves available. The second thing is the emotions associated with these interactions is not normally acknowledged in our everyday work. And that's something that we need to think about. Teaching involves the management of a teacher's emotions and the emotions of the students. And it's something that we really need to highlight and perhaps reward much more. The third thing is there's a personal cost to the idea of a teacher replicating caring pedagogy online. We know that on campus it's relatively easy for a teacher to understand how the student feels and to respond to that. But we found that our academics, some of them felt responsible. They felt guilty for not being there. And also because they didn't have the experience of using technologies to really understand how students were feeling that was difficult for them. The final point is these emotional dimensions are exaggerated when you make yourself disposable to students. And we found that it was quite difficult for academics, especially when some of the students were not switching on their cameras and so on. So what have we done to try to address them? Well, we're trying to recognize more this pedagogy of care and the demands that there are. We're also looking at some of the structural inequalities and we want to try and really recognize these and reduce them. One of the ways that we're doing this is to try to develop much better informed policy in terms of HR and also the support for teaching for students. So UCL has significantly changed policy going forward. But obviously what we need to do over time is to test these policies. And particularly when we return to campus and when the teaching changes again and perhaps becomes more blended. So I'd be interested to hear what colleagues think about some of these points I've raised. Thank you, Alison. And now let's move to Ampini. Could you help us now, Ampini, with the discussion moving it forward? Thank you very much, Denise, for the opportunity to come and present at this seminar. And I listened attentively to what was presented earlier and very, very interesting presentations well done to the researchers. I'm going to be speaking about what we found ourselves in, almost all of us. And as we were faced with lengthier shutdowns and I think for some of us when it started we thought that we will be back to normal in two months or something like that. And then things kept on going on and on and we realized that we need to do something. And governments and everybody wanted to start with us moving into an online space. And then we had to respond to this need very urgently, whether we're ready or not. And this was happening across lecturers. We at UNICEF, it's a distance, it's an OGL institution, but we have not been doing a lot of online. There are courses that are 100% online, but many of the courses are not online. And when we are faced with a situation like this in countries of limited resources, we found that there are a lot more challenges of issues of connectivity, of the ICT infrastructure in general, the devices that people have, the accessibility of those things were just not them. And then secondly, when teachers have to teach and they are used to teaching in a specific space, then you are expecting them to teach in a different environment at a high speed. I might add, they need some element of pedagogy. How do I teach in an online space? And what we found during that time, especially with teachers who are already in the field, not necessarily our student, is that they took their classroom, literally taking their classroom into an online space, where a teacher would stand there in front of a student or a group of students who are distributed all over the place and teach them the way they would teach them in an online environment. And for a young 15-year-old or 12-year-old, it was a grueling exercise. It was not easy for them. It was not also easy for the teachers, but they had to do it because that's the only way that we could have done that. So as we were looking at that, and this was towards the end of April, we were looking at that, we decided that we should try to do something. And this is, I'm going to report mainly on the community-engaged project that we do.  So the challenge here was how do I recruit these teachers who are already in the field to come in and just be assisted. And this was really a stop-gap thing. So what we did was to use our networks and invite teachers to those who are already in the field. And at that time, all of them were on lockdown, so they attended this course. So what I did was to come up with two open education resources. One from the OERU on Digital Literacies for Online Learning, and the other one was from OU, Take Your Teaching Online. And I thought that once I give them these resources, they will be able to navigate their way through it. And little did I know that I'm going to get so many response based on this, that there's this free course that will assist you to work in an online space. And when people came through, then we had to think on our feet, organically changing things as we moved along. We realized that we're getting far more than the numbers that we anticipated. With the first email, we got the response of 190 teachers who were interested in doing this. And I thought there wouldn't even be more than 50. So I thought, well, I can handle it. Then I had to recruit other people to come and assist me in this regard. But as we were starting, the numbers started to grow. And we had to come up with other different ways of doing things. And I realized that although people have technologies that we think they do have, they don't know how to use them for teaching in particular. And trying to teach them in an environment that they are unfamiliar with is even much more difficult. So we introduced a wide WhatsApp groups. So we decided to take them back to the WhatsApp groups. And in these groups, it was a group of small groups. And we divided people or students into seven to eight persons because when they are smaller groups, then they're able to talk amongst themselves. So WhatsApp groups had two functions. One was a peer support, was meant to support because we already have content through OER to support them on how to navigate the digital space and understanding how the digital space work. So what they did is that their peers, their friends, were assisting them during that. We don't learn the same way. Some learn better or faster than others. So those that have learned faster, like in a group, you'll find one person who has learned faster. They were able to go back and say, if you click this, this is what happens. If you click this, this is what happens. So people began to understand that program. And part of it, again, was to strengthen the network because we were afraid that we're going to lose them if there's no clue that keeps them together. So the peers strengthened that network. And unfortunately, because we're doing this in such a hurry, we didn't really look at how we saw it working and we left it there then let it continue the way it continued. And by that time, we already had about 300 teachers who have signed up for the course. So then we realized again that probably they don't know how to start. Then we had an orientation program. And this would be an online workshop where we orientate them to the material. We orientate them to how they need to navigate the space and all those things. And I think what was critical was the digital skills. It was very, very difficult for people to get their way around the digital space. And like all of us, when you press one button and it's not functioning, you just give up. So that's why the peers came in to support them in an environment that they were familiar with. And then I had a group of six colleagues and we called us a laborers of love because this was not attached to the institution. This was something that we did just to assist teachers. And all they did regularly was to send a question and just to make sure that students engage and also check out the progress that the students were making and also gauge the learning by posing questions on regular basis so that the students can see that there's a teacher even in those groups. So the groups would be managed by a teacher, maybe a group of six people, of six groups will be managed by one E-Tutor. We called each other E-Tutors will be managed by one E-Tutor. So the E-Tutor's role was not to look at things as individuals and looking at students work as individuals, but looking at students work in terms of groups and then send it back to groups so that groups can be able to assist each other. So we learned, I think maybe just what we learned during this responsive stage is that really is what Albert was talking about, that we were just doing things organically. That's the first thing, we did things organically, we did things that we are not aware that have not been tested, no plans, no nothing. We just went on with it as it's going around. We recognized the need and we identified the need, we identified people that will be able to, that we will be able to assist. And this because was community-based and community-driven project. It also assisted us that sometimes as we are doing things, we forget that there are skills that needs to be renewed. And this is also against policies and practices that we are familiar with as teachers in the field. And the familiarity again, when people are in so much unfamiliarity test, it's always important to take them back to the familiar space. And the familiar space for us was to use WhatsApp in order for them to teach them to do what they can do. So I will leave it at that. I think I've gone through my five minutes, but thank you very much. Thank you. So last but not least, we're going to ask John to come in. And over to you, John. Thank you, Denise. So I'm not sure if I want to speak, but just sit here and applaud my previous speakers. So thanks a lot for that. I take a slightly different view from them because so I lead a unit with 80 people and we don't do any teaching, but carry out research into new technology, which the OU can use to teach its many students. So I really liked Albert's quote at the beginning of all the questions suddenly changing and about even describe my job. So my job is to ask questions of the OU and say, by the way, did you think of this? Did you think of that? The pandemic is obviously objectively a very bad thing. But from my professional point of view, I see it as a lens that the pandemic has exposed structural weaknesses in society at large. In Mary areas in, for example, in race, in disadvantaged, in inequality in jobs, etc. In the education sphere, what I see is exposing issues that have been around for decades in that education has always been a laggard with respect to technology. There's a mismatch between the affordances that technology provide and have provided for a long time, what society needs and what employers need and what education provides. And this very big jump to online just exposed on them. And as MP was saying, what a lot happened at the beginning is, is what I see in the early days of film, where instead of making films, they put a camera in front of a play. And that's not putting a camera in front of the place, not the same as making a film today. I can think of examples of examples. Why do we test students, especially in STEM, by making them write with a pencil on a piece of paper without the internet? How's that related to their future careers? I struggle to understand that sometimes. So online teaching, as the EU has known for the whole existence, 51 years, is really can be split into two parts. The generation of high quality content and teaching delivery. At the beginning of the lockdown in March 2020, I focused on content generation. I saw other universities struggling how to produce high quality content because we know the EU. This is a time intensive, costly business. We spend tens of millions of pounds, many tens of millions of pounds every year in generating content. And I thought with a team, wouldn't it be great if there was an online library of high quality educational materials for educators, where educators could go to and then pull the elements from. So I started, we invested some EU funds in producing a proof of concept for this. And we also had funding from UFI to look at this from a further education point of view. This is plus 16 education and then from January we've been collaborating with GISC. So the question for us was how can we support people in further education and in university education in having a nice library? And we built some proof of concepts and we went out and talked to 150 people. We also ran an event with 100 people in December. So if I talk about the issues and barriers, I think pretty much all of these have been said before.  There's a lack of digital expertise. There's a lack of online pedagogical expertise. Generally, both with the practitioners who are the educators, this is not everyone, but in general, and also leaders. So there's an issue that you may have individual educators that say, this is a great thing. I want to do it. But if they don't have support of leadership, then that's an issue. And vice versa, the leadership may think it's a good idea, but they need the expertise in the educational workforce. And there's also lack of capacity. We talked to lots and lots of educators. And the first thing they said to us was, I have no time. I have no time to make materials, even if they wanted to. The other thing we had from FE educators was people don't want to just find materials. They want to adapt them. They need to adapt them to the local context, which is mostly driven from the assessment. So what assessment and what curriculum are they targeting? And how can they adapt them for this? And then also, as others have said, there's a lack of infrastructure around these. On the positive side, there's enormous appetite from the community. So at the events that we ran, we had, I think, 4.4 or 4.5 out of 5 in terms of, would a national aggregator of educational resources be a good thing? The other thing that we found, which was a bit interesting. So even though we're talking about a national resource, which is online, regionality is important. So in a couple of ways. Some of the learning contexts, at least in the UK are regional. So for example, in the Midlands, in England, people like to teach engineering because there's a large automobile industry there. We saw these aspects of the local employer context influencing the online teaching context. Regionality was also important for trust. So if an educator is looking for online materials, they tend to trust recommendations, not general, but from known colleagues or from the local area. We posited that what one needs is a federation of regional aggregations of learning resources that we're feeding together. On the technical side, I won't say so much about this, but really in terms of the things that we built, and some of these are online, if you go to vocteach.ac.uk. It's really one needs an aggregator of content. So the whole system needs to be easy because the educators need no time. So imagine something like Google, but it's a search engine which is specifically geared to learning. So you're not typing in keywords, you're typing in learning outcomes. Learning outcomes and skills and employment and your finding materials. Educators may want to look for different types of materials. So I'm looking for an assessment, I'm looking for a quiz, I'm looking for a video. In my lab, we have an aggregator already. It's not for education, it's for research papers. So we run a national service in the UK called CORE, CORE-ACUK, which is in the top 2,000 websites on the world. And it aggregates over 200 million research papers. So it scours the web, looks for open libraries of research papers, and then automatically integrates them. And we thought something like that with trusted sources of content. So from the open university and maybe from the BBC would be useful. The other ingredients one needs is something to generate the metadata automatically. So there's no human effort. So saying that this piece of content I found is for this level, it's suitable for this curriculum or this assessment. You need this reading age and it has these types. It contains quizzes and videos. And then the last element in terms of usability is educators don't really want to search engine because if you search you can find lots of things that aren't useful, but really a recommendation engine. So more like Netflix. So people have their favorite online media company like Netflix or Amazon Prime where as you log on it knows about you. So it would know you're an educator. It knows you're teaching 17-year-olds. You're teaching a craft course or an English course. You're teaching vocational skills. And it knows about your context. So heavy engineering content. It would know about your region. It will make recommendations about your local education network. There'd also be the ability that if I adapt things, I pull some things, I generate a new learning path on the things I found. Then a bit like Pinterest, if people know that, you can put a new pathway or a Spotify playlist. So I put my own playlist of learning resources up in there. As I said, we built a couple of proof of concepts and we did preliminary tests with educators and they seemed to think this was good. At the end of April, we had a discussion with the Department of Education in England and they're going through a discoverability phase, which we will learn through them. So I would say that the main lessons that we learned is similar to before. There are various barriers, but there are also opportunities into what this tech could provide, especially as one of the silver linings in the pandemic is online learning has had a lot more awareness and visibility and far more people, including decision makers, begin to understand the possibilities for this. Thank you, John. We've so much to think about from what was presented and spoken about with great heart, I think. Everybody is so involved in this and wanting to improve everything for everyone, all at the same time, which is quite a problem. So I've asked a very difficult question because we haven't got a crystal ball, but I'm asking you really to have a look inside your crystal ball and just give a few pointers to how you see things developing near future, longer term. So I'm going to ask Albert again to kick us off with that thought. Well, thank you. Well, I also forgot to break my crystal wall then, and in addition, I know that the future is no longer as it was. So it's more difficult even to identify that. But anyway, I will try to share some thoughts from my humble perspective. The first thing is that I used to think that even previously to the pandemic, there were, from my perspective, four catalysts that were helping to make a metamorphosis of learning. There were these connecting networks that enable connected learning on one hand. The second one was the empowerment of learners, and here there are related the concepts of self-regulation and autonomy. The third was the overcoming of time and space barriers, and here it's linked also to the concept of time management. And the fourth one is the acceptance of the existence of an unconscious, informal, invisible and silent learning. But the pandemic has brought us another one, another catalyst for that, that kind of discontinuity or intermittence generated by the situation of the COVID-19. So all these are making the learning change. But my question at the end is, okay, it could change, and some of the questions, the words I have mentioned, I think they will be very important, but as I will finish my short speech, I have some doubts if at the end these things will make the learning really change. On one hand, I have a question for myself, that is, do universities have a wolf by the years? Because I'm not sure about, they should have learned that they must begin to develop a kind of high quality student-centered online programs as offered by institutions with experience in the field in order to be ready for other similar circumstances, because they have had to learn that probably the only screen-driven face-to-face lectures were not the solution for pivoting online. This is important, and most of the universities said, we did it, but they don't ask themselves what they did, that it's not exactly what they could do in another environment. So, on another hand, institutions that are not able to work differently will simply end up having to stop working, and this will be a real disruption in this sense. In other words, also, transformation of higher institution educations cannot be relegated to a mere change in management or technocratic engineering that sometimes it seems to be. We should need to rethink everything, because this situation is provoking a rethought of the whole approach to education too. So, I think that one of the lines to follow is the move to hybrid models of education, and even if I'm not going to go further on that, even if fully online will persist because of the students, some people say the future will be only hybrid, I don't think so, because I think that there will be students that need that 100% flexibility in order to follow the learning they need, so probably they will keep some institutions being fully online, but most of the face-to-face ones will need to move to a hybrid model in order to provide the students some of the flexibility that they have experienced during this period of time. But they should be a good experience, not the bad experience that some of them have lived. So, moving to these hybrid models of education will mean probably to take advantage of the distance or online look to design consistently added value hybrid models, quite different to those that are considered blended in which the look is from the face-to-face vision and they add some online drops to that. This is not the good way in order to build consistent hybrid models. They should be more flexible regarding organization, structure, and time these models. So, time management, as I said before, is very important. Not everything has to be or could be synchronous. Yes, I'm finishing, yeah. Because my time management is not doing very well. Yes, so I will finish. The only thing I will say is that I'm a bit skeptical because after the storm comes the calm and the kind of pendulum effect that can have, I think that will make us to come back to try to consider the new normal as we did before. And this is quite dangerous. I have some other thoughts, but it's okay. So, sorry for going beyond the time. Thank you, Albert. Over to you, Alison. You're muted, Alison. Can you hear me now? We can. Good. Difficulty on muting. But we had to say you're muted once in this meeting, at least. I was saying thanks for the question, Denise. Because predicting the future has just, we've just seen it's much more difficult than we can ever anticipate. And what seems unbelievable can become real. I think going forward and talking with our students, we know that they're very keen to go back to campus. Now, I'm talking from the perspective of somebody who works on a campus university. They're very keen to get back because at UCL, the students like the experience of being in London, of meeting face to face with other students and so on. However, when they get back, we know that they'll expect things to be quite different. So it's a kind of subtle, let's go back to the way things were. Actually, things will never go back to the way that they were. And what we need to do is to learn yet again how to deal with the new normal situation, however it unfolds. And I think there are four key things that we need to think about. The first is, and related to what I said before, how we deal with the emotions that we have when we have the online and how we regulate those and enable them. So for our teachers, for example, it's really important that they develop the ability to understand how to properly interact and understand what students are experiencing. And similarly, that students are able to interact with their academics in a far broader range of ways than we did before. The second is around data usage because we've seen that a lot of tech has become embedded in ways that it wasn't before. And so this is, in some ways, a good thing. It allowed us to do things that we couldn't do before, but also it has to be regulating. I think that governments have to get really serious about how they regulate the use, the measurement and analysis and use of data. Otherwise, we'll end up with a pandemic, which is around the data. Third is adaptability. We've seen a huge change and this adaptability is going to be an integral part of how we work, and we need to be able to learn about how to do that better. Otherwise, we can all end up with some kind of burnout. And finally, there are structural inequalities that have been highlighted during the pandemic. I mentioned particularly pedagogy of caring and how that particularly affects women, but we know that there are also other groups, so BAME colleagues, people with disabilities, all kinds of groups who've been seriously disadvantaged. And this disadvantage is not new. It's just been exaggerated. So we need to find ways of dealing with it. Thank you, Alison. Over to you and Pini. Thank you very much, Denise. A lot has been said already. I just add my two pens. I don't think we should try to predict the future, but I think what we need to do is to identify desirable features that may need to be strengthened and those that we need to eliminate in order to come up with the futures in plural that we would like to do. And part of the reason that I'm saying this is because this is my research work that I'm currently doing for UNESCO and also for the University Network. The University Futures Network. So when we look at this, we are in a recovery stage before it was responsive and now we are in a recovery stage where we need to look at those features that we want us and want to see happening. And it's obvious that one feature that needs to be the one that we take forward to higher education in 2050, we can't even plan for 2030 anymore. We need to plan for 2050. Higher education is going to look completely different from what it is, from completely close, probably to more openness. And by openness, I mean it has to be flexible. It has to be accessible. It has to be affordable. It has to be inclusive and inclusive, not only in terms of the students that we get, people with disabilities, marginalized communities, people from rural areas, but also inclusive in terms of the curriculum. And I'm talking from a developing context where our curriculum has, by and large, been very colonized, for lack of a better word. And also looking at the knowledges that are not really ingrained into, that are not part of our own Indigenous knowledge system. So we see that in the future, knowledges will be more diversified if we include, if we open up education as we need to open it up. And all this will only be done if one does a political will. And by political will, I'm talking about across the board, from government, institutions, everywhere. There must be a political will. And I believe that the only institution that will be resilient are those that are going to be changing the practices that they are comfortable with. And the practices that they feel that they will go back to and all of us are talking about, there'll be no way of going back. And there are new players in higher education. There are new people who are coming in. And these people, we need to embrace them and work with them. There'll be more networked learning hubs because digitalization also makes it, it increases collaborative, it increases partnership, it increases interconnectedness. And this interconnectedness will be used in different ways and in different formats. So it is also critical to do that. The last point that I want to raise is that I think we need to reimagine the mission of higher education. Are we in the business of just re-judging content that we've already have? Or we are in the business of responding to climate change, poverty, peace, migration issues. There are so many issues that the world is expecting us to respond to. Now we are talking a lot about knowledge economy, but there is green economy that we need to focus on as well. How do we live side-by-side with other features within the world that we live in? And the last part is about... So good point to finish on. That's an excellent point to finish on. And poor John's got to pick up after that. So over to you, John. Thank you. Actually, the checks in the post in these let me go last. Brilliant to go last with this group of people. So I agree, predicting the future, especially for the tech field, it's just not a good thing to do. But what I do, in fact, in my job, is I propose lots of nice futures to my bosses with a price tag. Here's a particular future, and this is how many millions it will cost. And in that spirit, I agree with what's been said. I think data and AI is going to be the big thing, and the great transformational power of that is, as Empini said, it's in the connectivity. So it's not data for a single educational institution that will make a difference, but what I call an educational data space. So think about adhering to privacy norms. You connect the data for the hundreds of thousands of students or maybe millions of students who are learning, and you connect that data from the students to the education institutions so they can predict and analyze from that, and to employers. And then one can build AI services on top of that. So one example of one thing that we've looked at in several projects is an AI career coach. You understand how the students doing at a very fine-grained level, how they're doing on their assignments and assessment. You understand their skills. You then can recommend jobs to them, which you're automatically reading online. I take Allison's point about being careful about who owns the data. So we're currently, I do have friends who work in tech companies, but we're currently using Microsoft Teams to being used a lot for teaching as is Google Classroom. So there is one future where Google and Microsoft own all of the student data, which may not be a good one, and we have to be aware of that. In terms of AI services, one can create, of course, this is progressing all the time. There's a text generator now, GPT-3, if you look online. You give it a piece of text from Dickens or from Shakespeare. It will write an essay at undergraduate level from the input text. So that's what happened in the last year. So I see this technology really changing how we represent knowledge. And you can see the movement forward from going to paper, going to PDFs, XML, and now we'll represent all the content in a machine-understandable form. So you take all the online content that's there, and there's some level of understanding that the machine has. And then you can, for example, one of the things we're doing at the OU is we're building, well, we're looking into giving every OU student their own personal AI assistant that would follow them for their career, help organize their calendar, tell them where assessments are duly added with their tutors, generate quizzes automatically, automatically answer questions from their course content, generate, begin to mark the assessment, give informal feedback on that. Also giving assessments, AI tutors to our human tutors to analyze and predict student outcomes. We have an existing tool for that, and organizing calendars. And then maybe finally, I would say, in terms of the point that Alison made, there is a group of technologists that think about what we call self-sovereign futures. And one of the leaders in this field is Tim Berners-Lee, who invented the web. So we imagine a future where every student would own, control, and manage all of their learning data, especially if one believes in lifelong learning, you're not going to learn at one institution. So your learning records, your assessments would be on your control. You control how to export to other education institutions and also to employers. I don't promise any of these things will happen, but this is somehow the bright future which I would like to have. Thank you. Thank you, John. So maybe the Turing test is really imminent, and that will be your assignment. There are some answers from a question that you're learning in your area. Which of these was generated by a computer? Which of these do you think is of a standard from someone in your group? Maybe that is the new future for reassessment. So I've taken some really good thoughts away from my own work. We do have time for one question. James, have we got any questions? Yes, thanks, Denise. We do. Tim has questioned in the chat whether John thinks the OU should provide a support service to higher education, to students, and to the public on online learning. So one of the great things about working at the OU, and maybe we all talk about it too much, is our social mission, that we believe in social justice through education. And along those lines, I think the OU should provide a service. I'm not the finance person for the OU, thank God, but I would push to make this for free. So at least elements of the free. The OU, as people will know, already have free learning platforms. Open learn, we co-founded Future Learn. So offering free services, support services would be good. Actually my bosses, I can hear them in my head now, they say to me, I should try not to lose too much money. So maybe some premium services would be chargeable, but we should be offering this. And one of the reasons for this is that one of the things that somehow keeps me awake tonight is the thought of thousands of educators across the globe replicating the work one needs to do for online teaching, building their own materials from scratch, analyzing. And if that's one area where this could be shared, which is why we have the rise of the big tech companies. Thank you, John.  Let's do the real clapping, because this has been such an interesting and stimulating panel. You have lots of food for thought. But what I enjoyed was the strategic thinking, the robustness of argument, but more importantly the passion that we heard this morning. Thank you. So come on everyone.