Kong Skor Island, where man meets monsters. My name is Brandon Keith Avery, and this is just my opinion. So Kong Skor Island is directed by Jordan Valkrovers, who's known for The Kings of Summer which came out a few years ago, which I did not see. And unlike the King Kong film that came out in 2005, directed by Peter Jackson, this one gets straight to the point. And when I say that, I mean it, because the first frame of this movie, and it's something that I liked about it, is the scope. Because you're looking at the screen and you're like man, this thing is big, like huge humongous. And that's just a great way to set the tone for the adventure that you're about to go on. Now this movie is filled with the star-studded cast of familiar faces that you've seen from all around the place. First you have Tom Hiddleston, then you have Brie Larson, who won the Academy Award back in 2015 for Best Leading Actress in Room, then you have John Goodman, who's been in pretty much everything. He's great. Toby Kebbo's been in a few movies, and I believe he's doing the most in capture for Kong in this movie. He also did great. Corey Hawking's and Jason Mitchell, who played Easy E and Dr. Dre in Straight Out of Compton. And you know I love that movie to death. And also John C. Reilly, this guy's hilarious.  And I'll touch on him later. So what Kong's Go Island is about is you have these scientists, and you have these businessmen who are this rogue organization. And they come together, and they discover an island, and they want to go investigate and have an adventure. So they grab up a bunch of men, and they go over to the island to investigate, not knowing what's really there. Or do they?  And just like John C. Reilly says in the trailer, We're all gonna die together out here. You shouldn't have come here. Yeah, you probably shouldn't have come here. Now just touching on the characters a bit more. I love them all. They all had a great stake in the game. They had a great stake in the fight. I love John C. Reilly. And I also love Samuel Jackson to a point.  He's a soldier, and he wants to serve and do right by his country. And for a while you liked it, and you respected it.  And just throws logic and reason completely out the door. And you're like, Sam, what are you doing? What are you doing? Why, why, why?     Sam, put the fire out. Your head is burning. No, my head isn't burning. The sun is just closer to the earth. And that's what it is.  Come on now. But that's his character. I liked him in the beginning. He was a strong, steadfast character, but he can turn into a complete moron, later on to where I didn't want to get behind him at all. Now, like I said, the scope is huge in this whole movie. I mean, it looks big. Try to see this movie in IMAX 3D. The biggest screen as possible. It is worth your money. And something else that I like is just a lot of the small details that most people don't pay attention to. And that's just the way the film is shot and framed and the way they do slow-mo and tied in with all the effects and whatnot. It's just really cool. Just seeing a bunch of soldiers on a ship walking to the helicopter in slow-mo. It was just cool. It was epic. It was nice to look at. To see helicopters hovering over the water in slow-mo with the blades going boom, boom, boom, boom, boom. I don't know why, but the blades going back and forth that look badass. I mean, I kind of wanted to learn how to fly a helicopter after seeing this movie because what the director did in shooting it just made it look so cool. What's also great about the movie is how funny it is. Now, don't let that scare you. It's not jokes. These are funny moments because they're trapped on the island and King Kong or Kong is going around. As you see from the trailers, knocking helicopters out and you got monsters over here, monsters over there and blah, blah, blah. Is the movie serious?  So we're like, oh, oh, oh my gosh, like back and forth over and over and over again. But at times it's still funny because they have certain characters here and there that you can relate to and they are reacting to the situation the exact same way you would if you were trapped on the island and didn't know what the hell to do. It's funny and makes for great entertainment. Now, of course, what you all come to see is the action. You want to know if Kong, King Kong, Rex Chop on Skor Island and Beast of Hell out of these monsters. And yes, he does and it is amazing. Now, doing all this, the CGI was great. You can still tell that it was CGI air points but for the most part it's good and it's passable. This isn't the, you know, breaking new rules and worlds with an avatar where it looks real and all euphoric and whatnot. Some of the things you can tell that it is CGI but it didn't ruin the movie. It didn't take me out of the film and I still enjoyed it.  You just can't do that. You just can't come to somebody's house dropping bombs expecting nothing to happen without them retaliating.  But that's okay. I'm not gonna spend any more time on him. But another great thing about this movie is it really feels like a true epic adventure. You really feel like you're on the island stuck with these characters just like they are.  And they all don't survive. I was great about it. There's a lot of people sometimes can make fun of Ken and Father and movies like, oh, they're just throwing a bunch of characters in there so they can die. Well, yes, so what? Who cares? That's exactly what they did in this movie and it worked. It worked perfectly. I wanna see death and destruction. I mean, that's just what you come to see.  You know, you will be disappointed and you're not gonna be disappointed with this. The action is all around you. It's in your face. It warns you when it's coming and it also surprises you and sneaks up on you at times. I mean, sometimes when they're just going through the forest trying to make the rounds, you know, you just walking looking like, oh, okay, is that a tree? Oh no, shit, it's a monster. And it's like, oh, damn. I mean, and when the death comes, it comes from all around and it's epic. I mean, and you're on the edge of it. See, like, man, are these people really gonna survive? And when they're trying to survive, they're trying to survive. They're shooting their girls and pulling out knives and stabbing and going like this.  Like seriously, that's what you're gonna, I mean, that's what I did in the movie. I don't know if that's what you're gonna be doing but that's what I'm doing and I'm just trying to tell you my experience, my opinion, and that's just how great it is because I was just into the movie that much.  And the movie flows, this is like easily, I think like right over 90 minutes, just an hour and a half long, not too short, not too long, just perfect. And it's pretty simple. They get stuck on the island and they're just trying to escape. And that's basically it.  I mean, it's just a lot of fun and it's really hard not to love.  I'm not saying that this blew me away and it's the best action movie ever known to men, no. But it's pretty good and met my expectations which were pretty mediocre. And before I forget, make sure you stay after the credits because there is an after credit scene and in my opinion, it's worth it. So if I were to rate Kong Skor Island from a one out of a 10, I would give it a nine out of a 10. Yes, a nine out of a 10. But hey guys, that's just my opinion. Have you seen Kong Skor Island? Do you wanna see it? Have I turned you on? Have I turned you off? Do you agree with me or do you disagree with me? Let me know in the comment section below. Let's get this conversation going and keep it flowing. If you liked this video, go ahead and give me the thumbs up. And if you didn't like the video, that's fine. Just leave me a comment below why and still give me the thumbs up. Since you're watching this on YouTube, go ahead and subscribe to my YouTube channel to get all the content that I have to provide in the past and in the future. Also guys, go ahead and like my Facebook page. There's a link for it in the description and also you can follow me on Instagram and Twitter and all that good stuff. So guys, thank you again for tuning in for my review slash opinion for Kong Skor Island and go see it. It's a great movie. You're gonna love it.  Peace.


Hi, my name is Denise from InterGioTV and I'd like to welcome you to the Tech Talk, which is today about monitoring solutions and Two experts are with me virtually in the studio today. It's Alberto Beachy and Lorentz Meyer. Hello.  We will talk about that later, which is also part of Hexagon and Alberto, he is president of the division of radar and monitoring at Hexagon Geosystems and Yeah, I just said we are virtually meeting today. Just let us start with a question So how Hexagon is helping those professionals to keep up with all the ongoing technology innovations and the situation looking on monitoring solutions Regarding the monitoring needs, we are facing today increasing hazard coming from climate and ecosystem changes such as a landslide glaciers which melt avalanches, rock falls following heavy rainfalls and also if we look at the infrastructures, our infrastructures have been built many decades ago and they are aging subject also to increased stress caused by increased urbanization and construction activities. So for example we know that in the US alone 40% of their 600,000 bridges are more than 50 years old and it's calculated that one over 11 are structurally deficient. Again, so if we look also at the mining activities the global industrialization is asking for more and more raw materials and these poses new constraints and new demand on the safety of the workers in open pit underground mines. Yeah, and let's have a look to Lorenz. Lorenz, I found out that GeoPrevent develops monitoring and alarm systems also for natural hazards and just tell us something about that situation of GeoPrevent. What are you developing? What are you solutions for? Yeah, we help communities. We help road and railway users to be safe. We are a leading provider of monitoring solutions for natural hazards. So we develop for each site we develop a customized system that is adapted to the local needs of the situation, to the local needs of the customer. So for example, we develop systems that can predict ice falls or rock falls where we have time, for example, to evoke people or to close a road. So there is systems that can predict these kinds of events. We call them warning systems where we have time, time on the order of hours to days to weeks in order to prepare for an event. But there are also other systems that we call alarm systems where we don't see any precursors. So for example, an avalanche might release without any prior warning. So in such situations, we have time, for example, to close a road within a few seconds and the avalanche might reach the road after a minute. And this is usually enough to stop traffic and to prevent that people in cars or in trains are hit by such an event. So for many of these systems, we use radar and why do we do that? Radar has a big advantage. It works in any weather. It works day and night. And especially for systems where you have to react within seconds, it's important that those systems are working 24-7 because with the example of avalanches, most of them happen in winter when it's dark and when it's snowing. So radar is the only technology that allows to detect those avalanches reliably. We do the same for rockfall as well. So we have systems that close roads also for rockfall and not only for avalanches. In some areas this can happen 100 times a day. We have a very active site where a road is closed many times a day and then also automatically reopened in case the rocks stop above the road. And this is, I would say, a cheap alternative to structural measures. What has been done in the past in the last, I would say, maybe 50 years is building tunnels, building dams, building retaining structures for these kind of events. That's a good solution, but it's also a very expensive solution. And if you are responsible for a road network, for example, and you have your budget, then you might need all your budget for a single problem by building a tunnel, but all the other, whatever, 99 sites are still unprotected. So by monitoring you can solve the problems in a cheaper way and at the same time install the systems on many more sites with the same budget. So that's a big advantage of monitoring. What is important is that you choose the right technology and the right combination of sensors. So I mentioned we use a lot of radar, but also we combine it with other tools. We combine it with vibration measurements, with laser measurements, with GNSS measurements, registrations and so on. So all these sensor data is combined and we develop the algorithms that allow, in the end, to maximize the probability of detection. So to maximize the probability that we detect an event that needs to be detected, but at the same time, we keep a very low false alarm rate, because it's important that you only close the road if it's really necessary, because otherwise, if there is too many false alarms, people will not respect the traffic light anymore. So that's kind of the secret to protect roads or railways from these kind of natural events in an efficient way. Okay, so thanks for that. And of course, as I'm part of the intergeo communication team and we're looking forward to the first digital intergeo edition, where also companies like Hexagon will launch, will show their innovations. I'm also really curious to get more information or details on what are the latest technologies in monitoring solutions. You can then show interested visitors or guests of intergeo at the Hexagon virtual booth. So maybe it's a question for Alberto to start. Yes, Hexagon has a wider range of advanced monitoring technologies products. Since a long time, you know, that Leica geosystem developed, introduced in the monitoring market, the geodetic instruments, such as Total Station, GNSS, laser scanners, and the related software for processing and visualizing the data, like GELMOS. And these have been applied to all the natural and main made hazards that I mentioned before. And Hexagon has been always a leader in this technology and continues to improve these products to be at the forefront of the technology. Here at the intergeo, there will be important announcement about a new geodetic instrument and software for monitoring. In recent years, Hexagon, through the acquisition of IDS GeoRadar, had to do the geodetic technology, the radar technology, as also Lawrence mentioned, the interferometric radar technology in particular, or the radar technology in general, is gaining more and more interest in monitoring because of the benefits that this technology can offer. The night and day continuous, all-weather working, the fact that you can achieve great distances up to four or five kilometers, the accuracy. You can reach sub-millimeter, millimetric or millimetric accuracy even at these relatively high distances. The remote nature of the measurement, you don't need to put any reflectors, any target on the monitor scenario. So the radar has become today a complement to the geodetic instruments. And these offer to the user the opportunity to have a more comprehensive solution, a more effective solution for monitoring the different hazards. And Hexagon, being the owner of these different technologies, is now committed to the total monitoring concept, which means to continue to provide to the monitoring professionals these wider range, this comprehensive range of different hardwares, but also software which permit to merge and connect the data coming from these different sensors, and so to facilitate the interpretation by the user. Maybe just an add-on to why we think that radar is a very important new technology. With radar you can detect both very slow movements within the ferrometric radars. You see millimeter movements over over days, weeks or even months, but at the same time radar can also detect very fast movements like the movement of a falling rock or a flowing avalanche. It's the same technology, slightly different concepts, but both work day and night in any weather. And well, what do you think? Will the future of monitoring look like in case of hardware or software? Will there be more monitoring with cameras or with drones? Or will the technologies just develop? And what do you think? What will the future of monitoring look like? What are the next steps, for example? I think that say monitoring will profit more and more from the existence of these different sensors, of these different technologies, because each technology has its benefit and its limitation. So putting together different sensors, different technology help the user to have a more complete view of the situation and to have more data to understand what's happening. Of course, on the other hand, the user, the customer can become overwhelmed by this big amount of data coming from different sensors. Then I think that an essential frontier of the new technology will be to provide the monitoring professionals with the tools, software in particular, which is capable of collecting together the data coming from these different sensors to merge and correlate this data to help the monitoring professional to interpret the situation. This is for sure one of the things where Exagon is committed. The Exagon Gel Monitoring Hub is the current software platform that Exagon offer for collecting, for aggregating the data coming from different sensors, not only the Exagon one, but also third-party manufacturers, for example, of geotechnical contact sensors. And this software, the Gel Monitoring Hub, is able to aggregate and to provide unified visualization to the user of the different data. But Exagon is continuing to work on these and new things will come in the future regarding this total monitoring concept. Another frontier for the technology where Exagon is also committed is to have more and more intelligent sensors, more autonomous sensors, which are capable of triggering the alarms when there is a risk situation and also taking action like today, the Rockfall radar, that from gel prevent close the road when there is an impossible Rockfall event or an avalanche event. I think in general we are all profiting from the developments in the electronics and IT industry that electronics is getting cheaper and cheaper, computing power is getting more cheaper, uses less energy, which then allows in the end to monitor more and to have smarter algorithms running on these devices so that the user does not have to check everything for himself, but that the portal cloud solution can aggregate everything and make interpretation much easier. So thank you very much, Alberto and Lorenz, for this tech talk and the monitoring solutions of Exagon. And I'd really like to invite many visitors as possible to Intergeo Digital to interview you live at the Exagon booth virtually. And yeah, it was that from my side. Do you have anything else to add? No, I thank you and I welcome the people visiting Intergeo, although in a virtual way this year to visit our site, our presentations to see what's new from Exagon. Okay, thank you and bye bye. Thanks.


Hey, this is Brett and this 2020 Ford F-350 Crew Cab Long Box Dual-Roo Wheel is stock number 13327Z. I am here at Summit Automotive in Fond du Lac, Wisconsin, year new and used heavy-duty truck headquarters. This 2020 Ford F-350 has the 6.7-liter Powerstroke diesel engine, 475 horsepower, 1,050 foot-pounds of torque. It's paired up with the 10-speed automatic transmission. This truck has been fully-safetyed and inspected by our service shop. It has a fresh oil and filter change. All the fluids have been checked and topped off and this truck is 100% ready to go. I'm going to go all the way around inside underneath, start it up, take a look under the hood, and give you the most accurate representation of the vehicle as possible. Magnetic gray metallic is a color and I shoot all my videos in 4K. So if you have HD capabilities, turn them on right now because it is your best way to check out the quality condition options and of course cleanliness of the truck before seeing it in person. And as you go down this driver's side of the vehicle, you can see the box and dually tub are all in very nice condition. The doors and cab are in excellent shape as well and the fender is in really nice condition too. If you like the video, you can subscribe to my YouTube channel, which is youtube.com slash Summit Auto. Click the bell notifications and you'll get updates on the videos I do each and every day here at Summit Automotive. This one comes with the steel rims and it has Firestone Transforce AT tires. These are LT 245 75 R17s and they are very new tires. I would say 80 to 95 percent of the tread left on there for the front tires. Frame and underbody is in excellent shape as well and the front fender is in really nice condition too. Front bumper and lower valance are in fantastic condition. No dents or dings. The grille is in really nice shape as well and the hood is in really nice condition too. Didn't see any dents or dings in there. It does have the cab lights up top. Passengers side front fender looks really really good and the passengers side front rim. No scuffs or scrapes on there. Magnetic gray metallic. One of my favorite Ford colors. Got a lot of metal flake to it. Really a good looking color. And as you go down this side of this 2020 Ford F350, take note of how clean that body is, how reflective and mirror like the paint is. I take these HD videos so if you are far away or even if you're close by you just cannot make the trip down but you're still interested in purchasing the truck. You can see the truck, hear the truck, and have confidence in the vehicle that you're looking at before you even get here. So when you do get here there's absolutely no surprises and you can make a smart and informed buying decision from wherever you're at. And if this video helps you make that buying decision, definitely let your salesman know that you saw the video, that it was helpful, and that Brett sent you. Back rim is in nice shape as well and the back tires are just as new as those front tires. Frame and underbody is in fantastic condition. It does have the camper package with the anti-sway bars and has all the remaining factory exhaust and very very nice and clean down here. Dually tub, really nice shape. I didn't see any major scuffs or scrapes or cracks on there. FX4 off-road suspension package coming around to the back. Rear bumper is in great condition. No dents or dings on there and it does have the full towing package of course. Receiver hitch four pin and seven pin wiring and the tailgate is in very nice shape as well. So it does come with a very nice factory Ford bed liner, tough bed they call it, spray and bed liner. Get the fifth wheel and goose neck prep package. You also get the seven pin and four pin wiring back here for a trailer and the bed is in really nice shape but I didn't see any major dents or dings back here. That spring bed liner goes on to the tailgate as well. Shuts nice and solidly and for full disclosure this back rim excellent shape as well. Rests this side once again looks really good. Does have the heated telescopic tow mirrors built-in directional signals. They telescope up like that and in inside the XL package gives you the gray cloth interior. 40, 20, 40 split bench seating in the front. Seats are in really nice shape. No rips, no tears on there. Does come with lumbar, heavy-duty rubber floors, auto headlamps, tilt telescopic steering wheel, power windows, power locks and power mirrors. The back seats are just as clean as front seats. No major rips or tears back here. It does have the latch child safety system for any child car seats you may have and the fixed glass rear window with the built-in rear defrost. These seats fold up like so. You get a nice flat floor back here. Looks really good which is nice if you got pets then they're not gonna wreck your seats. Side curtain airbags on this truck and the child safety locks on the back doors and the bottoms of the doors all look really good on this vehicle. Which you'd expect on a 2020 but sometimes these work trucks can really be put to the test. You can see that this truck has 46,441 miles. You do get a compass display, miles to empty, all that good stuff on there. Instrument cluster is very nice and clean. You get cruise controls and information center controls on the left, Bluetooth and audio controls on the right and this one does come with the 10-speed automatic transmission. You get the radio right here, AM, FM and SiriusXM radio capabilities. This is also where your backup camera shows up when the truck is running. You do get the factory exhaust brake, stability control, downhill assist control, turn dial four wheel drive, factory brake controller, climate controls right there. You do get a USB down there and then two 12-volt power points right there. Dual glove boxes, passenger side seat is in excellent condition, smells very clean inside this truck and the headliner is in great shape as well. You do get six auxiliary outfit switches so they kind of act like light switches if you put lights on here. You also get map lights right there. I'm gonna show you the tire and loading information real quick as well as the VIN sticker and then we'll start it up and take a look under the hood. Starts right up, no check engine lights or anything like that. I would personally like to thank you for checking out the video today and hopefully from this HD video you'll have been able to verify the quality condition options and of course cleanliness of the truck all the way around inside and out. Under the hood we have the 6.7 liter power stroke diesel engine and Jimbe's very clean runs very smooth. Once again this truck has been fully safe to end inspected by our service shop as a fresh oil and filter change all the fluids have been checked and topped off and this truck is 100% ready to go. Shock so doing a nice job holding that hood up. Here's your mission sticker and I would highly recommend this truck from a quality and condition standpoint. It's got six like new tires on it really clean all the way around inside really a nice truck considering it is a work truck and to see more pictures of this truck or one of our other 550 new news cars, trucks, SUVs, minivans, wranglers, halftones, three-quarter tons, one-tons, you name it. We got to go to that website right there summitauto.com full pictures and descriptions of every single vehicle from two locations all at summitauto.com if you'd like to check out more HD videos you can go to youtube.com slash summitauto. Remember to like subscribe and share on this video and all the videos that you see there click the bell notifications you'll get updates on the videos I do each and every day here at Summit Automotive in fact in a second you'll see a link to subscribe to my YouTube channel in the upper left to link to more 350 videos are done in the upper right link to this vehicle on the website in the lower left and a link to one of our latest YouTube videos in the lower right. Click those check us out and we're super excited to help you with this ultra clean 2020 Ford F350 crew cab longbox XL FX4 in magnetic gray metallic. Thanks again for checking out the video remember to like subscribe and share on the YouTube channel I really appreciate it thanks again


I'm homey die or you can call me hi die just like the this ID for short and today I want to share about how my team the SRL team to do several at the mine station on Solidity on your and it wasn't the other LLVM framework So here she is our agenda we have full session to Talk about that first is the roadmap and how it's all warps and then we will just mention just a little You will optimizer and LVM optimizer then we want to introduce a very experimental New mechanics and to do some static analysis and Feedback dirty optimization Okay, so let's talk about our roadmap first Actually, this whole project is a start from I think this year the April 4th and Actually, we has do lots of staff to create a new languages tension for a study that be called a leafy if you if you remember we have to talk about that on the Defcon 5 and after the tool we want to just small focus on some optimization research because we believe that Smokon chair for a blockchain will be come more and more popular. So if the engineer to who is writing the smokon chair cannot Will we want to help a land that they don't need to really care about the detail coaching about performance or the cosise want to Leverage lots of my skill and to help them to generate a more a small size by code so here's our the stop point and After we decide we want to use the LVM as our infrastructure We want to choose and that's one foreign and one back end Which is the foreign is we choose the Solidity language because I believe is the most popular smokon chair language in the world So we choose the Solidity and then for the back end. I believe that the Solidity compiler has to Very great work to generate the even by pole very efficiently. So we just want to create a new or choose a new Target back end. So that's why we choose the Solidity and it wasn't for first and Then we go go to the do-do one the really The very first release that is and we want to Create a very small demo, which is just I believe everyone has used this library called a safe mass and We just do very little grammar just you can see here if else or Revered require and very limited Interjust the pole, but before that they've come five. We want to just Join the community and we want to talk to the team to ask for the more Conversation about it wasn't or or something like that. So in this two virgin we focused on how to compile or ERC 20 smart contract and we want to show Our soil has the ability can we can just support the constructor and we can deploy the it wasn't by call to the Issyrian it wasn't has not and actually we We we just finish that and and we have a very good conversation between us and Solidity and after this event, I believe this is very Key event because after our discussion we found that's that's like I remember that's that is told us there's another project called a soul and and they also do the I think just the same thing just compile the facility into It wasn't or into the subject So we just change our goal from supporting the Solidity front end just instead of I'm sorry, we want to support that you will find and instead of the study that he so Michael mentioned yesterday actually the soil now can pass. I think it's 80% of a test switch from the liberal you all and I want to the soil want to accept lots of you will buy coal which is generated by the COLC compiler and We apply the LVM during optimization options into the whole whole cogent and whole by-cogent regime and also we also support the even LVM as our even back end so now the soil can support a very limited Solidity front end and I think Almost the you will find and and we have two back and one is the it wasn't back end And another is the even LVM back end. Okay So here is something we we doesn't support now Just like balance or self-balance something like less and we will just keep going to finish this unemployment instructions just Few months later. Okay. So what is our future roadmap or future goal? that is we want to fully support the you will find and and yesterday that We found that it is a very good extension called a you will pass and I believe if there are some features that's Very interesting out of so we will also add support of the your class after we finish the you will find and and we found found that There are some very interesting things less Actually traditional Applies on the it wasn't may not be the best choice for the for the real world because When we deploy a smart country on on Sorry, and we will we will very care about the whole size rather than the efficiency because The the whole size will take lots of the storage. So I believe is is more expensive than the Than a native computer. Okay, so that's The second goal we want to achieve and the third one is actually we have several online There's you pass in our optimizer and we will discuss that later. Okay, so there's our Romance from the past from the current and the future Okay, now I want to talk about how I saw our work works, so the first thing is that we accept the country which is right right in solidity language and When you get a solidity solidity country, you can just bypass it into the soil see and with the Myronomus IR and myronomus IR optimizer and then you can get a auto mode auto mode you will buy cool and at this stage we accept this you will control into our compiler and If you want to see how you want to get the deploy Deployer plus the runtime you just bypass this your country and we will give you the See that was but if you want to Know why is the detail of the Runtime by code you have to remove the outside Power of the you object because the outside part is the car constructor and and and some something that's Oh It's just a Ripper of the outside. So so you have to remove the UOL object outside the outside UOL object first and then just bypass the remaining part to our compiler and you can get a runtime Watson so what is the detail scenes that the soil compiler do? The first thing is when we get the UOL smart contract We will pass it and check the sematic and create our own ST in in in our compiler pipeline and the second thing is we will come soon in this ST and With our culture module and then we will get the LVM module here So at this stage now we get lots of LVM IR now there is no UOL anymore, so Each line of the UOL statement will just maybe do several line of the LVM IR here Okay, now when we get the LVM module here and the next step is to use our back end Our back end will just apply several LVM optimization tests and we will do lots of steps like like the bit swap because the The EVN is a big Indian integer type and The web assembly is the little Indian integer type, so we need to do lots of the conversion things and then After we finished lots of works now the last step is we will use our talking machine and linker to generate the It was a bike hole or the EVN LVM.LVM IR Yeah, that's our the whole internal process of SLL works Okay, so that's our that's my second session to just describe how the SLL works and the third part we want to just mention some very different things about the UOL optimizer and the LVM optimizer and The first thing is I think the rules between these two is is very different because the UOL optimizer actually is transformed from UOL to UOL so You can have very high-level information here and so We will have a set code that UOL optimizer can do lots of aggressive simulation to Do the inline things to remove the function code But when we go to the LVM optimizer There is a big limitation for us because that's we we just convert all of the UOL statement into the LVM IR statements, so We will lose lots of the in high-level information first and the second thing is When we want to apply to generate to the it wasn't back then we will Need to add lowering integer like because the EVN has 256 bits Big Indian integer, but the we're by some only support us is for bits integer so we have to do lots of conversion and also just the base swap I mentioned before so After we add the several things in our LVM IR code, you will be more hard to do some Analyze this and to reduce with some very Heuristic rule, so I will give you more details in the sample Okay, so the first example is we called the very common Compiler optimization that is loop rolling or unrolling which means Here you have a contract with 10 elements of array and we just write a for loop to feel the error amount with the index and If you compare this simple code to the native computer for example, if you write this algorithm in You write this algorithm in C++ and just compare it to the net if you will find that There are no more for loop because all of the things will be converted into a very zero It was a very assigned assigned your tool Assigned your to the radio. So it would just be ten line of of this statement but In the you will optimizer you will find that actually it just keeps the structure. So you will have a follow-up here and Each iteration will just update the storage variable or once So I think it's very great but when we apply for example, we apply the LVM optimizer with the O3 flag and We will find that all of the loop is be eliminated because in this stage the LVM and the Watson back end believe that we just replace the loop with lots of Constance constant store is more efficiency, but Actually in the in the historian, I don't believe I don't see is a good idea because If this loop become more larger if it's not from zero to ten is from zero to a hundred or a thousand Then we will find the core size will glow Then Then our expected so when we do the loop unrolling we find the final Watson core size will be About 3k, but the if we we disable the loop rolling a loop unrolling We will get the 2.5k bytes here So this is the first very different thing that we have to be more careful when we apply any LVM optimization because Lots of the automation is designed for the native computer not designed for some very special case Okay, the secrecy is In line, I believe that's a very good example that the you will Optimizer can do much better than then LVM Sir, the you can find this is the deaf con dash the example that you will and Is a Store here, and we just call a resum and in the other sound we will call lots of the overloads So after the you will optimize sir Oh, sorry, I mean it's one slide here. Oh Okay, I miss one slide here, and I will I will give you a moment If I can get it back now, okay, and Let me just pass it What's on past Sorry Yes, but could be We're more than you sure Okay, okay, so You can find if we just sorry I just go back so after you will optimize sir, then we will just convert these this You will to a very short one and you can find all of the function code is all of the function code is be even so Let's very very good things. That's that's You will optimize a dude, but when we go back to the to the oh Okay to the to the LVM optimizer o3 Then we will figure out that the arrest sum is be has been in light but the overload has not been in light because in the LVM optimizer we figure out that The function body and the basic block is Is larger than the in Ireland. So In another threshold, so there will be So there will be only the Arisum has been in line and the other one will not be in line. Okay, so that's very different between the LVM optimizer and and you will optimize it because because LVM optimizer the in Ireland has its own threshold and we have to Do lots of the research and to figure out which Treasure is green enough for the it wasn't cost model. So that's the circumstances. We will have to do more research here and The third one is the storage as I see sample. So I just create a new integer storage and and We will do at 10 and at 10 twice. Okay, so when the Contrasts become higher to the you will and after the you are my sir and you can find that There is the sensing like the Function body and it just update a storage value twice and that's the same thing with the LVM optimizer like you can find that here's a add first to add a 10 into this is a temporary rebel means the Original story ready and just story it Oh, here is By swap. Don't worry about that and we call the storage store just to a store F2 value back to the storage But we believe if we can do a very trivial optimization, which is This tool I can be combined into one line which is I plus equal 20 we don't need to do Just like to lie off the Add and to lie off the storage updates. We can just simple lie the Stamen into one line. Oh, that this is several things that we can do more about this case Okay, so here is three here are three examples. We we want to mention let's Oh both of these two optimizer has still has lots of research and and and Optimization Technology we can do more So we want to introduce the final heart, which is we do research to analyze the cost of model So what is the motivation?  So we apply a very I will apply the The same analysis and optimization Just found some paper to deal with the energy consumption So we create a project called the GPS cat which means a general proposed Static cost analysis to a chain. Okay. It's just a very long name and In this tool we have two face to ocean the first one is we we don't analyze this You will directly we analyze LVN IR because we can do lots of the Debug info we can insert lots of debugging them to help us to to evaluate The LVN IR cost equals to lots of the Web assembly in stretching cost. So we will start from LVN IR first So when we get every IR we can just calculate it into a cost of function and then we will use Up one solver to resolve this function to figure out its score. Okay, so here is our our total analysis the diagram so First of all, since we will define some assembly cost of model Something like if we add a number you will take Let's just say a hundred or 200 something like that and all of the LVN IR by code will be annotate with Debug you info with the debugger location because we want to know that every LVN IR will be generated to what kind of Web assembly instruction so the whole the top idea is likely so after we do lots of the annotation we can give We can get the LVN IR with block cost information then when we get this information we need to have to To apply to framework from the outside the first one is We need to extract the cost of relationship. So we use the LVN to keep up and The second thing is after we have this this cost of relationship We we have to apply the up on solving up on solver to to calculate the Since so here is we use to external project to help us to do this Okay, so after We go through lots of things now we can get if we apply some optimization on the LVN IR Then we can get a new score and a new formula and we can calculate if we apply this The state ns will tell us well your cost will be increased or decreased then we will we can just adjust the stretch hole or address the optimization options to to Help us to create more more suitable At the management phase for the it wasn't cost model, okay so I say I have I say I have full round of time. So the following slide is just to mention how we Annotate the debug info for the LVN IR just like we will say each LVN IR will map into which line and Lowering it into the assembly of the web assembly then we can just get a mapping relationship between the load LVN IR instruction will be do nothing, but the add will be Compar to three Instruction of the Web assembly then with this model we can just Say we have a table to the of the mapping relationship and we have the cost table So we will know each LVN IR is mapping to what kind of the cost and we can Calculate the final basic bar cost and we will know the whole program the whole cost of of this smart country When when it just is cute Okay, I think that's my whole whole talk about SORL and our some something about Automation, so if I do you are interested in you can go to this link to our SORL repository to use them or you can Just I believe when Michael show the video yesterday And if you are interested in actually we have because we we have a need to measure the Bicol efficient and the Bicol And the Bicol performance, so we create our cell phone wasn't virtual machine to do to do this And if you're interested in about the GPS cat here is our repository and all of the examples you can find in this repository here, okay Okay, let's go. Thank you so much Great talk. Thank you So because we have almost one minute delay in the live stream We will give people the chance to ask questions now Either if you're watching the live stream, please make sure to comment in the guitar chat or if you have a question here in the room Feel free to use the raise your hand feature so that I can see you have a question Yeah, Chris go ahead Yeah, thanks for talk I'm wondering so you mentioned that you need to extract the runtime code from the you object in order to deploy it Is there a way you could Support the deploy routine that is written in you or what is the reason for that? Oh Actually because the generated You all country is just like a run time code and a deploy or a constructor part. They are two parts, right? I think I think they are two parts and so if because if you if you get the Give the soil with the run high code and the the constructor called a different code We will just compile the one I call just directly into the Web browser may buy code. So you have no choice. You have no chance to see The LVM IR inside of this runtime So if you want to do some research on Just remove the outside part that's not required for running it It's just if you want to see further details on it If you want to run it you have to of course you have to give the run high code and contractor Well, we need yes Yeah, thanks Okay, another question here mooly. Oh, you're still muted Can you hear me now? Yes. Yes. Thanks. Thank you very very nice talk Can you elaborate a little bit about how much you save in particular how much gas saving are you getting? um Sorry, can you can you uh Oh, uh I will say there are no no any any benchmark or we we doesn't we doesn't calculate the The gas reduce number here because uh in uh, I always said it's a very experimental uh It will be is very uh experimental stage. So uh In this moment, I believe they are they are also uh, don't have very uh, very strong or very complicated Very very complete of the uh, we by simply cost the model. So we just uh, we just assume, uh, we just said lots of the The number there so so we don't have no real number. Sorry about that Yes You're muted again Oh, sorry. So on the conceptual level if you implemented this directly on the yule How much more difficult will it be? What are you getting actually from the lvm as opposed to just running it on the yule? There is my question clear Oh, um Uh, actually, I believe this there's uh, different things because uh, why we choose that lvm framework because uh, it just like the gcc that's uh, there are several people and do lots of the academician research and creates lots of the academician strategy layer. So, uh For us, it will be very difficult because we have to choose which strategy is is Which strategy is suitable for the Yule and then the second thing we just pulled the the algorithm from the lvm ir into the u-automizer. So, uh, I don't So if we can do lots of research on these parts, yes, we can pull lots of the Automation from lvm into the yule automizer, but uh, I believe If, uh We should just just still we just use the lvm framework and and and just add lots of analysis and layer because uh You would have lots of things to do because you have to You have to analyze that and create lots of the The information so with lots of information, we can just do a more aggressive Automation, but you will have I think we'll have too much time to to rebuild all of the all of the things again on your automizer


Do down the temperature likely so keep your distance. Yes, sir Let's stay focused watch your sectors Could be the missing troopers, let's check it out down on the bluff not want your eyes in the sky so Let's go six. All right, noble team spread out watch the approach We're close Roger that eyes appeal Found the beacon make out any ID negative, but it's military So where are the troopers? Why are we not seeing explosives? I'm seeing heat six in the structure ahead On your knees now, they're not rebels their farmers look at them ask them what they're doing here Mid crested the key Hiding sir taking up idea as some see dog. He's a child. Let's get she called us as neighbors were attacked last night He had screens gunfire Stuck around sunrise Says something in the fields Killed his son something commander be advised. I'm reading heat signatures in that structure directly east of your position over Copy that get them back inside Us month on Bethlehem getting noble team double-timing commander. What do you seem over? We've got military casualties two of the missing troopers Looks like they were interrogated It's messy. I see movement outside your structure noble to move up to the west Contact contact Here we go Inbound Falcon moving to assist


So I think we're going to go ahead and start as I said welcome to this webinar, which is the embracing new pedagogies for new times, the rainbow after the storm of the pandemic and it is the last webinar series of the summer. And there'll be more webinar series being offered in the fall and of course, please be sure to stay. Keep a good look on our website and we'll keep you updated on all of the new developments in terms of in terms of webinar sessions. And today we have with us four very wonderful speakers. We have Dr. Roshin Lyons, who is an assistant professor of entrepreneurship and innovation, who is formerly from DCU and is moving to the University of Limerick. And we've got Katra and Otrell Katz, who is a professor in educational science at the University of Graz in Austria. We've got Marta Markowski, who is a policy officer in digital education from the European Commission. Very excited to have her here. And we have Thomas Reiberg, who is a professor in the Department of Planning at Albert Center for Problem-Based Learning in Denmark. And so we are going to start with Roshin first. And let me just give you a brief introduction about Roshin. As I mentioned, she holds a PhD in entrepreneurship education, has taught innovation entrepreneurship and social entrepreneurship to cohorts in Dublin and Saudi Arabia for over 10 years. Research has been focused on open source innovation, entrepreneurial tendency development and pedagogy, hackathons, gamification, experiential activities for large class cohorts, contacts. And she was a former high school science teacher, and she is now heavily involved in many social enterprise and startup initiatives such as Enactus Startup Week and is a founding member of Team OSV. And the title of her talk is Using Hackathons to Leverage a Hybrid Learning Experience. And I will hand it now over to you, Roshin. Excellent. Thank you very, very much. Can you see my slides, Sarah? Okay. Perfect. Well, thank you so much. It's such an honor to be asked and to be among this panel. I'm really, really excited. And as Alisa mentioned, I've just moved to UL. So this is my first event as a UL staff member. Today, I'm going to talk to you a little bit about hackathons. Now, without going into it in too much detail, some of the teams that we've been talking about in education of late, some of them that we talk about in enterprise education, circle around experiential, industry engaged, applied projects, how to build inclusivity into our pedagogy. And something that's very relevant to me is large class pedagogies, how to make something scalable, replicable, and also time efficient and resource efficient. So with those things in mind, you know, we worked very hard on a module that I want to tell you about. We also know that teachers have been evolving their skill set and some of the competencies that have emerged that are even more important for a supposed pandemic are in the lines of gamification, agility, micro credentials, etc. And the module that I'm going to tell you a little bit about was a module I created two years ago. It has over 600 students annually. It's year long, it's 10 credit, and it's blended team taught lots of the things that we think are important in a kind of a hybrid learning experience. We started to develop two years ago, and we were very lucky, I guess, when the pandemic hit in the sense that we had already created a lot of this content, we were able to really move to a hybrid context very quickly. If you want to learn more about this module, it's the case example in a future course about higher education 4.0 as well, provided by DCU, if this is of interest to you. So just to tell you a little bit about how we were blended, and this was two years ago when we started this course, we have a lot of gamification in the module. Students get engagement marks based on the different activities that they engage in online. They had to do mini documentaries as their assignments, e-portfolios were a major feature of the modules. We also did really interesting things like we had required journal reading lists, a very minimal amount of reading lists because these were first year students, but we really went deep into those readings. And we recorded podcasts with other academics discussing those papers in particular. We even got some entrepreneurs to read the journal articles and give us their honest opinion of how valuable those were and where they saw themselves lying in those academic texts. So we also spent a lot of time creating primer videos, content videos. We played around with the timetable, having, you know, 35 minute lectures, and then sending them out for a walk to listen to a podcast and tell us how many steps they got, or do something and send a picture of what they did in the interim, the commute, for example, of where they were.  We realized that students were going through quite a lot. They were in lockdown at the second iteration of this module. So we tried to meet them where they were. And the other thing that we did, which was a large part of our course and which I want to talk about is hackathons. So if you're not familiar with these, because they do come from the computing innovation entrepreneurship side of the house, originally, not necessarily anymore. But their experiential workshops or learning events, they can be held over a day, a weekend, a series of a couple of days. And they are really innovative. They involve when they're designed carefully, they involve a lot of opportunity recognition, needs assessments, creativity, innovation, pitching and priming, working in teams and meeting industry. And I think they have a huge potential going forward, where potentially students may not need to be on campus all of the time, but when they are it should matter and it should count. And I think that this is something that if you haven't been involved in a hackathon before, or you haven't seen them try and experience it yourself. So I'll just show you a quick video of where we went from an on an offline to an online course. In 2020, we launched our first ever DCU hack for change, where more than 600 students engaged with over 90 industry experts and work together to find solutions for some of society's biggest challenges. In 2021, we're doing it virtually. We're running a week long hackathon covering the core topics of climate equality and mental health and wellbeing. Each day, students will be given different challenges based on the problems we face in society. They will then work together to come up with creative solutions to these problems. We'll be using a platform called Gather Town to provide an innovative experience for our students, where they can attend talks, take part in activities, competitions and where they will present their pitches around the core themes. Our goal is the hack for change will help to inspire the next generation of social innovators. We can't wait to hear our students' ideas and how they address these important social, environmental and economic challenges. Okay, so you see some clips from the onsite one and also from the online one. The events were both in their own way very, very successful. But I think we're in a really good opportunity to take what we learned from both iterations and try and come up with a very efficient, effective way of doing it. And we are going to publish a paper related to this and the model that we think works well. But a couple of the things that came out from it, our key notes, we don't have to cannibalize speakers by bringing them onsite. We can get really good experts online. We can mix online and offline events. So again, when students are onsite, they're doing something that's very experiential. Experiential usually means intense and collaborative and engaged. And we have to be careful that our high anxiety students and our maybe autistic students are not left behind in that race. Hackathons can be great, but they have to be very carefully developed and not too much for our student cohorts. Teams and students are now different at meeting online. They actually feel a little bit more comfortable meeting for the first time online. So bring it online, introduce themselves, bring them onsite, get them to work together, put them back online to collaborate on their resources. There's a lot of potential there. So we can make really short, sharp multimodal hackathons could be half day onsite with some priming events before and after. And it could be really, really resource efficient for our teaching staff. So just to leave it with you, a couple of things that came to mind for me was will the students miss our chat function on Zoom when they return to the classroom? I think that they will. Do we need to be reintegrated into our classrooms? How do we feel as teachers? And I'm really excited about a few things. One thing in particular for social innovation and social enterprise is the or getting students to empathize with people around the world by giving them a virtual reality experience of someone in a war-torn country, someone in a climate change context, giving them that optics. I'm really excited about the rainbow, and I hope you are too. Wonderful. Thank you, Rosheen. If you have questions for Rosheen about her presentation, please be sure to enter them into the Q&A area. Rosheen, I do have a question. One of the things that have emerged in the last, well, since the pandemic has started, is that a lot of the latest research is showing that students actually do not want to return 100% to on-site classrooms, whereas instructors tend to want to return to the on-site classroom. What has been your experience and how do you see that impacting your hackathon approach? Yeah, I think students in general, they like to work and they like some social element. But when it comes to recorded lectures, especially for international students that may not pick up something in the first run in a traditional context, I think there are those parts that they want to hold on to. But I think when we're thinking of recorded lectures and, you know, that content, we have to be careful for our temporary staff and our temporary teachers, because there is an IP element to this as well. So I think students will like those recorded parts. They'll like some of the online kind of curated content, podcasts, things like that. But there's nothing like really engaging in a classroom discussion with students. And I think we need to get them to fall in love with that again because teachers love it. I'm also wondering what kind of challenges they may have faced in shifting from the face-to-face to the online. How would you see that shift? Yeah, I mean, I think across the world it was very different in terms of a lot of students had to return to their own countries. And then there was time zones and there was a lot of things involved in that online context. For first year students that hadn't been on campus yet, there was a real high anxiety of what was the norm in college? You know, what were they able to ask questions about and what were they not able to ask questions about? They really had no induction into college life. And I think we're going to have to spend a lot of time going forward showing them what it was like before and showing them that trajectory, what it is like now, giving them that history of what college is and what college will mean to them going forward. We have a couple of questions in the Q&A area from Dustin Hossini who's asking, Hello, just a very technical question. I saw that you used a variety of tools and systems and I enjoy doing this myself. How did you get around and or counter any queries or issues around GDPR? That's a very good question. GDPR often raises valid concerns but like some policies it can also be used to simply say no to using specific tools but I would also be very interested in your response to that. Yeah, we had to be very careful about that and very cognizant of it and actually the platforms and the tools that we used and I can share a list were all web browser based, no login needed or they were internal systems through our universities. So we had to be very careful and even more so when we were having industry mentors and things login. We had to take a lot of time and care in doing that. And it's something that we dismissed many tools on that basis and we had to be able to get a lot of clearances and stuff but I actually have a list of ones that I won't share the ones that we didn't use but the ones that we would recommend it will all be related. We have a website that we share kind of the best practices from these hackathons.  It was really excellent and they worked with us on a lot even giving us sham rocks and things because the hackathon ran over Paddy's day. They helped us to create a virtual parade. That's great. If you could also enter the website in the chat box that would be super. And one last question from Alistair who asks, who says very inspiring example. Roisin, did you do it completely online or has it always been blended? The first time that we did it was onsite. We would have always given the students blended content to kind of get them ready for the hackathon. They chose their teams. They chose their topics. We moved them into kind of teams ahead of time for that. But we went completely remote then for 2021 and you know for 2022 or thereafter, we're definitely going to have a mix. Great. Thank you, Roisin. Really appreciate your presentation today. Our next speaker today is Katrin Marie Ortegaas who is a professor at the University of Gras in Austria. And she has worked over the years at universities in New Zealand, Denmark and in Austria. And her interest is in innovative approaches in teaching and learning both in higher education as well as primary and secondary school education. Katrin has a special interest in teaching and learning and science technology and increasingly works in interdisciplinary research environments. Amongst other associations, she is a member of the human factor in digital transformation network at the University of Gras. And her presentation today is learning and teaching in the digital age time for new pedagogies. And I will now pass it over to you, Katrin. Thank you very much. And I'm just quickly making sure that I also start my slideshow as planned. Yes, thank you also very much for the invitation. I will start or I will use this time that I've been given to reflect on my own experiences through the pandemic and also the reflections on experiences pre-pandemic. When I'm thinking about the changes that I experienced, I was reminded of changing also educational cultures. As you have heard, I have worked previously in different countries and have been lucky to experience the different educational cultures that resided there. So about two years ago, I went from Denmark to Austria and I encountered a really interesting change because when I went into the lecture theaters in Austria, hardly any of the students actually had laptops, but they were taking handwritten notes. And that was quite a change for me coming from Denmark where your normal student group would always work on computers. And that is a significant observation in terms of how people are also used to engage and with the teacher and the interactions they expect. And that of course changed dramatically when we experienced the closures also in Austria and everything had to go online. So for the students there, it was quite a dramatic change and also for the teachers. So it was a challenge for both sides really. What it means was that we experienced an acceleration of tools that had to be changed. And here I'm just drawing on an example of assessment here that in higher education we of course moved from paper and pencil tests or perhaps more classical versions. And I remember during my own studies that I had a lot of oral exams in Austria to a lot of electronic exams that were done. But actually when you think about assessment and I found this very useful mind map here also. The digital tools that we can use and merge them with more traditional approaches to assessment as a form of pedagogy of course. We can see that there's a huge range of options out there. And so the digital possibilities really have amplified our possibilities and really transformed our pedagogies. And of course that has accelerated during the pandemic because we were not able to come together. We were not able to do things as we used to do them. This is this is Lisa just a short question. Are you moving through the slides because we're still on the same? Oh, okay. Okay, thank you. Yes, I am. Can you can you see my. We can now. Yeah. Okay. Okay. So when we when we used to think about technologies, we were thinking about technologies often as tools that we're doing things for us to achieve certain things. But what we have experienced now and also again, you know, amplified and accelerated during the pandemic is that we encounter the fragmentation fragmentation through different tools that people were using. So, for example, at our university, we had, we were using different tools to communicate synchronous or asynchronously with our students. And so students as well as teachers had to become very capable of managing these different platforms and appearances on online and offline. And, and that has, again, you know, increased the fragmentation. However, the this fragmentation, you can also argue is something that we've also always encountered in some ways. And, and the technology that we're using have become tools for ways of how we are thinking. So when we're using, for instance, so as a platform to engage with each other, we've learned that we can use breakout rooms, we can use chat functions. And so that that those digital tools have have shaped this interaction this and shaped the pedagogy around it. What I was also thinking about when I was in being reminded of the activities during the pandemic is that we needed to think about our own and the students pedagogical traditions. What were we used to in terms of our engagement? And how did that, how could we transform that in a way that it was connecting to existing traditions? We also needed to ask ourselves questions about justice, you know, how fear are we actually actually operating when we are connecting with our students who are working at home with their children or in different situations where they had significant challenges continuing with their education, but equally also from the teacher's point of view. So for also for teachers, it wasn't necessarily an easy transition into this online environment. And also, what does it mean to stay human through this increased digitality and with that, I'm just taking the simple example of what it means to be speaking to groups of students who have blacked out their video. So, as an example of the new materialities here, a shift, for example, again, I started with assessment that on the left hand side, you see a typical Bachelor Graduation Certificate with grades and all that. And now we have the opportunity and move into using technology so that students by using e-portfolios can really shape their own presentations and how they have experienced their education. So as a reflection, a final reflection for my end is what I'm proposing is that we have to think about post-human connectivism and pedagogy. What I mean by that is that we've learned that we are post-humans, meaning that we are people who are entangled with the digital environments and the on the offline environments. We are connected with each other, but we are still humans with human needs, so the need to look into each other's faces, the need to talk to each other as humans. However, if we merge these different tools and if we remind ourselves of the humanists and the human needs in pedagogy, we can also transition into new forms of pedagogies that take us further. And this means that it allows us to tinker with our own selves through technologies and allow us to make meaningful new connections. And with that, I'll finish my talk. Thank you very much. Thank you, Katrin. So if you have questions for Katrin, please enter them in the Q&A area. I have a question. You stress the importance of humanness and the area that I'm currently working in after working with graduate students at university for many years. I'm now working with K-12 students. And one of the things that we've encountered in working with the students is they really miss that human element. They miss the socialization at the same time.  They're teenagers. They don't want to do that. So can you give me some examples of how we can bring that human back into the digital environment? I mean, I don't think that there's a simple recipe to that, but I think it starts by acknowledging that we are people in real lives. And so that means that if we have to teach in environments where we are looking into each other's bedroom or office or home, we have to give that space. So I mean, in my own teaching, I had students who had to hold babies while we were having our session or who had internet problems. And I think we need to acknowledge that and allow that for that space. But also because I also work with schools, we had examples where teachers were deliberately taking teaching approaches where they would go into each other's spaces. For example, doing a science lesson and cooking something and showing each other what they are doing and what's happening in their lives. And that really brings us back to making those human connections. It brings to mind the work of Boria Holmberg on empathy and just how important that is in distance education environments. I mean, being empathetic, being understanding of our learners and what they're experiencing is really so important. We have a question from Don Olcott who asks, in your view, what are the detrimental effects on learning from too much technology? Can we truly go back now? We live in a world that technology is viewed as synonymous with progress. We know that assertion is double-speak. What do you think are the detrimental effects on too much technology? I think the bad sides are if we just transition from asynchronous to synchronous without considering that fundamental things are changing. If we try and do as if we are behaving like in a normal classroom, then that's terrible teaching. I think if we consider that the environments within which we are operating have changed, then acknowledge that again, things will go smoother. But of course, there's a need to also realize what was missing when we couldn't see each other and think about ways how we can bring that back, but also take some of the very good lessons that we learned. Thank you, Katrin. We'll now move on to our next speaker in the series today. And that is Thomas Reiburg, who is a professor at the Department of Planning, Alberg Center for Problem-Based Learning in Alberg, Denmark. And he is a professor of PBL and digital learning. And he is part of the Alberg Center for Problem-Based Learning and Engineering, Science and Sustainability under the auspices of UNESCO. His primary research interests are within the fields of network learning and problem-based learning. And in particular, he is interested in PBL and how new media and technologies transform our ways of thinking about and designing for networked and hybrid learning. He's co-chair of the International Network Learning Conference and co-editor of the Springer Book Series Research in Network Learning. And currently he is engaged in the PBL Future Project, which is developing new directions for PBL in a digital age. And the topic of his presentation, and this is no surprise after reading his biography, is on PBL and expanding problem-based learning pedagogies. So, Thomas, on to you. Thank you very much, Lisa Marie. And then I hope you see the slides now and that they also shift out. That's great. I should have shortened that by a bit. Sorry about that, Lisa Marie. You have to read so much. So, I'm going to talk a little bit about expanding problem-based learning pedagogies that come from Opal University, where the whole university is actually based on PBL right from the beginning, since its inauguration in 1974. But I'm going to talk a little bit about some emerging trends, if you will, that are challenging in some ways, how we understand collaborative pedagogies and group work within problem-based learning and collaborative learning. But I also see them as kind of opportunities. So one trend we're seeing is really the growth of personal learning networks. I mean, I think we're really not thinking enough about how big a change that we've suddenly grown big personal learning networks and social networks.  And it's quite radical change in a sense. But we formed these egocentric networks where we use social network sites of all kinds of more formal or informal parts to harvest and get a lot of inspiration. If you use Twitter or Facebook or LinkedIn, you know that you gain a lot from these networks. You get feedback, you get in touch with people, you hear about conferences, papers and so on. And it's becoming more and more important for all of us to have the capability to sort of sustain, to harvest these networks for knowledge and create good learning networks. So that's one thing. But that's also kind of very individualized take on learning in a sense, very much about the individual. On the other hand, we are seeing an interesting move towards what I would call mass collaboration, which can both be seen in terms of something like Wikipedia and open source movements, some MOOCs even, where you have a lot of people collaborating together in sometimes a bit unordered fashion and other times it's more ordered. But you can see them as more ephemeral where you suddenly have wildfires and activities gathering around a particular hashtag and suddenly what we'll meet to is a good example. Suddenly something erupts and then comes together and the same collaborations that are happening. Jean just mentioned hack times is a great example of that. But this is also a new kind of collaborative environment, which has come with the technology, you could say. So in a sense, we have a challenge within education where we suddenly can move from the individual to a group to a large network to this very, very sort of blurry collective of people. So all the time and Catherine mentioned lectures and students sitting with computers. What are they actually doing? Are they playing World of Warcraft or are they actually doing notes? Are they connecting to others? We don't always know and sometimes something very important is actually going on and they're trying to find other resources or asking questions of others and so on. So it's suddenly we have these multiple connections all the time at different levels of scale. And one thing in particular I also think is interesting is how the sense of collaboration is changing. I'm inspired by Spiritsis, all edge, autocracies and Engelström's idea of not working. It's not working but not like in a nut. I don't know whether it's pronounced differently. But where we see forms of collaboration where people convene over the shorter periods of time, temporary convenings, autocracies that are formed around particular tasks and then they disband. It could be for two days like where I shouldn't mention hackathons or in companies you suddenly get teamed up with somebody in another department in another country and you go together, you do something and then you disband afterwards. So that's also a kind of reality we see that is happening. And I'm thinking how should we respond to this from a sort of educational perspective in a sense. I'm just going to share an idea of what we call full scale. But I'm thinking of the current model in all the universities that students every semester write on a project that's half of their credit for a semester. They work on a particular problem that they choose themselves that's 15 ECTS and then there are courses and courses are five ECTS and they sort of run besides the project. And what we've kind of experienced is the coursework and project work are sort of drifting away from each other. So the coursework is not really in sync with the approach or the way around. So we've come to say, well, what if we try to reinvent the old way of working with problem and project based learning? If we look at the problem and the problem analysis is the main vehicle of the semester. So what the students within a framework would sort of say this is what we want to work with climate problems or other stuff and courses and lectures become online resources that students can access. They could be self-developed or they could be something that students find from outside that's recommended, something teachers find and time is organized, workshops, discussion and so on. And we then use social media as a way to put these 100 or 200 students together, connect them, let them find resources and develop a learning community amongst them. Where we use social media in a way for them to connect. I've made this graphic, which is horrible in many ways and it's even horrible when it comes into new templates, all the colors change. But we sort of see what if we have these students groups work on their problems and rather than having courses and lectures, we have workshops, seminars, discussions around these. And much more will be based on online resource or external resources or what the students find because we do know there's a lot of great resources out in the open that are available to both us and the student. So this is one idea I had for sort of moving a bit forward with that I'll close. I think I haven't quite followed the script what I've learned, but I just want to share these ideas and how to organize differently as a semester. Thank you. Thank you, Thomas very interesting insights very interesting, interesting example of how we can use ICT and social media and really, you know, create projects and solve problems, you know, using using student groups and how working together they can they can really find the kinds of solutions that we need in today's society, especially in a VUCA world. I just want to tell everyone if you have questions enter them in the Q&A area. And of course, I have a question Thomas and that is, do you have examples that we can look at that you could share with us maybe some research that you published or papers that you've given about that a little bit more information about the problem based learning that you're doing. I'll share some some some links in the chat to our UCPPL Center but but but also this is research we've been doing over many years and the university was kind of based in this pedagogy then we do have some research accumulated over the years. So I'd be happy to share some some some things in the chat. It's difficult to do simultaneously. That would be great. Thomas, can you please stop sharing your screen because the audio is breaking up so I want to be sure that we can hear your response. We have a question from Alistair and he says, Thomas, I see your model as a solution to the hybrid teaching problem we are facing lectures with onsite and online students. We need to get students working together rather than gathering them for synchronous events like lectures and focusing on the process rather than the event. This is also something that that that I'm very actively engaged in with my learners. One of the questions that I would have Alistair doesn't ask a question it's it's more of a comment. How do you get students to the place where they can be self directed in this way to make decisions about their learning when perhaps they've been for a longer period of time then really told what it is that they need to do and not have an opportunity to make decisions about their learning and really take responsibility for it. That is also very difficult. Of course, there's some background to this in the educational system where they are used to doing group work and things like that. Also, we do have training when they start in the first semester we have a five years module on problem based learning and how we are expecting them to take ownership and still it can be quite hard actually. Because suddenly what's interesting is actually I tried to do a course but I said OK, let's do it more like the project and you're more self directed. And when it was a course it suddenly became difficult for them to take direction and be self directed. So really being very clear about it and sort of laying out the expectations and being very very clear and also I think scaffolding the process. So in the first semester there's some more help and supervisors for all the projects and so on. But really sort of being very careful in designing and helping the students take responsibility because you just say go do something. They can't do it so they need some scaffolding and that's carefully designed into the semesters as well. Yeah, I really love that approach because when you see them when you scaffold them through that process by the time they get to the end and they really get their wings and they can make decisions. It's really just a beautiful thing to see. One more question from Alfredo before we go to our next speaker and he's asking do you tell clearly the learning outcomes of each PBL action. Interesting question Alfredo. Yeah, I don't like learning outcomes personally if we do have them implemented now. I think actually PBL is the foundational pedagogy is actually the problem is the learning outcome. So but we do in a semester we do have some learning outcomes and that's a thematic framework where it's more or less clear what the students, what disciplinary skills for instance they need to acquire throughout the course and what's expected in terms of their projects. So yes, there are some clear learning objectives in the curriculum. Great. Thank you, Thomas. We are now moving to our final speaker of today as well. And our final speaker is Marta Makowski and she is a policy officer for digital education in the directorate general for education youth sport and culture at the European Commission in Brussels. Her previous policy work in the European Commission focused on social inclusion and equality implementation of European strategic framework for education and training, as well as working as a press officer. Prior to joining the European Commission Marta worked as a teacher television story producer and public relations advisor in Canada the US and South Korea. She is speaking up to us she currently lives in Brussels and is a mom to two little boys. Our title today is bringing together pedagogy and policy. What is coming up next. Marta over to you. Good afternoon, Martha Makowski from the European Commission pleased to be here today. I'd like to begin by thanking Eden for organizing today's session. I think it comes really at a timely moment and that I think over the last year, 16 months we've discussed quite a bit about digital education and the shift to distance and online learning for the 100 million educators and teachers across Europe. But this is really a good opportunity to do a real deep dive on pedagogy and digital pedagogy and looking at effective teaching practices and learning practices within the digital education field so thank you very much for organizing this and likewise to the panelists who have already spoken lots of food for thought that I will take back to my colleagues. You got the commission in terms of inspiring practices and great always to see what is really happening sort of on the ground within education and training systems within academia that's always very very inspiring for us. Now my focus today will really be looking through I would say the policy lens in that how can we through our work at the level through our cooperation with member states through strengthening best practices what this means for pedagogy. Now as many of you know the commission adopted the new digital education action plan last September so that would be September 2020. And essentially it provides a real ambitious vision for I would say the rollout of high quality, inclusive, accessible digital education across Europe so what have we learned from the pandemic. How can we build on those lessons, but also looking to the future you know what does it mean to ensure that essentially no learner is left behind. I should add that the action plan was I would say co created. There was a large public consultation that took place, both online, as well as independently with stakeholders now the OPC the online public consultation there around 2700 respondents which head into it. So it was a large large sort of interest in the initiative and willingness to share on the perspective of stakeholders organizations education and training and onwards. The action plan has two strategic priorities. The first one is developing a high performing digital education ecosystem, and this is really the digital readiness of education and training systems. So we ask ourselves, you know what do we need in place to deliver on effective digital education it's sort of the stuff the, the infrastructure the connectivity, the pedagogy, the digital education content. Highly skilled committed educators and teachers, and the second priority is really looking at enhancing digital competencies for the digital transformation. So here we're really looking at skills, competencies, digital literacy, computational thinking, stem, all these elements that come together. And also to add, you know, we can't really speak of the digital transformation of education and training systems, without really looking at pedagogical practices, in terms of what do we mean by interactive learning. How can pedagogy help foster and promote learning that looks at really the individual needs of the learner, looking at inclusion, collaborative learning, learning through working in groups, critical thinking. All these interesting aspects that really come into play, if we look at the pedagogical aspect within within the bigger digital education arena, if I can call it that. And I think we can go to the next slide. Now if we look at delivering on pedagogy, there are sort of, if we look at the work that has come out, the lessons learned, the evidence, which we also discovered through the online public consultation leading up to the adoption of the digital education action plan. There are several sort of what I would call sort of policy pointers. Big flames that kind of tell us, you know, where to go and what we should be looking at, in terms of how best to develop policy, but also where are the needs where the gaps and what do we need to address for our work at EU level. And essentially how can we help member states across Europe delivering on, you know, high quality digital education and pedagogy. So obviously the first, the first sort of pointer that we come to is the importance of teachers and educators and we can't address digital education or pedagogy in classrooms without this in place. Now we know the pandemic revealed real shortcomings when it came to the preparedness of teachers and educators to use digital technologies. We have evidence on this. I think around 39% of teachers in the EU felt well or only very well prepared to use digital technology. So less than half of the opinion that, you know, I know how to use ICT confidently. I'm ready to see how a technology in classroom can help enhance learning how to make it more interactive and personalized. Now we also know that simply, you know, introducing technology in classrooms is not enough. It's not just a case of putting, you know, laptops and iPads into classrooms. There is a need there for robust planning, the role of the organization in terms of what needs to be placed to be in place to ensure that this sort of effective use of technology takes place. The second aspect is really the role of technology and how do we use it to help foster learning and promote learning. And it's not simply replicating teaching practices. It's not simply saying we have face to face, but then we're going to add, you know, a little bit of tech and then we're going to help that magically this all comes together. We have capacity and planning for organizational change in terms of vision led organizations, education training institutions that have statements, you know, that have certain statements within the charters of how they're run saying that we will invest time in the training of our teachers. We will ensure that, you know, technology is in place, but all the other elements that need to be there. And obviously this is not a one off. It's not simply saying we're going to do this once and we're going to go for the best. It's a continuum of monitoring, of evaluation, of looking at what works, of benchmarks, of mutual learning of inspiring practices between member states. So it's a real continuum when we look at this. And in terms of pedagogy, you know, how do we blend effectively pedagogy with digital technologies. And one of the key lessons that came out of the COVID pandemic is really the preparedness of education and training institutions and member states. And that member states that were prepared with the role of digital education content, infrastructure with connectivity in place. These were the member states that were able to, to I would say, you know, quickly adapt when we have shutdowns. I'm just looking at the clock here. So maybe we go to the next slide. Now in terms of what are we doing at member state level to deliver on this to help bring together the policy and the pedagogy. So these are initiatives that are in the digital education action plan. One of the, the first initiative actually is a strategic dialogue with member states. We will be working towards a possible recommendation where the commission will provide guidance to member states on what we are calling the enabling factors. So what is needed to deliver on digital education for all connectivity infrastructure gaps pedagogy is one of them, ensuring that we have close dialogue between education and training institutions and stakeholders that is something that is coming up. We also have a council recommendation coming up on blended learning for high quality and inclusive primary and secondary education. And the goal here really is, you know, not only what have we learned from the pandemic, but how do we support learning that includes a blend of learning tools to digital non digital online. How can this come together and how can the support education and training looking to the future. We have the Erasmus teacher academies which are part of the European education area. And here we will be looking at policies and practices including, you know, rolling out a network of cooperation, but specifically also looking at digital literacy and digital education and how can we inspire ourselves through what is happening across Europe. We have Selfie for teachers, which is a self reflection tool, and essentially it will provide teachers with a snapshot of where they are in the digital skills and competences, but also where do they need to be, and how do we get there. This is a tool that we're piloting currently, and it will be available in all EU languages by the end of this year 2021. We also have our Erasmus program which we are thrilled we have 28 billion euro over the next period with the digital being a key priority so I think that speaks volumes in terms of the importance of digital education and sort of the political and financial backing and the priority has become. And then lastly we are producing guidelines for teachers and educators and this is really on pedagogy for disinformation and digital literacy so how can we help our teachers. promote digital literacy how can we help them address critical thinking in the classroom with the view of addressing disinformation. And the second set of guidelines is on artificial intelligence and data usage in education and training so very forward looking very excited about these two initiatives and both sets of guidelines will be rolled out in September 2022. As back as part of a larger back to school campaign that we will be launching across Europe. That's me I tried to be as brief as I could bringing pedagogy and policy together. Thank you. Thank you Marta Wow that was, that was really a lot I'll very very quickly so thank you very much for and you did an excellent job of bringing those two together. I had one question which you have, I think, answered which is has the implementation of the digital education action plan has it has it accelerated as a result of the pandemic and in what way. I think you have answered that question but if you have any additional comments to that please please. Maybe just quickly in 20 seconds, you know the spotlight and the importance of bringing digital digital education to the political agenda, and not only within, you know, not only within education and training institutions but really it's being you know high on on political and the amount of work that we see now coming out the visibility of the policy agenda gets the strategic dialogue that we'll be undertaking with member states I think this is really just, you know, real evidence and proof that it's there it definitely provided the push that we have been waiting for over the years. Exactly. I can go over another 10 minutes or so if people have additional questions that they would like to ask the panelists. There is one question for you. Marta, which is from Dustin Hosini and he has said we have seen the rise of right wing even fascist tendencies within the realm of politics is fostered by a lack of media and critical media literacy in the world. So, what role would you play within the digital education action plan? This is an excellent question and this is actually a file that I'm working on so thank you for that question one of the actions within the action plan is these guidelines that we are producing for teachers on how to help them inform young people of the challenges of disinformation and how to promote and to ensure that we get the real expertise off the ground, the tech companies, the broadcasters, the journalists, the civil society, the commission launched a call for an expert group which just closed last Tuesday. And we will be launching the expert group in the fall. So the idea is over the next 13, 14 months these experts representing a wide range of expertise will use their knowledge and their insights together because we want to sort of equip our teachers with the best guidelines with something really specific that they can use because there's a need for it as well. So that would be my short reply to that question. Definitely definitely there is there's definitely a need for them. Thank you. Are there additional questions that people would like to address to everyone in the panel and take about five or 10 minutes I don't I don't want to take up too much time from the panelists, but we're having this is such a great topic and people are engaged with their questions so it would be great if we can if we can continue the conversation at least for another five minutes or so if that's okay. There is a question in the chat, which is can policies adapt beyond member states what sort of support is there from the EU and that's from a note on a Radha and I'm not even going to try to pronounce your last name. So if you could perhaps address that. Yeah, I mean on the policy side, there's two ways of looking at it there's the funding through our program so example through Erasmus plus the Erasmus plus program which funds policy reform strategic partnerships exchanges mutual learning that go beyond our EU borders through the partner countries. So that's one element. The other melon element is really the inspirational work so for example, if we look at some of the best practices that we are getting together. If we look at the guidance that we'll be providing to member states on distance and blended learning. This is just one example of, we can take this and there'll be lessons learn their guidance principles definitions that will apply to education and training everywhere, going beyond the European borders. So there's the policy element, and then the funding element and those come together. Great. Any other questions for our panelists. Okay. Well I would like to thank all of you for an absolutely wonderful session with all of your different perspectives and your insights into into just, you know how we can realize these pedagogies not just within the classroom but at the policy level of a discussion that is really for the future so so thank you to our panelists for attending today. As I mentioned at the start this is the last of the webinar series being offered at the moment and we'll be starting up again in September with a new set of panel of webinar series to support educators and researchers around the world in dealing with the issues of online distance learning during the pandemic and after the pandemic. And thank you to all of you who have come today and for providing your questions and also your expertise and ideas to the session as well so thank you very much to our panelists. Thank you to Eden for this opportunity and thank you to all our participants for coming today. Round of applause for our panelists too. Thank you bye bye. Pleasure. Bye.