it must be very difficult to especially treat a child with a slip disc i believe right and how are you treating them doctor is there medicines for it problem for the family and everybody is anxious as to how can such a young child have a slip disc yeah it must be very difficult to especially treat a child with a slip disc i believe right and how are you treating them doctor is there medicines for it yeah so most of the time these are these degenerating processes are silent processes that is it does not cause pain when it does cause pain that means it is at a phase where there is a little bit of intense degeneration and the best treatment for that temporarily is rest and limited restricted activities wait for that acute phase to pass away and then get back into regular activities most of the time 99% of the time our patients get treated with without surgery with just medicines rest some amount of physiotherapy exercise programs and then over a period of time they are back on their feet and they will be able to run cycle swim play games good attend school regularly like all normal children there are some medications at times we rely on when there is a lot of inflammation we put them on anti-inflammatory medications we may even resort to steroids for acute pain relief and reduction in inflammation we put certain nerve modulators which help in reducing nerve pain yeah we may even end up giving them a steroid shot around in the spine inside the spine around the nerve roots so that the swelling of the nerves can reduce can be reduced or the inflammation in the disc can be reduced yes very very rarely a child may need like at the age of 16 or 18 a child may need a disc surgery where we go in and do an endoscopic or a keyhole surgery or a micro disc ketamine where we go in and remove that part of the disc which is sitting on the nerve and causing the pain we relieve the nerve of that compression thus the patient is also relieved of the pain so there is medicines there is rest there's physiotherapy there is steroid injections like epidural steroids and rarely there is even micro surgery for a slip disc in a child


Everyone, my name is Sandra Kucin. I'm Assistant Director for Education and User Support at the University Computing Center in Zagreb, Croatia, and the Eden Vice President for Open Professional Collaboration. Thank you for joining us today here in Zagreb at CERTA Premises and online globally. Today, the Open Education Week has started, and CERTA and Eden are proud to be part of this global initiative that is going for the fifth year now. Open Education Week is celebration of the global Open Education Movement, whose goal is to raise awareness about free and open educational opportunities that exist for everyone, everyone, and right now. Also, I wish to add that this year is the year of the open, a global focus on open processes, systems, and tools created through collaborative approaches that enhance our education, business, organizations, and governments. This year, we mark significant milestone for open education. 15 years ago, the term Open Educational Resources was created, and the first Creative Commons license is released. 10 years ago, the Cape Town Open Education Declaration was written. And five years ago, the first Open Educational Week took place, and the first OER World Congress was held, resulting in Paris OER Declaration. And this year, we are going to have the second OER Congress, which is going to be in Ljubljana in autumn. Looking back, today, we can be happy that lots have been achieved so far, but still, there's a long way forward in shaping the open future. So today, we have invited just the right person to be with us and talk about open and openness. With us today is Cable Green, director for Open Education at Creative Commons. Cable works with the global Open Education community to leverage open licensing, open content, and open policies to significantly improve access to quality, affordable education, and research resources so everyone in the world can attain their educational goals. He's leading advocate for open licensing policies that ensure publicly founded education materials are freely and openly available. Cable's presentation today is titled Open Education, the Moral Business and Policy Case for OER, and will provide an overview of open licensing and OER and discuss specific examples where institutions, governments, and foundation have moved the default on funding, practice, and culture from close to open. After the presentation, please join me in discussion. Online, we are chat box in webinar.  So Cable, thank you for joining us today and getting up, getting up very early in the morning. We appreciate that very much. And please, floor is yours. Great, thank you. And could you just confirm you can hear me okay? Yeah, we can hear you, great, thank you. Very good. And I just wanted to confirm the time. Would you like me to speak for about 30 minutes and then take questions? Is that about the right timing? Yeah, yeah, that is okay. Okay, well, good morning everybody from where I am. I know it's not morning your time. Thank you very much for the invitation to speak and happy Open Education Week. It's an exciting week. There's events all around the world, 24 hours a day in languages all over the planet. So this is a focused week where if you are doing something related to open education, please tell people about it. And the way that most of us do that is through social media or our websites. And for those of you in the webinar, in the chat window, I dropped in the link with the hashtag for Open Education Week, which is Open Education and then WK. So Open Education Week. And that way, everybody can see the good work that you're doing. My information here is on the screen. If anybody wants to talk more, my email is there and I'm at cgreen on Twitter. All of these slides are, of course, openly licensed. So you may all have a copy of them for free. If you don't understand what open licensing is, you certainly will by the end of the half hour. So first, I wanted to acknowledge the really great work that Europe has done long before Open Education even started. Europe has the grand history of open universities that much of the world has adopted. And open universities, as you know, primarily are about open access to affordable, high quality, effective learning opportunities for students. And this is a major equity play that Europe has made over the past decades long before Open Education started. And it's also those open universities which tend to lead in the efforts around OER and open access. And some specifics. Europe has been a long time later in open educational resources, has really been a leader in what we call open practice or open education practices or open pedagogy. Certainly in research, there's a major unit called the OER hub at the Open University in the United Kingdom. Open licensing policies. There have been open access funders like the Welcome Trust and the European Union itself, which have required open licensing on resources that they fund. Certainly open access policies to make sure that the publicly funded research is available to the public that paid for it. And the list goes on and on. Metadata standards, copyright reform efforts. I just received an email this morning from the Netherlands and they're working with the European Union to try to expand fair use and fair dealing rights for everyone that uses educational resources to try to make copyright more flexible than it is today. So the world looks toward you for leadership and we follow your lead in all of these areas. So before we get started about the details of open educational resources, it's worth pointing out what has changed. The long list of things, good things that have happened in terms of declarations and new licensing structures, et cetera, were listed in the introduction. And a lot has happened in the last 15 years. This has also happened. So everything that we use in education today has a digital backend. So certainly we use print, we still use other types of media but there are digital files of everything we use, the videos, the textbooks, the curriculum, et cetera. The reason that's interesting is that digital things cost almost nothing to store, copy, and distribute. It's still very expensive to build an educational resource and it's expensive to maintain an educational resource but once those costs are taken care of the additional costs of sharing with your department or sharing with the rest of Croatia or sharing with the entire European Union or sharing with the world, those additional costs have fallen to near zero. And the reason for that is we have the internet, we can move data around the world at near speeds of light for very low cost and the falling costs of computers and disk space and server farms. And so it's very, very inexpensive to make copies of things. And of course with the internet, we have the ability to move these digital things around very quickly. So we can make copies, we can move them around quickly and we can do so for the marginal cost of zero. So what's the problem? Well, the challenge is that we have something called copyright and copyright's not a bad thing. Copyright just is law in all of our countries that says when somebody creates something that that thing that they create is protected and nobody may make copies of it, they can't perform it, they can't modify it, they can't distribute it to others without permission of the copyright holder. And again, that's okay for the copyright holder if their intention is to keep that and not share it. Those are good protections to have. But what about all these people around the world, all these educators, scientists, musicians, museums who do hold the copyright to their materials but they also want to share. It's in their mission to share. So I would say I was a college professor for quite some time and I would say that as a teacher, as somebody who was my job was to spread knowledge that education is primarily about sharing. It's about sharing knowledge with my students, it's about sharing ideas and knowledge with my colleagues around the world. So what the internet enables this free, easy copying and distribution, copyright forbids. So we'll get to licensing in a minute. First, let's talk about open educational resources. So educational resources are all the things that we use in our classrooms, in our online classrooms, our face-to-face classrooms. It's the videos, the assessment banks, the textbooks, everything that we use. Open educational resources, we mean something very specific. First, the students or the people who are using the content, they can get access to it for free. And by free, I really mean no cost. So as I said before, there is a high cost to build quality educational resources and to maintain them. But once those costs are taken care of, to share it with another million people costs near zero. So we can give access for free. So that's the first condition of an OER. The second condition is that you've got copyright permissions to modify the resource to meet your needs. We call those the five R activities. I'll get to those in just a moment. So it has to be free, and you have to be able to download it in Zagreb. You have to be able to translate it from Spanish into local dialects. You have to be able to change the order of it, throw out what you don't want, write in new pieces that you do. So you have to have those legal rights for it to be an OER. So open is not the same as free. Most of what's on the internet is free. And it's also all rights reserved copyright where you don't have the legal rights to make modifications. So free is assumed online, but we say open is different than free. And open is better than free. Open is free plus permissions. So it's free plus the legal permissions to do these five R activities. So I need to give credit at this point and give attribution to a guy named David Wiley who's been in open educational resources for longer than we've called it open educational resources. And this is his way of thinking about the legal permissions that you get with an open educational resources. So the first one is retain. So retain is I get to keep a copy. My students get to keep a copy. I don't have to take it away from them. And I know that sounds really simple, but in fact the new model in higher education for many publishers is that you don't get to retain a copy. They lease, not sell, but they lease access to your students with a code. And at the end of the semester or the quarter, your students lose access to the educational resources that they've paid to access. So that's a new model that we're seeing. And in that case, there's no retention. With OER, you get to retain it forever. There's no reason to take a copy away from people. It was free to give. You give them the digital file. We give them a printed copy. You might as well keep it. So retain is the first one. Reuse is I'm gonna take that course from the University of Zagreb and I'm going to download it just as it is. It has an open license on it. And I'm gonna use it without making any modifications. Revise as I'm gonna take that course and change it somehow. I'm gonna revise the course to meet the needs of my students. Remixes, I'm gonna take that course and I'm gonna download a course from MIT, open courseware because MIT's, all of their courses are openly licensed and freely available. I'm gonna download or use some of my materials and maybe that Wikipedia article. And I'm gonna remix something together and create a new work. In the same way that I would remix music. And then redistribute. I'm gonna take that changed, modified, updated piece of educational material that I've created and I'm gonna share it with the world. I'm gonna redistribute it. So these are the five Rs. Retain, reuse, revise, remix and redistribute. For something to be OER, you have to be able to do all of those things with the resource legally. So retain is fundamental, fundamental because if you don't have a copy of the thing, if you can't retain it, then you simply can't revise or remix it. So as I said before, watch out for these new artificial scarcity models. So we don't live in a world of information scarcity anymore. We live in a world of information and knowledge abundance. If we choose to use the tools like the internet and things being digital and open licensing to share. So if you think about what you use at your institution, it's a real mix of things and frankly, it probably always will be and that's okay. You're probably gonna have some commercial resources that your students either buy or you lease access to. You probably have library resources at all of your colleges and universities where the library licenses databases or journals from commercial entities and then provide free access to faculty and students. And that's a good thing too. And then you'll probably have some open educational resources. And the point I wanna make here is that if you look at the two columns, there's a cost to students for each one of these types of materials. And there's also a set of permissions, legal permissions, five R permissions that come with these resources. And so the first row are both expensive and they're all rights reserved copyright. And so it's expensive and you don't have the rights to change it. Library resources, of course, if they're licensed, if they're paid for by your university, then they're freely available to faculty and students. The university is paying for it and the students are paying indirectly through tuition and other fees. But there's no additional cost if you wanna assign those to your class. But they come with restrictive rights. So these also tend to be all rights reserved copyright. So if I'm faculty and I don't like the way something's arranged, I can give you part of it, but I can't really go in and change that resource. I probably don't have the legal rights to do so. Of course, if there we are, you get rights to do both those things and it's freely available. So I'm gonna shift just a little bit and talk specifically about the cost of textbooks for just a moment. These are numbers from the United States, but when we look around the world, where there are countries that do charge higher education or tertiary education students for textbooks, we see similar numbers. And so very quickly, when textbooks are expensive, roughly two thirds of students don't buy the required textbook because it's too expensive. And that's a problem, of course, because faculty go to great lengths to design their courses in a way that are going to help their students learn. And when the students don't have access to the resources that the faculty have designed for them to be successful, they're not as successful. The next stat here is that half of students say that the cost of the educational materials that they're required to buy as part of a class are impacting both how many and which classes they took. So there's two ideas here. How many is, I was going to take three classes this semester, but because of the high cost of textbooks and other materials, I can only afford to take two. And so that's extending my time to degree. It's gonna be longer before I'm out in the workforce doing what I want to do. And the which classes they took is also a bit sad. This stat comes from students saying, I really wanted to be an engineer or I really wanted to be a nurse and if the educational resources in those classes are simply too expensive. And so I'm going to have to choose a different career path than I might have otherwise thought. So students are actually making choices about what they do based on the cost of the educational resources in many cases. And then no surprise students say, if I had all the resources that I needed to be successful, I would do better in the class. The students understand this. If they have what's designed for them to be successful in the class, they know that they'll be more successful. Okay, so I talked about two parts of why we have OER. The first one being contents digital and we can share it at the marginal cost of zero. Of course, we still print a lot, but the sharing happens digitally. We talked about the internet and how we can move it around at near speeds of light. Here's the third piece. And this is where I work, which is Creative Commons. So Creative Commons is a nonprofit organization. We provide the open copyright licenses that the world uses to share. And not just for education, but for science, for academic publishing, for museums, for music, movies, everything from documentary films to really any type of copyrighted content can be openly licensed. We have teams all around the world, including all across Europe. These are volunteers who teach people just like we're having a conversation today. So the reason that Creative Commons exists and is that we had two extremes before Creative Commons. On the left, you can see we have public domain. And public domain is wonderful. When works go into the public domain, anybody may use them at no cost. You don't need permission and you may use it for whatever you want, including educational purposes. On the far right, we have all rights reserved copyright. Again, nothing wrong with copyright, but if I have copyright on my work and I want to share it with you, before Creative Commons, I had to say, well, let me see if I can get a lawyer to write a license so that you can use my work. And I don't know about you, but I don't have my own personal lawyer. I'm not independently wealthy. And so that was difficult and I didn't have those resources. Creative Commons came in and said, look, what we need are open copyright licenses. We need to let the copyright holder keep their copyright, keep their ownership over the work and give a license, not just to one person, but give a license to the public, to the whole world to use the copyrighted work under the terms and conditions that the owner says are okay. So it's the copyright holder keeping their copyright and saying, here are the rights that I give everybody around the world under the following conditions. So these are the conditions that you can choose. The first one is attribution. That's not a choice. These are required on all of the Creative Commons licenses. And what this means is somebody uses your work, they have to give you credit. They have to say who the author was, what the title of the work is, what the source is, what the URL is, where it is on the internet, and what license it's licensed under. So in the academy, in higher education, we understand that when we use somebody else's work, we give them credit. It's the right thing to do. The other three are optional. Share alike is if you take my work and you change it somehow, you must re-license your new derivative work, your new modified work under the same terms as mine. So that's Wikipedia. Everything on Wikipedia is under an attribution share alike license. Non-commercial is you can take my work and use it, but you can't commercialize it. You can't use it primarily for commercial purposes. Basically, you can't put it on the web and sell access to it. No derivatives is you can use my work for free and you can distribute it, but you may not modify it. You can't change it. When you mix these different conditions together, you get one of six different creative commons licenses and you've probably seen these around the web. And when we think about education, we think about the licenses like this. And if you look up at the top of the list, the top one's actually not a license. It's called a public domain dedication. So for in my country, for something to go into the public domain, first I have to die and then 70 years have to go by after I'm dead. And then you can use my work in the public domain. So that's, if I don't wanna wait, if I don't wanna die first and wait 70 years, I can use CC0, it's called Creative Commons Zero, and I can dedicate my work to the public domain today. Most educators don't do that. Most educators keep their copy, right? And they add a license to give others access. And that's what these other six are. These are the licenses. Where the green arrow is that says OER, those are the licenses which give people five R permissions. So we talked about the legal permissions that you have to have. The reason that the bottom two don't is they are no derivatives. So ND is the no derivatives license. And of course, if something is no derivatives and you can't change it, then you can't revise it or you can't remix it with some other content. And we would say that's freely available and that's nice of you to share, but it's not open because we can't change it to meet our local needs. And in education, we try to stay as close to the top of this list as we can because the further we are up this list, the easier it is for other people to both understand the license because it's less complicated. And it more important, we can remix more content when something has, for example, just a Creative Commons attribution license on it. So we like to say that we put the open in OER when you find open educational resources around the world, they're either in the public domain or they have a Creative Commons license on it. Over the past 15 years, there have been some different open licenses. There was a free art license for artistic works and there were a few different licenses like that. In the end, people kind of gave up on those and said, look, let's just use one common set of licenses. All of these licenses are free to use. Creative Commons doesn't charge for any of this. And we've also dedicated all of these licenses to the public domain. So if Creative Commons as an organization went away tomorrow, they would all still be there. And so this has really become the standard for sharing copyrighted works on the web. And you can see over time, the use continues to increase and in fact the slope, the rate of use is increasing rapidly. These numbers go up to 2015. We were at about 1.2 billion known licensed works on the web and will be around 1.3, 1.4 billion when we report on 2016 in about a month. So how is, so we are changing higher education? Well, there's a lot happening. One area is in textbooks. So if you haven't seen this project, you should take a look at it. It's called OpenStacks. These are books where, as I said before, are very expensive to create. They spend a little less than one million US dollars creating each one of these books. And they spend upwards of 100,000 US keeping them up to date every year. But then they give them away for free. Now these are all funded with foundation money and the universities also contribute. But the idea is that these are textbooks in highest enrolled courses and not just highest enrolled courses at Rice University where they're built, but highest enrolled courses all around the world. Everybody teaches intro to statistics. Everybody teaches intro to economics and macroeconomics and microeconomics. Everyone teaches anatomy and physiology in their programs for doctors and nurses and dentists and optometrists all around the world. And so these resources are both free and they're under a Creative Commons attribution license. You can download them and do whatever you want to do with them. There are new networks. There's a great network in British Columbia that's similar to this. These numbers come from the state of Minnesota. There are also amazing networks across Europe that are leaders of open education that are working together. This one in particular just to show the rapid increase used from 2012 up to 2017. This is something called the Open Textbook Network and if you wanna see a location where you can see a lot of the most popular textbooks that are highly rated by faculty who use them, you can go just type in Minnesota Open Textbook Library and you'll find that. And again, not just the open textbooks but also reviews about them. Another thing that we're seeing are entire degree programs going open. So these are a few numbers. It's a movement sweeping North America right now. The idea being that we're not just going to move one course to OER or one textbook to OER. We're gonna move an entire degree program and there's been a lot of effort around that. But I would say all that is infrastructure. Creative Commons licensing necessary, but kind of boring. The internet, we know how that works. Things being digital, that's not going to change. We simply, all of our educational resources are digital. The cost savings that come with OER and the increased access, it's really exciting because now 100% of your students can have access to 100% of the materials on day one. But these are all things that we should just be doing. This is infrastructure. It's like having good roads in your country. If you don't have good roads, it's very difficult for your economy to function because people can't move around. And I would say that everything I've said so far is really the infrastructure for the exciting work that we want to do and need to do in education. So increased efficiencies are the least exciting thing about OER. The really exciting work, and this quotes from a woman named Catherine Cronin, who's in the United Kingdom, is open education practices. And again, this is a space where the Europeans have really led. And the idea here is that there are things that we can do in our teaching and learning when the content is open. And when we think about our teaching and learning practices more openly and allowing students to engage in new ways that we couldn't do when our practices and our content was closed. And so Catherine says, open educational practices are collaborative practices, which include the creation, use, and reuse of OER. So OER is certainly part of it. You've got to have this open content. But it's not just that. It's the pedagogical practices employing participatory technology. So technology where people can actually contribute, modify things, jump in and help. Employing technologies and practices, peer learning. So students are starting to teach each other and teach the faculty. Knowledge creation and sharing. So when you're dealing with OER, students can actually update chapter two in the chemistry textbook as an assignment. And that's a very exciting thing if you're a student. Now you've asked me to write. You've asked me to write well.  And so I'm gonna spend a lot more time on it and do a great job. And it's fundamentally about empowerment of learners. So learners are not just passive recipients of knowledge or working in a group and then giving an assignment to the faculty that then gets thrown away at the end of the semester. They're actually contributing. There's a question I see, are OEP and open pedagogy the same? There's an interesting debate about that. But I think where I come down on it and where many do is that open pedagogy is part of open educational practices. Open educational practices is a bit larger. And I like the way that Catherine just framed it here. So let's zero in an open pedagogy. It was a good segue with that question. With open pedagogy, so I should say that my doctorate is in education psychology. So I study how people learn and there's two things about learning that we've known for decades. And if you boil down my field, it kinda boils down to this. One is you need to give people authentic tasks when they're learning. So if you give them something that they can actually do and that thing that they're doing matters. I'm not giving you a senseless task. I'm actually giving you something where you can do something that's gonna make your life better or your families or your communities or your country better or maybe even the world. Maybe I'm working on climate change. And the second thing is that I let you engage in co-construction of knowledge. So you are actually helping to build the knowledge that we're learning together. If you do those two things together, students' motivation goes up at its highest levels and people learn the best. So the exciting thing about open educational practices broadly and open pedagogy more narrowly is that what we have on the screen here. People learn when they do things, when they have their hands on things, when you ask them to do something authentic. Copyright restricts what we're allowed to do. If we're giving students all rights reserved copyrighted materials, you simply can't give assignments to update chapter two because they can't. It's illegal to do so. And even if they write a new chapter two, the odds are odds of the publisher taking it are extremely low. Whereas with OER you can just do it. You have the rights to do it. So open permits us to do these new things. And so as faculty, we're starting to think about, well, what do we do with this? How can we change our classes? What different activities can we do? What does open allow me to do in my class? So these are a couple of slides from David here. And he says, look, mostly what we do today are disposable assignments. We hand out assignments to students. They do the assignment, they turn them in. At the end of the semester, the faculty throw away the assignments and the students throw away the assignments. And that's highly demotivating. If you're a student, you say, yeah, I learned and that was good. And now I move on to my next class. But what I did in this class didn't actually change anything. It didn't matter. It mattered to my learning, but I didn't improve the course. I didn't change the world in any way. And so when we shift to open educational practices to open pedagogy, we can use renewable assignments. We can actually give students assignments to be citizen scientists and collect data in the field as they're learning biology and take those water samples, do the analysis, learn biology, yes, but also contribute that data to the university researchers that are working on environmental protection, for example. So I'm looking at the time here. I'm gonna move very quickly through the last few slides and then we'll move to questions and answers. So what are some of the ways that OER can benefit your college or your university? Well, we've talked about this one at length. It improves access. Everybody gets access. Nobody goes without resources because we can give them for free to everybody. We save a lot of money. So we save students a lot of money. We also save, we save faculty a lot of time. When faculty shift to sharing their resources and using other people's resources, it's kind of like moving your course to an online course. When you move it the first time, it takes a lot more time to redesign your class and move your class online. But once you've done it a couple of times, some efficiencies start to kick in. And the same thing happens with OER. When we start to share, we don't have to recreate the wheel. I don't have to build everything new. I can start to take from my colleagues around the world. This is a resource you can look at later. It's a textbook savings calculator. You can see how much your students spend on books now. And if you move to OER, what the savings would look like. Another huge advantage of OER is that because of the open license, you can fix errors. You can fix bugs right away. And you can keep content up to date. So if you think about political science, for example, imagine using in your classroom a political science book that was written two or three years ago. And maybe the Crimean Peninsula is still part of the Ukraine. Maybe there's a different president in my country, which would be nice. Maybe things are different and they're simply out of date because of the publication date. With OER it can be up to date. I talk with a lot of faculty who tell me this. They say, look, I'm a professional.  And when I use all rights-reserved copyrighted materials, I'm restricted in what I can do. When I use open materials, I can change them and modify them to make them exactly the way I want them for my classroom, for my students. And I wanna be able to do that without breaking the law. And so a lot of faculty don't move because it saves students money or it increases access. They'll move because they want to do with the content what they want to do with the content. And don't tell me I can't do it because I know what works best for my class. And that's absolutely right. When you're working with OER, you can do that. So some things that colleges can do to support OER. So if you're making asks of your administration, here are some things you can ask for. Raising awareness. So having events like this, Open Education Week is all about teaching people about open education. Colleges oftentimes provide support. They'll give release time or maybe some extra stipend money for faculty or maybe they provide a librarian who can help faculty find OER or student interns that help discover and weave OER into a course. Talk with, in your case, not states, but I would talk with your national government with your Ministry of Education about getting some grant funding for moving courses to open. And to the extent that you have reviews or promotion and tenure committees at your colleges and universities sharing either academic research or educational resources, both OA and OER, those should be recognized as positive, innovative activities. So if I share my textbook openly or my course or I publish my research in open access journals, those should all be given positive comments and positive points and not negative. So let me stop there. I'll turn the mic back over and happy to answer any questions. Very interesting presentation. And I'm opening the floor for discussion now. So as I said, you can write in the chat the questions or ask here in the Sertze. Are we having some questions here? Maybe what would be the first steps when someone like a teacher or researcher would like to start doing OER or even better, trying to do OEP or open educational practices? What would be your recommendations? Where to start from? Sure, so people usually start in one of two places. Either they start to use other people's OER, which is always a good place to start, or they start to share some of their own. And different faculty take different first steps. For me, I started using other people's OER. So when I was teaching, I started to find other people's content, which is something that faculty already do all the time. We go to conferences. We talk with our colleagues. We ask them what resources they use in their class and if they're working well or not. So the idea of taking good resources, best practices, content from somebody else who we trust and using it is already in the academy. So that's fairly easy and that's a great thing to do. So then what kind of follows with that question is where do you find this? And there are many places on the web to find OER. There's OER Commons, there's Merlot. Some countries have their own OER repositories. So India, for example, has its own repository. Slovenia has a big repository. The United Kingdom has a big repository. So sometimes it's country-based, but you can also go broad and you can go to Google Advanced Search and search for what you're looking for and then filter by Creative Commons license. If you're looking for college or university courses, go to the Open Education Consortium and click on courses and they're the hosts of Open Education Week and you can search for courses. And then as far as open education practices, the first step there is to talk with others who are doing this already and have a presenter come to your university who's already engaged in not only OER, but they've actually started to change their teaching and learning practices to involve students in updating and improving content or involve students in collecting data in new ways and providing that to solve real-world problems or in the most radical form, there are courses like, there's one called DS106. So you type in DS106, you'll find this, where the syllabus is even co-created with the students at the beginning of the class. It's a class on media studies. And then the students together write the assignments that each other take. So there's some fairly radical versions of this as well. Yeah, thank you. This is what we were trying to achieve, have a student active participant in education. You have two questions here from Jack Koeman. Hi, Jack. It was nice to have you in Zagreb three years ago, but well, can you see the questions, Heybel, can you answer the questions? I can, and I'll read them for the people in the room there. Jack says, at a recent conference, someone told me that the free MOOC I have just authored is not open because people have to register and get an account. The CC license that he used, so he put a Creative Commons license on it, was by NCND. So Jack, it's a great question. And let me rephrase it. Can you take, could I share my content as OER? And is it still OER if I put it in my learning management system at the University of Zagreb where only the faculty and students have access? I put it behind that secure space. Most people say, yes, that's still OER. And one thing that people do often is, and Jack, in your case, it was even less restrictive than that. It was completely open access to anybody, but they just had to register and get an account. So I would say, that's fine because really what you're doing is you're tracking use and you're also providing additional services because they have an account. I would say, Jack, where I would say that your content was not OER was you used a no derivatives license. And as I said earlier, it's broadly thought around the world in open education that the two no derivatives licenses from Creative Commons, even though they are still Creative Commons licenses, they're not OER compliant. And the reason is, Jack, that if I really liked your content and I went and I downloaded it, which I can legally do under the license you've chosen, but I can't modify it. So I can't revise and I can't remix it. And so we would say that it's free content. It's maybe very high quality content, but it's not open education resources because of that ND license. So that's something to think about, Jack, because you might want to remove that ND license so that other educators can use it. And I see another question here and it says, what do you say about less used languages and contextualizing OER? So excellent question. There's actually a really great project in Europe called LANG OER, L-A-N-G-O-E-R. And it stands for languages, different languages and less used languages around OER is the whole purpose. It's an EU funded project. And one of the benefits, of course, of openly licensed content is that, yes, thank you, LANG OER. One of the benefits of openly licensed content is you don't have to ask permission to either share your copyrighted resources that might be in a lesser used language or take OER that's in Spanish or French or Russian or Hindi or English or whatever language that might be more broadly spoken and translating it into the lesser spoken language. And so there are amazing translation projects all around the world where it's not just translating it from one language to another, but as you point out, contextualizing the OER to meet local needs. So for example, I just left Cape Town. There was a big annual OER conference in Cape Town two weeks ago and I was talking with astronomy professors at the University of Cape Town. And they said to me, most of the textbooks that we use to teach astronomy are from the global North. That's where they're published. And so the sky charts, the way that the stars are oriented on in the textbook are all upside down because we're down here in Cape Town and that's not how the sky looks to us. And so we actually need the, we need these charts flipped over and then what they used to do is have their students turn the books upside down which was not helpful, right? We should just change the educational resource. And so you're absolutely right. And thank you for providing the link there for everybody else. Okay, and you have one more question in technical support. You like more borderlines between OER, OEP and Open Pedagogy just summarized shortly. Sure, so OER is the content. So it's all the stuff, the videos, textbooks, test banks all that's OER, that's the educational content that we use. Of course, there's technology and some technology is closed and proprietary and some is open. So we also use open source software in many cases but you don't have to use open source software to use OER, although many people do. Another technical thing which we did not talk about is when you're sharing your work or derivative works that you've created it's really helpful to share in an open technical format. So I could share my textbook that I wrote with you under a Creative Commons attribution license. So you have all the legal rights you need to do whatever you want. But if I share it in a locked down PDF file it's very difficult for you to edit it. It's much more helpful and it's fine if I share it as a PDF but I should also share it as a Word document and as an open office document and maybe as a text file. I share it in other formats that you can edit and modify and make your own. And then OEP, if you go back, the slides will be shared out later, I won't go back but OEP is not just, it's the use of OER and it's all the open practices that we use to think about teaching and learning in more open ways where students become co-creators of knowledge. And then open pedagogy is specifically on the pedagogy employed in the class. It's the actual teaching and learning theory which is what pedagogy is about. It's the theory of teaching and learning. It's specifically how we think about how people learn and how we set up assignments, activities, et cetera, for them to learn in that space. Okay, thank you very much. There's a lot of questions I would say will be going on but maybe just summarize in the end. Open education or openness is here to stay. And I think that it's important that we try to find the ways how to employ the openness in every way. And maybe in some countries to enhance the policies and the government to be able to be aware of it because like in Croatia we are still facing the time when our government will recognize the benefits of the openness. So thank you again for being with us today for getting up early. We are getting into the end of the day here. Although the weather was nice here. I don't know, is it cold in your state? It's cold and raining. Oh, well today it's not so hot here but we had about 18 to 20 degrees last few days. So like we are getting into the summer. So well, I'm very happy that we had you for the beginning of the Open Education Week which is the fifth year in the row. And thank you for participation and being with us today. Thank you. It was my pleasure. Thank you everybody. And I hope to see many of you in Slovenia in September for the OER Global Conference. I'll be there and I look forward to seeing you there. Yeah, I'll be there too. So see you there. And maybe in the meantime we will cooperate in different fields as well. Thank you. Bye.


enough enough what are you doing here so i'm playing the piano songs that i know songs that you know yes but people out there don't know you who are you what are you doing so hello everyone my name is jisoo i'm from South Korea but i live in i live and lived in gana for my whole life your whole life yes so um you know jisoo is my friend like a long time friend i think we've done a video a couple of videos together and uh when i came back to gana just like i want to see you my um like yeah okay no problem but i don't know i think it's because of jisoo that's why i missed my flight yesterday oh because i was supposed to live gana without seeing her but i missed my flight yesterday that's because of two or three reasons but it's good to link up with you again but you know what the last time we did a video so many people were saying that you didn't speak kree oh why you don't speak kree make a tree krak krak but what's not gana all your life and look at you krak well the thing is um all of my ghanian friends we talk in english together and the school i'm attending to right now is an international school so we speak in english okay so like you have do you have ghanians around you all the time yes and they don't speak kree with you yeah they all speak english so from today i need to speak kree with you all the time you you know what you know in everything you just have to give us to god i think you have the youtube channel now yes i do what is that mean what's in behind the channel my um channel first off um it's called su tube s o o t u b e and it's based on um people making assumptions about others from different cultures and i'm kind of planning to kind of clear out the stereotypes wow i'm glad you're doing this in africa because i used to do it when i was in china oh wow i used to clemen's consumption between china and africa but i'm glad to see just just so you don't let me i don't want to talk too much you know like i saw you playing something you know in everything we just have to give thanks to god and this is where in gana do you know my favorite song what's your favorite song the last time i met you i asked you to sing to you know any kind of song and then that song is actually done i say let's play that nice right right now just right now i wait let me my voice you know hey oh i'm testing my voice because i'm very good say that i'll be releasing an album very soon so you gotta check out my album yo yo yeah let me let me let me give it a two man okay you know what like i want to tell you guys that from those of you from east africa you know that my new name is pastor tetema but this song is a gospel song so you know what close your eyes raise up your hands let's glorify god this morning one more time just yes gospel yes hey can i even sing that song one more time three two one go i'm a good singer but it looks i see today i ate something this morning so my voice is kind of like maybe too much watching yeah i think i need to stop eating wachi so that my voice will be better it's just this morning but anyway one more time okay three two one so this song they need to know say you know all these songs just do it by yourself because i don't think i can sing this more don't watch it okay so much watching try the game okay together together okay three two one so that they are like you more than have Korean i am ghanian you are ghanian so you are ghanian in a Korean body so you are Korean Korean ghanian Korean or which one both ways both ways what is your favorite thing about ghan ghan people the people they're all happy they're all welcoming warm no matter where you're from no matter where you're from they welcome you they welcome you they're very gentle kind kind that's amazing yes you live in ghan right now i just want to know what is your biggest challenge as a Korean living in ghan a the biggest challenge well even though i call myself as ghanian many ghanians think i'm from china because they think all asians are from china oh wow but the fact that they're like in Africa there are many different countries in Asia there are many different countries and for me i'm from south korea but sometimes they call me um oh chinese bra bra bra chinese bra and then i'll tell them no i'm not from china so you need to play a part in changing this narrative about how african see korea that's why you created this youtube channel yes so um i want to tell you guys that if you really want to see anything about korea ghan or maybe africa asia in general yes jisoo youtube channel is the best place for you i've known her for more than a year and i might say that she's a she's a young girl she's not just a few you people you know what how old are you you want to say uh i'm i'm 16 years old she just i'm turning 16 this so she's still 15 years old so you know she's a young girl who is in love with what an african culture and um just go to the youtube channel go learn something from her you know get to know ghan from the korean perspective or a ghanian korean perspective yes so this is how the little boy mr ghan baby let's finish with you know any chatawali song my level oh my level oh maybe today i know i'll get nothing but tomorrow i'll go get something and i'll go buy moto for my mom hey all the chatawali fans in here your voice you know i'm a hundred percent chatawali fan i am mine just say say goodbye to them bye


Okay, cool. So, this is a photochemical electrocyclic reaction. So, the thing is going, it's only reacting by itself, okay? So, what's going to happen here? So, if you look at the other ones, right? So, it should show you that you're taking, I mean, you should have to know that what you're doing is taking this double bond here and making two double bonds here and here, right? So, we're sacrificing this pi bond and this sigma bond for these two double bonds here, okay? The only question is really which way is the thing going to turn? Con or disc rotatory, right? So, when you look at these light reactions, when you have these cyclobutane rings, right? When you do light, they're going to both turn, you know, in, okay? So, when you do that, right, that's disc rotatory, okay? So, do you guys see, they're turning opposite ways, right? Because you remember, we got to spiral the same way to become rotatory, okay? So, these things, right, they're both sticking up, they're going to turn like that, disc, okay? So, what's going to happen? Oh, I guess I should have told you. H, V, or whatever. Okay? So, remember when we have this, it's these electrocyclic reactions, photochemical means because there's light involved. That's one, that's the other one, okay? Remember they happen at the same time, okay? So, these are both up like this, so they're both going to turn in, okay? Does that make sense? So, did we break this bond here or is there still a bond there? There's still a bond, right? We only broke that pi bond. But what did we make here? What type of component? Very good, guys, a diene, okay? So, those, this is how you make dienes, okay? So, remember, so they're sticking up like this, right? The two meppler groups are going to turn in like that, okay? So, you got, if you guys are using your fingers, it's okay. Just remember, like that, okay? So, you see they're sticking up towards us, like that, okay? So, meppler group, meppler group, like that. This is road, whatever, this is road. Is that okay? It's something. ATO or what? This. Okay. Instead of going. Okay, any questions on that one? No.


الحمد لله نسأل مجموعة نستفده ورعود بإلاله وشوهره في سياقه ونسياته عامالنا وينحب إله وطلاه مبين الله ومونه ومفاعله وليسه وليشهده والله إله إلا بإلله وحده ولا يشارك الله وليشهده عند محمد النده ورسوله أرسله بإلاله بشيء محمد محمد من ينسيه الساعة وينتقل الله ورسوله وقد رشده وينعسي الله ورسوله ونولده وليانه الساعة وليده الله بشيء عوض من لانمشان أمتنق إن الله كو ملائك تهوي صدون على النبي يا بي والله بينا أعلم يسلو عليه وصليه وتسلمه الله مصليه أمتنق ورسوله وصليه منين مضمنه والبسكين والبسكين وبرك على عزاة جيب ونبوبيه وقال الله تعالى بالتوانماتين والله بينا لا يشهد والله بينا لا يشهدون أزوه إذا مروه بالنقفه ومروه كرانه وقال الله صلى الله عليه وسلم ومتشهده بأمين فاقومين أول ما خلاله عليه السلام والسلام رسمك للسنس هذا هو ماتف أكتوبر سيكون نهاية في ماتف أكتوبر ماتف أكتوبر ماتف أكتوبر 31 ماتف أكتوبر لكن ماتف أكتوبر 31 most of America and the world including unfortunately the Muslim world celebrates what we call as Halloween many of us as parents for our children's sake we think Halloween is just a part of having fun let the children have fun with other children everybody is doing this it should be okay to do this but if you know the history of Halloween where it's coming from where it's roots and bases are then through the teachings of the Quran and the Sunnah of Prophet ﷺ Halloween pretty much becomes haram for us to celebrate I'll tell you why if you look at the history of Halloween roughly 200 years before Prophet ﷺ came people living in Ireland called at the time as Celtics for them November 1 was the beginning of new year it was the beginning of winter beginning of the new year before November 1 October 31 the people of Ireland had a belief and they would make a celebration a ritual they would follow in their belief they had this Lord of the Dead what they call as Lord of the Dead whose name was Son it's written as S-A-M-H-A-I-N it's pronounced as Son according to the belief this Lord of the Dead would come to life that night on October 31 and he would make all those people who died that year he would make all their spirits and souls come alive on the night of October 31 so the people of Ireland in their rituals and celebrations they thought that these spirits can come and possess them in their bodies so people to scare these spirits away they would wear these delish costumes looking like the spirits in their belief trying to scare away the spirits so they would wear these scary costumes of devils and savings and witches and warlocks bats and black cats they would do all kinds of things they would decorate their homes with spider webs and scary faces put on these scary costumes and they would knock on the doors of the people to give them some gifts and the people who were scared they thought they would not give the gifts to them so they would give them gifts to the people who would knock on the door with these scary costumes to the point they would make sacrifices of the animals they would make sacrifices of human beings at that time out of ignorance in some remote places some remote cases so that is how Halloween started so that is how Halloween started so that is how Halloween started it is rooted in paganism in idol worship in the beliefs that is encouraged by Shaytan and then later on when the Roman Empire conquered Ireland that Scotland and England that the Romans came over there the Romans were celebrating a festival of harvest or they call it springona in honor of the goddess of fruits the trees that give those fruits so they would celebrate that festival that they saw these people on October 31 celebrating Halloween they said that let's combine this festival of Pomona with Halloween and I'll tell you where the name of Halloween came from so this was going on in Ireland and the surrounding areas in Scotland and Wales and parts of England that penetrated and then when the Christianity came in the year 731 of the Christian era at that time the Pope realized that some of the Christians are leaving the religion of Christianity and going to this paganism the worship of the Ileans were the pagans at that time were doing so the Pope decided we had to do something to attract the Christians and also the newly converts to Christianity so at that time the Christians were having a festival called All Saints' Day on May 13 so the Pope decided let's move this festival of All Saints' Day honoring the saints who had died let's move this festival of All Saints' Day from May 13 to November 1 which was known to the Christians which was known in the Christian language they were following at that time it was Halomus so Halomus was moved from May 13 to November 1 and the night before November 1 the night before Halomus was known or the evening before Halomus was known as Halloween and it's from where the term Halloween came from and later on as the generations went by and this festival of Halloween became very brutal and vicious in the sense of people were worshiping Shaytan Satan Devil worshippers came into existence the groups of occult people following these cults came into existence and the Pope of that time later on and the developed Christians became very worried about what's going on and this is not something the Bible encourages or the Christianity encourages so the Pope of the later day he said in the 18th century he said you're not going to celebrate Halloween anymore because even though everything what they're doing is not right but the effects of this are true he said and that's what even the Muslim scholars mentioned this thing too the effects of imitating the spirits the evil spirits and wearing those Gaulish costumes imitating the devil and the Satan and all those things the witches and warlocks it was having the effect on the people who were doing this and this was taking people to the extreme measures even today the Pope wants to ban Halloween because the effects is causing on the children of the parents many of the children the four lines are lit up on the night of Halloween parents concerned that the children are going to enter some cults are entered into a cult beliefs of this devil worship and Satan worship and the people who worship devil in the city of San Francisco and many of the cities and parts it's like the night of Eve for them it's like the night of celebration for them wearing those devilish costumes living above fire dancing around the fire with those devilish costumes all those things the devout Christians Subhanallah the devout Christians who said we have who say we have got nothing to do with Halloween there is something that takes us away and our children away from the faith of Christianity we don't want to celebrate Halloween because of its adverse effects on our children and on our belief and faith the devout Christians today even they go to schools talk to the principal and the teachers look we got nothing to do with Halloween we do not celebrate Halloween we do not want our kids to celebrate Halloween and the people the principal the teachers understand and respect them we as Muslims ought to need to understand where this Halloween is coming from it is not just some cultural thing it is based its roots are based on paganism on idol worship and Allah Subhanahu و دولة has tricky forbidden forbidden has forbidden us from idol worship إبراهي ملى سلام makes the dua Allah puts in the Quran O Allah save my children and project me from the worship of idols رسول الله صلى الله عليه وسلم in the Quran Allah Subhanahu و دولة teaches us the Surah رسول الله صلى الله عليه وسلم told us whoever recites the Surah يقول يا إله الكافيرون لا عبدوا ما تعبدوا the entire short Surah whoever recites this Surah in the night every night before they go to sleep Allah Subhanahu و دولة will save them from ship from associated importance to Allah Subhanahu و دولة may Allah Subhanahu و دولة make us all among those و قولي قولي هادأ تقصد الله و و أصبحه لكبرنا و و أصبح الحمد لله في العالمين وصلات و الصلاة و رسول الله جزءا رسول الله الله سبحانه و تاله has given us a beautiful way of life of Islam it is clean رسول الله صلى الله عليه وسلم has removed everything that is innovation كل شيء يجب أن يكون محطة رسول الله صلى الله عليه وسلم ينقذه من قطاره من قطاره عندما يأتي إلى مدينة بعد تجربه يرى أشخاص يتساعدون في مدينة يساعدون في مدينة أشخاص يتساعدون في مدينة يتساعدون في مدينة يحمس كل يوانه والهي يساعدون في مدينة يلعبون في مدينة رسول الله صلى الله عليه وسلم قلت أنه فقط سنة يساعدون في مدينة لكن رسول الله صلى الله عليه وسلم أردنا أن يقوم with everything that takes the person away and makes him or her follow some innovations رسول الله صلى الله عليه وسلم لالي بطابعين والفينس بابين كانوا يكتبون في هذه الأطفال أن الله سبحانه وتعالى يتحدث عن الأشياء مثل حالوين الله سبحانه وتعالى يقول عندما يتحدث عن أشياء مثل حالوين أو أي من هذه الأشياء ماذا المسلمين يفعلون؟ يتحدثون مع الوصول ومشاركة لا يشاركون في ذلك لأن إذا كنا نشارك أحد موشبك أو فلوشك حتى لوحان يتحدث عن أشياء وقلنا لا نحاولح لحالوين ولكن دعنا نشاركة لأشياء لألوين أو حالوين حتى لوحان يتحدث عن أشياء يخطونهم أشياء ولم يتحدث عن حالوين لكنك أيضا تتحدث عن حالوين لأنك تصبحت أشياء وقت أشياء في حياته سيد الله عليه وسلم كان لديه فرصة كان لديه فرصة في حياته كان لديه فرصة القرآن كانت مرحبا في حياته عندما كان لديه فرصة الله سبحانه وتعالى after a few days to ascend the heavens to come close to Allah سبحانه وتعالى until it goes down to the holy mosque to the holy mosque سبحانه وتعالى until it goes down to the holy mosque in the night الله سبحانه وتعالى now in the daytime if you look at our five times salat majority of the five times salat three salats مغري عشاء فجن and the most important salat after the farayat تهجل they're all in the nighttime والله سبحانه وتعالى فرغيبه لأن الوقت الثلاثة هو الوقت عندما الله سبحانه وتعالى ترون يأتي إلى الارض والهي يقول إن أحد من of you is there who wants his wishes and desires to be fulfilled I'm here to answer his call. Is there anyone who is seeking repentance? I'm here to forgive him or her. The night time is a very precious time for Believer but in that night time respect the listeners. Allah says in the Qur'an when we have given them the truth we have sent down the truth to them yet the practice comes up فاليحبري لن يقالفون أن أمري أن تصيبهم فتنة or يصيبهم أثاب الملينة الله سبحانه وتعالى says beware beware of what your prophet has told you lest you're afflicted with some trial or a grievous punishment that falls upon you may Allah protect us respect the listeners may Allah protect our children and may Allah make us follow the straight path may Allah save us from all kinds of innovations and may Allah make us stand up for the truth what do we do on the night of Halloween we talk to our neighbors, we educate them we let them know listen what do we ask of you because you're here we're not we're looking handsome in one to the way of your Lord in a nice way with the best of the arguments is Allah we tell them nicely look we do not celebrate Halloween because this is where it's coming from the rooms the basis of the Halloween even the Pope today Pope Francis he wants to ban Halloween and he wants to ban Halloween and bring holy being meaning he wants to bring he wants the children to dress as saints to make it all saints day for them again and he knows and one of the famous what they call as father or the priests has said that Halloween Halloween is not just some fun but it opens up the door for dangerous things this is a quote from a famous christian priest of our present day time if you look at the read daily mirror or the guardian or you google about the evil effects of Halloween coming from the christians and the christian faith you will realize how evil this celebration is and the effects it has on our children and on our faith and on our way of life من الله سبحانه وتعالى ربنا لا تزل قلوبنا بعد يتزيبنا وهاب لنا ملابنك رحمة كما كنت الوهاب ربنا أدنا في دنيا حسنا تغفى الآفر ويحسنا تغفى على لاج النار يبادل الله كما الله يأمر بمدنك والحسان ويطري للقربة وإمامك مع الشعب الممتري والدبي يعيدوا لنا لما تدرون فتدوني أثبرككم وشكلني ولا تفهم ربنا الله


This paper proposes extending current digital cognitive architectures to create more robust human digital twins, HDTs, suitable for realistic metaverse cybersecurity simulations. The study identified the top 10 psychology constructs for HDTs based on 20-time tested theories and applied network science centrality algorithms to rank them by influence. The results suggest specific extensions such as implementing refined structures of long-term memory and perception, focusing on non-cognitive yet influential constructs like arousal, and creating new capabilities for simulating, reasoning about, and selecting circumstances. Early usability tests demonstrate the usefulness of Saibanto for immediate uses such as manual analysis of hackers' behaviors and automatic analysis of behavioral cybersecurity knowledge texts. This article was authored by Tam Nguyen.


In this learning dialogue, we will discuss about YouTube Analytics Dashboard. We will provide the Analytics Dashboard to the YouTube video creators. This is to create insights for the developers to understand which videos are viewed more, why the users are not able to get more viewers for this particular video and what is users viewing behavior and also get the insights and they can come up with the new strategy to increase the audience to the content. In this particular learning dialogue, we will see one example, YouTube Analytics. I collected a data from a friend who has a channel called Learn by Watch. So, this data I am showing it to you is from the channel called Learn by Watch and by my friend. Before showing the YouTube Analytics, you might have watched a lot of YouTube videos or a lot of videos in YouTube. So, what data can be collected from the viewers? Can you think of that and how these data will be useful for the developers? I mentioned that Google provides the analytics for the YouTube developers. So, if you are a YouTube developer, you might know the answer already and this is for the question who are not YouTube developers, who are first time looking at the data analytics. So, if you are not a YouTube developer, please think about what data can be collected from the viewers, about viewers behavior and how these data will be useful for the developers, that is YouTube video content developers. You can pass this video when you work on this task. After completing task, you can resume this video to continue. So, that three main data is collected. One is viewing behavior or many views on the video, all these information. The other information is personal information. When you register or sign in to Google, you might ask you to age or gender or other information, location, all this information. All this personal information is recorded. Also from the IP address, the location information is captured. I will tell you from which country you are YouTube viewers or from, how many viewers are from India, how many are from non-India, how much your YouTube video content has reached. In this particular graph, it shows that in the last 48 hours or last in the two days, number of views on particular video, it is like a 68000 view and the graph shows time series representation like number of views over the time period in the last 48 hours. Just 48 hours from May 22nd to May 24th. Here, this particular graph shows for the last 90 days, what is the user's viewing pattern. You can understand that the viewer pattern is exactly similar repeating in a cycle. For example, the viewing pattern over initially it goes peak then goes down again peak. It is because of weekends. The viewer's engagement with the video increases over the weekdays because this content, the channel I was representing is from education content. Most of the students who watch this video during weekdays, during weekdays they do not watch the educational content. So, there is a small peak in the cyclic manners called weekday content and weekend there is a drop in the content. Over in April, the number of viewers in general is less. In May, number of viewers is started increasing. So, you can see a nice curve here increasing. So, this kind of information can be represented from the user's viewing status. This would be very useful for the developers to think what kind of content they create and what happened suddenly that in May month number of users increasing. What was the reason? Is it I added a new video or changed some feature? You added some thumbnail. So, the developer can introspect what happened the number of viewers increased or what happened number of viewers can decreased. These kind of questions can arise from looking at this graph. This is the view from last 10 years and it shows the number of users viewing this particular channel videos for last 10 years. You can see the peak time in 2017 then there is a drop again there is a drops going on. So, this kind of analytics can be useful for the YouTube content developers. This is for the viewing behavior also from the audience that is from the participants. You can see how many participants are male or many participants are female. This representation is the simple bar chart showing that the percentage. So, it is easy for us to understand what is number of percentage of male and percentage of female participants from the gender. And age is represented again in bar chart age is not a categorical variable. However, even you classify the age into several means it becomes a categorical variable like a male female age in the age range between 13 to 17, 18 to 24 something like that. Also the data from where the users from 79% of users from India and 5% from Pakistan and 1, 2% is from Nepal. So, this data will be shows that who is watching your content from where and the very important information is the subtitle is very important or not. Most people do not see subtitle which means most people like to watch the content in the language you are speaking. So, you do not need to spend much time on creating a nice subtitle and everything. Unless your video has a more subtitle subtitle user percentage for example English is instead of 0.2 if it is 5 or 10 or 20 then you might think of creating subtitle for every video you create. Other types of insight is that from where the user came to your YouTube content. Is it by YouTube search or is it from suggested videos or is it from a Google search is it from some other data. Or you found this particular video from represented in some other blog series. This kind of information will help you to find from where the user's traffic is coming into the video. So, then you can do more advertisement to create more users. So, I showed the YouTube video data but I showed only the few set of data like number of viewers. I am doing show what is the users viewing time all this information. But this is due to the flavor that analytics is everywhere. And even by looking at the YouTube videos, number of times review, number of likes all this information can help the developers to decide how to create a better content.


Welcome to Toffy TV. It is the match preview. Everton vs Fulham at Gotherson Park on Valentine's Day. How will we get round to watch this game, Bass? Would it be in Valentine's Day? Eh, I'll probably just sit down a five to seven and watch it. Stick on and tell you. Yeah, that shouldn't be any issue should that at all. Another home game obviously off the back of the Spades game and then ahead of the Manchester City game and ahead of the Derby away. This is a game that Everton have to win, should win, can't afford not to win. So, that's about it, isn't it, really? Yeah, yeah. You could say can't afford to lose. No, no, no, I think we can't afford not to win. No, we've got to win the game. It's as simple as that. Three home games we've had to win in the league, which is a waste run. Since January 2019, I think we've been four, which is a bismol for us. Teams there from bottom in the Premier League, averaging 0.77 goals again. So, we've only scored 17 goals in 2020, and two of them are against us. So, everything is in Everton's favour to do it. But as we've seen with Westam, Leeds, Newcastle games, we thought we'd win. Certainly Westam and Newcastle because we were on good runs. Leeds, we were in a great form and they were just mad at me. But certainly Westam and Newcastle were two home games. I think a lot of Blues went into home, yeah, beat these, and we lost both of them. So, we've got to really make sure we're on it from the first minute, because Fulham, listen, Fulham won't come to Godderson and sit back. No, they won't come and play five at the man and sit in. They've got players like Luchman, they've got Anguisher who are really like him in the field. He's a good player. They've got Bobby Reed called over. He scored a few goals and scored against us. I think he scored against Liverpool as well this season. So, they've got players you can hate you if you're not on it. Well, Scott Parker said himself, hasn't he? He said they've got to start winning games. They've got to start winning games. That might mean they have a bit more of a bolder approach, because they've been doing better, but they haven't been winning games. And I think for us we have to have that mentality of, from the first minute, full respect to them and we've got to go and beat them. I think we have that mindset, that professionalism. Then we should win. It's a big challenge, because I think the next two games take care of themselves. We'll be the underdogs in both of the next two games. Sit here home and Liverpool away. And I imagine it wouldn't surprise me if Everton played four centre backs across the back four in those two games. And Luchadine plays on the left of midfield, especially if there's any kind of doubt over Dominic Hall that they've been playing in those games well, obviously, with the Hansing injury show. I think this one is a different type of challenge, because it's a game that Everton will be expected to win. But then Newcastle turned up the other way. Hadn't won the nine games. Hadn't scored a goal or something and come and beat us too. I'm not taking it for granted. It's one that makes you go, you know, we should beat them and we should add too much for them. And if there was a crowd in goodness and I'd be very confident we'd beat them. But there isn't and we have to go out and do it anyway. And let's hope that the players are up for it.  But, you know, we should have enough within the squad, enough players to rotate enough players anyway, because, you know, I get in there. You've got extra days rest as well. There won't be a hell of a lot of training at the moment. You know, with all the matches going on, there's going to be going from game to game at the moment. It does settle down after the derby a little bit. Like Dave, then, isn't it? Yeah, after that. So we can't use that as an excuse. Yes, full and there'll be a little bit fresher, but there'll be working hard in training. And you've just got to look at it and think, not we're going to win, but we've got to do enough to win. We've got goals in the team, scored eight in the last two games. Ten in the last three. Yeah, we've got goals in the team. OK, we have to tighten up a little bit, because we can see the goals in the last couple of games as well. But, you know, for me, it's about having that right mindset and believing that if we... Got at that belief that if we're not 100% at it, full-on can beat us, because we can. Like it's like that in any family game. Sheffi and I took out all traffic the other week, United hadn't lost for ages. Sheffi and I took a bottom when we beat them three once. So, we are not. Carlo Antillotti said that after the Newcastle game, he said, we're a good side, but we are not good enough to not work hard. We haven't got the quality to just go, we'll turn up and win this. We haven't been at that level. When we battle and we scrap and we work, our quality shows through that and we win these games, when we turn up and go, we're too good for these. We don't even... We'll do whatever we want. We lose the game. We've proven that this season. Some of the games we've lost, arrogance has sat in, and I think that's been the difference between home games and away games. I think away from home, we kind of realise that we have to battle for everything, otherwise we won't get anything, and we've done that generally. There's been a big reaction since the Newcastle game, hasn't it? We went to Leeds, which was a tough game, and beat them. We then went to Old Trafford, and came back at 3-2, and got something. Spears was bizarre the other night. But we came out the right side of that result. You'd have to say prior to Newcastle, we were in Graffon, went to Wolves, and won. It's had goodersons been the issue. If ever to get into Europe this season, if ever... There's outside chance of getting in the Champions League. People will probably have a go at me for saying that, but there is a good chance if you won the games, and they're getting in there because they haven't been in Trafford. But there's a chance of getting in the Champions League. There's certainly a good chance of getting in the Europa League, where we want to be. We want to be in Europe, so minimally Europe will be great if it's the Champions League. But to do anything like that, you have to win these games. It's as simple as that. Full on will be coming. Their fans will be thinking, we could win there, because Newcastle did both. These are a good side, and we'll have to... So, for us, we've got to be expecting to win. And if we win, Sunday night we'll be having a magic 40 points as well. But that'll be... I think that'll set us up nicely for a big week and two games where we are going to be the underdogs. And that doesn't mean we can't get results of both games, but it'll be a different challenge. Those two games to walk full on will full on. The pressure, I think, will be on us. We haven't done great in the league. It could have come in the pressure, being honest, this season. No, that's something that... We were turning out like, you know, turning in the season round, but turning out not in the season round, but turning moments round that have happened in the season round, where you've thought, we're not going to do anything.  Can we be that team? We're never that team. We did it. We're getting over those moments. And, okay, the home record's not great, and it needs, if it was improved, and it was consistent with the away record, then we would get top four. And that's what's mad this season. If the home record was, like, normal, people would be talking about us winning the title. It's a simple fact. We're normally 11 home wins every season, normally, easily, and yet this team... Well, we have to let our home team be normal. Our quality is not shining through in our games because we're not playing with enough pace. Everything slows down. It allows the opposition to get men behind the ball and then they try and hit us on the counter the second we've been caught. And we have to find the happy medium. It's that weird thing in balance. It's that weird... And again, the space game was a perfect thing. You go five, but you can see four. Why? Because when we're almost left, when we're three to go forward, we suddenly become...  It's like things get thrown out the window. It's like that full concentration that you need to win games of football, to win trophies, whatever it is, to finish in European positions. It sort of goes... The United State goes a set piece, thrown in, and then keeps us slipped through. A new castle game, you can see. So that started to creep back in. So we have to work on it. The good thing will be, we've magnified the space game, three or four goals with my set play. So it's been magnified by that now. So I'm guessing, David Dantialotti, who has done excellent things offensively, done set plays now. They'll have to look at that and go, what can we do this week? We've just got to go out and show who's the better side. Quite clearly we are the better team. The league position tells you that. But these doesn't mean these haven't got some quality. They can get a goal from somewhere. They've got good plays in that team, and we have to make sure that we beat them, and then we move on. I wish Scott Parker all the best, because it's a nice little game full, a nice little away game as well, being there many a time. But for us, it's about time we started winning some home games. Because we've got City on the Wednesday, we've got to be full them. Pressure's really off for City then, because they're flying. But it's like, let's have a go with these now, let's keep playing that game. Pressure becomes very much different on that game. Of course it's a different thing, whereas if you drop points against the team you should win, to keep yourself battling for Europe it's like we've now got to get an unlikely win. That's the other side of it, isn't it? You've got to be winning every other game. Basically, haven't you? You've got to win every other game now in the running and we're looking up and thinking we could catch them, but then there's teams behind us looking at us going we could catch them.  I know they've had a horrendous injury there, but they've dropped off and it shows that you drop off. So then you find yourself in the bottom half of the table. We've proven we're a good team. We're just wanting to go out there Sunday and play it again. For me, the big thing will be we get the first goal. We've got to play two home games and we haven't managed to do it. Newcastle, if we had took the lead, we'd have won the game in my opinion. Westam, I think if we had took the lead, we'd have won the game and we didn't do it lead at home and we haven't done it. Have you got some? The home team has won 23 of the 29 Premier League meetings between these two. We knew that. We've always been a little bit of a mad one. Everton are witnessing three Premier League home games last gone forward in a win in January 2019. Like I said, Carlo Ancelotti hasn't gone for home league games with that a win since 2007. I don't want to read that one. I really don't want to read that one and I don't want to read that one as well. No side, there's a few different scores done Fulham in the Premier League this season. Seven, excluding own goals. Cottage has also had the fewest scores in their last tough like campaign in 2019. Dominic Alvaloon, Premier League goals have been worth more points than any other player in the competition. With his 13 goals earning trophies 14 points this season. Seven of Hammers Rodriguez, eight Premier League goal involvement for Everton of coming home games. Four goals, three assists with his strike against United last time. I'm the only one to come away from home. Hopefully he'll be available. We know that he's doing his train but he decided to leave him off the spares and everything. Going on to that game of the weekend you've thrown up rotation but I'm sure Antelott you'll be thinking we should have Andre Gomez back we should have Hammers Rodriguez back we should have Alan back but obviously this is the question of Dominic Alvaloon but then Josh King comes into the squad now he was missing in the week and you've got obviously Retial with a couple of goals that boost him for me it's just about mentality we've got better players we're a better team but it's about what's up there and we haven't shown that in all the home games like you said Newcastle, West Ham Leeds those defeats we haven't shown it and when we have shown it we've beaten the likes of Chelsea the likes of Arsenal, Spares don't forget these when I'm on a list there they're on mugs so we've got to be right on there you go make sure you let us know in the comments what you think about this game what do you ever need to do to get the 3 points and full on fans if you're watching what are you expecting from this game make sure to give this video a like subscribe if you haven't already if you want more great videos exclusive videos videos earlier access to the discord forum daily live shows the law the price of a pint probably half a pint if you're from London and download last fan's stand and quiz app if you like quizzes as well ever no full on we're selling Payton at this corner moment there's a discount on all the gear as well there you go there's so many things on Payton the link is in the description and it's also on the screen see you later


Well, high expectations for the top seed in Section 83A as the BHS baseball team gets their postseason underway. The opposite dugout is Detroit Lakes, a team they just beat twice last week. Can the Jacks get off? Start off on the right foot this evening. They actually trailed by two in the first, but Caleb Carlson drives one to the fence here. Two RBI double will tie the game up. Then the second auto grim to the plate and he goes to right field. This one, an RBI single. Jacks now lead this one. Five, two, then the fourth. Back to Carlson again. They played an extreme shift on him. That doesn't matter. He goes down the line and left. Stand up. RBI double lead is six, but it was a huge inning for Bemidji, Brennan Kuchenmeister, base hit. That'll play two more. They put up an eight spot in the fourth. They get an opening game win 16 to four the final in five innings. If you've enjoyed this segment of Lakeland news, please consider making a tax deductible contribution to Lakeland public television.


Who that who that who that said they gonna get cut from them Saints team keep it clean What's going on the same Raven here with another video and in this video? Man You got a feel for Branded Marshall Now getting released from the Saints It feel like we haven't done the Saints video in a long time I think the last one we got to do was the Saints and the Cowboys Because we didn't get to do the Saints in the Bucks last week because our game my Ravens They we had just so much going on during that time frame Very hectic very dramatic very emotional, but anyway So yeah, we didn't get to do one But I believe the Saints are playing the Panthers on Monday night football this week So we got you covered because y'all know I love y'all anyway Um, oh, y'all make sure y'all check out the merch me check out the merch the link is in the description If anybody ever want to donate to the channel the links in the description Just make sure you subscribe and just know that I appreciate all the support everybody watching with no matter What team you a fan of no matter where you from? Thank you for even just taking the time to even click on a video to subscribe to the channel to do all of that Good stuff, but anyway Branded Marshall Branded Marshall the the receiver that never played in a playoff game the receiver that came in When there's Bryant Kamar Aiken himself and Jeremy Curley were all scheduled for workouts even though Jeremy Curley said he couldn't make it because of his flight The receiver that has been with the Bears or see that's been with the Broncos or see that's been with the Dolphins Or see that's been with the Giants and On all those teams you just never got to play in the playoffs a Receiver that um his career his career been pretty good He's been in this league for a long time. I think after this. I think this will be it Or see if he's also been on the Seahawks too. Can't forget about them. He's also been on the Seahawks The Saints picked them up because first they signed there's Bryant everybody was all excited about that especially myself I know all the Saints fans were there's Brian's gonna get a hat get to have a chance to prove himself He would have been the spotlight would have definitely been on him in that Saints and Dallas game Who knows if he could have changed the outcome? He definitely would have changed the energy but now we'll never know but Brandon Marshall was the second choice and he I Thought it was gonna be a good move more so for Brandon Marshall than for the Saints Because the Saints I mean we've seen it. We've seen it They can put anybody there and Drew Brees can make them look just fine Doesn't have to be the best of the best wide receiver does He could put anybody back there and he'll do just fine with him But Brandon Marshall, I felt like this was gonna be a chance for him to get himself Back on track because over in Seattle. He just wasn't getting playing time. He just wasn't working but then he came over to New Orleans and New Orleans are they already won a division So I mean with their record they wanted the best teams in the NFC So well NFL period, but they wouldn't the best teams in NFC. So they would have gotten their chance They were definitely gonna get in the playoffs. We're definitely gonna get in a playoffs So he was getting ready to get his chance to go into the playoffs But then now they just they locked up the NFC South. So they getting at least at least One home playoff game. So we'll see how the one and two seeds end up playing out. Most likely it's gonna be them We'll see how the Rams end up We just got to see how the season plays out because the Saints they lost to the Bucks and They lost to the Bucks and the Ram. No, they lost to the Bucks and the Cowboys and the Rams lost to the Who the Rams? They lost to the Bears. They just got destroyed by the Bears and Ah, who was the other game that the Rams lost to now forget anyway We'll see how the one and two seeds play out but Brandon Marshall back to Brandon Marshall He wasn't even active for a game and you know what? I'm gonna be just be real with y'all. Well always them but I Forgot he was even on the team Straight up. I forgot he was even on the Saints team. I really did Because he they said he wasn't active for any of the games And I completely forgot he was there completely forgot So Now he's out now. He's done now. He's been released now. He's a free agent. Will anybody pick him up? I Don't see it. Of course anything's possible. You never know injuries happen Things happen suspensions happen anything to pop off at any given second So I'm sure he'll be ready and available, but I think that this um, I Think that this season I think this will be his last. I really do Especially after because it is tough when And I could be wrong. We'll see but it's like it is tough when it makes it tougher for the the player When the NFL moves on from you rather than you moving on from the NFL You look at guys like Barry Sanders Look at guys like Calvin Johnson. You look at guys like John Urschel You look at guys like um Who was the guy on the 49ers a couple years ago who did it? I think he was either a linebacker fullback One offensive lineman, but I forget anyway. My point is you look at these guys Look at Vonte Davis. You look at these guys who retire super early That's like man, you think wow these this guy really had a shot. He could have really done something more Oh, he had a long a long career ahead of him But they just they leave they retire so early. Wow. Why would they do that? But then you look at other guys who Most hang on a little too long and The league sort of has to go Like yeah Get out of here and That's what I think is going on Brandon Marshall now because Especially with the Seahawks situation with the Seahawks in the same situation this year I think that's that's pretty much letting them know like I mean you got this big six three six four guy Be a red zone target. I mean he's been around the NFL for a long time but Seahawks not giving them much playing time other younger guys are getting much getting much more playing time than him And Seattle So they like you know what? We don't want to hold you back So we're gonna let you test that free agent market man. We don't want to hold you back and that's that's respectful man It's a good business move for Seahawks But it's also respectful move for Brandon Marshall. It's like hey You could be here you could be collecting a check on whatever and I'm not sure how much his salary is guaranteed or not But it could be like oh you here you collecting a check or whatever But at the same time if you really want to play you love football you really want to play We don't want to hold you man. So We're gonna release you so they released him saying to pick them up. Oh man perfect opportunity You get to go from one really good quarterback to another really good quarterback But with this one, I was thinking that he might get more opportunities here Because things they use a lot of their weapons. Everybody catches passes there everybody But he couldn't be part of that equation So and with with them not even with them having not even activated him for what he was on the team for five games I think with them never activating him. I feel like the right in pretty much on the wall and That feel like it might be over now Like I said unless Unless somebody gets injured from a team That's a suspension comes up unless a team needs a receiver For they might need a receiver in a pinch doing a playoffs or something. It could be it For Brandon Marshall and his his entire career And again, he's had a respectable career pretty good career Especially when he was on the Bears and Broncos M&J Cutler. Oh, they would they was each other's buddies, man Who's each other's buddies? But after being released from the Saints now, I can't see anybody else being buddy buddy with him And he also has been a very um He did get into some trouble early in his career, but he took care of it and he has been a very um He has been a big advocate. I haven't been speaking out a lot about about mental health Because he said he has his own mental health issues He's a very well-spoken guy too. Very well-spoken I like watching him on the HBO show. I forgot what was it inside football inside the lines of I forgot what it was But I like him. I like watching him on there and what he had to say I love hearing his his analysis Because I really like when I like I like when Football players when they give their analysis on stuff because it's different from commentators It's different from regular commentators and analysts and all that stuff because the football players actually been there so they get to give a completely different side of The game and I had loved hearing that from him when he was on that show Because I believe when he was on that show, I think he was like on injured there for whatever team he was on at the moment But I love hearing it straight from him But so now um, it's looking like we probably will be hearing more straight from him As an analyst rather than a player because like I said, I can't see anybody else signer But I mean, we'll see what happens. Uh for him in his future anyway, um It's gonna be sad that he's gonna be watching One of the teams that he was on this year Playing a Super Bowl that being the Saints, but anyway team keep it clean. I'm out


We have developed two new methods for improving laser-based forest inventories. Firstly, by using last-pulse data, instead of the first-pulse data, we are able to detect trees more accurately. This is especially useful when there are many trees overlapping one another as the last-pulse data provides a clearer picture of the terrain. Secondly, we have combined the traditional point-height metrics with individual tree-based features to improve the accuracy of predicting forest variables such as volume and diameter. Using these two methods together has resulted in significant improvements in the accuracy of our predictions. This article was authored by Hanu Haipa, Miko Vasturanta, Marcus Holopaynon, and others.