Good afternoon those who are in Europe and good morning those who are more you are in other continents, maybe Canada, USA and other countries. Today we continue the series of Eden webinars dedicating to discuss the challenges that all of us are facing in time of pandemics. The series of Eden webinars have been greatly recognized by academic community because they allow us to re-discuss the most emerging issues to stay online together and to prepare to take our time to prepare for action in shaping a higher education 4.0 so you can follow these series of webinars regularly through Eden social media and communication channels. The 3D case of actually solving of modernization and education in Europe has been dedicated in European distance and e-learning network and we are very happy now to share this experience with all participants of the webinars. Today's webinar is dedicated to the topic that is one of the most urgent topics as demonstrated the discussions among academics and professionals in Europe and the global world and we raise a question today for ourselves and for the participants of the webinar. Do we develop digital competencies or digital skills? The reference of our webinar today is Ditch.com Edu framework Digital Competent Educator framework that actually helped us to balance our way through the storm. The webinar was based on the story that started in 2017 when Ditch.com Edu framework was introduced in Europe in Europe for education institutions helping all of us to Identify the main areas of digital competencies for educators despite of the fact which level they represented school, adult, vet or higher education. In recent years we witness ourselves how important Ditch.com Edu served to keep the balance for us as consultants, as experts, as teacher trainers, as professors in higher education during the pandemic storm. There is even a more pressing need to operationalize existing competence models and to clarify how we have used them, how it is used now and how it may be used by educational organizations in Europe and beyond. Competence framework is another key work in our webinar. We still remember in Europe discussions taking place in 2004, 6 and 8 in the framework of tuning academy in competence framework in vet discussions in colloquial for higher education that describe the competence elements knowledge skills attitudes responsibilities These frameworks are very well forgotten and from time to time we need to come back to them to re-investigate the application of the new models in line with existing ones that served for the case. Another fact is that there are brilliant proposals by European projects funded by the European Commission in Europe that bring already their proposals and ideas on how to develop competence frameworks for the on. Finally, we need to re-address the models to see how these developments still argue for teacher but also for student agency and not only in Europe but on the global world. So these questions, these discussions brought us together today for the webinar. We prepared several polls for you while we will be introducing ourselves to you. Before that, even we would like to ask you what is the biggest need that you as participants of today's webinar as educators experience in digital competence development. Could we please open the poll for the participants now? Please choose the challenge that you experience most, finding digital competence development programs, creating digital resources for teaching and learning, teaching and learning process, assessment in digital learning, empowering learners, developing learner digital competence. Please use one of these. Let's have five more seconds for your choices. I hope everyone could answer the poll and come down five, four, three, two, one. Please show us the results. So we see that creating digital resources for teaching and learning and assessment in digital learning raise highest challenges for you. Let's see how they will be addressed in today's webinar. Finally, I'm very happy after this introduction to introduce the speakers, the panel members of today's webinar. First of all, I would like to introduce Anastasia Konomo, who works at the Joint Research Center of the European Commission. She's leading self-report teachers, the self-reflection tool based on the European framework for the digital competence of educators and Beachcom at the project. She led a number of projects in teachers, continuous professional development and learning, working at Cyprus Pedagogical Institute. I'm also very happy to introduce our global speaker today in this panel, who is Dr. Nicole Johnson, Research Director at the Canadian Digital Learning Research Association. Her research focuses on the tracking and development of digital learning at the national level. I'm very happy to introduce your team from Eddico project represented here by the coordinator, Jochen Ehrenreich from DHBW, Cooperative State University of Baden-Wuttenberg. His research focuses on higher education strategy adaptation to micro credentials and online learning. Dr. Yasmin Diaboyan, Program Manager at Stifter Web Band in Berlin. Her work focuses on digital and supportive teaching, student participation and innovation processes in higher education. And last but not the least, Stefano Menon from Project Manager at Fundaciona Politecnico di Milano. His focuses on innovation of the tactics, working transpositely with different target groups from kindergarten to higher education and lifelong learning. My name is Aidan Avomangavi-Ciné. I am the president of Digital Learning and also I come from Beatles Magnus University in Lithuania and work together with this team in a wonderful Eddico project. So let's start our short presentations and I would like to invite Jochen to introduce the first and very important Eddico approach using Ditch Compadre to support the development and certification of the digital components of educators. Eddico approach, please Jochen, the floor is yours. Thank you, Irina. I will share my screen. So I will give you a short overview on the Eddico project. The title is Support the Development and Certification of the Digital Competences of Educators. And here you can see the project partners. It is an Erasmus Plus project co-funded by the European Union. And we have partners in Germany, Malta, Finland, Lithuania, Italy and Spain. And we have three project aims. The first is that we will have created a learning maturity model for digital education competence that we are presenting in this webinar and discussing with you. And then based on this learning maturity model, we will create a self-assessment and recommendation tool for digital competences of educators. And this tool will then recommend learning opportunities for educators. So we are also creating a directory of learning opportunities for digital education. And the challenge that we are facing there is actually what we are discussing is should all the competences actually be open in a way that they are free or should we include fee-based offerings as well. So to get a first overview on the topic, we conducted interviews with educators and asked them what do they need? What do they want? What do they use? How do they learn? How do they develop their digital competences? How do they relate to digital tools? And are they familiar with digital competence frameworks? Most of them are not familiar with digital competence frameworks. And we found out that we should focus on informal short learning opportunities because teachers are reluctant to enroll in CPD courses due to lack of time and lack of incentives. Instead, they prefer learning by doing or problem-based learning collaborative learning, soft training. As an example, a university professor from Germany said, when I take a formal CPD course, then I still have to do the same amount of teaching. So my to-do list just gets longer. This is why I carefully judge whether I actually need this CPD course or not. Already now, I know how I could improve my teaching, but this would require that I put more time and effort into it, which I cannot afford to do because I have other obligations. However, educators do see the potential of digitization and the transformative power it has. So they are curious of the possibilities and are very well aware that it affects all university roles, teachers, administration and students. And then I hand over to Stefano to tell us what we actually, which competences we added to the DitchCom Edu framework. Thank you, Jochen. So I'm going to share my screen. Okay, you should see now my screen. Well, let me say first of all, good afternoon to all of you and good morning also because I'm happy to see that also some people from the Americas have joined. So it's hard time for you in the early morning. And I will start from Jochen's presentation to create this link for my speech, because I think it's important to say that the interviews were carried out to most of them before the pandemic. And the answers that we received, maybe now if we are going to interview the same people after one year and a half could have changed because obviously the pandemic has increased the interest and the approach to the digital learning for most of the teachers. So it would be interesting to make this check. But what was interesting for us was to have the confirmation that there was a break between the tools that are available, the frameworks that are available in the organization of the competencies for the development of digital competencies of the educators and of the teachers and the the ways that teachers used to select supporting materials to get introduced and trained. So somehow Epico is going to try to find a systematic approach to this, let me say problem or issue that is regards the link between the actual level of competencies and the expected one. But back to us, the first point of our project was to make a kind of selection of the competencies that should be taken into account for the creation of the supporting materials that will come later. And we decided to create this kind of competence metamodel, which obviously started from the competitor, but we went through a lot of other competence frameworks that we have been able to select during our projectivities. We made a comparison and based on this, we found out that some competencies could be of interest for the for the teachers, also if actually not already present in the in the the competitor. We obviously started from this structure. And I have to rush so we don't go to much in the deep, but you have the possibility to assess this as a source directly from the website. And I think Kevin already shared the link to the resource. So now I go very fast. When we work on the the competitor, then we had to make a selection of the main proficiency levels that we could use in order to make it feasible for a matching with the learning tools. And we we arrived to a report that were that is also available in the project at the core of the website, where you can find all the comparisons between the decomposed framework and all the other frameworks that we have been able to to analyze. Moving from this, we arrived to our proposal. We want to stress the fact that this proposal is not a revision of the decomposed we don't we don't mean to do such a complex activity. Our aim is to increase the possibility of the decomposed to have direct links to the supporting materials to the supporting programs that can obviously support teachers in in the acquisition of their competencies. And we arrived to this new proposal where we have added some potential competencies. Yeah, you can't see very well. But if I move to this one, you see in bold, there are some new bullets and this is our proposal. And what is interesting is that we selected health as a very important area that was not fully covered in our opinion by the actual framework. And this was done also before the pandemic. And I think we think as well that with the pandemic, the importance of the health competencies related is as increased is visibility and importance with some other competencies that have been described. In this simple way, for each competence, we have selected the three main levels. You see, we didn't choose all the six levels, but this is explained later by our colleague, because then we are going to create a matrix that is going to make it more complex. But anyway, we decided to create very short and clear sentences that somehow should be coherent with the actual descriptions of the decompado. And all this work should be then used for the realization of the output two and then output three, when we're going to select the related teaching resources. I don't know how much time I have. But maybe I can, for example, just stop on one of these competencies. For example, please, it's very interesting, I think. Okay, so I can use micro credentialization that is a competence. We think it's a competence that is increasing in terms of importance. We know that micro credential in the last years have become very, very important, always more popular, and most of all, very effective in relation to the market needs, to the needs of the trainees that have to get trained on new competencies that were not existing or available before, new mix of competencies that were not thought before. And micro credentialization somehow is going to answer also to these questions. So are teachers able to design badges, credentials that contain all the available information to facilitate the recognition of intermediate achievement? Maybe yes or not. We have selected the three main levels, and we suppose that at basic level, the teachers should be able to use the existing systems to issue digital credentials, designing the micro credentials on the levels of micro and micro curriculum, and the links and the metadata between the credential and the digital curriculum in a virtual learning environment. So this should be the most simple activity that should be able to manage teachers. But then when we improve the competence, maybe we should be able to use and explain credentializing systems to design and issue digital credentials, consulting on the process of designing digital credential and peer reviewing micro credentials developed on the micro and micro curriculum level, and reviewing as well as updating the metadata for credential on learning outcomes, assessment methods in QF levels and so on. From ITC systems such as the digital curriculum in a virtual learning environment. And the last level, so the pioneer should be able to create and implement a digital micro credential strategy for the organization. So where it should be a company that is able to look forward for the new need that arising from the market and from the digitalization of our society, aligning the assessment strategy with digital credentializing, designing a curriculum in a way that individual elements of models can be issued as micro credential and that outside credentials can be recognized towards this curriculum. Also, this is a very important point, the possibility to create new mix of activities and recognitions, training colleagues in designing micro credential on the levels of micro and micro curriculum level and preparing the metadata for the credential, supplying from ITC systems such as a digital curriculum in a virtual learning environment. Okay, this is a typical description that we have created for all the new competencies. But we know also that some of the competencies that we have selected don't find everybody on the same position. So I would ask to our Eden manager if you can launch the poll where we want to ask you which of the competencies that have been selected in this meta model by Eddico as additional proposal to the competitor are for in your opinion to be added. I think I have to interrupt my presentation. Okay. Thank you, Stefano very much. Please, could we have the second poll for participants of the webinar? So you see now the question that Stefano asked, please indicate your preference gamification micro credentialization recognition agile working health well being being safe and legal online active learning artificial intelligence. Please cast your votes. Five, four, three, two, one. We would like to see the results. Stefano. Thank you. Yeah. Thank you. My fear was that gamification at like a zero score. But I see that some of you selected gamification. So I'm very happy for this. And active learning is the is one of them. The competence that is the most selected competence is not strange. But let me say we it's not it doesn't be an added at the end, but not because we thought it is not important. But because it was already somehow available in another subset of competencies in the company. But this is good for us to see that also for for other people in this panel was an important competence. And then I see that many of them have been selected. So I'm happy to see that somehow there is a good score for for each of them. Thank you. Thank you very much, Stefano. Indeed. So we had several proposals already for the measurement of maturity of competencies. Of course, on the basis of the initial measurement technique of maturity. But now we will have a very interesting proposal introduced by Yasmin Diabarian, a French teacher, on learning maturity model for ditch comp a do. And I would like to pay your attention that this reference is exactly the reference to the competence concept and definition used in Europe and recently in Kaloa Academy. Please, Yasmin, the floor is yours. Thank you, Irina. Hello, everyone. I'm happy to take over and introduce you to our learning maturity model for digital education competence. And as the meta model that Stefano just introduced, the learning maturity model is also part of Etikos project phase one in which we are creating an organizational paradigm for digital education training content, content which will then serve as the foundation for Etikos central output, the learning directory for quality, high quality digital education training content. So maybe the stock has a quick reminder where we are set in the project and where the learning maturity model is located. On a very basic level, you could say that the learning maturity model sets out to further operationalize ditch comp a do by breaking the competence dimensions down into the three categories or as you may learning domains of knowledge, skills and autonomy, responsibility, which we refer to as attitudes and of course maybe as a side note and as Stefano already mentioned, it also sets out to extend this comp and in the sense that we've added those four new competence subsets and one entirely new competence dimension. By breaking the competence dimensions down into those three categories, by doing that, we use the Kelohe competence structure as I already just mentioned and also the structure that's been used in the European qualifications framework for life of learning, EQF, and repropos and labels, generic competence levels for digital education competence. By aligning our our structure to Kelohe QF, we we pursued to or we tried to ensure a compatibility with existing work and for example as as done in the tuning Kelohe frameworks, for example on for teacher education and on all the while and of course acknowledging that for example Kelohe provides an overview of whole subject areas and is therefore based on a progressional paradigm for bachelor's, master's, doctorates and our ethical progression paradigm is based on continuing professional training for educators. Maybe as another info or explanation, what did we mean with knowledge or what do we mean with knowledge skills and attitudes? For us we also use the EQF definitions, Kelohe definitions, so knowledge is theoretical and and or factual knowledge skills is the application of knowledge can be both cognitive or practical and I think a very and we all agree in the concept of a very very important essential category also the attitudes category or as also non-responsibility in autonomy which refers to the ability to apply knowledge and skills autonomously and also with responsibility and we went as has been done in other places I might have to add and we we went with the for us more aptly more apt term at attitudes. I think the proficiency levels Stefano has already touched upon a little and we apart from the dimensions and the learning domains we also structured the learning maturity model according to three proficiency levels and we've we've used descriptors that have been used at IndigCom at you but and as has been mentioned to try in order to try to reduce complexity and allow us to make the matching of the learning maturity model learning outcomes and the learning resources additional opportunities more feasible we went with the three the three proficiency levels you see on the bottom explorer expert and pioneer. Here you can see a screenshot of the learning maturity model it's dimension one professional engagement subset one and just to give you a little idea what our model looks like and all together we've the model consists of I looked it up 261 cells and so we have 29 competence subsets and then for each of them we have three categories, smaller skills and attitudes as well as three proficiency levels. The main work of the matches has been done by the medical consortium of course as has been mentioned needs to be re-emphasized heavily based on IndigCom at you but we've also tried at various stages of the process to include stakeholders and to also get active in the IndigCom at you community of practice and we're also planning several stakeholder online stakeholder workshops and we'll upload a feedback form shortly on our website where we would like to invite of course all of you to submit feedback and get involved in the validation process and I would stop right here and hand over to Nicole. Thank you very much Yasmin. Yes indeed now we come to the moment when we invite our global partner Nicole Johnson from Canada Digital Learning Research Association. As you see this webinar has a lot of shadows of research and we go quite deep into the concept of competence but we also had a very interesting discussion in preparation to the webinar and Nicole's ideas were shared with us on how the pandemic highlighted the need to develop digital competences and not only among teachers right Nicole please so the floor is yours. Okay perfect I'll just share my screen here there we go okay so everyone should see it's here so one of the things that I've been doing over here is I've been involved in about oh I'd say more than 10 I think it's 12 different research studies since the start of the pandemic so it has been a very very busy year and a bit and in these studies which were done through the Canadian Digital Learning Research Association where I'm the research director, Bayview Analytics in the United States where I'm a research associate and then also Royal Roads University where I work as well and I was delighted to be asked to be part of this panel today because what I've been seeing in my research has really highlighted the need for digital competence development so to get into that we see it among teachers but we also see it among students and in this slide I've shared a quote from a senior administrator in Canada and this is part of our one of our reports that we put together and I had interviewed provosts and BP academics in Canada in the fall of 2020 and asking them what were their most pressing needs what were they seeing going on in their campuses and one of the things that I heard several times was this discovery that students who we assume have grown up with technology and have these proficiencies did not necessarily have the skills that are needed to learn with technology so in a sense they know how to create a TikTok video they know how to text with their friends or interact with their friends on social media however that doesn't necessarily transfer to the skill of being able to engage with a professor online or to have a meaningful discussion with classmates either asynchronously or synchronously and so that's very important to keep in mind as we are developing this is it's not just a need amongst instructors and professors and faculty but students need this too so in many ways we're going to find that instructors are going to probably need to play some sort of a mentorship role in helping students navigate this new demand for digital and as we'll see it's likely that the digital needs are going to increase over time in faculty and this is looking at a bird's eye view of all the different research studies that i've done we saw that faculty very noticeably experienced that steep learning curve at the onset of the pandemic we saw faculty feeling overwhelmed stressed out many faculty were teaching online for the very first time so prior to the pandemic the research that was done showed that a minority of faculty had experience with online teaching but there were many people who said oh i don't need to learn that that's for the people who like teaching online i don't need to know about that and that all changed in march of 2020 in Canada especially a lot of the institutions provided professional development over the summer months so we had a semester that was an intense learning a rapid transition to what we refer to as emergency remote teaching which was delivered online but in the Canadian context we knew many institutions knew by June going into summer that they were going to continue the 2020-2021 academic year online so they provided or recommended a lot of professional development and one of the things I heard in my interviews from senior administrators was that there was an unprecedented uptake so faculty were very interested in learning how to teach online effectively and then what we saw when we interviewed faculty in the fall is that the majority of them felt prepared to teach online interestingly any type of professional development was good professional development we asked them about the professional development that they took whether it was having access to an online resource hub or having mentorship being part of a community of practice attending webinars or having asynchronous materials that they could engagement any type of that was ranked as effective and with a very little margin of difference in terms of what was in other words nothing was more or less effective than the others from what we could see it's also important to note that along with developing digital competences to recognize that some faculty may also experience barriers with access to technologies so we do need to we cannot assume that faculty will necessarily have a computer at home that would support their needs that they would have the internet capabilities that they would need or at least in Canada that's what we saw and that was in major cities as well as remotely so the last main slide I want to share is just illustrating the importance of having these discussions about the development of digital competences in the fact that it's very likely we're going to see increased technology over time so this what we did a pre-survey of institutions in Canada prior to doing our major national survey and one of the questions we asked was we gave them a selection and we asked them what was the likelihood whether they agreed it would be likely over the next 12 months for a series of items so we saw as you can see from the chart that there's there's a trend towards digital so whether it's hybrid offerings whether it's having a greater use of digital technology in class whether it's a greater use of digital materials the only thing that we we don't see as being likely is fewer online offerings and from the qualitative data that I've engaged with what I see or that I've engaged with is I've seen most a trend towards hybrid learning we see that at the student level in the U.S. as well we see it at the faculty level in the U.S. in Canada people do not want to be forced into either only in person or only in line what we're seeing is a trend towards people wanting choices now that they've had the opportunity to experience learning online and having that flexibility so before I hand it over I've got I've got a couple links where I do have the publications that have come out of the research that I've done and I'll pop those in the chats the chat box in a moment and then I also have my email if anyone's interested in that further research and so with that I will stop sharing my screen and hand it back thank you very much Niko please post the links to the chats as they're not available through the big window in the center so we had a couple of brief presentations I also took all the questions that were arising from the chat and also questions and answers went up and we will come to them in a very few minutes but now I would like to invite Anastasia economic from joint research center to reflect on what you've heard from the proposals and an ideas express but also we're very keen to know what is happening how a ditch comp ed develops and we know that you don't wait for some proposals but move further so please Anastasia the floor is yours and we are really waiting for your information and ideas thank you Irina on the first of all thank you for the opportunity to participate in this interesting panel and provide some first reflections to initiate the discussion by the participants I hope it's of great importance for us at JRC and the ditch comedy team to listen how the framework has been implemented and used in different contexts projects like the call can provide very useful insights for us and of course suggestions could exceed our mission on how to progress collectively they work down and of course to think about the next steps on which comedy and actually this is the purpose of which comedy as a confidence framework to provide a common reference for educate us digital confidence and as such we see in which comedy to serve for I mean ID a reference framework to to serve our training with service and initial pictures education programs development of educational resources like you're doing already guidelines for teacher qualification and so on I mean the framework of professionalization as Irina mentioned is quite wide and could be it would be of great value to to see all these ideas and suggestions as I said to guide us through next steps as already mentioned by many of you the framework has been published back in 2017 and since then a few things have changed not only relation to technology but also relation to digital competences and policy measures the recent pandemic forced many education systems turning to online teaching and as mentioned as well this emergency remote teaching and to be able to respond to this urgency some teachers or schools or systems were not fully prepared as we know also from OCD study recently I need to mention that now at the JSC the European Commission we are developing a self reflection tool these are teachers to identify their needs and doubts but also strengths in order to further develop it's I need to say here that is not the assessment in terms of a tool that can lead into certification as the one that you're discussing about but a tool that will guide teachers through a journey to design their own learning paths towards their professional development and Nicole mentioned how important it is to have in-person personalized learning experiences so we'd like to encourage teachers to take the initiative to design their own learning paths and of course if if they would like to to share the anonymous data that they have in order to help a group of teachers maybe that would be the school a region an institution to and design training programs material and so on but as Stefano says new trends new pedagogical needs the pandemic as well showed us that we need to consider competences that are there in the in the framework but maybe we'd like them to be more prominent in this effort so developing a tool is a process that we did not to revise the framework of course it's as you said it's a very complex and long process that involves a lot of stakeholders experts validation process but that was not the scope of the tool but for the tool we try to put into relevance what is there in the framework for teachers to be able to self-reflect and then uh in collaboration with experts as well we developed 32 items reflecting the six areas and 22 competences from the framework and we just finished the pilot and actually the pilot confirmed the 32 items in relation to the six areas and competences of the framework um of course our real question is whether both the framework but also this self-reflection tool contributes significantly to the development of digital competence for teachers of this we cannot really answer it it would take some time we need to to measure this impact but however we can already draw some useful conclusions so what kind of other supportive actions can be there to facilitate the teachers and in order to further develop so I think that the suggestions that we heard and also what you're mentioning about the the certification this self-assessment approach with problem solving or even the the material the resources organized curated into the areas of them of the framework actually in the focus group discussions with the piloting teachers they mentioned how important it was for them to receive an individual feedback by the tool with specific suggestions how to level up so in the mention how important it would be for them to link these suggestions to specifically and so your work is very relevant and we're looking forward to the next steps for you as well I hope these initial thoughts and insights are helpful to to discuss very further with the participants thank you and congratulations for the work done Anastasia I would like to ask a question that we received that from a participant because I think that you already on the way in answering it Mark Kava from Africa actually asks a question if African context where online instructional strategies are infantry stage how can experts change the negative attitudes of instructors and students regarding digital teaching my question to you would be the new tool that you are developing and assisting teachers to identify themselves in digital framework levels and maybe maturity levels maybe areas of competencies do you think that could be a kind of support for teachers in order to change their attitude to recognize maybe a little bit of their competencies and start being more confident with themselves would that tool help to change the negative attitude towards positive thinking what do you think yes I mean that's the aim of the tool to support and facilitate teachers and of course to to have a tool that is relevant to different profiles of teachers both the ones that they feel a bit unsecure but also they must feel more confident this tool aims at the primary secondary education teachers for now so it aims at this group of teachers and we believe that by providing the teacher with the opportunity to decide on what kind of professional development professional learning needs it's very important so the tool actually allows a teacher at any point of time I mean maybe I'm a teacher in Africa South Africa maybe I'm a teacher in Europe Canada that I would like to see because of certain needs that I have for my teaching to see what kind of competencies I need to develop so I can initiate this reflection on my own go through it get the feedback report and get suggestions to level up at the same time maybe a group of teachers want to identify their needs as a group and a group as I said could be a school could be a region it could be maybe a subject specific group so the teachers there they take their individual self reflections and they agree to share their own data so the aggregate data can reinforce the design of training material or even training programs and actually this was also mentioned as an important point for teachers in the piloting countries that it provided that to provide also this collaborative approach for learning the professional learning which is quite important for teachers as we know also from Tali so I do hope that we will succeed to motivate teachers and as I said to be relevant for the different profiles of teachers that we have thank you very much maybe Rina I should mention here that because I think Nicole was mentioning about higher education educators as well that we have a tool as well for higher education that we are currently used with Spanish universities so in case there is some interest we can also provide some information there and also that on the 16th of June we will have a webinar presenting the digital tool so I will paste in the chat there are some links for you to to reach thank you and I have a very much related the question that from the audience but also from our panel members but maybe I would ask Jochen but also any other who would like to respond when actually our digital competencies expire what factors influence successful teaching and learning when you are not digitally confident when your competencies are recognized what else Jochen would you like to reflect on that well there has been a discussion in Germany about the expiration of credentials and competence certification and the answer is they never expire legally so the question is when do they need an update when do we recognize that we will need to further develop them and I hope that the tools that we are developing in our projects and that the JRC is developing are helping teachers to find out when they might want to update their digital competencies and where they can find the appropriate resources for this and Jochen the other half of this question you mentioned already a part of it resources is what actually are the biggest challenges now that you see because you've been leading a group of researchers and academics in higher education in order to go hand in hand with digital competence framework and then maturity levels and then resource finding what do you think is the biggest challenge is still existing well from our interviews and from our experience not many educators are aware of the existence of digital frameworks at all so those frameworks are tremendously helpful but if they are not known then to not enough people can actually use them and for us in Europe as I mentioned we are talking about open education resources and we need to acknowledge that for the learning resource to be kept updated and to be maintained it needs some revenue source be it participation fees or be it public funding but it's not enough to just create an online course and then put it online and leave it for five years unchanged it needs maintenance thank you very much and the final question because we have only one minute left goes to Nikon the part of the question was already answered by you Nikon in your presentation asked by Mark Kava who asked if pandemic assisted online teaching or not and how it will remain I think we saw it from your final slides and statistics that it will increase but the question that also comes from Sandra how faculty management should get overview of digital competencies of teachers I think goes in line with the discussion that we have how management should ensure the digital competencies do not expire that's a that's a very good question and I think right now too there especially we see in Canada and the US a bit of tension right now between administration and faculty as you know there's you know there's an equal interest in moving forward with flexible learning and incorporating more digital but how that gets done and whether instructors can have that autonomy over their own practices and to what extent does administration intervene is a bit of a touchy subject I've certainly found with that said I think that Sandra what you ask is a really good question because how how do administrators faculty management get a sense of what's happening and I think it's providing those professional development opportunities for faculty to show up and perhaps asking in that context of what would be most helpful to you to get a sense of maybe where they're wanting the skills but then I also think there's the you know regularly surveying faculty is a good sense with the caveat that they're already overloaded so short short surveys are effective in that also using directors of teaching and learning centers and creating communities of practice I think especially as we get to a learning context that's becoming more and more decentralized you'll have more people working from home working in different environments the concept of community comes in so much more and that there's a climate where people are encouraged to work together where it's okay for someone to say hey I I really don't know how to do this could somebody help me I think that's going to lead to an environment where administrators and management can get a sense of you know where faculty need additional support going forward thank you very much for all dear panel speakers for Unicor, for Anastasia, for Yasmin, for Stefano and for Jochen very much for your contributions thank you for all participants I'm sorry not to have time to ask each of you what was the takeaway from this webinar but for me that was definitely that we have to come to measure our competences in terms of knowledge skills attitudes responsibilities that we should share that we should grow together share together and we are looking forward for supportive tools to motivate our teachers to self assess to find resources to identify the maturity level of their digital competences and to try to be together in this storm in the pandemic we will have our next session in Eden annual conference taking place on the 21st, 24th of June those of you who do not know about the conference please visit Eden website and I hope that we will meet you there in the meantime thank you very much for all attendees for the panelists for your support and interest in digitally competent educator frameworks and models thank you and bye bye


Welcome to the only public third party assessment of voting equipment in the world. Okay, third party testing of election equipment in the world. What do you want to call it, Matt? Okay, third party opportunity to examine voting equipment in the world. Leave it to the academics to be more specific. So I had some great conversations yesterday with some amazing Americans who are deeply concerned about protecting our democracy. Noah Pretz who's here, Amber McReynolds, Neil Kelly, Secretary Padilla in the state of California. And there's dozens of other election officials who are coming to DEF CON this year to try and figure out how they can better secure their elections bar by room to who's in the back from Michigan. So first of all, I want to give a round of applause to them for taking this so seriously.  So I'm not hiding behind the corporate veil. I'm not hiding behind the DEF CON Twitter account. I'm not speaking for hire, Matt. This is me, Jake Braun, standing here, just one measly human out of seven billion standing here in a jeans and a t-shirt.  I'm a deeply patriotic American, as is everybody else who's doing this. We are deeply concerned about securing our elections. And as I've said thousands of times, nothing that we say is going to make the public have more faith in our elections. Only something we do is going to make the public have faith in our elections. And what we're doing here today is identifying things that local election officials can do to better secure their elections. So one thing I do want to address, before I turn this over to Hari and Matt, the actual technologists who know what's going on here, is this claim, these polls that are cited, that what we're doing is going to undermine people's faith in the voting process. And they're not going to vote. Right, thank you. So a couple things. First of all, I've worked in politics for 20 years working on campaigns and elections. I'm actually not a technologist like these guys are working in politics. And I know how to read polls. And what I know is over half of the people in that poll are talking about undocumented people voting in our elections. And that has anything to do with what we're doing here, right? The other, the remaining people who are actually concerned about voting integrity and the technology involved and so on, they're concerned for a good reason. And it's because of Putin, not us, that they're concerned because Putin has actually attacked our democracy. He's the one who hacked into our voter registration databases. He's the one who hacked into our election systems and could possibly hack into our voting machines. So what we're trying to do here is actually give election officials and the public an opportunity to understand that people are taking this seriously and we're actually trying to secure their democracy. Because again, as I said a minute ago, election officials and others can say all they want that everything's secure. But the public isn't going to believe it. They're only going to believe it when we do something to make it more secure. And that's what we're doing here today. So with that, I want to turn it over to the true heroes here, Hari and Matt, who actually are going to be helping people identify things to fix. So thank you all very much for coming here. Thank you for coming. Matt and I, we were running last year, the voting village, and I'm giving a little bit of 10-minute reflections before turning over to Matt. First of all, as Matt said, we are not doing a systematic research. We are not doing evaluation. We don't do any of that. What we do is we allow people to explore, discover and freely exchange the facts they have found. It's all about being educated, be informed and find out the truth yourself. Last year, probably the one thing would really make me happy. A lot of things, but one particular thing was the local election officials who came in and hacked the machine they use in their own jurisdiction. Because that was their first opportunity to take a look into the machine themselves. The thing which makes this all possible is DMCA Accent. Right now, we have a favorable law which allows Bonavida real security research done, exploratory events like this possible when we can take a look into the systems and reverse engineer them and look how they build, what they do, without problem with the DMCA as long as we do it in a responsible way. And we honor the safe harbors needed. So hence, we do put the limitations what people can do, but everything is according to the DMCA Accent. I welcome you all to come to the village. The village is not us. It's not Matt and I or we who help people to do discovery. The village is you guys, everybody who come in who participates. You are the people who do the discoveries. You are the people who learn the facts. And Matt has been saying very accurately that for 15 years, a very small group of people like us had been allowed to take a look in the voting message. And we have been sometimes under NDA, sometimes without NDA, sometimes the reports are deeply redacted and what we can say. But it's still the underlying issues trust us. That's wrong. Nobody should be trusting us. Who knows, are we honest? That's why it's important to everybody to discover themselves, learn themselves, do their homework and that's what we are for. We are for education and discovery and free exchange of data. Please come to the village, have fun. I turned over to Matt. Professor Place. Thanks, Harry. So I just want to say a few words reflecting not so much on what we're doing, but on what we're not doing. And first of all, thank you so much for crowding uncomfortably into this much too small room. Next year, they have to give us the giant room for this, obviously. And your commitment to democracy shows by the fact that you care about this. I've been working in voting technology as a computer scientist for, you know, 15 odd years now, maybe more, depends on how you count. And for really, for most of that time, I've been spending it being increasingly horrified by the disconnect between what computer scientists and experts in the field understand is necessary to do to build secure and trustworthy elections, worthy of a world-class democracy, and what we actually do, the vulnerabilities in place in these systems. And in particular, being horrified by the level of kind of denialism on the part of people with a vested interest in the existing systems. Really for the last two or three years, I've been optimistic for the first time in the time that I've been working on this, that we're actually making progress, that we're actually winning on voting machine technology. In particular, DREs, a lot of the machines that we're seeing, are not obsolete yet, but they're well on their way to being obsolete. The touch screen voting machines that only create a record of the vote inside the machine. States are finally moving away from those machines. We have formal understanding of two incredibly important concepts. One was invented by Ron Rivest, the R in the RSA public key algorithm, called software independence. The idea that a voting system shouldn't be dependent for its integrity on the integrity of any piece of software. And that that's a design criteria that should be incorporated into systems. And the other is a technique called risk limiting audits, which is a way of statistically sampling when you do manual recounts on systems. States are moving in the direction of building software independent systems that use technology like risk limiting audits. An example would be optical scan paper ballots that are physically captured and leave an artifact of the voter's vote that has nothing to do with software that can be recounted by hand if necessary. And we're actually winning in moving in that direction. We're not there yet. And one of the things that we can accomplish and hope to accomplish with the voting village is to broaden the community of experts from the privileged few like Harry and I who've been allowed to look at these machines to the broader community of hackers and technology experts who can understand exactly how vulnerable these kinds of software dependent systems are. So we're doing an important and I think critical service to democracy. I remember 10 years ago when we did the assessment of the ES and S machine when we were invited by the state of Ohio and the state of California to do assessments. I remember thinking this may be the most important work that my students and I ever do. And I think that actually was wrong. This may be the most important work that any of us in this room ever do. We're actually on the cusp of moving toward more secure voting technology. Now I'd like to say one other thing about what we're not doing, which is that our focus here is not exclusively, but it's probably disproportionately on voting machines. And one reason for that is that there are only a relative handful of voting machine vendors. There are four major vendors in the United States of voting machines. There are a handful of different models of voting machines from each vendor. And these are the things that we interact with. These are easy to understand where the risks are of tampering with an election. And it's an area where there is real progress needed to making these systems more secure toward things like optical scan paper ballots. But that's not the whole story.  And the counting and tallying of ballots and the reporting of results and the management of other election operations. There are about 3,000 counties in the United States that are responsible for managing the elections in those counties. And that means that there are about 3,000 different systems administered by different sets of people with different amounts of competence and capability to defend them against attack that are as important to the operations of elections as the voting machines that we're seeing. So one of the things that I want to caution us to do is to be very enthusiastic and zealous about understanding how these machines downstairs work. But let's not declare victory when we solve the problems that are there. They're also very important but probably less sexy security vulnerabilities in these back end systems. And in fact, Russia has gotten a lot of attention as an example of a new threat, the state actor who wants to disrupt confidence in an election. And in fact, if we look at what happened in 2016, it looks like even though we have demonstrably insecure voting machines, a lot of the focus of the Russian interference on the election was on back end systems and registration databases and so on. So one of the lessons that I hope people will take away from this to bring back to their local counties who are buying the voting machines and managing these back end systems is that we need better election technology. We need better voting machines. We need better voting technology. And we also need to get resources to pay attention to securing these back end systems. And that's a less interesting but equally important problem. The other thing is that I want to just give three words of advice. The three words of advice and I'm like a broken record on this. People ask me, what can I do from here to get involved in securing elections and voting technology and making contact with my local officials? And I have three simple words of advice. Become a poll worker. Maybe that's four words. I'm not sure. Every local jurisdiction that conducts in-person elections needs people on election day to help manage and run the polling places. And they're called poll workers, election judges, various names. But everywhere where there are in-person polling places in elections, those people, overwhelmingly senior citizens, are drawn from the community. You basically get paid a token stipend for the day's work in most places, enough to buy you lunch and maybe parking. And a huge advantage of this is you actually see how an election runs. You learn the little details of all the procedural things that happen when people vote. You get to help voters. And you get to meet the people in your county who are managing all of this, making the purchasing decisions about what equipment to use and protecting the back ends and the voting equipment. And you get to learn what their problems and what their concerns are. And that is just an invaluable first step. So there's almost certainly wherever you live, still time to do this ahead of the November elections. Find out what it takes in your local community to become a poll worker. You will learn at least as much as you learn in the voting village here over the course of this weekend.  We have a little bit of time. We're hoping to just kind of open it up to questions generally about what to expect this weekend and so on. Let me just make a quick overview of what is around us and what's going on. First of all, I thank you, Matt. One thing I would a little bit modify would you say that you need better. It's like America deserves better voting system. It's not anything less than that. And one thing is, again, I want to underline. If somebody would try to explain me everything I have seen, I wouldn't believe it. That's why you have to see it in real life. Now downstairs where we have we have e-poll books, we have voting machines, and we have a cyber range. Cyber range is a virtualized environment of exactly what Matt said, a election environment. There is a voter registration database downloaded from Ohio. It's protected by similar systems. It was built by a help of a very great election supervisor. The environment is similar to what it real is. The question is, can you defend that database? Can you attack the database? That is a training environment where you can go and train how to defend and how to attack that database system. And there's a lot of other things going on at that. So that is in a corner, the huge screens. That's a virtual election office, which you can play around. It's not real, but it's very similar and real. And you can see how to defend the vote. Then there's the voting machines, e-poll books, and then we have the roots. A cell where teenagers, I think it's from 8 to 16, are doing election related challenges, which are mock-up voter election reporting databases. In the United States, it's still recommended in certain places to email a ballot image, not very good idea.  So, opening the floor for questions. So I don't want to call, since I don't have the definite list in my head, I don't want to call anyone out by mistake. But there are about 15 states that still permit DRE machines, these touch screen voting machines, without any voter verified paper audit trail. And the problem with those machines, the problem with that scheme, is that if the software has been tampered with prior to, during, or after the election, there's no way to know what the true votes were. There's no way to conduct a meaningful recount. Fortunately, the number of those states is decreasing. So we're making progress. It's not enough progress, but we are making some progress. We also are going to be running in afternoon. We already have set up a few machines, but we are going to run a mock election in the touch screen machines used in the United States, and about 20 states in a lesser extent, 15 states. And I'm absolutely certain the outcome will be honest. Yes, so I think we're conducting the election between Benedict Arnold and George Washington. And we'll come up with some other candidates later in the weekend, but we can see if George has a chance here or not. Any other questions about what to expect this weekend? Yeah. So it depends, again, on which state and which county you're in. They also need election judges to help count there, in most cases. I mean, this is a huge temporary workforce, whether it's mail-in ballots or in-person. When it's in-person ballots, it's a little more prominent. There are more people involved, but they often need help on the back end as well. So contact your county or state, depending on which state you're in, voting officials and find out how you can get involved in that. There's an excellent chance that you can. Okay. Yeah. Right. So I was asked to repeat the question, I think, yeah. So the question was, are there trade-offs here? Are there benefits to touch screen voting systems? And this is one of the difficult conundrums here. Nothing is, you know, this is not an epic battle between good and evil, where everybody who has a different opinion from you about this is malicious. There are genuine benefits to using computer technology for casting ballots. In particular, people who need accessibility help benefit greatly from touch screen interfaces that might have audio capability, the mobility impaired, have things like SIP and PUFF interfaces, so they can vote without having to trust somebody to mark their ballot for them. Fortunately, those benefits don't necessarily require DRE voting machines. There are technologies called ballot marking technologies that use a touch screen interface to help mark a ballot, and that ballot then gets put into the optical scan system, so you still have the paper artifact coming out of the machine. So there are ballot marking technologies that yield essentially the same benefits for accessibility as DRE machines without the dependence on software that DRE machines give us. So, you know, there's room for progress there. Yeah, hi. Yeah, so the question was involving ballot marking devices that produce a barcode rather than a marked ballot of the traditional kind. So, yeah, it's absolutely possible to do ballot marking in a terrible way. And unfortunately, there is at least one example of a ballot marking device that produces instead of a marked ballot that a human being can look at and understand, a barcoded ballot, which a human being, you know, unless most of the attendees here probably can, but most of us can't look at a barcode and just decode it. So, you know, it is possible to do this badly. Fundamentally, that design is sort of incompatible with the concept of software independence because you need software in order to interpret the barcode. And so those wouldn't meet the requirements for building a software independent election system. And you can't do a risk-limiting audit based on a human being looking at the ballot and determining what's been marked on it. Yeah, the question really here is auditability and understandability. So the problem here is that they are fundamentally, even if you have a VVPAT, which is the small printer aside printing your choices, we have a number of studies that that doesn't work. People are A, not carefully enough to check that paper, but also there's a protocol of cancelling that ballot, which is on a printer after you have left the station. So that really doesn't work. So it's all about how you audit the election. And it's not important to audit the machines, it's important to audit the results because the results are the ones which matter. We don't have one of those ballot marking devices here. Maybe next year. So the question was ESS, which is probably the largest vendor of voting machines in the country was allowing remote access to their back-end systems with PC anywhere. And not everybody knew that. So it was a particularly egregious example of exposing critical election systems to basically anybody on the Internet. So that was pretty bad. The question was, do I know of other anecdotes where that's happened? So probably the best example of that was last year at the voting village here when somebody immediately turned on the wireless Internet interface to one of the voting machines. Fortunately, a voting machine that's now been decertified everywhere. And it turned out that there was a Wi-Fi interface in the machine. It could be turned on. And very quickly, the machine was recrolling the voters. So remote access has the advantage that is very convenient for administrators. And so I would not be surprised if we don't see more examples of this sort of thing. The ESNS, which you said is not alone, they use PC anywhere. Other vendors use the real VNC that this practice of having remote access has been explored and found out in the wild. So they're not alone. It's also the case that in a lot of cases counties rely on election services vendors to help with things like ballot definitions. And the connections between the counties and those vendors, there are going to be the 3,000 counties and there are going to be 3,000 different configurations. So the question was, across the spectrum of the attack surface for a voting system, you have the voting system itself, the casting of ballots, you have the ballot definition, you have the counting, you have the back ends, you have the registration databases. What's the highest exposure? And I think it really depends on the threat. Historically in the United States, there has been a history of fraud in elections and that history is overwhelmingly not national elections but local elections. People trying to get elected to mayor or dog catcher or what have you who want to throw the election a certain way. And that's the traditional threat that these systems have been designed to the extent they've been designed to resist the threat. That's the threat they've been designed to resist. Over the last three years, we've seen evidence that that threat model is not rich enough to express the level of threat from things like state actors. And if you look at, you know, a state actor, they may not be interested in selecting who wins the election for dog catcher. Their interest may be simply in disrupting confidence in the outcome. They may not care who wins. What they care about is that people don't agree on who won. And that is much closer to the problem of denial of service. And that's not an attack that these systems have even been designed to withstand. Things like the voter registration database. If people show up at the polling place in the morning and their name isn't on the list of registered voters and they get turned away or have to get a provisional ballot to vote, that's a significant disruption. And if that happens at a large enough scale, people may question the legitimacy of the outcome. Now, if you're trying to steal an election, you don't want that.  But if you're a foreign power that's seeking to weaken a democracy, that's a really great way to do it. The problem is, you know, those kinds of attacks can be performed on back end systems that are often directly or indirectly connected to the internet and depend on really fundamentally insecure platforms. So, you know, I think it really depends on what threat you're looking at. I'm going to dodge your question slightly to say, worry about everything. Yeah. Yeah. Oh, you break my heart. So, the question was if you find a device, if you find a flaw in, say, a medical device, there's an easy path, right? You can report it to the FDA. The FDA will use its authority to put pressure on the vendor to fix the flaw.  What are you, is there a similar pathway in the case of voting systems? And the short answer is not really, except public pressure, right? Disclosure, sunlight is kind of the best disinfectant here. And it's made particularly difficult by the fact that, you know, these systems, the update cycle for these systems is very slow. They have to be certified. Patching something is not a matter of just rolling out a patch. And so, there's resistance to even admitting that a problem is a sufficiently bad problem to justify fixing it. So, it's a real toxic environment here. Back when Matt and I and various of other people, when we started 2005, 2006, 2007, and we reported to secretaries of state everything we found, Everest report is 318 pages, is the redacted version. We thought this will get fixed. It's now out in the wild. A secretary of state has published these vulnerabilities. These must be fixed. The truth is that the same software versions are run today and the same software version, in certain cases, are still sold today. Exactly the same versions which we reported 2007. That's a fact and it's very sad state of affairs. What you'll find this year is someone going to an actual polling place and exploiting that device as an insider threat, probably, unless the nation's state after sending 1,000 operatives into the state of the impact of election, which I think is a high land level, unlike, because if you explain the insider threat for the, like, the dockhead. So the question was, was the insider threats explained to secretaries of state? First of all, 2005 when we started, a common practice was called sleepover. Sleepover meant that the voting machines were sent to homes of poll workers up to two weeks before the election day. And the poll workers were bringing them, not two men rule, bringing them to the polling place. That was one insider threat, I think. Today, it's very interesting when we go and see sometimes in a real election place, we see the password literally on a post-it note on top of the server. Again, the commentaries, the Russians are not going to come here to see that password on a post-it note. But the threat is their insider. It's the Joe or Mary, whose risk-crandled employee and wants to disrupt the thing. So we have been in a number of ways, tried to explain all the different various versions of insider threats. And for example, the sleepover practice, thank God, is starting to be dimmish. People are starting to understand, at least put the temporary evidence seals everywhere and make sure that they are not in somebody's garage unattended for two weeks. But there's still a lot more to do. And the insider threat is always a big part of this problem. Even more with what Matt mentioned is the local service companies. In a number of states, up to over 95% of the jurisdictions are actually programmed by uncertified third-party companies, which are locally, literally sometimes a strip mall, 12 dogs, two little guys and a dog in a strip mall, with a website telling exactly who they are, what are their homes. So basically companies which don't have any security consciousness. That is a, from the point of view of jurisdiction, they might qualify that as external threat, but as a system when this is an embedded to the very fabric, to the very DNA how the elections are run, I consider that as a new insider threat. And in my opinion, probably this watches domestic threat towards the integrity of elections in all the aspects. Yeah, I should also point out that one of the criticisms of efforts like this to look at the vulnerabilities in these systems is that, well, you have to be this electronics expert. And you know, people take pictures of the voting village and they show people with voting machines open and soldering irons and oscilloscopes and so on. And you know, that's what you need to do in order to discover the flaw. But you know, you do that offline. You don't do that on election day. You do that before election day if you're interested in attacking one of these systems. On election day, you're going to, you know, weaponize an attack in a way that you can do it very quickly and very efficiently without having to do, you know, to open up the machine and do whatever to it. So I think one of the things that we have to realize is that a lot of these things that look like they require extensive access to voting machines can actually be done with the access that a voter gets when they're privately in the voting booth. You know, for example, the ESNS iVotronic machine has an infrared interface and a magnet. And if you have a palm pilot device and a magnet and you know, the harder one to get will be you'll have to go and get this obsolete palm pilot device. You can, and magnet who knows how they work, but you know, you'll be able to do with the interface of a voter and the privacy of the voting booth, you can essentially reprogram the machine, you know, restart the election and the election, do any of the administrative tasks. Now figuring out how to do that is not something you're going to be able to do while you're in the voting booth, but if you know it in advance you can quickly, you know, you can bring enough equipment in with you to do that very easily. So a lot of these things that look like they're, they require insider access are really attacks that voters themselves can perform. So we need to wrap up soon. I just want to say a few things. First of all, this year every machine we have in a village is in use and it will be used in 2018 somewhere in the US. The other thing is that when we have been doing the demonstrations, both Carsten who is going to show here the win vote, which was remotely hacked on myself, we have been using on purpose win vote because it's decertified. So nobody can make the claim that we are helping somebody to learn how to attack. So that has been a choice. After criticism we didn't bring win vote anymore this year, so now everything is in use. And Carsten is going to show how the win vote works. But that is a, that was a choice for us. And one thing which is important, exactly what Matt said, we have been and the security community of wonderful researchers, for example Alex Haldeman have found out how you can do a wholesale attacks. In a way which wasn't really thought as, which was dismissed as a science fiction sort of a while ago. So again, we are as a people who discovered these vulnerabilities, we know always that we are not the first ones. Everything we find, we solely believe that somebody else found before us and just was quiet about it. Yeah I think one of the things that I remember when we did the Everest study, the budget for hiring everybody and shipping the machines and everything like that for each vendor was about $300,000. And we spent about a month, we worked cheap because it was a professor and grad students. But still for about $300,000 and most of that was stolen by the university as overhead. We were able to discover a 300 page report listing exploitable vulnerabilities that could be used to sway an election. Think about the amount of money that gets spent on elections in the United States, even forget about presidential elections, even state and local races. That amount of money is a tiny drop in the budget. The bucket compared to the overall budget. We spend way more on advertising and campaigns than we do conducting the actual elections. So to a large extent the defenders here are overwhelmingly outgunned in terms of the resources that they have available. Which means that we need robust technology that can withstand real attacks. And it also means we really need to think as a society about giving election officials significantly more resources as technical threats have become more and more prominent. 2016 is not going to be the last time that we see state actors attacking election systems. And do we really expect random county in the middle of the United States to have the resources to defend against the Russian military intelligence apparatus? So on that cheerful note, please spend some time in the village, learn how these machines work. We have a great lineup of talks today in this room. The next will be at noon, a lunch keynote with state and local election officials. So please stick around for that. And we'll have a whole bunch of interesting talks in here and wander down to the village and thank you all so much for coming and for being interested.


Over the past two seasons, the Shelby Valley Wildcats have enjoyed their most successful run of high school football in school history. After a combined 20 and 6 record, new head coach Anthony Hampton hopes to continue the school's success in 2016. EKB's McKayla Colley tells us more as we go In the Huddle. In the Huddle is brought to you by A Plus Ritles. The Shelby Valley Wildcats are now under the direction of head coach Anthony Hampton. After losing a significant amount of skilled players last season, the Wildcats are still keeping their hopes high as they head into the 2016 football season. I think a true one to bring is Christian moral values. Our kids, I've talked to the kids all the entire off season about character and commitment. And I feel those two things, if you have a high character and committed to something, then the victories and the wins will come. I'm a lifer here, played years ago at the school. I've taught here and coached here 15 years. I think what's going to happen is, I'm assuming and hoping what's going to happen is we'll be working progress and as the season goes we'll get better and better each game. I think it's heading in a good direction. A lot of people think we're not going to be no good, but I feel like we're more of a team and we're doing actually a lot better this year than a lot of people think we are. Yeah, we're young and a lot of the young guys though, they've been in the white room working hard. And we've got a quick bunch of kids out there. They're young, but they're really fast, really agile, working hard. We're a physical bunch. I expected a lot of physicality out of this thing. Well, I think we got a lot of players out here that when they do something they're going to let you know about it and get the fans hyped up about it and the coaches are going to put players that he knows going to go out there and put the work in. Well, to everybody out there, I just want you to know that we have been putting the work and I know a lot of people love the medias, putting us down, putting us in the underdog. But that's familiar territory for all of us. I mean, all coming through school, like all the years before, that's where we've been. So it's no change. Come out, watch some good football. You'll be impressed. Reporting on Robinson Creek for EKB News, I'm McKayla Colley. Here's a sneak peek at Shelby Valley schedule. The Wildcats will kick off the season on the road at Franklin County next Saturday, August 20th. The Wildcats face Pike Central in the Pike County Bowl. Only three home games on this year's schedule, and those are against Hurley, Prestonsburg and Eastridge. Valley will play three consecutive games on the road to close out the regular year.


Green Screen can be a fantastic tool for your filmmaking arsenal, but it can also be a complete disaster if you don't use it correctly. Here are some essential tools to make sure you're doing it right.  First, stretch your green screen as much as possible so you don't get any wrinkles that can create shadows on your green screen. The next step will be lighting your green screen as even as possible. You can check if you did this right by switching on the zebra settings on your display and gradually exposing your shot. If the zebra lines fill up your green screen evenly, then you're good to go. Try to place your subject as far as you can from the green screen to avoid any green spills caused by the light bouncing off your green screen. It's also super important to light your subject in a way that matches your final shot. For example, use a blue backlight if you know it's going to be a night scene. Minimize motion blur created from your subject moving around by shooting on high shutter speeds. And of course, avoid any green clothes or accessories. So these are the basic do's and don'ts when using a green screen. It's all about getting a clear separation from the background and matching the lighting to fit your final shot. We hope this video helped you out. Until the next time, stay creative.


My name is Tommy Gomes. I'm a fourth generation commercial fisherman. It's a hard life, but it's in my blood. I want you to meet the farmers of the sea who work so hard to bring the freshest seafood to your dinner table. It's not an easy living. Long hours filled with uncertainty, and there's no guarantees, but man is it worth it. I'm Tommy Gomes, The Fishmonger.


Tell the good people tell them You can out make you kill How you doing? Is that your good side? Good morning. How you doing today? Today's a new day. Did you know that the trucks running? We've got a load behind us It's gonna be a good day Good morning, you find people you all of you find people every single one of you It's gonna be a good day today. We're in Weber, Saskatchewan, Canada Tonight we're gonna be in Calgary, Alberta, which is that way First we got to walk the weasel. We've already done the pre-trip. We're all good to go It's a little bit rainy today, but that's better than snowy It's gonna be a good day. Did I say that? Yeah It's going on man. All right bud. There you go. It's a little bit muddy out here It wasn't this muddy last night, but it was colder last night Hey Diesel don't track that. Don't track that into the truck. Okay Don't oh Man should have known this is gonna be muddy when it warmed up Soak in the nice cool crisp Canadian air. I could almost call it Canadian spring air almost We're just about there folks. We just about made it through another winter Spring is on the way You can feel it feel it in my bones. Diesel don't go in the water man. What are you doing? Yeah, turn around. That's a better plan. Oh Feel so nice. It feels so nice. I'm so excited for summer. I mean, I'll be working most of summer, but We're hoping we can do something special for our anniversary. My wife and I in September And if we work really hard and catch up from this shop bill that we had Shouldn't be a problem. We work really hard until then We should be able to make something special happen. I'm excited about it I'm not gonna say anything yet because nothing set in stone but We have desires We want to do something special so We'll see what happens. Let's see if I can make enough money through the spring and summer first You got to work really hard for a really long time so you can have just a little bit of fun life The way it works. So underneath this tarp There's a load of glass that's going to Calgary wrapped up like a Christmas present or a birthday present doesn't really matter It's wrapped up nonetheless They're counting on us To get it safe and clean To Calgary from Minnesota We're over halfway there Filled up the washer fluid They're ready to rock got myself coffee inside there To Calgary trailers of that less wind trucks pretty aerodynamic You can slice through the wind once we hit the trans-Canada will be headed straight west for the most part Stop and move straw for a shower of the flying jake Catch a break and the wind will for the most part the wind is always coming out of the west on the prairies That's where the wind comes from it goes over the Rocky Mountains and then shoots west towards Manitoba That's why on the prairies if you want to know what the weather is going to be like later that day or the next day Just look to the western horizon that weather is coming towards you most likely That's how I tell the weather. I don't need a weather forecaster in Manitoba. All I do is look west Yeah, it looks like they're getting rained out west. Well, we're getting rain later. I can't tell you when it'll get here But I'll tell you it'll get here We made it to Moose jaw and we were greeted with an even stronger Wind in our face We'll deal with it lunch for parking It's a very small they converted this flying jay from an older truck stock and it's not big enough for Volume of business that flying jay brings Thank you build the flying jay. You're gonna have a lot of trucks a lot of business. You got to have a big lot And this is just very small Well, it's like this parking here right now. It's the middle of the day. There should be parking We should have a problem Kilometer turn left on Blende So I'm gonna quickly do a quick u-turn here swing around and back in Hopefully this guy coming in behind me doesn't get in my way. I'm gonna try to do this quickly Yeah, he's gonna get in my way It's pretty obvious what I was planning to do there, man That's pretty pretty obvious what I was doing there my friend Looking at me like, oh, what are you doing? I'm parking Anything I'm just doing. No, I just came in here just to do circles Okay, that's what I mean. This lot is just too small Alberta you need to change your flags This is a bit disgraceful We're at the welcomed Alberta sign at the Saskatchewan border on trans-Canada. Look at those flags That's embarrassing It's less than half left Shame somebody Call somebody up in the government there. I know one of you has a connection Somebody somebody call somebody tell them to go switch those flags That looks terrible So we are in Alberta Officially, thank God Saskatchewan your cell service and your cell reception is getting worse We have another 341 kilometers to go three and a half hours probably four at the speed I'm going We've been fighting this wind all day. It's gotten a little better now at the Alberta border, but Man, it's just been brutal This is as much fuel as yesterday Twice as much. You're killing my my fuel economy here.  I think the correct way to say it is Calgary But you get some Canadians out there who will call it Calgary. I don't know why Calgary Blend more trails This guy has been following me for a very long time If he knows me or something every turn I make he makes he stays right We'll see how far it how far it falls man. I'm not gonna I'm gonna go park by the customer because I got to be there at 7 a.m And I've got to try to get unloaded as early as possible To the right on exit to 47 Shopping center and then all my parents like to talk 70 meters. Jeez Wow It's too late for that So seven a.m. Is the appointment but these guys like to take a long time they like to drag their feet and unloading me They take longer than anyone else That's following me again All right But Got anything else to say probably sure But yeah, so we want to get them started unloading as early as possible I got to try to get out of there by around noon At the latest so that I get to my reload because I have to be at my reload in Sundra, Alberta, which is about an hour What she said to stay right after this See when I need you to talk you don't talk when I don't need you to talk that's when You talk the most 600 meters turn right on heritage drive and then take the entrance to the left in 540 meters Okay Anyways, like I was saying I want to get started as early as possible and be there for them right at 7 So I can get up to Sundra and get loaded tomorrow because if I don't get there by 2 or 230 They're not gonna load me Take the entrance to the left in 540 meters And then I got away to whole nother day, and then I get home a day later And I'll still have to leave the same at the same time So that means that that time that I'm spending in the truck I could have spent at home, you know Guys still behind me Yeah, I'm gonna go park by the customer on the street Entrance on the left On Okay Confusing Karen you better believe me to the right place Already Google Earth and I found a spot where I'll be able to park for the night. It's like I still follow me. Yep Okay, what is this now? McLeod trail Kilometers take my cloud trail shocking center city center Okay, I'm still coming over. I'm still coming over You guys are behind me. I don't know why you got to cut in my lane ends Okay, he's passing me now, so he wasn't following me. Okay. This is the guy who I thought might follow me Don't weird me out Just going past Chinook center here off in the left Industrial zone we're delivering to a commercial zone whatever you want to call it There's always up ahead I didn't want to deal with rush hour in the morning And like I said, I want to be the first thing and there's plenty of parking on the streets around there and Man decided I'd park over there Calgary's a safe city. You don't got to worry about much.  I wasn't doing anything wrong Where's the camera Somebody ran a red. I don't see the camera anywhere though Well, I found a spot on the street Just around the corner from where I'm unloading in the morning So hopefully this will be quick Last couple I think I've delivered here twice now. It's my third time and each of my other times It's taking them the full day to unload my trailer now just for a comparison I haul these loads to different places too and I've never had it take longer than like four hours max on a very complicated full load This is a pretty simple load. There's just two bundles. I think there's like five or six crates in each bundle So maybe like 12 crates, let's say you six in each bundle. I think I have 12 crates for them That's all they got to unload 12 equal sized crates of glass. So it's glad you got to be careful, but That shouldn't take more than a couple of hours. We'll see how long it takes them tomorrow I really want to get reloaded tomorrow as well so that I can start heading home I'd really like to have that extra time at home Story of every trucker, right? And the only reason I get to go home is because like I've explained before My house our property where we live is right on my main routes I go back and forth and back and forth between like the American Midwest and Western Canada and each Trip pretty much takes me right past the house So if I want to stop in if I have time to stop in I can just swing on in and Stop at home. So just like this. I don't have to have this lumber load I'm picking up here delivered in Wisconsin until next Tuesday or Wednesday and If I would go straight there, I'd be there on like Saturday or Sunday So I have a few extra days. They don't want the lumber any early. They can't unload it They'll have space or room for right, but we're picking it up So I'm gonna pick it up go and drop it in a secure yard and then go home for a couple of days It works out perfect for me that way So it's not really like I'm getting a lot of home time and I see the comments where everyone's like Wow, you got a lot of home time. No, I'm just in a very convenient location So I just turns out instead of just sitting in my truck for a couple of days Why not go sit in my house for a couple of days with my wife? You know, we're trying to have a baby right now. So it the more I'm there the higher the chances are all right Anyways No news on that front yet But I do have some news on another front We are going to bed. I'm gonna read my book a little bit And hit the sack We'll see you right here in the morning Don't forget to subscribe and hit that like button if you did like the video.  If you didn't like it, you give it the thumbs down. All right. I want the truth trust you


Welcome back to another session on dentistry and more. So today's topic is tweets analysis. So far we have covered nouns analysis and stainless analysis. The third one is tweets analysis. Tweets analysis is basically based on inclination of mandibular incisors to the basal bone and also the association with the vertical relation of the mandible to the cranium. So the mandible, how much mandibular incisors are inclined to the bone and the vertical relation of mandible with the cranium. So in this analysis we have made a triangle by joining three lines. One is the mandibular plane line which is going tangential to the lower border of mandibular. The another one is our FH plane that is connecting porion and orbital A and the third one is the lower central incisor long axis. So we connected it and made a triangle. So this angle is known as FMA angle. It's nothing but Frankfurt mandibular plane angle. This is incisor mandibular plane angle and this is Frankfurt mandibular incisor angle. So let's see what is Frankfurt mandibular plane angle which indicates the direction of lower facial growth both horizontally and vertically. So this angle this indicates the direction of lower facial growth and in both directions like horizontal and vertical direction the mean value is 25 degree. Suppose if the value is greater than 25 degree it indicates vertical growth pattern and if it is less than 25 it indicates horizontal growth pattern and it ranges from 16 to 35 degree that is Frankfurt mandibular plane angle. The next one is incisor mandibular plane angle. It is joined by the mandibular plane and the lower incisor long axis. So which indicates the upright position of mandibular incisor is normal or not or the balance and harmony of lower facial profile. The upright position and balance and harmony of the lower facial profile. The mean angle is 87 degree. It ranges from 85 to 95 degree. The next one is Frankfurt mandibular incisor angle that is joining by the Frankfurt plane and the same lower incisor plane which indicates the degree of balance and harmony between the lower face and the anterior limit of dentition. The lower face and anterior limit of dentition and the mean value is 68 degree which ranges from 60 to 75 degree. So that is all about tweed analysis. We have three angles FMA, FMIA and IMPA. This is basically developed to help in treatment planning, anchorage preparation and other prognosis of ortholodic cases. Basically it uses three planes as we seen and make it a diagnostic triangle. So three planes it uses mandibular plane, FH plane and lower incisor angle. So this helps in various ortholodic procedures. So that's about tweed analysis. We have covered Downs analysis, Stiener's analysis and tweeds analysis. I will come up with another session on dentistry and more. Thank you.