Hello everyone, so this is going to be part 3, in part 1 we discussed about you know early hunger queue and mother's preparation for breastfeeding, in part 2 we saw baby's position and also how to contour breast and how to bring baby, how to land baby on breast and how to latch the baby, okay. Now in this part 3 we are going to learn about different other you know counselling points which are again very, very important for baby to gain weight, okay.  One thing again I keep reiterating it is that baby's head should be completely facing the breast, okay, it should not be facing up, okay, it should be completely facing the breast. So in this position what happens, the upper lip is coming at 3 o'clock position on left side and the lower lip is coming at 9 o'clock position you know at cross riddle hold on left side, okay. So here now again I pressed it, examine the latch, everything looks good, baby's mouth is 120 degree, lower lip is at the location of the lower ariola border, also both lips and chin are embedded into breast, now I bring the you know other hand and basically supporting the legs and my hands are again still kind of supporting baby's neck, okay.  Now what happens, many times especially in first you know few weeks or so baby tends to sleep a lot, okay. So when baby is kind of feeling well and say within 4 minutes, 5 minutes baby kind of went to sleep or baby stops. Now what I recommend is not to let kind of baby sleep on it for a long time, you know because what happens that you want to finish that feeling as fast as possible so that you can also get some rest, okay. So here in this position what I do in this situation, I tell mother to wake up the baby, okay. The way I wake up the baby is I tell mother either kind of you know with her fingers over this side, you know she can basically just behind of ears, she can stimulate that skin over there or she can basically around her baby's spine, she can stimulates around the spine, you know just kind of tickling the spine or another thing what she can do is basically with this finger, you know she can tickle baby's feet, okay. Now suppose if baby is not waking up with this all 3 things that you have done in that situation what I ask mother to remove baby from the breast, okay because what happens is baby has a good suction, so baby has held the breast very tight and baby is sleeping.  So what you can do with your little clean finger, you put finger in baby's mouth, okay. So what I am doing I am just showing it to you, here what I am doing I am just at the corner of the mouth I am putting the finger and releasing the suction, okay. So as soon as I release the suction, baby opens the mouth and then you pull the baby out. Do not pull the baby out just directly because that will cause nipple sore because it is held very tight, you know the arula is held very tight.  And then again baby is sleeping, so you want to again put the baby in a sitting position as I mentioned earlier, you know.  And baby's body is resting on the, you know on the palm and then the other hand is on the back of the baby and then just kind of bending it forward. So this is the position that I would like baby to kind of be awake. Many times what happens is that, you know when baby is attached and then in 5-7 minutes baby releases. There are many causes why baby release it, it is not necessary that baby has completely emptied the breast. I do not see that all the time actually because we do lot of physical examination that you know whether a high milk is there or not, I will talk about it in some time. But suppose if the baby releases the breast on his or her own then again we kind of in a burping position, now I do recommend burping, you know. Because what happens, not necessarily burping but just give some rest to the baby. So you know again I put the baby in a sitting position like that, kind of bend the body forward so that the stomach gets kind of pressed and then baby will immediately within a minute or so actually this is very powerful and we have seen in our unit in US that even small babies as soon as we put them in a sitting position they burp right away and they you know immediately they kind of open the eyes which is amazing because you want to wake up the baby as soon as possible and complete your feeding on both sides or even one side you know and not wait for too long because then it becomes too tiring for the mother. Okay so in this position baby opens the mouth, now one point after baby opens the mouth is what I tell mothers you put the baby kind of give the baby to grandma or father or put the baby kind of on the bed and this check whether you have a hind milk left or not so what is hind milk what is for milk let me explain that so what happens so we have milk in front of the breast and we have milk on the back of the breast okay the milk which is present in the front of the breast it is called for milk for milk is kind of watery milk it's translucent it is more on protein and it's more on water okay so when you say baby sucks milk initially it's the form milk which baby is getting okay after some time what happens the back part the back part of the breast starts getting empty and that milk is very thick it is loaded with fat it has some amount of protein also but is basically very thick it's opaque okay so what we tell or what I recommend to mother at you know many times we tell mothers that okay you completely empty one side but when I say that completely empty one side mothers it's very subjective because many times what mothers feel that they compared this side to other side and she feels that oh this side is heavy this side is light that means now I need to feed on other side so that is a subjective examination so I kind of stress on the objective examination so what is the objective examination I tell mother you check whether there is a form milk or high milk so how do you check it what you do is you tell the mother to press the breast kind of against the chest wall okay so you go backward backward then press it and then release it so you go again here I am going to show it on this side okay so here what I tell mother you go backward okay towards the chest wall so we call it press compress release press compress release now this is very very effective way of removing breast milk okay and in this you want to keep your fingers just two fingers away from nipple okay exactly where baby's lips are okay so again it's going to be you know press compress release it should not be milking so if you're milking that means it's wrong do not press only nipple because nothing will come if it's too close if you're pressing the breast from too close if you're pressing the breast from too far milk will not come and if that happens mother will feel that oh my god I don't have enough milk you know and then she will go into all kind of anxiety and her you know oxytocin will go down and she will not release milk okay so very very important how to teach mother how to express breast milk and then there are other different techniques how to improve breast milk supply which I will take that session later but again you know remember that here what we want to do is to just you know two fingers away put your fingers press compress release press towards the breast compress release okay all right so here now what I tell mothers that suppose if she's pressing the breast and manually expressing some milk just to see what kind of milk it is what I tell mothers to if it is translucent if it's kind of watery that means the hind milk is still there okay if mother feel that you know the thick milk is coming it's very thick it's opaque but it's coming in sprays it's coming like it's really pouring out that means that still hind milk is there okay but if she sees that milk is coming thick milk is coming but it's coming in just few drops that means it's over so if she gets translucent milk which is for milk watery milk or if she gets thick milk and spray I tell mother to go ahead and breastfeed on the same side okay so that is important that you you know you again put the baby on the same side latch the baby exactly the way I mentioned okay and continue breastfeeding on that side okay because we want each and every drop of the hind milk to go in baby's mouth because this hind milk has a very special kind of fat and this fat is very high in omega 3 okay specifically your DHA in your EPA those are those two fats which are important for baby's eye cube for brain also it is important for baby's heart and for eyes okay so you want if you want your babies to kind of put on that good amount of fat you know chubby babies you it's important that they get hind milk in lot more quantity that you know and do objective examination don't feel that oh no this is light so maybe I should go on the other side no you examine you see it yourself whether it is watery or whether it is thick and then you latch the baby and then you can do it okay so that is your very important question you know a point on front or front milk or the back milk okay now suppose now you finished your one side okay you burped the baby and you know that there is no milk on one side now you definitely want to offer the baby the other side the way you do it is basically you again kind of switch the side and you again bring the baby the same way that I mentioned many times if baby is full baby may not open the mouth but you you do not decide mothers do not decide whether she wants to give it or not she has to offer the other side okay let babies decide if baby is full they will not take it if baby is hungry within couple of minutes they will open them up and we will start latching on beautifully okay so this is important you make sure that your you know baby is breastfeeding on both the side let mother decide now I have to give you one example which you know I just recently kind of went to one tribal area where I saw lot of these babies were just nipple latching they were not elder latching they were just nipple latching so when babies were nipple latching what was happening they were just you know babies were just so hungry and this was like two months three months old baby had not put on weight for since birth and you know they were really really kind of hungry and you know very thin so what happens they breastfed on one side completely empty breast then we put the baby on other side she have completely emptied other side also then we made the baby sit again you know baby I mean a lot of babies actually they all were kind of feeding again on other side third time and then again on the fourth time so you know don't think that okay I have fed on one side and other side and now I don't have milk no more baby sucks more milk will come okay please remember that the latch is good if the high milk is going very well if the milk transferring is occurring you know the more baby gets out of you more milk you will get in the next feeding okay so never feel that I don't have enough milk we have so many situations where mothers were never pregnant but still were able to get milk you know after some process that you have to go through but if even mothers who have never been pregnant can get milk you know you've been through pregnancy you've been through that lactation stages so you will definitely get more milk so you know many times mothers said that I don't have enough milk I don't have enough milk in my opinion if you don't have enough milk it's most likely because the techniques are wrong and the latch is not good and baby is not being able to suck milk out okay and it's not it's not mothers fault to baby's fault it's basically it's just we have to learn the correct techniques of latching okay and other important points of giving high milk and completely emptying the breast and lot of other counseling points which I'll be discussing okay so this is here where we talked about basically you know giving I'm emptying your breast completely and then always offer the baby on the other side even after baby is done with second side you you kind of put the baby in a sitting position again see if baby wants to again check on the side if breast is empty or not if the breast is empty you go back again on the side you know give it till baby wants okay do you do not mothers do not decide whether she wants to breastfeed or not let baby decide whether how much milk baby wants to take okay in ketchup growth they've breastfeed a lot okay so many times what happens during certain age period they have lot of ketchup growth I would say more of about say two weeks you know six weeks and three months they have lot of ketchup to do and that's when they kind of breastfeed a lot more many times if mothers don't know this they feel that oh you know I'm not getting enough milk and baby needs more so they they tend to start formula or cows milk so if you can kind of counsel mothers beforehand you know and tell them that oh this is the period that baby may feel more hungry just feed the baby for a longer duration and for frequently if you can breastfeed you know your milk supply will increase so it's all supply and demand okay more demand more supply less demand less supply now many mothers have this habit of you know kind of not realizing this understanding this important counseling and they tend to start formula so what happens when they start formula obviously that demand of baby of milk is coming from formula so now baby is not sucking that much on the breast so now breast feels that oh you know now baby does not need so much breast milk and slowly slowly that breast milk is going to kind of dry up okay there is something called milk inhibitory factor milk inhibitory factor is when the milk stays in the breast and if it does not come out it tells them your cells that okay now we don't need to produce more milk because if you keep producing mothers mother will get the engorgement mother will get hardness of breast and then you know she will have all this complication so it tells basically its nature's way of protecting mother okay so remember that milk inhibitory factor it's there in the milk you need to remove that milk so that you know milk supply does not die down okay so that's why you know demand feeding you know whenever baby is hungry make sure that baby is emptying completely emptying the breast more milk comes out more milk will produce okay that's nature's way if you have one baby enough milk will be there for one baby if you have two babies there will be enough milk for two babies if you have three babies there will be enough milk for three babies okay it's just amount of milk that baby is kind of getting that amount of milk will be produced by nature okay so that's the power of nature okay so here now we are done with you know basically breastfeeding on both sides many times you know what we see is suppose if baby is coming kind of straight on like for example in this position what is happening baby's neck is not bent forward okay baby's neck is straight now this is the wrong position to bring the baby to latch on because in what this position what is happening the nose is getting pressed okay so when the nose is getting pressed you know mothers many mothers they kind of get scared but remember that when you're pressing your nose like this straight on you can still breathe you can breathe even when your nose is getting pressed if your nose is pressed like this then you can't breathe right so when when the nose is getting pressed it's basically pressing this way and we do not have to worry about baby not being breathing okay so that's important so do not get kind of worried because if you're worried mother will be worried and baby then she will not be able to bring the baby too close to the breast what in that situation you know what you can tell mother very slowly you know tell mother that suppose if the nose is getting pressed you basically just kind of lift the neck backward a little bit like this so what happens is then the chin is going more forward into the breast the nose is going backward okay away from the breast so if you can just kind of tell the mother to bend the neck a little bit backward tell mother not to pull the baby out because if you pull the baby out what will happen it will become nipple latch and nipple you know make doesn't come okay so this is that's the important point all right okay so this is this is done is like you know many times what mothers do is they kind of press the breast near the nose so that to keep the breast away mothers they don't need to do that because what happens when she is doing that look at her hand you know this hand will get very tired and she will you know she'll get very very tired with just extending her hand upward okay so you tell her nothing to worry about just pull the neck a little bit outward you know just pull the neck outward a little bit and then baby is all set okay so that was your one point of how to you know kind of kind of not allow baby to press the nose into the breast okay so this is one point which is over now suppose baby is done okay now baby is done baby is breastfed on both sides relax you know baby is kind of happy most of these babies in in early kind of newborn period they will immediately go back to sleep many babies you know they may play whatever baby wants you know you can do that how many times to breastfeed is another point which we have to kind of tell mothers because many times if they don't breastfeed frequently you know then baby will not put on a lot of weight okay so in that situation what you want to do you tell mothers during 24 hours I say that like I do recommend 10 to 12 times because our babies are born small and we want that catch-up growth in first three months remember that our babies they grow highest in first three months okay so if you can double that weight by two and a half three months as per WHO growth chart you know babies they double their weight by three months you know so if you can do that you will definitely you will have to feed more frequently okay so I would say as per demand okay and if during daytime the baby is not waking up at least in two hours you want to wake up the baby and at night time you know three to four times at night time and if this baby is not waking up at least feed the baby every three hours minimum okay so that is your nighttime feeding is very important because there is a hormone called prolactin okay and this prolactin hormone is produced in much higher quantity at night okay so babies who breastfeed a lot at night we see them growing very beautifully very chubby so do you know I mean they do need to feed at nighttime even toddlers actually I do recommend to feed them you know one at least two times at night because they do need nighttime feeding also you know during daytime you know many times what happens there is something called cluster feeding so in cluster feeding what happens many times in the evening time baby tend to breastfeed more often you know and they would feed every hour and mother feels oh my god I am not getting enough breast milk and baby is getting hungry no it is a cluster feeding okay so in cluster feeding what you want to do many times they feed like three four times five times in just few hours and then they sleep five hours stretch at night in those situations you do not want to wake up the baby okay you want you want to just see if baby has taken good 10 to 12 times in 24 hours and if baby wants to sleep for four five hours that is absolutely okay you do not need to wake up and do remember there is something called cluster feeding okay and it does happen in the during evening time okay so this is your complete 45 points that I discussed if you have any questions just feel free to ask us I will be showing now tutorial we have created cross-cruel tutorial and the latching tutorial and this tutorial will kind of take you systematically you know through each and every point so that you can pass you can not only learn but pass it on to mothers if you do not have direct access to them okay so many times you know these mothers they call us on portion helpline you know it is called 1-800 tissue portion helpline and we you know they call from all different parts of India and many times they even actually call on direct line from abroad and through tutorials you know when we pass on this message most of the time you know they all the problems are solved because this these tutorials have a totally kind of problem solving tutorials you know and since my mother already has a baby in front of her she knows where the issue is once they watch this tutorial they immediately kind of figure out where the issue is and once they fix that problem you know the problem is solved so do pass on this tutorial to all your family members tell them to subscribe to it and also keep the notification on because this is just one aspect of tutorial on breastfeeding but you know we have to talk as I mentioned earlier on all the different aspect of nutrition through life cycle okay so thank you very much I hope you enjoyed and do practice on model and the baby doll and also if you have any family members or any you know anybody that you know who is breastfeeding or who is trying or who is planning to breastfeed when baby delivers do help them okay thank you so much


Hi, I'm Sarah. I lead the team that wrote this course. And I am Sam, a developer advocate at Google. We're going to show you how to build great progressive web apps. The format is pretty simple.  This course is focused on you writing code. Yeah, but we'll also help you understand your users and give them a great experience. You'll build a simple web app using the app shell architecture, and you'll learn the basics of building offline functionality into your app with ServiceWorker. We'll help you get to grips with the core PWA APIs. You'll get a chance to brush up your skills with Promises, Fetch, IndexedDB, and you'll learn how to cache content to improve performance and work offline. That means file caching with ServiceWorker, data caching with IndexedDB, and we'll show you how to work with live data and make the best of unreliable connections. Finally, we'll think about PWAs from a business perspective, reducing development costs for your team, and producing a better experience for your users. You'll learn how people use websites and why and how we buy. You'll learn how to maintain a resilient build process and integrate tooling with your workflow. You'll find out how to improve engagement and re-engagement with a home screen presence, smart installation prompts, and push notifications. You'll also get to grips with web payments and credential management, analytics, and discovery, also known as SEO. You're going to learn a lot, but you can also help us build a better course. So if you find anything that doesn't make sense or code that fails, let us know. We'll tell you how to file bugs and changes in the notes below. So let's get started. Yeah.


the three of you have you all met each other and talk with each other well we haven't really no I know of you yeah okay well it's nice to have all three of you together thank you again I'll say it again so do you want to come and sit down here those seats are reserved just for you yes we have three right now hello come on in so for uh let me just do a quick check here we had an interesting sound issue that's a good beard keep it coming keep it coming that's all right people will ask me how long it take to grow this they say two weeks they go okay wait a minute yeah so you can mess with them you could say it took me ten years and then you can build an elaborate story you know special powders you had to apply to grow it just right and and we just I met you earlier today didn't I oh you have a fantastic memory that was great in Valencia which is a wonderful place to be yes remind me of your name I'm sorry and where are you from excellent excellent and you sir I can barely see your badge at all okay and what's your name David it's not the most German name I've ever heard my life yeah so you have two minutes to go what about you too you're not with them see that the big cavernous gap between them you're both from France you tell them your names again welcome welcome we'll start this in about one and a half minutes we'll get some time for two other people to show up oh we have Roxanne excellent hello Roxanne so we've been doing this for about almost four years and so every week we have a different guest usually and the guest can be anyone from University president to a great reporter to a venture capitalist to an inventor to a librarian to a critic we have a lot of different people mostly from the US although quite a few from around the world and then we meet in this virtual space technologies called Shindig and then we converse and there's no presentation I've got a couple of slides I'm just going to show them and then get rid of them but then it's all conversation the goal is to take advantage of the technology which lets us have video and audio so that we can see Olivier's smiling face and here is was and then to have questions going from everybody involved and that's that's the ethos of this it's the other conversation yes usually in the same day and time yeah but there's a lot to there's a lot to cover so we have one person talking about charitable donations we had another person talking about what is it like to be a president another person talking about mental health issues someone talking about virtual reality someone talking about gaming I mean every week is a lot of stuff to cover and then we come back to some people Audrey was our very first guest almost four years ago so 2016 and so if people's work changes or something happens we interviewed the head of a fantastic new college from Providence Rhode Island wonderful wonderful school and they had just started off they weren't accredited yet so they got accredited so we talked to them after that to see how that changed right well I think we have the top of the hour and so let me begin let me say we welcome everybody welcome you to the Future Transform people who are here in person as well as people who are online so to the virtual people hello to Ed Roxanne Barbara Tom and Tom as especially nice to see Ed Webb because he has great questions for the show but he's never able to make it in person so I'm glad to actually see him we're coming to you live from Berlin Germany in the middle of the OED conference so we have a live audience in fact I'm just gonna get a little vertiginous here and turn the camera around so you can see all these people here and we have three fantastic people to talk with tonight so we will introduce each one of them one by one we just quickly had our signal so there was glitter there were there are beads and there were shiny lights hung up all over the room and when I got there the people were just chatting and talking and it was just it was wonderful yeah and we were doing a lot of drawing and drawings and you had footprint documents well the course you've got to leave footprints for the picture haven't you I'm hoping to get some from you today well I will my feet are like yeti feet so I'm happy to do but let me ask then as leading the workshop and as being here today yes what are some of the thoughts and themes and what's the vibe that you've gotten from OED and you've been doing this for a while yeah yeah well this is year 25 and I think I've missed three since the beginning so I mean in the very beginning like going back 20 plus years most people had European projects and talking about experimental software development so you can see over the time where now this conference is really talking about influencing and positively constructing the future by all the ways we're talking about real prototypes like Olivia's well it's been modern prototype now isn't it really but is building up you know so I think it has gone I mean if in systems terms I think we've pushed the boundaries again and again and again and again and because it makes it more complex it makes it harder it makes multiple perspectives on the problem but now in the last probably the last couple of years we've added the mix of the complex adaptive system that's the future to it so we've had the we've added the temporal dimension not only what we're doing why we're doing it how it's working but where's going and of course it is one of the few conferences that I attend that really crosses all education sectors from sort of kindergarten and composter education higher education which I've already stayed in always stayed in and you know and then into corporate learning there's a very big corporate learning development contingent and we all talk to each other that must be good that must be good and the three of you here on the stage like the four of us each represent very very different yeah let me just ask for those of you the six of you in the audience the fist-to-face audience how many of you are from primary and secondary schools how many of you are from universities and colleges how many of you from corporate learning and you too where are you from second or post-secondary I would be higher education yeah I think so I think so I like the secrecy and mystery though we can either confirm nor deny this so thinking as well about them if I can if I can bring Olivier back into this as well you heard the debate that just happened and so you were you were brought on to to argue about the principle that thinking of economics is a problem in higher education or what was the exact proposition you're arguing position this house believe that an obsession for economics is harming education yes and and you heard this this walk is to be and I voted for his side how did how did the debate go what did you think overall well well we didn't win so you were convinced by him but you well it's one of those things that I mean it actually in in in the statement it was talking about obsession with yes whereas in fact I don't think we're obsessed with it okay but we want to be inclusive so I mean in my my work which is trying to understand new curricula for the future which is what I'm working on very much now and it looks like from the student point of view of course they want careers they want to earn money and sometimes you know the new generation is considered to be focusing on that but they also want to make a contribution they do want to be prepared you know for for long working lives and with good companies and and organizations and so I think it the answer was probably some sort of balance and but I didn't want to be accused of sitting on the front since I'm a Brit and everyone's sitting on the fence oh don't you're not gonna talk about it I promise I'm not but it's pretty miserable yeah I'm sorry but this is but the part of it's an artificial you know the structure that you know let me ask everybody what questions do you have for Jillie either about her workshop or her approach to 4.0 learning or about to this question of curriculum or economics and this is a course of question for everybody who was involved here on the online as well one quick note were we actually gone from the virtual audience for 20 minutes that's really bad well it's okay we were recording this and we'll repeat this on YouTube but what questions do you will have in the face to face for them they're just they're just intimidated by you so this is a biographical question about your background as a faculty member it just leads you to sure I've worked in the area of online learning I started off at the University my original research and practice has always been in large online learning and I gradually became more and more interested in in attempting to create or at least influence the future for that and and I mean the main reason I did it is that I went to Australia for seven years and what they loved it but I was at the point where I needed to come back my children wondered where I'd gone and you know they thought it was time and I kept getting grandchildren being born in London that also wanted to meet me so I came back from I came back and and then I when I was in Swinburne University in Melbourne it it started a joint venture with an Australian company to support the University to provide online learning on a large scale which of course there's a lot of companies around now doing that and it was very successful and but I was on the University side so I you know I was making it work for the University but then when they knew I was back in London they said oh we're going to start up in the UK so it seemed a natural progression destiny yeah it seemed a natural thing to do to have a go and I have to say I thought it would be easy to make that shift I haven't found it easy really so that's what's good for you isn't it to do something different to get another perspective but it is it is a way of deploying my long-term work which is about learning design you know the use of technology for for student focus actually understanding a whole range of technologies which I've moved with over the years so I did see it as a way of fulfilling another aspect of my long-term work and and we'll still do it actually I think I'm going to go and learn to code I know a great school for that Does anybody have a rating? I know and and it's interesting because you know I do really think that if I'm going to carry on working past retirement age which is what I'm already doing all the traditional retirement age I do need to look for new things it's not that I don't want to use what I've done before but I need to look for new applications and new directions for what I'm doing and so yeah I'm bodying life about it We don't have a campus in the UK It's about time isn't it? Wow that would be remarkable something in Europe investing in the UK I think there should be someone inside the UK who wants to invest in the UK I think you'll find some really desperate people yes Actually I know who we can ask I'll follow up with you I'm glad you two met Yeah please please Which tools? Which tools do you prefer? Which tools do you prefer? Okay well for some sort of volume you're going to have to use a VLE or an LMS but I don't find them adequate to do everything that I would want to do Is it a little bit of that way? Why? Well they've grown up to be you know safe secure not creative and of course if you're dealing with five ten twelve thousand students you have to have something like that for all the reasons that are obvious they've got to be secure not subject to deed or tax every day and all the rest of it However I'm doing a huge amount of work in the moment with robotics with video and with the whole aspect of creativity so what Brian described that I'll do in face to face I'm constantly attempting to reproduce that in remote online environments so I'm just about any tool anyone hands me I have a go with to be quite honest I wouldn't say there's just one thing or another So you're embodying what we like to see? Oh really? Good question, thank you Yes please Tools that can be good for creating an interactive future environment That's the challenge that I've seen Our challenge is to create the environment of frustration that you can have in your own discussion and try to find a solution to a problem We've sort of started and just started from the computer to do it in remote online environments So if you were in an online patient with disturbing solutions to motivate people to stay connected Right, okay That's one of the most amazing things we think is good Let me just repeat that for people who can't hear it That's quite alright, it's quite alright It's a lush, wonderful question But quickly the idea is how can you recreate the face to face environment from a physical classroom or a meeting session like this online and the combination of frustration and face to face engagement that's peer to peer which is a key term to use Is there a particular tool that you found that does that? I will add maybe, sorry Does it lead you to the classic MOOC dropout that you can see in many different situations where MOOCs are way not followed by many people who are starting a MOOC Okay Right, my work is not with MOOCs although I have run MOOCs as well and a lot of my pedagogical frameworks are used for MOOCs and we'll make a difference However what I do is full degree courses over a period of time entirely online but at volume and with global students So I think what I would do is come back and say I think you can to a certain extent use a technology tool like this one and if you structure it appropriately it will have some similarities and some differences and you can emulate some of what we're doing now However, rather than be frustrated about that it's better to go back and look at the pedagogical frameworks that have been developed that add great value to the very special characteristics of creating an online environment which is a different sort of environment and then designing for that Rather than saying this is the only and the best way of doing it and somehow we've got to reproduce that through technology So the answer is no, there is no one tool that will fix that but you need to look at the concepts that you're wanting and if yours is the collaboration which for example the management education where I've worked a lot is critically important and then the whole range from actually getting people together I've developed something called the five stage model which is fairly well known which is a scaffold of people gradually working together which usually uses mainly asynchronous technologies and you can develop very strong bonds and networks through that So it does come back to learning design and then also appropriate human intervention to support the students on their journey So it's a bit of a long story but I suppose my quick answer would be no, there isn't a tool that will do that for you you've got to design for what you want to achieve but it is possible Thank you for that question Thank you for the great answer Speaking of questions and answers if you're new to the forum you can see from the diversity of questions just how rich the conversation can be and let me ask our virtual folks if you would like to ask questions either you can type them in by the text chat button by pressing the question mark button or you can join us up here on stage if you'd like to ask another question What? Please, even that's the question Actually, maybe you think since you or two has no teachers how do you deal with kind of coachable constructional design and how do you help the students get there? Do you have a small team? It's a little bit more than 4,000 students we have two of 35 people and this crew will do 6 people dedicated to the category we have another 8 people team who is creating the intro the intro is used by all the students and the intro is designed so every student can be completely autonomous and the category team will use the intro to design the curriculum to create different projects to the students' challenge and the connection between the challenge it works just like a tree graph everyone starting from the 7 or 5 project at some point you start to have different branches and the students will be able to make their own choice inside the curriculum and the new project is connected to the previous one so when the previous one is completed then it unlocks the next project of the curriculum all these design and the rules to help the project the rules are created by the category team it's implemented in the intro by the developer team that created the template and then the students are following this so there is a lot of learning to design going into it in fact or it has already gone into it that you have 42 is a in video terms there is a lot of pre-production that has gone into this we do have a small amount of pre-production we are not creating any kind of content because we want our students to also develop skills about facing the huge amount of data that exists on the internet and developing the skills on how to filter this huge amount of data so the students will be able to figure out what is important, what is relevant in ICT, what is obsolete or not what is completely false because sometimes you can go into a website and a blog explaining how to code stuff and to rely on it it's completely fake or it's completely not understood by the creator of this webpage and you need of course to test everything to figure out if it's true if it's not true and the same when you debate with each other it's completely wrong because you have to debate with each other and to have some input from someone else and any time you need to have a doubt about how the information will get from the internet and the doubt and the information will get from the labels and you are facing the same challenge so that's why we do not create any content if we create some kind of content the students will be stuck with this content and say ok if the school created this so the answer is what the school did create and I just need to follow what the school is telling me in this video without any kind of doubt and testing and nothing so that's why we completely remove the pointing at creating some content or pointing at some specific content yeah it's interestingly it's not terribly different from the framework I was talking about which actually just uses a spark to start the dialogue so something is offered but that's all a spark a spark so it's called a it might be a YouTube video it might be a saying it might be a poem all sorts of different things and then you'll direct them off on the task at that point so he has given you a model to a certain extent there the way it works best with large scale online learning too yes thank you for making that connection back I have the feeling that after in a few minutes they're going to storm the stage so I want to give what I can after that thank you for asking these questions can I ask you if I can bring Audrey to the hot seat and Julie thank you very much thank you very much I think it's very unlikely that people don't know who Audrey Waters is especially since she's the first guest in the Future Transform she's well known I think as one of EdTech's fiercest and most powerful critics she's the founder of a project I think calling it a website is too small a hack education she has published numerous e-books she has also just finished a book about the history of EdTech which is due out from which press MIT Press it's due out in 2020 sure it might coincide with something that the US is doing in November so I might see if we can push it back in November I can't think of a don't push back the election please we could no no no because yeah never mind we can talk about that later if we want Audrey is just one of the greatest people I know in this field and always a pleasure to have here and so this morning you were one of the plenary speakers and you gave a devastating critique of what you called the EdTech imaginary where you describe the ways in which EdTech lunges towards utopia but actually succeeds in plowing a furrow for its dystopia and you broke this down in many ways so the question I'd like to ask you and all of you will have questions I know is how do people respond I mean you were expecting heckling you were expecting the blues I was expecting heckling and I identified where the hecklers were in the audience so but fortunately there was they were a cow by my ferocity they were and I think the response that I heard was overwhelmingly positive and I think it was interesting to see some of the chatter ongoing chatter today with people pushing back at me and saying that they were sure that these things were true and then me pointing to sources and saying perhaps not you mean like the N number of jobs will cease to exist Benjamin Dockstader was here he was another guest in the Future Transform last year and so it was nice of you to name check him and see him also another man with a good beard just to let you know so those myths still hold I think they do hold and I think that they're incredibly powerful I think that you know definitely our backgrounds are in literature I think that we understand the power of story the power of mythology and sort of the elevation of certain stories to to truths that then sort of become unquestionable I mean that's what we use the word myth often to mean things that are not true that's just a myth myths are our most important stories myths are our truths and so I think that education technology does have a lot of myths in terms of things that we just don't challenge things that we don't really question the inevitability the inevitability of the forward march of you know sort of this teleology that things get faster and more digital and I think it's worth just asking asking ourselves to think more carefully about the stories that we hear and definitely think more carefully about the stories we tell I have a sideways question on that but I would love to hear questions from everybody else first so anybody in the audience and actually let me bring up one of the one of the folks in the audience who has several questions and I've been I have not yet beamed him up so let's see if he can show up here there we go Tom can you hear us? yeah I can hear you can you hear me I very well I'm back in court with Germany and back to the US well I had a question earlier about economics but we can fold all these things together the question about economics I had was do we really know if education is a bet on the future so if we're educating for the future do we know what that future looks like 10 years down the road which is kind of related to the second question in the sense that I'm trying to get a handle on what Audrey's thrust is is the argument that technology is driving pedagogy instead of pedagogy driving technology and if so yeah absolutely machines don't make us we should make the machines but those two things are semi-related but if you can stitch them together Bravo those are two huge questions Tom if I can we just segment them out so that we can chew on them but quickly where are you at home in the Houston area in my in-laws house in the community excellent that's right and I should say to all the Americans in the audience thank you for participating in the Future Transform on Thanksgiving Day that's a really nice sign and Tom is a good friend of the program that's been a very great supporter of us from the beginning and always ask good questions like he just did now so let's start off with this idea of how do we plan for educational technology for the next 10 years thinking about the economy and so on when we have such fuzzy knowledge I mean you are devastating this morning and as for a few other speakers our inability to model 10 years out so how can we do this I think I mean I one thing I think that we should resist is the notion that things don't change and that things have never changed things have changed substantially I think that we don't always notice it as Larry Cuban and David I wrote right this is sort of tinkering towards Utopia that the shifts are not always as dramatic again as these sweeping narratives that we talk that we you know that we use to talk about education revolutions things have shifted demographics you talk a lot in your work about demographics shifting and demographics are going to continue to shift and that that changes what happens in the classroom who you know the pop how your classroom is populated changes what happens changes what happens in it but I think that there are longer term things that we have to start thinking about I'm not sure that we can model the way in which we have weather forecasting where we can say that there's 74% chance of rain on Thursday but I do think that we can think about some of these things as a futurist I'm wiping my browsing thank you I do appreciate that although we often use the term forecasting but we're not as good as meteorologists yet although we do look at the terrain Tom your second question was a little more complicated I want to make sure I understood do you get the so you're asking about all these critiques but you're distinguishing education and technology I lost the last part of that could you be afraid of this the question I have is on what is the current critique based on is it the fact that in many cases we see technology driving pedagogy and that's a problem and that's one I certainly am on board with or is it that or is it that we should have pedagogy driving if that's the case we need to drive technology and the system should adapt to the needs of the teacher and is that if we were to fix that would we solve the ed tech problem does that make a question I don't know I mean what is the ed tech problem I mean I have my I mean I think that you know I'm not sure present company excluded of course I'm not sure that a lot of technologists think about pedagogy at all in fact I think that there's a fair amount particularly in the sort of what I call the Silicon Valley narrative that everyone's an auto didact and as long as you as long as you give people information they'll all become wildly successful entrepreneurs and I think that means that they don't actually think about how teaching or learning happens often for these individuals it was quite easy they never really struggled this is you know this is sort of like the sol con model you know four degrees advanced degrees from MIT I think school came easy for him and so he hasn't actually spent a lot of time thinking about teaching to people who for whom it doesn't it doesn't I have this in my face all the time and you teach up to four colleges classes a semester on government so you see quite a bit of that absolutely yeah well that's a very concise clear answer what is the proper relationship between technology and pedagogy I think that's the simple version of the question so you have two hours to speak now in five minutes I think it depends on what you're I mean I think that that's such a broad question I mean I think it depends on what you're doing I think it depends on what you think of as technology I mean my favorite technology for the work I do as a writer is having a window with sun shining in and I have a pen because I seem to be holding on to a pen that I really like I'm not sure I can necessarily talk about one a relationship and have it be a constant across all learning scenarios, all teaching scenarios, all subject matters all preferences that's interesting of course yes yes yes no no no some people understand the shape of the renewal I can recite and I know when you're born for some people for some people it means analyzing what you're trying to say and what the context is how it was linked to things so it's also emotional which is developing through the shape it's not just and if we could define education for the skills this field I just want to repeat that no problem, it's a wonderful question part of it is how do we define education and the example you gave what does it mean to understand Shakespeare or to be educated in Shakespeare and there are different ways we can unpack I would say in every school I go to people have arguments about the purpose of education well your debate earlier today was in part about that the role of economics in education there's a branch of American higher education called liberal education and everyone likes to argue about what that exactly means and they never agree agree there's your pedagogy that you were describing before people having contested the purpose of education is to make people aware that there are different ways of looking at the world that's one answer that's one answer by the way if you're new to this what we just did here bringing Tom up and leading him into the conversation this is what we do and so if you're new to it we can bring people up here all the time Tom thank you so much good luck with your in-laws and again thank you for coming here we'll get along great with my in-laws we'll see you soon I'm also conscious of time we have about four minutes left let me say we have a question for Audrey and let me just flash this on the screen this is from our awesome friend George Station and here is his question remiths she's been labeled Cassandra but I also see Sisyphus what's your current myth status are you defying or rewriting these myths thank you George and good morning to you George on the west coast I think it's about 1155 well George I appreciate both of those difficult tasks that you've assigned me it's like rolling a rock at the hill I'm either not believed or just I actually feel both of those sometimes I like to remind people that I did not decide that I choose the label ed text Cassandra it was a label bestowed upon me certainly I would not have chosen chosen to be seen as the crazy woman who no one listens to it's not a particularly fun place to be I hope that I am defying and rewriting and challenging these myths and I sometimes I do feel like the task is what's the adjective Sisyphian yes but that would be too depressing well whoever can move his line we must imagine Sisyphus happy in doing this George thank you for that that's a great question a happy Thanksgiving George that's a very kind question thank you we have time for one more question from all of you before we have to wrap up so either those of you who are online and that's everyone from Tom and Tom Roxanne and Ed now is your chance to get in Ricardo what questions you have are those of you who are in the room what questions you have we have one we have a keen eye let's bring Tom on here and I bet you I can guess Tom's question so let me do this hello Tom your mic is muted when you done mute perpetual issue with video there you go I'm working on our climate crisis and I'm all specifically working on rewriting the myths needed for it and I'm very sure very soon we're going to get our teeth kicked out of our throat and so it's a matter of do your myths new myths for higher education include myths in a major life or death worldwide climate crisis thank you Tom if you couldn't hear that I got this and let me just repeat this for everyone to hear Tom is among other things a long running commentator on our program based in the Boston Massachusetts area and he's very keen on climate change which when he refers to a planetary crisis that's what he's referring to so question is what could the myths are we seeing coming up around the intersection of higher education and climate change I was hoping that someone was going to ask about this tip because it was one of the things I've been thinking a lot with the sort of the predictions of AI in the future which seems to be the latest thing that the latest things in the last 65 years that we've been obsessing that the future will be about AI and I've been thinking a lot about the amount of energy power that goes into artificial intelligence the power that it takes for machine learning the power that it takes to have these cloud based systems that can spin up more and more processing power it seems to sort of be we're going to I wonder to make a choice between a future of artificial intelligence and a future that is sustainable and it isn't simply the amount of electricity it's all these other concerns that we have that I don't think that we've really based about the environmental impact of computing technology the waste the rare earth materials and the geopolitics of the future of that and I think about just again the question of demographics when things happen with global climate change what are the demographics how are the demographics going to change and how will that change how we prioritize what we know and who we decide whose knowledge we decide to care for and I think it's again this is one of the things that I would very much we pay attention to then some of the other things that I feel we get sidetracked on can we talk about this afterwards Tom thank you again for caring that forward I hate to pause things but we are really out of time and you guys need to have food or else that will be bad I want to make sure that you get to feed yourselves let me first of all I just want to thank you our sessions for next week but I also want to begin by by saying thank you for everybody thank you for the people who came here face to face particularly the wonderful people in the audience who had great questions and I just want to say and thank you to the people from afar who defied time and space and joined us in the middle of America's national holiday questions that we got were so rich and varied everything from the very personal empathetic questions about careers to the larger questions of what is the purpose of higher education itself or education in general and let me above all thank our guests three wonderful people from Audrey and Olivier and for Jelly for being so wonderful to be here starving yourselves to be here but also each of you bring so rich a variety of backgrounds thoughts and projects that you will thank you all before you go let me just take 30 quick seconds to say next week December 5th I can't believe it's December already but we'll have Keith McIntosh he's the chief information officer for the University of Richmond in Virginia in the United States he's done some pioneering work on supporting minorities in higher education educational technology so I'm really grateful for him I'm looking forward to seeing him next week also if you want to keep up with the forum we have almost four years of videos going back to our guest's first appearance 2016 and so all of that is on YouTube completely for free for you to look at it anytime and if you want to keep arguing about this stuff if you want to talk about the great tool that will unite this all or the design thinking that's part of it or how does 42Mesh do what it does we have places on everywhere from LinkedIn, Facebook we have a Slack channel we appear on Twitter the whole time thank you all again I really admire all of you coming and we'll see you next time thanks everybody and thanks to the AV people for making everything keep going thank you and we'll enjoy OAB bye bye


Hi everyone, Joe for jazby's casebreaks.com coming at you with a fanatics under wraps baseball break I'm watching it at the end of a big car chase here in Los Angeles as well See what happens here Is there a suspect still in the car they arrested someone else? I think that might have been someone who ran out of the passenger of this car, but Hey, a little little Wednesday night excitement big. Thanks everyone here for getting in on the action Appreciate it. There are the teams right there now. We're gonna do the break itself first Oh, also for this fanatics baseball break. We comboed the any and all multi autograph spot with the Marlins So that'll be comboed with the Marlins So we'll do the break first and then a different dice roll to give away their main teams in three and two baseball Two and a five seven times for the names and teams one two three four five six and seven Two and a five seven times for the teams one two three four Five six and seven then final time After seven we got the reds down to the Orioles All right, here's the first half of the list right here Here's the second half of the list right over there All right, no trade windows or a very short trade window. I guess TWC trade window close. Let's flip back over here. Let's see what we got inside. I Guess we've got a little time. We can play a little bit of who am I? I'll take a look at who this is and then I'll give you some clues You can maybe try to guess who this player is Active baseball player put your thinking caps on active baseball player active pitcher 32 years old or righty It's played for three teams his entire career. He's a five-time all-star two-time all MLB first team an AL eRA leader a two-time MLB strikeout leader and an AL wins leader I've got a career 323 eRA 1,930 strikeouts and a 1.1 whip 130 wins and 71 losses Could he hit could he get to could he get to 200? Not a lot of players a not a lot of starting pitchers you can see get to 200 and he's from Newport Beach Pets one. Yeah, Garrett Cole What gave it away, I didn't I feel like I didn't give away too many stats There it is Garrett Cole autograph You got the fanatics and MLB hologram stickers there as well that card too and That is Yankees and that's gonna be for Steve Herrick. There you go Steve Garrett Cole going your first name of the pod. You're here. Nice. Good. Great guess pets. Great guess All right now let's flip back over here. Let's gather everybody's names again one through 30 Our second and final dice roll. We're gonna match you up with the team in three and two Baseball in that order right there. So let's roll it randomize it two and a six eight times top five after eight good luck one two Three four five six seven and eight So top five get teams so from six on down Sorry Steve got the baseball Maybe still got a spot, but for now sad times for six through 30. I appreciate everybody giving this shot Thanks for taking the risk Top five you've got teams in that three and two break Chad. You've got a team Ivan Chad Andy and Chad again All right, see that least you got that baseball. So Chad Cromwell You got the Tigers Andy with the Padres Chad with the Giants Ivan with the fish the Miami Marlins and Chad with the snakes Thanks for watching everybody. I'll see in the next video for the break itself Jaspis case breaks.com You


Have you ever been intrigued by someone who had an unexplainable charm and mystery? In this video, we'll reveal four signs that indicate you possess that elusive quality that draws people in. Whether you're looking to enhance your mysterious traits or just want to understand what makes you so alluring, these signs can provide valuable insights. Ready to uncover the secrets of your own allure? Let's dive in together. Enigma. Have you ever found yourself drawn to someone who seems to have a certain enigmatic charm that you can't quite put your finger on? According to psychologist Tai Toshiro, this is because people are naturally curious about what's hidden beneath the surface. When someone has an air of mystery about them, it creates a sense of anticipation and wonder. Interestingly, research shows that introverts and reserved individuals tend to have a more mysterious demeanor, in fact a study published in the Journal of Personality and Social Psychology found that introverts are more likely to possess this type of allure that can be attractive to others. However, it's important to keep in mind that being mysterious should not be confused with being dishonest or secretive. As Toshiro explains, it's possible to be open and honest while still maintaining an enigmatic presence, instead of hiding things intentionally focused on being selective with what you reveal about yourself. What are some ways that you can do that without being dishonest or secretive? What if your fit could be more than just a fashion statement? What if it could also fight against mental health stigma? With our sponsor, Romwe, it can. Romwe is helping to make stigma a thing of the past, whether you're dressing up for a special occasion or staying into pamper and self-care. Romwe has got you covered for every vibe.  I'm proud to promote mental health awareness and advocate for a world where stigma is out of style. Check out Romwe's impressive selection of aesthetics and styles. Let's express ourselves through fashion. Let's make a difference by making mental health support more accessible and inclusive for everyone. Silence. Have you ever noticed how some people seem to embrace silence in an enchanting way? Psychologist Laurie Helgo believes that people who are comfortable with silence are often perceived as mysterious because they don't feel the need to fill every moment with small talk. In a society that values being outgoing and talkative, silence can sometimes be viewed as awkward or uncomfortable. But according to Helgo, it's in silence where introverts truly shine. Plus, being comfortable with silence can signify a person's thoughtfulness and ability to reflect on their inner world. When you give yourself time to be quiet and still, you can process your thoughts and emotions more deeply, leading to a more meaningful understanding of yourself and others. This is backed up by research published in the Journal of Social and Personal Relationships, which suggests that meaningful conversations lead to closer relationships. If you feel drawn to deeper, more meaningful conversations and appreciate silence, know that you possess equality that others might find mystifying and thought-provoking. So are you ready to embrace your inner introvert and explore the magic of silence? Perspective. Have you ever noticed how some people seem to have a different way of looking at things? It turns out that having a unique perspective can make you alluring and intriguing to others. According to Dr. Mahaley Chiksitmaihai, a psychologist and author of Creativity, The Psychology of Discovery and Invention, thinking outside the box and coming up with innovative solutions and ideas are hallmarks of creativity. And people who possess these traits are often seen as mysterious. Research has also found that having a unique perspective can lead to greater creativity and innovation in various areas. People are often drawn to those who can offer a different way of thinking and challenge their own perspectives. Dr. Chiksitmaihai notes that people who are different have a certain appeal because they break the routine. And when they break the routine, people pay attention. So if you have a unique and unconventional perspective on things, this can make you more interesting and attractive to others. Don't be afraid to embrace your creativity and share your unique way of thinking with the world. Confidence. Have you ever noticed how some people exude a certain kind of quiet confidence that's just so alluring? Clinical psychologist Dr. Ellen Hendrickson and author of How to Be Yourself, Quiet Your Inner Critic and Rise Above Social Anxiety, suggest that a subtle confidence can be an alluring trait. While confidence is attractive, those who possess a quiet, understated confidence are particularly intriguing as they don't feel the need to boast or show off. Settle confidence stems from a deep sense of self-awareness and self-acceptance rather than a need for external validation. People are often drawn to those who exude a quiet confidence because they appear calm and comfortable in their own skin, without the need for external validation. It can be refreshing to be around someone who is confident in their own worth without needing to constantly prove themselves in a world that often values external success and achievement. But just a friendly reminder that while being mysterious can be appealing to some people, it's not the be-all and end-all in life. It's important to be genuine and true to who you are rather than trying to put on a facade to appear more alluring. However, if others do find you intriguing and attractive, then that's a pleasant bonus to enjoy. Just remember to prioritize your own authenticity and values above trying to be mysterious for the sake of it. Do you see yourself as a bit of a mystery? Can you identify with any of the signs we've discussed? Share your thoughts with us in the comments. And if you found this video helpful, don't forget to give it a like and share it with others who may also find it useful. Thanks for tuning in and we'll catch you next time.


You can now emulate games on your phone. Game Boy Color, Game Boy Advance, NES, SNES, Nintendo 64 and Nintendo DS, all of that on your phone. Wanna play Pokemon Emerald? You can do that. Wanna play Ocarina of Time? You can do that too. All with the help of this app, Delta. Before you were able to do this if you jail broke your phone, but right now it is available regularly for free on the app store. When you first open the app, you won't have any of the games because you have to acquire the ROMs. Man, if only there were websites that offer that. Once you do that, you can play all your favorite games. Don't get distracted at work.


Intrahepatic Cholestasis of Pregnancy, ICP, is a liver disease that sometimes develops during pregnancy and is characterized by increased serum bile acid levels. Here the authors report that the gut microbiome species B. Fragilis is enriched in patients with ICP and promotes ICP development in mice via inhibition of signaling, though the bile acid receptor FXR. This article was authored by Botang, Lytang, Chimpingli, and others.


The smart grid is a system of interconnected devices and networks that use advanced technology to monitor and manage energy consumption. It has been hailed as a potential solution to the world's diminishing supply of non-renewable energy sources. The smart grid allows consumers to become prosaumers, those who both produce and consume energy, which could lead to more efficient energy usage and greater economic benefits. New business models have been developed to take advantage of this trend, including those that focus on providing services to prosaumers. These models offer prosaumers the opportunity to generate revenue from their energy production while still being able to access the grid when needed. This article was authored by Jesus Rodriguez Molina, Margarita Martinez Nunez, José Fernand Martinez, and others.


Another quick short poor quality video for you guys So yesterday I'd posted two videos booting from ISO on a USB flash drive using my case grub 2 now the discussion that we were having in the IRC channel was How this works and can it work with all distributions? And although I think pretty much all modern distributions will have this functionality And I've yet to come across a distro that I can't boot like this I want to admit that I quite possibly was wrong. I had a the person I was discussing this with in the IRC channel given an example he did a little video for me and See my confusion was when grub 2 came out it was a big thing that you can boot ISOs with grub 2 now off a USB flash drive and Although that's true. It's you could do it before But what I thought was when grub 2 came out was that it was giving that functionality to all distros whether the distros supported or not And that is not the case what it allowed was for loopback so before From my understanding from the discussion the IRC room if I'm understanding him properly is with grub or lilo or older Boot boot loaders that You had to have the kernel and initial RAM disk outside of the ISO But after that you could still boot the ISO in many cases. I Thought with grub 2 that it loaded up the ISO and that it didn't matter from that point on And and I appear to be wrong about that and so I wanted to come out and say that since I made two videos Not that I was completely wrong in everything. I was saying but I was wrong on my understanding of exactly how it worked so I think that person I was chatting with for pointing that out to me and Jumping in a tree up there. That's it. Just like to admit when I'm wrong and I was wrong And that's it