Hello everyone and good afternoon. This is the first time we meet with this Teacher Academy webinar after the Christmas break and we hope everyone managed to enjoy the break giving the special circumstances. Thank you for being with us today to participate in this webinar organized by School Education Gateway, the initiative of the European Union, the place to engage with European policy and practice for early childhood and school education. My name is Marta and I'm very happy to support this webinar together with my colleagues, Assi and Eleonora in the backstage. Today's focus is curriculum for students of the 21st century. In the first part of the webinar, you will be introduced to the 2020 OECD publication What Students Learn Matters. Alina Fried is an analyst in OECD's Education Skills Directorate working on the future of education and Skills 2030 projects since January 2020. And she will give the presentation about what students learn matters. The second presentation will showcase the Erasmus Plus projects team. This will be presented by Professor Gregorius Maclides, President of the European Association of Erasmus Coordinators and the European Association of Career Guidance. He is currently active in the evolution of education, supporting related developments, as well as in STEAM education for the skills of the future. So this is our agenda for today and some practical information for you. This webinar will be recorded and the recording will be shared afterward in the webinar page. And if you have questions, please post them in the chat and we'll have a Q&A session at the end of this webinar to address them. But without further ado, Alina, if you're ready, I'm really happy to give you the floor. Thank you very much, Marta. Let me just share my screen. Do you all see this? Yes, great. Okay, perfect. Yeah, hello everyone. My name is Alina Fried, as Marta already introduced me and I am very happy to be here with you today and to present the findings of one of the recently launched reports by the OECD and Education 2030 project, What Students Learn Matters Towards a 21st Century Curriculum. This report focuses on how to address timeline between today's curriculum and future needs. So yeah, as we all know, that the world is changing and we are facing unprecedented social, economic and environmental challenges driven by accelerating globalization and technological developments. Schools and teachers are constantly under pressure to keep up with the pace of change in society, with teachers asked to, but also actually wanting to incorporate new demands, such as digital and financial literacy, environmental issues, et cetera, into their teaching for their students to have the most up-to-date skills possible and being relevant for the future job market. So in short, there are currently many demands for skills of the future required to be taught, but the offer is slightly outdated. So 21st century children will learn from 20th century educated teachers in actually at times, 19th century classroom settings. So reforming today's curricula requires quite a clear vision of what is to come, but it is impossible to predict the future with certainty as we all experienced last year and this year. And major obstacles may arise when trying to incorporate future needs into the curriculum, including resistance from key stakeholders. So building consensus for curriculum change and ensuring its viability are crucial parts of the reform process. Decision on both reforms and implementation must be timely and agile in order to seize the momentum and actively involve a wide range of stakeholders. It is also essential to measure the effects of curriculum renewal on students' learning experience and outcomes, which all have an impact on the length of the time lag. Do you still hear me? Yes, Alina, we can hear you perfectly. Okay, good. I thought that my slide would not work, okay. And as our framework and the report, we have identified four types of time lags commonly highlighted among the participating countries in our project. So first, the recognition time lag, which is mostly driven by the difficulty in predicting the future. Even we can see that where countries set up four-site units or exercise future scenarios, it is still not enough to accurately predict the future. There's also difficulty in building consensus on the types of student profiles that will be necessary for the future. And yeah, developing student profiles is seen as one of the most common strategies that countries currently use, even if it may take a long time to implement. Second is the decision-making time lag, which occurs with the delay between the actual need for change when that one is recognized. And the next step when an action plan for the necessary changes is decided upon, including the time required to build consensus for the change. So countries share that this is mostly driven by the frequency of major curriculum reforms with frontline practitioners and teachers often feeling reform fatigue if too many reforms happen. And then also it happens because of the scope and the alignment of the reform with, for instance, assessments. So if the alignment between high-stake university entrance exams and curriculum change is not there, then that represents a decision-making time lag. Third, implementation time lag, which mainly delays curriculum change due to the lack of a sense of ownership, lack of teacher agency, for instance, or lack of the understanding about the needs for the reform. But also, yeah, fear of change and innovation and lack of training and support for teachers and implementers in general. And finally, the impact time lag, which refers to the time it takes for the impact of the curriculum change to actually be observed in the outcomes of students. So by recognizing the importance of these lags and the need to close those, to be able to incorporate the needs for the future, countries participating in our project came together and agreed on the competencies needed for the future-ready student, which can be seen in the learning compass 2030 that we had launched in May 2019. So to make a transformative change as quickly as possible, the fundamental question was put forth to all of us to really think harder about the value of human flourishing, especially at the time of artificial intelligence and other technological advancements, as well as all the social and environmental issues such as climate change, resource depletion, growing inequality, et cetera. Yeah, so what is a better future that we all aspire to create? And what kind of competencies today students will need to thrive in and to shape their better futures for them and for the world in general? So our Education 2030 members have worked together to answer those questions and co-created the vision of the future of education by identifying those competencies. And yeah, the learning compass was launched and the metaphor of the learning compass was really adopted to emphasize the needs for students to learn to navigate themselves towards the wellbeing of self, of others, and of the planet as a common societal goal. And this navigation happens through unfamiliar contacts and to be able to find their direction in a meaningful and responsible way, instead of simply receiving fixed instructions and directions from their teachers. At the center of the learning compass is the concept of student agency, which is really a crucial piece and it is rooted in the belief that students have the ability and the will to positively influence their own lives and the world around them. And student agency is really defined as the capacity to set a goal, reflect and act responsibly to achieve that change. So it's about acting rather than be acted upon and making responsible decisions and choices rather than accepting those determined by others. The concrete constructs underpinning student agency include sense of purpose, sense of identification, growth mindset, self-efficacy and trust and trust in oneself, but also in teachers and friends in the school system and yeah, another construct that is increasingly becoming very important in light of the pandemic and school closures is the learning to learn. And then I would also actually like to highlight another concept which is co-agency and it is defined as an interactive mutually supportive relationship of the student with parents, with teachers, with the community and with each other. So peer-to-peer student relationships that help each and every student towards the shared goal of wellbeing. So here we can see that the PISA growth mindset measure is a good example of how such constructs of student agency matter for student performance. The growth mindset measured here as the percentage of students who think that they can do something about their intelligence is one of the best predictors of a system's performance. So it relates to the motivation of students, their self-efficacy to establish more ambitious learning goals for themselves with less fear of failure and establishing them as owners of their own learning practice. So yeah, fostering a growth mindset in students is really positively related to the most important outcomes of our times. But agency is more than just one's awareness. It really requires the student to act and here the PISA global competency measures the degree of taking action, which we can see as at times as low as 55% of students agreeing that their action can change something about global issues. So acting is therefore really a higher level and form of student agency which requires more conscious curriculum design and targeted support. Just quickly going back to the concept of wellbeing which is central to the learning compass and combining it with learning to develop a holistic and inclusive type of education. Student agency is in particularly important when students explore new ideas or new inquiries where there is no solution yet and learn through trials and errors oftentimes also learning from their own mistakes. And here PISA data offers some good food for thought showing that education systems are perhaps over relying on achievement which is costly for student wellbeing. For instance, we can see on the right side that in Asian countries such as Singapore and Japan we see that fear of failure seems to be a driver of good performance. However, on the other side of the spectrum there are countries like Estonia and Finland where students perform equally well but with much less degree of fear of failure. So these country cases really suggest that it is not a trade-off. Students can achieve both high performance and having less fear of failure thus aiming for good outcomes while keeping in mind children's wellbeing at the center stage. So in our report our curriculum analysis has identified four ways how countries and schools aim to keep pace with the rapidly changing world. First, the digital curriculum which includes digital content and organizational features to implement curricular elements, online materials, tools, hardware, software and other applications. The definition of digital curriculum varies of course across countries and is evolving as schools start experimenting with a greater number of digital applications. Second, there's the cross-curricular content and competency-based curricula which are built across disciplinary or subject boundaries in an effort to really enable students to connect knowledge in a more holistic way to meet their interests and serve the society. Third, a flexible curriculum which allows schools and especially teachers and local bodies to adapt, implement or modify the curriculum by providing educators with the freedom to craft their learning content, goals, pedagogies and assessments. And all these innovative curricula facilitate the fourth solution, a personalized curriculum which is one that is tailored to students' individual needs, skills and interests and its main purpose is really to improve learning by customizing instruction for each learner considering their prior knowledge learning style and the pace of their learning. The COVID-19 pandemic actually revealed that students learn differently and in particular, it revealed the different paces of learning along with the different learning styles, different means to learn at home. So personalized curriculum combined with recent technological developments could really provide a great opportunity for students to learn anywhere in any time with currently less expenses as technological developments advance. So you will perhaps think that all these curriculum types are not very new and innovative. However, under the so-called normal circumstances before the COVID-19 pandemic, curriculum change towards these directions was really slower than anticipated and the pandemic has created a real necessity and accelerated these changes to ensure students' continuous learning as well as student well-being. And in the past months, education systems have also come to realize that innovations are welcome, but that they're more quickly accessed by advantage students. There are good ways to beat time lag but we know that students who benefit faster from innovations are already privileged. So how do we ensure that these innovations are serving everybody and not only the privileged? And this will actually be one of the focuses of our upcoming report, ensuring equity through curriculum innovations as one of the most pressing issues we have been hearing from countries throughout the pandemic. But let's have a reality check. So our teacher is actually ready to incorporate all of these new needs to shape a future-ready student, such as teaching cross-curricular skills like critical thinking or problem solving, which we saw as one of the solutions to close time lags. As we can see from this graph, teacher preparedness in some countries is lagging behind with on average, we can see the OECD average in the middle, half of the teachers feeling ill-prepared to teach cross-curricular skills and even a lower rate of teachers actually implementing it in real-life practice by asking students, for instance, to decide on their own procedures of how to solve complex tasks. This suggests that there is a need for more support to teachers to develop their understanding about curriculum, overcoming their fear of trying something new and learning themselves from their mistakes and get appropriate training and support so that students can have equal learning opportunities regardless of the teachers that they may have. And in addition to this for the integration of digital devices in teaching, the answer also varies across different countries with an OECD average at around 60% of teacher readiness. And you will see that here also in some countries, equity remains the issue. We can see a stark difference between advantaged and disadvantaged schools, especially when it comes to teachers' lower readiness to integrate digital devices in instruction. And this has been also amplified during the COVID-19 pandemic. And this is one of the priority areas for teacher support for closing equity gaps for students' better learning and well-being. In particular, the equity gaps have intensified for students who are struggling with school failure without a sense of learning progression, which may lead to a school dropout. And this happens more easily in the online or hybrid model as we experienced in the past year, not providing sufficient support to students and it is way more costly to get these students back into the classroom once this happens. So countries are really struggling to take as much steps as possible to prevent these actions and the school dropout. In addition, as many of you know, not all contents are covered during the COVID period for all students, but especially for disadvantaged students which gives a lot of pressure to both students and teachers to catch up. But this is leading to another problem which is homework overload or extended learning hours, which may not necessarily support students facing difficulty in the first place. Then there are also certain types of assessments that continue to give unrealistic expectations and a lot of psychological pressure on students, but also on parents. So the students are not learning and in addition to that, they are also still being assessed for what they're not learning, which creates a big confusion. And all of these challenges are being reported by students to actually harm their well-being, in particular their mental health and lowering their motivation for learning. Of course, there are ways to overcome these which we have been exploring in our multi-stakeholder setting of our project with teachers, students, government representatives and social partners throughout the year. And these are the following. So first we have been looking at adjusting curricular contents, but this needs to be done with a careful design when certain content, for instance, is reduced for disadvantaged students, it risks to create stigma for them, which should be avoided. And what we would need is really universal design for a curriculum to which I will shortly get back to, to not create a stratified or stigmatized curriculum for a certain group of students. Then there's need to adjust assessment and evaluation, considering the assessments in daily learning settings, such as formative assessment, also considering high stakes assessment and lastly the national or state standardized testing, which monitors implemented and attained curriculum. And third, there would also be a need to adjust the role of teachers in teaching, highlighting the use of artificial intelligence, learning analytics, big data and augmented reality in ways in which these will actually help produce equity gaps and help teachers support teachers rather than widen the gaps even further. So keeping students motivated and engaged is actually as much of importance as providing access to devices and connectivity in this pandemic. So talking about universal designs, for all curriculum innovations that have been outlined before, the universal design for learning is a commonly applicable principle to remove barriers for all types of learners, to really foster motivated, self-directed and lifelong learners. And these goals are well aligned with those of improved student agency and wellbeing of our OCD learning compass. With the UDL framework, designers are really called to remove barriers around the why or the motivation of learning by providing multiple means of engagement. Curriculum designers can make learning more engaging by adapting to learners' interests by valuing learner curiosity and by building in a sufficient level of challenge and by making learning more interactive and dynamic. Then designers are called to remove barriers around the what or the content of learning by providing various means of representations like text, visuals, multimedia, adapting to the language of the learner and adapting digital materials and tools, which targets really the physical, perceptual and cognitive barriers that might get in the way of learning for students with diverse needs. And then there's the how or the strategies of learning by allowing multiple ways for students to demonstrate what they know and it has direct implications on how to design assessment and examinations beyond written or standardized formats. So in our upcoming report, we have taken this UDL approach one level further and created a checklist for stakeholders to think about how universal their curriculum actually is by answering the questions that you can see on the slide and aiming really for full universality and inclusiveness of the curriculum. So now when looking at the digital curriculum, we can see that digitalization of curriculum has just begun in many countries, both in OECD and partner economies. We can see that the majority of participating countries have shifted from paper-based to online curriculum, but only a handful of countries have already started the journey of integrating content, textbooks, pedagogies and assessment into a fully interactive digital curriculum. So the boundary actually between content, textbooks, pedagogies and assessments is getting more and more blurred in the digital curriculum and it is no longer just the description of what students should learn, but it already defines what and how students should and can learn to achieve the best of their potentials. The integrated digital curriculum has four distinct features. So first of all, interactivity, which refers to the use of a digital platform as a base of digital curriculum, enabling really dynamic interactions between groups of learners. Then there's the end user participation, which involves the end user in the ultimate design, given the choice and adaptability of the curriculum. It really enhances the participation and shifts the role of the curriculum designers as more choices are being made by end users. So in the sense, teachers, students and programmers may all be considered designers of the curriculum. Third, there's the integration feature, which integrates content, textbooks and tools for pedagogies and assessments into one curriculum. And then the fourth is the cross grade and cross subject learning progressions. And in that sense, the digital curriculum makes some conceptual learning progressions that cut across grades and disciplines more explicit and accessible for both students and teachers. Some innovative examples of digital curricula have been out in the world for some time and some have only recently emerged or their development has accelerated in the past year with the school closures. And just to highlight one of these, that's for instance, a new Zella, which is an instructional content platform that brings together engaging, accessible content with integrated assessments. Assessments are directly integrated into the articles that students are reading to help them engage with the content and to give teachers directly insights on student activity and progress so that they can adjust and improve their learning outcomes. And some other food for thought is also offered by the OECD Center for Educational Research and Information, which highlights some insights on the emergence of innovative learning environments. And here I will just note a few, for instance, the classroom applications. In that case, we can look at classroom analytics. So here, classrooms that are actually equipped with sensors or cameras may become a hybrid physical digital space co-orchestrated by teachers and computers at the same time. Analyzing the behaviors of both students and teachers and giving teachers feedback on the different learning states of their classroom as well as on their teaching practice. So learning analytics can really help teachers to manage their class either in real time during teaching or as a reflective tool after teaching for professional learning. And data comes from the sensors in the classroom, learning management systems or digital activities of students sharing really precious information on when should a teacher shift to a new activity? Are the teachers losing the attention of the students? Are they engaged in their learning? How do teachers structure their instruction time? And which students do they talk to and support the most, for instance? Looking at school and system management applications, we can highlight the new credentialing ecosystem. So at the national, but even more so at the international level, blockchain applications could help stop fake degrees and certifications. They could facilitate the transfer of educational records as well as the credentialing of small units of learning such as massive open online courses or corporate professional development provided by companies. One example here of classroom analytics is being implemented by Foundry College using blended learning with a platform that can help teachers to ensure and monitor student engagement and learning. As we can see here, while students are in small bracket groups, which has proven to be the most effective for active student engagement, the teacher is at the same time provided with a heat map on the right side, identifying bracket group activity and signaling where and at what point teacher intervention might be beneficial. So these are just a couple of tools that could help support teachers in their teaching. So I will not go into detail into the next slides because we don't have that much time left. I will just stop a couple of seconds here on the personalized curriculum. And here, I would just like to highlight that fostering growth mindset of a student while at the same time overcoming fear of failure and cultivating student wellbeing are especially important for disadvantaged students. Students have reported that high-stake assessments have become one of the biggest sources of their mental stress during the COVID pandemic, in particular for disadvantaged students. However, on the other hand, it has also become clear from teachers' responses that it is not evident to many teachers how assessments can be designed or adjusted to support disadvantaged students and many note that they have not found effective assessments yet. This being said, others have reported some anecdotal experiences that work for disadvantaged students and many of them focus on assessment for learning and assessment as learning. They also, some teachers concentrate rather on individual learning progressions and strengths. Others provide quality feedback and dialogues with teachers and among students themselves. And also we have seen some adjustments on duration frequency and the number of assessments. So quality of teacher feedback has indeed become one of the key aspects to reduce equity gaps as it relates to effective learning to the quality of the relationship and mutual trust as well as student motivation and well-being, especially for disadvantaged students. And all that could be part of the personalized curriculum approach. Here again, some examples of innovative personalized curricula. For instance, Avanti together with the Indian government has built adaptive lessons that combine videos with quiz items and guides the learner down different learning paths based on their performance and generating personalized recommendations in local languages. Additionally, we have found some examples of innovations to empower teachers and parents as all stakeholders strive for better learning experience for students and thus create co-agency. Have also emerged lately to close equity gaps. So on the left side, Dost empowers parents by sending them podcasts via phone calls covering cognitive development, social emotional skills and school preparedness. Whereas geek teachers organize festivals for teachers including master classes for them to learn and increase their confidence in using digital devices and up-to-date technologies. So yeah, to conclude, if we're serious about changing the way we teach to really improve students' learning and well-being, especially if we want to reduce equity gaps, there would really actually be a need for an ecosystem change. First, curriculum needs to be redesigned to recognize that students' learning progression is not always linear and cannot always be standardized. So a shift towards a non-linear spiral holistic model which recognize that each student has their own learning path and is equipped with different prior knowledge skills and attitudes when they start school is currently starting to emerge in a few countries such as Estonia and New Zealand and Ireland. Second, changes in assessments need to accompany that curriculum change. So from standardized testing to engaging multiple assessments for different purposes. A linear model at one particular point in time would not allow assessing students' spiral learning progression which proceeds iteratively but deeper at each iteration. And to make this happen, changes in the role of students also need to take place where students become active learners voicing their concerns and needs, giving feedback and becoming owners of and being responsible for their own learning, becoming actually a co-constructor of their learning environment and thus of their own new knowledge. In this context, there will also be a need of a changing role of teachers demanding for more collaboration, real-time upgrading of skills to become actually curriculum designers and be able to make their own choices about curriculum. With the crucial importance for them to act as coaches, guides and mentors which is something that we have heard from the students participating in our project. And finally to monitor all of these changes in the learning ecosystem, the accountability system needs to change from the industrial age accountability model which is designed to detect errors and fix them to actually a new accountability system which will hold all the stakeholders accountable for what they're responsible for such as connected accountability through networks transparency and trust. So yeah, thank you so much for listening and if you're interested in more detailed findings, I would invite you all to visit our website which in addition to our two latest reports. So one, the one I actually presented on and the other one on curriculum overload. Also provides an overview for sure including all the background about our Education 2030 project and key findings of our upcoming reports. And perhaps as the last quick point, I have mentioned that we are currently developing the equity report and if you or your school are implementing innovations to close equity gaps, do please share those with us and we would love to feature them in our upcoming report. Thank you very much. Thank you very much Alina for the inspiring presentation. You really gave an overview of everything that should be taken into account when we talk about the future of education through an accurate analysis of the data. I think there is a lot of food for thought here and actually we had some questions in the chat. We collected them and we can address them at the end during the Q&A session if it's fine for you. And now I'm happy to give the floor to Professor Gregoris. Hello, hello from me also. And shall I share my screen? Yes, please go ahead. Okay, can you see my screen? Yeah, we can see your presentation. Okay. Hello everyone. I like to thank Alina for this presentation also because it gives me an opportunity to mention also to say that because it was mentioned that we cannot predict the future. Yes, we cannot predict the future with today's technologies because if we go back to the 90s and try to imagine what would be our reaction if someone told us we can talk through the phone, let's say, through the smartphone, maybe we wouldn't believe it, but it happened after 20 years. So what will happen in 20 years from now? We can imagine, but it may be impossible because we only know that today's technologies. So if we knew the technologies of 20 years from now, we would be much ahead, of course. So what we need is actually to be able to adapt to the change. And that's the idea of using the word dynamic also in our development of this project. So I'm going to show you many practical solutions if I may call them, that teachers and students. Gelegoris, sorry to interrupt you. Would you be able to minimize the window in the right corner? No, not the presentation. I'm in the window of teams. You see that, you see, yeah, exactly. That's great. Thank you. Thank you very much. Reflection, huh? Okay, so in this project, which we are running in the second year now, we promised the European Commission to deliver three main outputs. One is a guidelines for dynamic and adaptive steam curricula, which is already published. And you can see here the words dynamic and adaptive in the sense that we cannot keep training people on new technologies because by the time you finish training, the technology may change. So we need people to be more adaptive. We need to be dynamic in the sense of whatever we have, it has to be changing continuously just because technology is changing continuously. And in the output too, which is going to show you parts of it and useful resources, I may say, for teachers is the guidelines for steam activities, the steamer. Of course, everyone knows about STEM and then steam with the arts. We also heard about stream with the art for reading. And then of course, entrepreneurship was one of the top priorities in the Erasmus Plus. So we thought that creativity and evolution without entrepreneurial mindset for students to prepare them for the future and the real world, it didn't make sense. So we had to combine it. So we're thinking about projects where entrepreneurship becomes part of it. And the other problem is that when we were preparing and how the idea for this project came up about was talking to teachers. When we talk to teachers about doing steam projects, for example, we will receive the following. Most of the replies would be, well, we don't know what to do, what type of projects or what type of activities to do with the students. And another main reaction was, I am a mathematician, I don't know biology. So how I'm going to do a project with biology? So what I am a chemist, I don't know mathematics, I don't know computers, whatever. So the problem was the teachers didn't know or do not know, still do not know most of them. I would say how to cooperate between them and be able to develop activities for students that involve at least two subjects, at least two fields of steaming, science, technology, engineering, arts, mathematics, and entrepreneurship.  And of course the other question was, I don't know if we have space or if we have the infrastructure to do steaming activities in the school, the way it is built it today, et cetera. So how can I do steaming activities in the existing infrastructures? And the next question is for the policy makers and the authorities, of course, while if we were to build a new school, how should we build it in order to be able to do better steaming activities? So in the first publication, which you can find in our website, in the steamer website, steamer.eu, and you can download it, we investigated from a set of 500 actually steamer related schools in the world, mainly in Europe and the United States. And we selected about 50 of those and we studied them in depth as much as possible. And we created an analysis of what is happening in these schools. In this book, you will find an abstract for these different cases. And of course, for each case, see there is an abstract and then of course there are reference files where you can find more information. So this was an investigation that also gives you the reference files, you can find them on the website where we have this book, I just opened for you and then we have the reference files with it's in a Google Drive and you can access them and download them. There are some videos included as well. And of course, what do you can find here as well at this stage from output two is a template of a running and clear DVD plan that we developed. So we don't call lesson plans as lesson plans anymore. We try to see the learning as a student center. And so we talk more about learning and creativity plan for the student learning and creativity rather than a lesson. And we have a template of course and in five different languages at the moment. And at the moment we're running also a survey for output three, I come back to that in the presentation and you can respond to that survey and I tell you what it's about. So let's go to the so-called Observatory that was created in order to really give you the tool and access of many different resources that the teacher needs in order to run these stimuli activities. And in this Observatory, of course, you can find 12 windows at the moment. One is where you find the products of this project. That's the window I just showed to you earlier. And then okay, we created several learning and creativity plans and we will open one in a few minutes to see it together. And at the moment we separate them in two age groups for grade seven and nine, that's ages 12 to 14 and ages 15 to 18. Of course, some of these are common because you can play with the level of difficulty accordingly and of course this age 12 to 14, you can bring them down to grade five or six if you wish and apply some of them at the lower grade. In this Observatory, you will be able to find some links to different stimuli schools in the work. Some selection is there already. You can find stimuli courses, our nation one we set up as a KAU one, of course available and will be offered next June. Here we're so created and I would tell you more about it, a journal for student creations for and by school students. So when students create results or work on a project in groups and they develop a text for their work, they can publish it now. So we give them a floor, we give them a space to publish their work in a journal. So this is a journal only for students. And then we welcome a listing of any STEM STEAM-STEM related projects. So people can find more outputs related useful results. Some experiments that are not put in there in a Renian creativity plan they are just listing of different experiments in schools that say that you can find them here in both age levels. Any events coming up like then as part of the project will be organized in the European STEAM-IT conference next June, I will mention it later on. And of course, STEAM-INFO graphics which also are very useful to really give a color and design in a way to existing books. So we have another project where we develop just infographics and of course infographics to nowadays can become very digital and very, you can use animations as well and make them accessible through smartphones, et cetera. So the STEAM-INFO graphics is what the youth is learning nowadays. The youth does not like to read textbooks too much. They like to receive quick and fast information and this is through STEAM-INFO graphics.  And this is how the students want to learn and coming back to what we saw earlier in the presentation by Alina is that we as teachers need to adapt to the students. We should not expect the students to adapt to us. So we need to be able to adapt to them and we need to be able to adapt to the way they want to learn. And I always say that if you want to discover how to help a student learn, not how to teach, how to facilitate the learning of a student, just watch them what they do after they leave school until the time they go to sleep. If you watch them what they do, then you can discover the best way they like to learn and then you have to adapt your facilitation of learning to them through as much as possible to the way they like it. And of course, we start organizing some STEAM-INFO competitions. I'll tell you about it in a few minutes. So let me go back to the slides. One of the solutions we needed to give is this learning and creativity plan. And in this learning and creativity plan we develop a model that we call it 18 steps. It could be less but we propose these 18 steps as a prototype teacher cooperation between two teachers. So we have the two teacher activities on the left and the right and these 18 steps are the steps followed by the students and they are embedded in the learning and creativity plans. Let me go back to the observatory just to open here what you see. We already have a list of learning plans. For example, this for research service evaluation where we have it in two languages at the moment that this is in English and Greek. And of course, here is relating to doing some survey research, market research development. So we always try to bring the industry into the school curricula. So you will see this in an example I will show you in a moment. And the example we will see in a moment is the customized eShop where here we have workshops also in presentation in PowerPoints and the learning. Another example is the creation of my own advertisement, a glass of hot chocolate and how the different technology sciences are involved, design, et cetera, and all of these projects, the arts, the entrepreneurial activity, the change of the river, different projects who move the beach, open-air museum, chair design, science and business case studies. So you can see many, many ready to use examples with worksheets and procedures and steps. These 18 steps I mentioned earlier, network analysis and education museum in our city, a smart village on the mountain slope and guided tour, all equal or different projects for development of soft skills. And this platform, by the way, is dynamic in the sense that we welcome people to develop learning creativity plans and submit them to be published. So it's a joint effort to accept more and more and grow the resources for the teachers. So if I open one such, this is the 18 steps prototype, as we call it. So there are different stages, preparation by one or more teachers, where here you can see the activities, the action plan formulation of the 18 steps, explaining what to do and then how these steps are supported by the teachers in a two-way loop, in the sense that if students find it easy, you can give them another round of difficulty, another level of difficulty and bring them back into optimization or development further of their project and also support them in the communication skills so develop the communication skills as well. So to see an example, here is one and this is example of a customized eShop and the reason I chose this because it relates to a real more or less application because of the pandemic. This involves technology, arts, mathematics and entrepreneurship. This is about building, developing skills so students can develop a customized eShop and this involves several teachers and economists or a technology specialist or a computer scientist and here we see the different stages that the teachers are working together to prepare the activities for the students and the different action plans and all these are described in different steps in this learning creativity plan with the available resources and links for tools, examples and they're also in the observatory you can find worksheets that you can use and examples and of course you can be creative also to create more activities and in the beginning here we also explained that this would take you four learning hours like two pairs of 90 minutes we suggest and these are developing, these actually some of these learning and creative plans are implemented in practice especially this one and here they come back to the 18 steps and all the learning and creativity plans are based, are created around these 18 steps and you can review them and use them as you wish. What example I'm going to show you further on this is that here it was what we call a steamer in life in the sense that we bring the industry into the communication to the school in this case we brought the industry this is a school in Greece that implemented this learning and creativity plan and has created it and has brought the industry in order to help the students learn how to use some technology on making and developing an eShop, some background economics that they need to know what is profit and what's their revenue and all this require information. Here it was like there are three projects that were done by different groups of students one that was set up an eShop to sell jewelry for example why jewelry because jewelry is easy to be shipped so you have to consider all parameters of developing an eShop in order to be effective and minimize expenses and risks. Another project was the problem that the students had in their everyday life when they tried to find discover different movies with different parameters so one idea was to develop an app just the idea actually how searching for movies can become easier to satisfy the parameters but another example that almost became real it's in a good stage because one of the students had parents who was a farmer and because of the pandemic the shops were closed et cetera so and they were not able to sell their products so the kid developed using the support of an external engineer who came into the communication through the teams with the school and the activities and he suggested to use one tool which is called shop iffy and this is a tool that gives you 14 days free use. It has developed because the parents of the student were it was a farmer and created an issue of how to sell some Greek food online like the cheese graviera, the Greek honey and the Greek olive oil so you can see in all these projects you have economics developed, you have engineering, you have computing, you have design arts in other words how to make the advertisement, the product look attractive et cetera so all this became almost a reality and probably the student is going to be the future seller of his family products so here we also needed to give you tools for evaluation of all these processes so we developed an evaluation rubric that you can use in the guidebook of course the output too we will have more details in these tables here so you can see how to do this evaluation for competences for project management for formative assessment by the teacher, by the student self-student group assessment between the students et cetera so we provide this as well what about quality of course we had a peer review evaluation of the learning and creativity plans so what you see as learning and creativity plans in the observatory will be some improvement coming up in the next few months these are some of the results of this quality check the ratings are high but there are various concerns and there will be some improved versions in some learning and creativity plan this is what we say dynamic and adaptive in order to be able to be able to change continuously everything as we go ahead, as we move ahead and what is the next, the last output of this project will be a guidelines for students schools here we're talking about two types of schools the Taipei and TaiB Taipei is a school with current infrastructures and TaiB is a school of the future so we need to know how to train the teachers how to do steam activities in existing school infrastructure and for future schools we have to say to the authorities how they should build the future schools in order to be able to run better steam activities and of course we're developing a K1 training course for this so let's see what the survey has said at the moment this survey is open and you can also go to the news of the website and give us your feedback so we're going to give you results from 120 people who have spoken 81 of them are teachers one of the question was the steamer program should shape the education process of the school and the classroom design not the other way around we have an agreement of 75% on this so people are keen into having the steamer program and activities shaping the education and the schools the classroom layout should be aligned with the outcomes that the school principals and teachers aim to achieve when implementing the steamer and blended learning blended learning includes of course electronic and online media and face to face and of course you can see here the strongly and they agree total more than 80% at the moment this is the current result of the survey the classroom should be purposefully designed for steamer very high 85% the school and the classroom in the school should be designed in such a way that support critical thinking of course multiple answers were allowed support the steamer teaching mode very high support students assessment and possibility for measurement et cetera so all these are quite positive and encouraging steamer schools must integrate the following spaces space for personalized learning very high and one of the questions we had by many teachers was okay but we don't have time to do all these things yes well the solution is digital learning when more digital learning goes into the environment and students can really learn many things through the digital learning and digital learning is nowadays connected to videos and learning in different pace one of the challenges for our teachers nowadays is to deliver the same content of material in three different speeds imagine teaching the same content in 10 minutes in 30 minutes and in one hour same content but different speed try to think about it and you see that is not easy and this is what we need we need teaching the same material in different speeds and even different levels of difficulty why because we need to give an opportunity for the students to learn themselves to digital learning the very strong students will just watch the video of 10, 15 minutes the media moderates students ability will learn the material maybe in 30 minutes and of course they will get in more time and then teachers can save time in teaching of course and then the teachers will be able to work with other teachers will be able to give individualized support they will be able to work with the talent the students that will be able to work with special needs students et cetera et cetera so digital learning can really give a solution last year we were talking and trying to convince people how digital learning was important and by coincidence we were given an example that imagine a virus will come up and force the students to stay outside school at home for 10 months how are they going to be learning and this was an example working without imagining that the coronavirus will appear after a few months and actually our imaginary fantastic example was coming true. What do you see here? You see a class 100 years ago in a class today and what do you realize? You realize that nothing much has changed so the way we were teaching 100 years ago is still the classroom is still the same so things have to change even though we have technologies here but still we have about the same type of classroom more or less. So what are we going to do with the survey results? We will organize focus groups with experts teachers and students in order to put in a design plan what the teachers and students need and then we will ask architects to implement the design and give us a sample future school with a virtual vision of course and a virtual tool. So we'll see and we hope to have this by next summer and see how it looks like. So let me say a few more things. What could you... Yes, Gregor, it's actually would you be able to wrap up? So we can have time for the questions. Yeah, okay, thank you very much. I mentioned the journal we have an Erasmus K1 course coming up in June that will be Nathan's one pilot and one in Cyprus in next June. These are the modules of the course and you can see from the modules we're considering what the teachers need. This is the... I have a nice video here but I don't have time to play it for you 60 seconds. It's about the EuroMath and Euro Science and how the arts comes in with math theater, science theater activity, the math factor, the science factor or these are interconnected with STEAM-A and these conference will take place with the European STEAM-A conference next June. Hopefully the pandemic will let us have a live event but this was planned as hybrid. So we will have live and at distance at the same time. There is some funding available through their project. So you can apply, you can find this on the website. And there is a competition for STEAM-A communication mainly for teachers. You can have a look at this to communicate STEAM-A subjects in five minutes. It's like TEDx in a way and also we have a journalistic article competition for students with the theme the role of mathematics in STEAM education coming up and it's published in a European comic poster competition. This is for infographics with a comic approach for STEAM-A education. It's another competition is published through the website, you can find it. And STEAM-A summer is coming up in next summer in July in AgroCyprus in the mountains. So you can find more information on this. And what is the next challenge is STEAM-A goes hybrid in the sense that we submitted the proposal on how we can do all this activity in a hybrid environment. And of course, you can subscribe to our newsletters and we'll keep you informed or you can write to us to this email. And these are our partners for the project. I think I was fast now, right? This is it. Thank you very much. Thank you. Thank you for sharing all these resources very informative and useful for teachers and non-teachers. Before the Q&A session, one practical information, please don't forget to complete the feedback form. You'll find the link in the chat in a while. And for E-Tweeners only you can input your details in the last page of the feedback form to have this webinar registered in your E-Tweening portfolio. Please make sure to see the link before we close the webinar. So you'll be able to complete it afterwards. But now before Alina leaves, maybe Alina, you have time to take one question before you're leaving. Yes, of course. That's great. So one of the questions they posed in the chat was this one. Would you please explain us which methods have been proposed for students while being an enjoyment? Also, are there proposed methods in curriculum that students may use to reverse anxiety feelings? Yes, I already answered a bit in the chat but I can also elaborate a bit on this here. So in our biannual meetings that we have in our Education 2030 project, we have like a multi-stakeholder setting with teachers, students, government representatives, all joining us to discuss crucial topics of the day. So in those settings, we have been hearing from our students that what they like and what they want for their wellbeing is to actually have a safe space where they can really voice their concerns, their needs, their dreams, their aspirations. And one thing that really stuck out was the need of having a quality feedback loop between students and teachers, especially in the pandemic times when schools were closed and when face-to-face interaction was impossible for students to really feel that they're still belonging to the learning environment, to the school environment and to really see that they're progressing in their learning. They really felt that need for, yes, this quality teacher-student interaction feedback, which increased their wellbeing during these times. So I think that is really one of the crucial moments that came from these discussions from the students. Thank you. Thank you very much, Elina, for replying. We have another small question before you leave. So does the OECD support public schools? So in general, I don't really know what is meant here in this question by support public schools, but in our network, we obviously have a lot of public schools. We have some private schools as well. So yeah, we try to stay as inclusive as possible and the organization's aims are inclusiveness as well. So of course, we work with public schools. We make assessments also for public schools and our project works a lot with public schools as well. There are many thematic working groups that our project also has and teachers are part of those, students are part of those. So we really tried to have a lot of a variety of perspectives. So yes, public schools, of course. Thank you very much, Elina, for replying to the questions. We know you have to leave. So thank you very much for being with us today. And... And good evening, yes? Thank you so much. No, and as I mentioned in my presentation, like if there are teachers that have innovations that they're implementing in schools and schools that are experimenting innovative curricula as was presented, we would really love to hear from them. And we'd be very delighted to feature them in our upcoming reports. So yeah, please send us the innovations our way. That would be amazing. Thank you all so much. Thank you very much. And Gregoris, now we have some questions for you, actually. The first one is, what is your experience with the industry? Do they acknowledge the added value of taking part in this learning process? And what kind of entrepreneurs are interested in participating in STEMI projects? Yeah, it is always the difficult part of any educator to get the attention of industry. And because the industry people are always too busy, really, to spend time for you. And the way we approach it is from other projects and experience, is we're trying to build the STEMI in industry day in the sense that we bring the industry to propose problems that can be solved by students. So the teachers are involved in this. And then we involve also research centers and universities. So we try to form like meeting days for two hours, where students, teachers, university researcher, and an industry person get together to discuss what problems industry faces. This can be done through online communication nowadays, but the plan was for the students to visit the industry, actually, and see how things are operating and discuss problems. And then the students are challenged to come back after one or two months to propose solutions to some of the problems the industry has. So this is a model that we are creating in order to train the teachers also how to do this and how to approach the industry, even how to write a message to them to get their attention. So it's not easy. And the pandemic has stopped us from doing some pilots that we were planning to do within the industry. But we will propose a model for this, and we will include it in our KA1 training course. And we hope that we will be able to help the teachers involve enterprises and industry in the process of learning because it is a given fact that whenever industry person appears in front of the eyes of the students, the students pay attention, and they like to listen, and they have questions, and they like to know what is happening out there. So interaction between the school system and industry is very, very important nowadays. Thank you very much. And actually, we have one more question before closing. So how to persuade educators who are shocked or afraid of losing control of the curriculum? Did you overcome this challenge in the project? And how can we promise an authentic, a present learning teaching situation with students being entrepreneurs in the future? Well, OK, yeah. I understand the fear of the teachers, and we had many discussions with teachers and reacting in things we present to them. But this is the solution we provide to convince them that without them, nothing of these activities can be done. The teacher is the key person who is going to take the curriculum and make it a project. It's going to take the curriculum and cooperate with other teachers. It's going to use the curriculum to develop creative activities for the students. So without the teacher, we cannot do anything. And we need to help the teacher to use the technologies to be adaptive, to participate in these developments. And this is why we developed this observatory because it's for the teachers. And we want the teachers to be dynamic in giving us what they develop so we can share it between us. So it's a sharing system. What was the last part about your question? Yes. The second part actually was about how can we promise an authentic and present teaching situation with students being entrepreneurs in the future? Yeah, yeah, and OK, of course. That's why, again, we bring the industry into the scenario because the industry people, the enterprises, the representatives are the people who are in the entrepreneurial activity, so they are authentic. So the teach we give authentic entrepreneurs to the students so they can see how an entrepreneur is working and is functioning, what are the problems, etc. What are the challenges? And when you give the students the challenge of when you create something, try to think how the consumer will be interested in what you create and how you, as a consumer, is interested. We try to make them be creative so they can create something that they are interested in it or they are classmates or they are parents or the environment. And we see that the students are really very creative. When you give them the chance, the opportunity to be creative, you will be inspired by what they tell you and what they create and you will be learning from them. The teachers, we as teachers, we can learn from the students because the students are the ones communicating with the industry maybe more than their teachers. So I think the entrepreneurial activity in the entrepreneurial aspect of any learning and creativity plan is very important. It's not applicable always, but it's very important to try to bring it as part of any activity or any creation of any project that the student is doing. It's not, we're not looking for something complicated. We're looking for simple things and with simple things, we can bring the entrepreneurial mindset at the right place for the students. And this is what we need because we have to prepare them for this and I think this is what Europe is looking for to create skills and competences for future people to be able to be creative and to think entrepreneurial. We try to give you the best possible feedback through our project and I hope people will find everything they need in this observatory. And we welcome people to contribute to the observatory because the observatory can be a sharing system for everyone. Thank you very much, Gregoris, for replying to those questions. And I would like to point out two practical questions very important for the audience before we close. Once again, please don't forget to complete the feedback form. You will find again the link in the chat. And for E-twinners only, you can input your details in the last page so you can have this webinar registered in your E-twinning portfolio. Please make sure to save the link now because before we close this webinar, so you will be able to complete it afterward. One more thing, please note that no certificates will be issued for this webinar. Thank you, everyone, for joining, for participating in this webinar. And once again, thanks to Alina and Gregoris for their excellent presentations. I wish you all a good evening and stay safe. Thank you. Bye-bye. Bye-bye.


Everybody forced here we're pink 22 23 club competitions Merlin six blocks over 22 random teams find the results on your screen anytime Elite sports cards.com. Let's go ahead and get started What's that guys? Here we go. So we just got baseball basketball and football left now tonight. Oh, I guess you can just the Probably says he more courage to give it to you Another match ball I think it is I Think that is yeah, that is that's another match ball So we have one in the first half of the case that one in the second half. How about that? How about that? It's a Kubo refractor for Sociedad about these two to ages alchemy Pink mojo Alfonso Davies the 275 for Bayern the whole intro Not our theme song. Well, yeah, Jay's is refractor for Arsenal Sean's gonna write us a theme song though. Yeah got vintage to ball of Roma Rikki refractor Elling jr. For Hubei Speckle rookie to 150 for sporting Marcus Edwards Yes, it's it's ridiculous.  It's not it's not right Atomic rookie to 250 is Valentin Carboni for Inter Milan. This guy's no idea what he's talking about That would make sense though. If it was actual plutonium on his neck, you'd be losing his mind Rikki refractor man city Julian Alvarez Enzo Fernandez Merlin's Masters Rikki refractors Muhammad Abu Fani from a copy hypha Dang now. He's gonna get one, isn't he? Nice a dingo Union San Joao rookie green mojo to 99 nice card my new under 21 Match ball signature is Jude Bellingham Big time card for Berusha Dortmunds match ball signature a lot of color on that one BVB with the big one Let's see Alvin congrats Alvin awesome Jude right there Fractor son for spurs Yeah, we're chippy at anyway.  That's what I'm talking about No, I would just call Sam by his name rookie Vindus Merlin Camarie. You'd be in bed right now Alvin does need his sleep It's like Sean Sean sleeps till noon 30 every day Yeah This guy's nuts Fractor Gabi for Barcelona. How did you guys stay out? We finished the half. Oh, we got Cody Gakpo Super Fractor Oh my god, that thing snuck up on me quick right there one-of-one Cody Gakpo Liverpool Christopher J got the last three spots and a banger and a banger looks really freaking good to like That's gotta get graded Got a Suley Ricky refractor for Juventus You can chat at 1 30 last night Mbappe refractor for PSG. Yeah, sure Malik T all refractor auto for AC Milan You already boss Ricky refractor for Iax Hey, what's up, Chris? Yes, happy Friday, man green Gerard bow in the 99 for West Ham Yeah, dude, that's a Something else right there Egg time super Donnie has questions about everything. I can only imagine how crazy it got when Donnie was talking about cricket Fractor Alessandro Bastoni for Inter I can only imagine teaching Donnie how to play Yahtzee or something got Harry cool ages alchemy for Liverpool Hey, Mark. Happy Friday Neon green shimmer to 350 is Ramos for PSG Fractor Gonzales for sporting where the chiefs need some maybe some receivers man vintage Merlin's y'all Felix for Chelsea Other than that how the chiefs look fine other than the drop passes Alas, I definitely showed how important Travis Kelsey is to them If you ain't there they do nothing this year Yeah, I'll call me my new rookie refractor for man United Yes, all three of those we have all three of those sports breaking tonight Erling Holland atomic 250 man city you're right there. See y'all the breaks that are coming up tonight NC football I'm act baseball Specter mosaic basketball Specter basketball follows basketball luminous football Immaculate collegiate football Bini junior refractor for Royale Rookie refractor Constellieri for Lazio.   No Now they gave us robot tossing dude. Yeah, that's what cherry cough syrup, but Nike will get you a little more messed up Yeah, and what they gave us I Don't know what I got then you couldn't they could not have paid me to take another one of those I'm tired of flavored with terrible Jack Apple and rum shot don't ever do that The jack Daniels girls come to your table to bar say no Moody a cookie refractor Chelsea See, yeah, can you tell the server to put another B order in for me? What were they pouring what that no no way someone came up with that train. I was that was not good Crestway just alchemy Although after taking I'm glad they only gave us that much That was a full thing.  They're like, oh, it's good It's like Apple Jacks. It has like Jack Daniels Apple and From Chata worst thing.  That sounds fine. It's not it wasn't it was not a lot It was like a very very little Not even that but I was like, yeah, sure fine. Yeah, why not why not? I'll We'll try it big mistake and Bolo refractor Monaco And then they kept walking around. I wonder how many people at that bar tried that and we're like, oh god What a mistake gold Gonzales for sporting the 50 Sean stripped of Knoxville in 07 rookie refractor barrios for at Letico did it wasn't good But flavored whiskey like fireball trash All the cinnamon whiskies are trash if you're fractured lorry for rangers I love cinnamon flavored things similar whiskey is like Is is not one of them? Got refractor auto Alcantara for Liverpool like hot tamales big red gum. That's good stuff Anything made with cinnamon sugar. I love it. That's all they're delicious They're great. That's like Tillman refractor for Rangers Sounds like diabetes and the end a headache and a head got gold atomic Tillman to 50 for Rangers be a man Jack Daniels on the rocks Keep them coming. I was like me at the party Yeah Everyone thinks I'm crazy when I order a vodka on the rocks. There's be drinking them Yeah Little squeeze a lemon or lime, and they were good to go. It's fine. It's great That's delicious too honestly any liquor that isn't gin I'll drink on the rocks Gin rocks. That's a headache right there. I like gin, but man, that's That is a mixing liquor cocktail liquor refractor to Kettle area you see Milan Yeah, I know Yeah, 151 is good if you need to burn something down Got pink mojo to 275 Ricky Muhammad Ali show for associated Peter Browisky so the thing about peanut butter whiskey is Refractor Ricky Enzo Fernandez for Chelsea. I actually had it the other day in like Like this it was like a variation of like an Irish coffee kind of and it was actually pretty good The peanut butter came through pretty well vintage kudos for IX or you could do an Irish car bomb but instead of using Bailey's and Jameson you can just use some Screwball whiskey screwball peanut butter whiskey and some sham board. It's like a PB and J That's delicious. We should have done five of those last night Got gold tonally AC Milan to 50 Nice one there. Oh, yeah in high school. Yeah, you drink 151 When you're in high school, you take two shots of that and you're just wasted Ricky refractor for tabu no underage drinking by the way guys. Don't do that But what's done is done for Sean. So Yeah, I'll work it a 199 his club Rouge for Nusa. That's breaking the law. We do not condone breaking the law Do as Sean says not as he does Don't listen to Sean or do anything that he does Simone refractor for nont PSA PSA Anyway, Sam is much louder than his father His father is polite central tonally refractor AC Milan. Yep Definitely the nicest Yankee fan, I think I ever met. Yes, very true I was I was thinking like oh this guy is gonna be giving us a hard time Honestly the opposite. I think Yeah, Sam dude, come on Mojo auto to 99 Kevin De Bruyne for Manchester City. It happens Christopher. It happens Was the Oliver factor for a Bayern and Speckle Tillman to 154 Rangers Anyway, guys, we got some baseball coming up soon maculet baseball saw five spots come in for I'm at collegiate football cosmic nexus. Well, let's see 14 to go on the first iMac baseball case random team style. It's halfway full Eight to go on the first mosaic and spectra mixer. I think you're still ten on. Yeah, so ten on spectra case Other spot for flawless came in 15 on iMac collegiate. All right, let's keep it going to the last box here. I think I need to get some hotdogs tomorrow, man It's been a while I Think I've I definitely haven't had one since at least the national I wish if they would have had hot dogs Like Wilson refractor Why did we not get a hot dog truck for for employee week Frank Lampard ages alchemy I could have defended the title aqua to 199 soccer for arsenal sesca refractor Salisbury Seems to be playing pretty well for Salisbury. He probably any get a big transfer offer At some point kind of soon vintage Merlin Frank a day young for Barcelona give a pizza oven. She's Mitchell Red Red refractor is Raskin Rangers rookie two of ten Heck yeah, dude. We got a red and a super in the same half case. I could probably swing I Could probably assert my authority and get us a hot dog roller We put into keto's and hot dogs nothing all day Barnelli refractor for arsenal exactly Next we got a nacho cheese fountain. Oh, yeah, it's without an apple Vega AC Milan I can't believe people think that a statue actually risen good That's honestly an insane thing Like what are you even talking about the frack the rookie hung you oh Celtic.  Guys clean it up Carter vickers refractor auto Celtic There's a mood trick Merlin's Masters This is the only of a light nacho cheese Holland refractor city Yeah Speckle the 150. I'm hoping is Zabby Simons Dude numbered card recap here 350 Ramos to 199 boss and Conce show to 275 Muhammad Ali show and Davies To 250 Holland and Carboni to 199 pobega Saka Nusa to 150 Simons Edwards Tillman to 99 Yovitch Adengra and Bowen to 50 again Salves Tillman and tonally red to 10 was Nicholas Raskin Autos of Cameron Carter vickers Tiago Alcantara Frank Ricard Malik T all Kevin De Bruyne to 99 a Jude Bellingham match ball signatures big card for BVB And a super fractor of Cody Gakpo for Liverpool One-of-one super fractor big card there. Thanks again everybody moving on now to some baseball


The archaeological investigation in the North Black Sea region has revealed new features in the historical and cultural development of this area during the 14th and 15th century. This was the area of the interaction of several civilizations and states. Golden Horde and Crimean Hanlap, the Moldavian Principality, the Great Principality of Lithuania and Russia, the Generous and Venetian colonies and forts, and at last the appearance of Ottoman Empire at the last quarter of the 15th century. The complicated position resulted in the specific of the material culture, which takes the trace of identity and syncretism of the vast area from the Baltic and the Black Sea. From the middle of the 13th century, the Golden Horde civilization organized a system of trade and information with customs and special places for rest using the roads of old Rus' time. The important place in the infrastructure of that period takes place is the cities, which were on the places of the forts along the rivers, especially the biggest ones, as Nister and Nipar, not far from the Black Sea. The Golden Horde site stops its function in 1617 years of the 14th century, but some of them continue its development in the further periods as simple settlements. The special important place takes the cities, which were the main centers of the international trade. On the west direction it was Belgrade on the Nister, Estuary, which was on the intersection of the trade ways in the direction of the Black Sea through Crimea, Byzantium and the Tagine in the east side of the region. The archeological investigation of the cities demonstrated the syncretic culture of the Golden Horde, which combined the best examples of culture of the peoples, which put under the power. In the course of the excavation of cultural layers of Belgrade, named as Ackermann in the 14th century, of the end of the 13th, first part of the 14th century, they were presented material culture close to the other region of the Golden Horde. In the same time, with its own original trades and imprints, the architecture of living buildings takes many common trades with the eastern architecture of the Golden Horde cities of the Volga region, Mongolia and Middle Asia. In material culture, the important place belonged to the pottery. There was the local center of ceramic production of unglazed and glazed ceramic, which were made in the tradition of the leading ceramic centers of the Crimea, Volga region, Transcaucasia and Byzantium. Besides the local ones, there were items from different regions from east and west, such as Italy, Genoa and Spain, Luster ceramic. This is a ceramic of local production and import from Byzantium. The various artifacts represented several kinds of craft, metalworking, jewellery, bone cutter and others. In the lower court, bronze limbs of belt and rings made of bronze, silver and lead foam. It is important ceramic again from different regions and this is the bronze matrix from making set of belt. Of the great interest of the, is the fine of bronze matrix or model for the production of set of belt, especially its decorative elements. The center place in composition takes the relief of D or Dua, which remind the imagines in the art of Chingiziz. By the opinion of Mark Kramarowski, the production of such kind of things close to the traditions of Georgian art. In this connection, the matrix is the evidence of quickly spreading of such symbol, which appeared in early period of model stage through the vast territory of Golden Horde in the border of west and east civilizations. The collection of coins of this period included the items of the first part of the 14th century, the most of which were mined in the capital of Golden Horde in Saray, Algidid, in Trava, Geneva. It is also things, details for self-belt and the adornments and coins. After the end of the power of Golden Horde and the victory of the Lithuanian Principality on the Blue Waters in 1362, the fate of Belgrade connected with the Princess of Lithuania. The city which named as key of Lithuania for some years was in their hands, but very soon it turned out in Moldavian Principality. The first fortification in Belgrade, known from Codex Latinus Parisinus of 1396 year under the name Moncastre, but who constructed the first structure of castle, continued to be of discussion. In spite of the Polish suzerainty from 1412, Belgrade in effect was under the power of Moldavian Prince Alexander of Cain. With the help of the great Lithuanian Prince, without the fortification works were provided. New works were creation of powerful fortress to place in 1440. The biggest construction activity was in the time of the government of the Stefan the Great in the second part of the 15th century. The fortress under the name Chittate Albe, takes square of nine hectares, consists of four courts. This is a German fortress, this part was constructed in the time of Moldavian Principality. Then after that there was some building activity of Ottomans, but this part belonged to Moldavian Principalities. The Chittate Albe, 01 hectares, belonged to type of Roman Byzantine fortress and exterior fortification belonged to the Constantinople type by the opinion of Mariana Schlappach. Material culture of the end of 14th and 15th century takes the common features with this impurity culture of the North Black Sea region, but takes some influences of Moldavian culture in various fields, such as some of pottery, the special buckles of belts known in Bulgaria, Romania and Moldavia, coins of the Moldavian Principality and other things. This is the buckle parts of Moldavian period from Chittate Albe and this is coins of Moldavian Principality. It's my finds that this way of course can show you all these things because I excavated Belgrade through 11 years. Material culture of the end of the 14th and 15th century takes the common features with this impurity culture of the North Black Sea region, but takes some influences from Moldavian culture. In 1484 Belgrade was conquest by the troops of Bayezid II and became the part of the Ottoman Empire. From that time the Muslims in infrastructure, first of all Moscow and Bath House, Bath House and the Ottoman material culture such as Milit and Iznik were changed the image of Akerman. This is Bath House, it was excavated by our expedition for some years, for some Turkish project and project with Foundation Max von Bertchen and its British Institute in Ankara. For some years we excavated this bathroom, Bath House. The next strategic position on the, and I want to of course represent some ceramic from excavation. Milit and the early Iznik, the end of the 15th, the beginning of the 16th century. The next strategic position on the exit from the Dni by Bukhestuari into the Black Sea was Teiko Chatov, which is known in the history under various names, Jean-Cermain Dachov, Ochaq Kalle and others. The golden for the periods of these forties was discovered in the course of our excavation, on the place of the fortress and city structure, when under the layer of early Ottoman period this graffiti where of 14th, 15th century found. The same ceramic were in the Dni Prophkat, the second Kutsu Rup and other places near Ochaq. It is all our excavation also, 25 here as we are in Ochaq. The other part of the North Black Sea area was the lower Dni region, where from the old Rus period the mixed population had been lived, as nomads and settler population of various ethnic origin. In the golden for the times some settlements continued to exist in new cities with typical Muslim traits appeared. There were at last four big cities, centers of trade and those which were in the places of forts, take the defense function also. It's by the opinion of Volodymyr Gorov and Mikhail Yelnikov. There are cities situated on the following places, Viliyki Kuchuguri, Kinski Bode, Yurkivka, Tavanski and Teginski. The first one situated in Viliyki Kuchuguri was a very open city, 10 hectars square, nearby modern Zaporozhye. By opinion of Gorov it can be identified with the city Mamai Sarai, the important administrative and political center of Mamai Khordak. In the course of archeological excavation there were discovered 26 buildings, remains of most Madrasa Palace and living houses. It was excavation of Vasiliy Darzhenok. The collections of city typical for Golden Horde, but with numerous prestige items, imparts from east and west, such as ceramic or provincial Byzantine types, harassment and ingenious saladones. The investigation of the next Tatar city near Yurkivka, provided by Mikhail Yelnikov, discovered the specific of monumental architecture, which take the features of Sijuk style and take analogies in the architecture of Mosque, of Uzbek, Madrasel Solhat and other monumentals of Crimea. The original ethnic and cultural specific of the region of the lower Dnipro represents the materials of some cemeteries, the etalon monuments of which is the cemetery of the end of 13th, the beginning of 14th, 15th century Mamai Surka in Zaporozhye region by the number of bureaus, verities of artifacts, ethnical and religion status, such as 30% of bureaus were of Christians. On the east direction of North Black Sea the important site was Tyaginka in Herzog region. It was the island, the square of 1518 hectares, the island surrounded by the river Tyaginka, which falls into the river Dnipro. In the course of the first archaeological investigation of Gashkevich in 1914, the fortress constructed by the greatly thinning of princes with altars was discovered. Beside of it, the part of cemetery was excavated also. Some irregular studies of Tyaginka were also continued in the 19th and at the beginning of the 21st century. In the course of our excavation in 2016-2018 the ideas of Yegorov-Angelnikov about existence of Tatar city confirmed on the materials of settlements. This is island Tyaginka Herzog region and the places of our excavations. As it was established in the Golden Horde period it was the city of its syncretic culture typical for other cities of the North Black Sea area with the system of water pipes, glass ceramics such as graffiti ware and other sites of culture of that time. The new period of the life connected with the fall inside of Golden Horde and new political situation after the Battle of Lviv, was the creation of the grand duty of Lithuanian rules, gemites and other lands. The territorial possessions of the Golden Horde was pushed to the mouth of the Dnipa and then to Taban as a border of key principality in the structure of the grand duty of Lithuania. With the foundation of the fortress Tyaginka by Prince Vitaotos it became the border for Golden Horde and important custom house for transitional break. There will be the main way in the direction of key for both Krakow and Poser to Europe. The presence of Lithuanian customs, service or other officialments represented by artifacts of Lithuanian origination. It is the cross-shaped overlays of Lithuanian origin. We find it last years. There were cross-shaped overlays on laissez-boulets full analogio which is in the collection of cemetery diktara in Lithuania of 1416 centuries and the same forms known among the valleys from cemetery of Karmelavi 1416 centuries in Lithuania. It is important to add that in the cemeteries of Lithuania present some adornments such as earrings known about the nomads artifacts of Golden Horde periods spread from Baltic to Black Sea. Coins represented by finds of the end of 14th 14th first part of 15th century and there are silver and bronze Golden Horde coins sometimes with coffee counterpart and Polish coins of Ladislav Varnaychek 1434-1444 from Krakow The walls of fortress built from limestones limestones with some wooden construction the part of wall inside the outer wall on the shaft of the fortress and one of the supporting wall were discovered and this is the fortress again on the photo for 2018 in the time of excavation of Gashkevich it was known only one part of this fortress but this year we find the next parts we will know we have the plan of this fortress which we excavate this year Think to the ortho-photo and plan and decides nearby 05 hectares of the fortress of Vitautus which extend at least in the late of 14th first half of 15th century was obtained the walls of fortress built from limestones with some wooden constructions the part of wall inside and outer wall on the shaft of the fortress and one of the supporting wall were discovered this is the part of the wall outer wall of Taginka fortress and this supporting of course part at the wall many crossbow walls which have analogies in between and other european antiques which is found the artifacts preserve the features of syncretic culture golden for the typical for this period in the North Black Sea area this is the fortress, the part of outer wall which was discovered this year this is excavation, new excavation the fortress, you see some parts of the outer wall walls which were found this year and this is pottery and glaze you see with glaze and angle which are characters for culture then one of the part of this sirens have full analogy in the works of Vladimir Kovan and we speak about this sirens so the existence of Vitautus custom house was not so long which supported by written records in 15th, 16th century at the end of the 15th century political situation was changed and David Nieper was on the of the border of Lithuania and Polish state the custom house inside of territory of Golden Herde possession lost the actual meaning and stop its existence in 1491 Crimean hummingly here founded his own fortress on the Tyagi the investigation of the cultural validation of 15th, 15th century in the North Black Sea area evident that coexistence of various system and culture resulted in the synthetic culture of Golden Herde period it gave possibility to trade the global tendencies of the development of this complicated period of history of this region thank you very much we have replaced where maybe the ships come because this year we find during our investigation chosen underwater investigation we find this one where ships come thank you very much


Hello everyone, this is Alice Gao. In this video, I will continue with constructing a hidden Markov model for the umbrella story. In particular, I will discuss how to construct the transition model. Next, let's construct the transition model for the umbrella story. We need to ask the following question. How does the state change from one day to the next? How does the state today depend on the states in the past? We're reasoning about events over time. There's one state for every time step. In general, the current state may depend on all the past states. Mathematically, we can express this as a conditional probability distribution, a probability of s sub t given s sub 0 up to s sub t minus 1. Unfortunately, this model has a significant problem. As we advance in time, the size of this conditional distribution increases. If we're modeling an arbitrary time step in the future, the conditional distribution will be unboundedly large. An unbounded distribution is problematic since we have to store this table somewhere to perform inference. Let's solve this problem by changing our assumption. Instead of assuming that each state depends on all the past states, we will assume that each state depends on a fixed number of past states. Using our new assumption, we can define a k-order Markov chain. Each state depends on the k-previous states. The simplest case is the first-order Markov process. Each state depends on the previous state only. Mathematically, the original transition probability is equal to the conditional probability of the current state s sub t given the previous state s sub t minus 1. Graphically, this model is a single chain. In some cases, we may not be happy that each state only depends on the previous state. Perhaps the two previous states both have useful information to determine the current state. We can define a second-order Markov process. Each state depends on the two previous states. For example, s sub t depends on s sub t minus 1 and s sub t minus 2. We can generalize this to any fixed value of k. In a k-order Markov chain, each state depends on the previous k states. Let's model our umbrella story as a first-order Markov process. This model makes a key assumption called the Markov assumption. The Markov assumption says that the current state has sufficient information to determine the next state. We do not have to look at older states in the past. I've always remembered this assumption using this sentence. The future is independent of the past given the present. We do want to live in a world with the Markov assumption. I certainly would. Living in a Markovian world is wonderful because our slate gets wiped clean every day. Every day is a new beginning and we can start fresh. Forget about the past, we need to seize the moment and do the best we can for today. What happens today determines what will happen tomorrow. Given the Markov assumption, how many conditional probability tables do we need to specify the transition model? In general, the transition probabilities at each time step may be different. We potentially need a separate table for each time step. To simplify our model, we can choose to make it stationary. A stationary process doesn't mean the world does not change over time. The world still changes from one time step to the next. The word stationary means that how the world changes remain fixed. In other words, the transition probabilities are the same for every time step. There are several advantages to using a stationary model. First, it's simple to specify. We can specify one conditional probability table and use it for every time step. In other words, a stationary model allows us to use a finite number of parameters to define an infinite network. Our umbrella story can run for an unlimited number of time steps, but we can model it using a finite number of transition probabilities. Second, a stationary model is a natural choice. When we're modeling real things, the dynamics often do not change. You might be wondering, what if I encounter a situation where the dynamics change? In that case, there's probably another feature causing the dynamics to change. If we model this feature explicitly, then the dynamics in the new model become fixed again. This is a partial model for the umbrella story. The states form a first order Markov chain. The transition model has a single conditional probability table for every time step. We also have a prior distribution for the state at time zero. That's everything on the transition model for an umbrella story. Let me summarize. After watching this video, you should be able to do the following. Define a k-order Markov chain. Define a Markov assumption and describe some intuitions about this assumption. Define a stationary process. Define some advantages of choosing a stationary model. Thank you very much for watching. I will see you in the next video. Bye for now.