Okay, the question is how will you write the learner characteristics and prerequisites as general statement. So first thing, learner characteristics and prerequisites go hand in hand. The moment you identify the learner characteristics, you will be able to tell the prerequisites for the course. That is why the learner characteristics is important. Now in your case, since most of you will be starting off giving instructions to online courses to your own students, for the time being a BTEC, MTech classification is fine. But when you actually look at so, the idea is, are you offering the signals and systems for non-engineering students? Are you going to offer this for a global student? So where are you planning to offer the MOOC? Are you planning to offer the online course in your own institution? Then you do not have to worry too much. You just have to tell the participants that who has a basic understanding of a particular. So maths, physics, they are eligible to apply with some better understanding about integration, differentiation topics like these. These are essential for the topic of signals and systems. Similarly, each of your own course will have some kind of these prerequisites. So you should look at the subject competency at first. But if you are finding it difficult, for the time being you can write BTEC CA students from my institution. I am going to offer this for online course for BTEC students from my institution and my colleagues institution who are, is your peer. So let us say you are from particular place, let us say Kolkata, all the electronics and communication students in the University of Kolkata will be my students. So this is sufficient to start off, okay. So that is how the scoping is done. But when you look at global audience, look at skills and competencies that the learner is going to have. And there could be courses with no prerequisites also, that is perfectly fine, okay. So let us now move to the second page. So for each of the topics that you have identified, you should write the learning objectives over here. So in case you have not written the learning objectives yet, you can start off writing the learning objectives. But what you have to additionally do while planning for material, so think of your own course. While you think about your own course, what you will think, okay, I am going to take this subject to this student. And in my first week I will going to cover this, my students are going to do that. You will have some kind of idea like this, right? So first, write the learning objectives and to achieve the learning objectives what the teacher will do and what the student will do, okay. So this is part A of planning. But there is another part over here. Now think of for achieving that particular teaching action and learning action, what kind of materials will I give? So let us say take this example, signals and systems. I have my first topic as, give me a topic in the signals and systems. Introduction to basic signals, okay, introduction to basic signals is my first topic. So you will write a learning objective for the basic topic here and you will specify what actions are going to be done by the teacher. So it may be that I am going to tell about basic signals, signal 1, signal 2, signal 3, basic signal 3, basic signals. Then I will give an activity, then I will then do a question, then I will make students discuss. So all these are the kind of actions you will think of when you think of a topic like this. But I want you to classify them as what actions are going to be done by the teacher and what actions are going to be done by the student. Now you are thinking of an online course. In an online course, what will the teacher do? What will the student do? After doing that, identify the category of materials. So what do you mean by category of materials? The medium. So to tell about a basic signal, I will give a video. So video is the category of material. To ensure that learners understand this particular topic, I would do a question, assessment question. So question, a multiple choice question is a category. It could be open-ended question or multiple choice question. So there are these multiple categories that you can come up with. You list out all those categories in planning the material. So you are now planning the materials that you will have in your online course. So if you are not aiming for a massive open, at least look for online course within your institution, leased, okay. So you can start this activity now, roughly around 10 minutes for doing this. So you just have to do it for two topics. You do not have to do for the entire course. Your entire course will have, the 4 week course will have lots of topics. In that you just have to look at two topics, okay. You do not have to do for the entire course. Entire course is four or five topics. You are just going to do for two topics. So what we really want you to do now is in the topics where you have to decide whether you will teach it using a video or lecture, try to find one topic or subtopic for each type of format, each type of medium. What teachers will do, what students will do, enter categories of materials you will use for teaching action. So some small subtopic and one of it which you will be able to teach via video, one via an example, one via an activity. Just try to get to that point and then we'll go to the next step. So when I say video, I mean it can, it's an online course, right. So with the PPT you have to have some voice or something. A video need not be just the instructor's face. It can be a screenshot plus narration, yeah. How many of you have identified at least one topic and one set of activities? How many groups? Okay. So by activities, activity could be videos, assessment questions, analysis, online quizzes, all these are activities. So one teacher activity, one student activity, all of you have done for one topic? Okay. So let me now just go ahead to the next one. So we are going into the concept of chunking, okay. So the worksheet is going to come now but think of this, you will have to now reorient. So you have identified videos and activities, right. Now think of the key concepts that you are going to address in that particular topic and see whether you have associated materials for the key concepts. So for the same topic, you can have more than one key concepts. So this is just to identify how long or how short your material is, okay. So identify the key concepts. So if you remember the chunking principle, the principle stated that don't create long lecture videos or continuous text, instead chunk them and what is chunking? Identify blocks of information around a key concept. So now you have to identify this key concept around which your teacher activity or student activity will be designed. So identify that smallest unit concept, okay. So once again clarifying by chunks. So it may so happen that some of you have already chunked your topics such that there is only one key concept. Then you are good to go because we are looking at the length of each concept. Like if you can explain a particular concept under 10 minutes in a video, you are fine. So it but there are some concepts. So I went through some of the topics that you have selected in some of the topics there are multiple key concepts that are being explained. So it may require more than one video. You may more than one video. So it is to identify this unit element that you would require this chunking process. So the key concepts, the focus has to be around the key concepts. This is just most of you would have done the step for already. I mean you would have had this in your mind already. But it is important that you list down the flow. Like what is going to come, how it is going to flow, your online course, how it is going to flow. Just think how it will for that particular topic. Is it I explain this concept, then students will do an activity, then I will explain the next concept, students will do an activity. Just reiterate on that and ensure that you have the flow and the sequence of materials correct. Because if you want to follow the sequencing principle, it is important that you do not repeat the same type of learning activities but instead vary them. You will have to look at the teaching learning activity and the sequence of materials.  You cannot have video, video, video, video, nor you can have problem, problem, problem, problem. There should be a healthy mix, exactly but it should have a flow also and it should tie to your objective. So do this for at least one topic. So you will have a sequence of activities with you. How many of you have completed chunking? How many groups have completed chunking? Please go ahead and do the sequencing. How many of you have not done the sequencing? How many of you have not? So people who have completed chunking, have you done the sequencing? Yes. Okay. So I think by this time most of you will have a sequence of videos and activities with you correct. What other things have you put? Other than videos and assessments, what other things have you included? Reflection spot, okay, LEDs will contain reflection spot. So quizzes, other than these, so other than by assignment, what do you mean? So open ended assignment or multiple choice questions, what kind of assignment? So open ended assignments, where they have to write a lot, okay, project. Worksheet also given for one of the project. Okay, worksheets provided along with one of the projects. Additional reading materials, handouts, video cases, yeah it's again another type of video, okay. What else? See, all of you have to imagine of a student accessing the course in a mobile or in a computer. So how will the student do it? Is it through multiple choice questions or some going to a particular website visiting it or is it some activities, some animations already embedded in it in the learning platform? How are they going to do it? Think of activities from that perspective, yeah. So application where we can use this thing in a particular industry or particular task. Okay, so they are going to write out the answer. No, no, we will give that, this can be applied in this task, okay. Then they will do that, that how to solve the task. So what will they do for solving? Are they going to write out the answer or? Yeah, they can write out the answer. So it's more or less like open ended answering that somebody has done over here, okay. Any other categories? Any other categories? Yeah. We can give them some problem statement on which they can create some small content. But they can themselves create their own video making some experiment and upload like that. Okay, so this is another category where the learner creates something. So it is equivalent to your resource creation assignments that you are familiar in the FDP, okay. Any other categories? After the videos, like. Yeah, I understood that. So is it implemented as multiple choice questions or is it implemented as where they write it out? It will be like multiple choice. Okay, so that category has, so it is where somewhere the student gets engaged. So the essence is that most of you have included places where teacher is telling something, student is doing something and there are also additional things that students have to do beyond assessments, okay. Like extra readings. Learning materials, download learning materials, peer assessment. Has anybody done a discussion forum yet? Okay, collaboration. So discussion forum and other things is something that you can think of at this point. Yeah. Let's take one step back and see where we are so far. We have, we thought of what the MOOC is about, the topics, we have done what subtopics. We're still in fair amount into content. We've decided the pieces for content. We have done some sequencing. We've decided, okay, there will be an activity, there will be some video, some assessment. We're sort of there in our course planning. So if you now recall the course planning task, we're back to the slide. You remember this where we had listed a bunch of decisions during course planning? So here, one of the important things we think of as instructors is this assignment, projects, homework, activities, assessment, some things that the teacher poses a question to the learner. So there's a loop here. The teacher poses some sort of question, the learner or group of learners do it together and they have their answers or their responses and the teacher provides feedback on it. Typically this is the sequence. So this is what we want to think about and plan a little bit that how to plan assignments and assessment in a MOOC and how do you make sure that students indeed learn from these. So if you think of assessment, there are multiple reasons why we give assessment. Right? Why do we assess students? I'm going off a little bit into digression but what are the reasons or various to see if they follow something, okay? To check if objectives are mentioned, there are multiple reasons. One is for the teacher herself that I had planned that this is what my students should get at. Are they there? As a student understood something and then the more pragmatic reason also is that we have to grade them, we have to give them some score, some rank, some rating and so on. So we are not looking at the last part too much right now. We are looking at the parts where we do assessment for them to see if they understood it for us to monitor their progress and so on. So back to activity for you. You've all taken the FDP course or ET601TX, some course you have taken right? So list various types of assignments, assessment questions that you recall from that course. Spend one minute on a list, one minute swapping and making a bigger list. And this is the IITBX platform.  Just shout out, we'll write it. What are the different types, different formats of assignments or assessment questions you have seen in IITBX as a learner? Knowledge quiz. So when you say knowledge quiz, now let's get a little bit more into it. What is a knowledge quiz? What's the format of a knowledge quiz? It's a multiple choice question. If you have a multiple choice question, is a single answer correct or multiple answers? You can have both. So you have knowledge quizzes, let's write that. Knowledge quiz and this is essentially MCQs with either single or multiple correct answers. So this is one format. What other formats have you seen of? Okay, what's a reflection quiz? So yeah, this is a question related to discussion forum. A simulation quiz, what is that? Let's also look at the purpose. So this is also questions related to what? What is an LXI? It's okay if you related to some additional resources. So when you say related to, what's the purpose of this question related to additional resources? It's related to it, but why are we asking those assimilation quiz questions? For the learner to understand if they've gone through it or not, okay, so okay, excellent. Related to additional resources. Summative assessment was in the form of what? Summative assessments, yeah, what is the format of it? Summative assessment usually something, again you are back to multiple choice questions. Are there any non-multiple choice questions? Okay, so you may have true, false questions. What else? Was there any long answer questions? Open-ended questions? What is an RCA? I was not a learner in that course, right? So I don't know. So, okay, so these were resource creation, resource creation, activities, okay. Assignments or activities, and this was in the form of upload a file, right, or upload links, description or a file, yeah, so we are looking at the purpose, the pedagogical purpose as well as the format, using the technology. Anything else you recall? There were exit and, okay, so there were exit survey, I'll just put it like that. We're still missing one or two important ones. All of these you did individually, right? What about OER? You created resources, OER creation was in resource creation activity. You did that in a group. So there were group activities and you submitted a single file, okay. Same domain, okay, some of these were group. Peer review, you did peer review, that was one type of activity you did. You had peer review, then you had some discussion forums also, yeah, there were assignments you can call it. Discussion forums based on focus question, I think that was about it. I have a question for you, were there any questions you saw which were not in text format? Which was not verbal, were there any images in the questions or were they mostly verbal? Mostly verbal. So in fact, IIT Bombay X and many other platforms do allow you to ask a question in the form of an image or give responses in the form of images, that's also there. So we have this whole list of assignments and assessments of various types, right? So we have called an assessment principle and since you have seen these various types, you will be able to relate it easily. The main thing is don't limit assessment to multiple choice questions. Multiple choice questions when well written can serve a useful purpose, but they may not be sufficient to address all the learning purposes. The other reason this principle exists is because as soon as you say MOOC, everybody thinks of multiple choice questions. As a domain instructor, what other type of questions do you want to give in your subject? Drag and drop, yeah you can do drag and drop also, yeah. Right, right. If you are teaching electrical engineering some course on signals and systems, what type of questions do you ask? Problems. Problems, there is a lot of problem solving in engineering and science questions. So where can you, in which type, in which format can you give problems? In resource creation in open answer, you can actually have students type something. You can also create a multiple choice question out of a problem, but you can give the open problem and ask students to upload a file or give a text box and so on. And from the domain perspective, you know that you need students to solve these kind of problems. If you are in social science, you may need them to write an argument or an essay about something, right? So this is the assessment principle. What is the problem in a massive open online course? If you give open-ended tasks, massive open online course. How do you grade it? No, there are so many. So there to tackle scale, what is recommended is that you use some format of peer review and performance rubrics, okay? That's one way of doing it. You can also use self-assessment here with rubrics, okay? Let's move on to one quick, like seven minute do-it-yourself activity. You've identified the topic for which you want to create the LED and the video and all. So for that, write one multiple choice question with choices, okay? With let's say three to five choices, the actual text and one open-ended question. For the topic of your choice, you can do this individually or in pairs the way I think individually will work because even if you have the same topic. So remember in the morning we said that sometimes you have to become a learner of a course and sometimes a teacher. So right now for this activity, you're wearing your teacher hat. So now go back and become a learner in some MOOC, okay? So we're at the stage, assessment questions are there. Now you're a learner, we're moving on to the next step and as a learner you diligently answer all the questions in the quizzes and for each of your answers, the feedback you get from the platform is yes, you're right or no, you're wrong or maybe you get a check or a cross. This is very typical, you know, it's the first thing. So will you be happy with such feedback? No, I especially will be... Yes, yeah, some happiness, okay? No. Others? Neither happy nor unhappy. Say something. Say something to the others who didn't raise your hand. I know, okay, you need something more than just this, okay? So the question is, it's not that saying yes, you're right, no, you're wrong is bad. That's not what it's asking, but what it's asking is what's wrong or what's not sufficient let's rather than what's wrong, what is insufficient, let's ask that question, okay? So what's insufficient feedback said only yes or no?  So why explanation is needed? What else? If it is right, there's no one who can see what the answer might be, okay? Okay, so how would you attempt to solve it again? So let's say, let's do one thing, students who try to game the system know, let's keep them out of scope right now because that's a whole, a lot of energy has to be spent addressing those and it's really not worth it too much, especially in moogs where they come out of their interest and so on, yeah.  You get feedback saying yes or no and he's unhappy because he doesn't know why he's wrong, so that's one thing you need, hmm? Where do you need improvement? How you need improvement? So if you're wrong, this is why you're wrong, but what do you do after that? Okay, so how to improve? How to improve? That's something you need. Anything else that you need? So when you're giving feedback, so now you're back to moog designers. So the main thing about giving feedback is the feedback principle which says that don't just say right or wrong, instead give constructive feedback that helps the learner to improve their understanding. Some of you said that, utilize technology affordance to customize the feedback. So one more thing that was insufficient with right or wrong is take a multiple choice question and B might be the right answer, A, C and D are wrong. So the person who answers A is also wrong, the person who answers C is also wrong, but they may be wrong for different reasons. So it goes back to why you're wrong. If you give stock feedback, the same uniform feedback for everybody, then the personalization is lost to some extent and that customization is required for better learning. So that's what this is saying, this principle is saying. So back to our usual question. How do I customize feedback for massive amount of massive number of learners? You can do that. So that's the first. The third step is simply saying, yes, you're right, no, you're wrong. One step more than that, you can say, look, this is the right answer. You figure out whether you're right or wrong. One step, even more than that is to say, well, this is the right answer. Your answer is wrong for this reason. And if you have only a finite number of choices, you can customize feedback for each choice. If you have a multiple choice question. So this question, suppose I give the answer as four. So already even before doing anything, before I answer, it says here, stuck, watch a video or use a hint. So there is some amount of feedbacks. It's not personalized to every single of the 2000 learners. But for learners who are stuck, there is something given on the problem. Now I give an answer. This was a question. How many squares is this? And suppose I check, it tells me I'm not quite right. It encourages me says, try again. It tells me, well, if you want, you can get help. It tells me, oh, if you don't want, you know, you can skip this for now. And you can do seven problems also if you want more practice. So already different types of learners is sort of different feedback being offered by the system for different types of learners. When you're designing a MOOC, it's desirable to think about at least some of these options for feedback. Go beyond right or wrong. Try to at least say this is the right answer for this reason. But try to go one step further and say, if you want help, go here. If you want practice that, maybe go back, watch the video, et cetera. That's one way you can customize feedback. The other thing you can do to apply the feedback principle is see the main thing is on constructive feedback that helps learner improve their understanding. That's the key phrase here. That's the purpose of feedback. The other thing you can do is write performance rubrics with descriptions of levels. So this is something you've seen in your RCA's and OER assignments. So what's a rubric? It has descriptions of, on very specific criteria, it tells you where you stand. We'll pull up an example a little later. So I think we can dive into do it yourself. For the assessment question, multiple choice question you just wrote, design feedback for each option. How many options did you have? Four, three or four. For each option, what's the feedback you'll give? So if a learner clicks A, what will the system tell? This is what the MOOC designer has to do. Okay, at least you have written feedback for a few options, right? More than one option, two or three options, good. So let's summarize the assessment and feedback principle in a learner-centric MOOC. And if you remember the LCM model, there were all these elements. The two elements we talked about now in the last half an hour are integration assignments. So as a MOOC designer, what you need to do is create integration assignments which are open-ended assignments for learners to apply knowledge or create resources plus a peer review. Okay, we'll come to peer review in a moment and provide customized feedback. So if you have learners answers in MCQs, we just did an activity to see how to do feedback for every choice. And if you have responses to integration assignments, there is some peer review that has to be done. So when you do peer review, there are many models of doing it. And one model that we've used, which you're all familiar with in the FDP201 and 101X are these rubrics. So it looks like a table. The main things in the rubrics are the rows and columns. So the first column are the criteria on which this open-ended assignment are being assessed. So if you have a problem, open problem, or if you give a project to your students, the first thing you'll have to do as a teacher is, along which criteria are we giving feedback. Try to make these criteria focused, okay? And then for criteria, you give, say, three to four levels. A good rubric goes beyond saying poor, fair, good. So if your rubrics says poor, fair, good, it's not very useful because my understanding of good and your understanding may be different. It has to explicitly say what does fair mean. So this is a rubric. And these rubrics can be checked by peers, who know the topic, who know the domain and so on. So this sort of peer review is, this is one type of learning that peers can do with respect to each other. Peer review you've done, we'll come back to peer review, but there are other kinds of learnings that can happen with peers. Some of you also said in the morning, there's a lot of benefits when peers talk to each other, when they give each other feedback, when they learn from each other. So list benefits of peers, very quickly, list and then we'll put it together. Benefits of learning from peers, and learning can be of different types. The peers can give review for each other, they can collaborate, they can answer doubts, clarify each other's doubts, they can just, yeah. So peers can do all of this. So what are the benefits to the students when they do peer learning? Just think about a long list and then we'll see, I have some here and then we'll see yours. Okay, let's do the discussion in the following way. On the next slide, I have a partial list and you all have partial lists also. So what we'll do is first, each of you can look at the list that comes up here and see which one here you don't have in your list, just see. So this is some benefits of peer learning and then I'll do the same thing in the opposite manner. So we're saying that peers communicate very well with each other, they relate to each other, they understand each other's language, they speak each other's, they use non-technical language to clarify doubts, whereas a teacher might use highly technical language. This is known to be a very huge benefit. How many of you had this? A couple of you, yeah, this is really very powerful because when you let students explain things to each other, they understand each other better than the teacher relates to them. Okay. When peers collaborate or discuss on a problem, especially an open-ended problem, they bring multiple perspectives, they share knowledge with each other. This is one more big advantage of peer learning. And I think some of you had this, right? Share knowledge. Okay. Share knowledge in multiple ways. Maybe I know something that you don't know or maybe you have a very new way of looking at it which I had never thought of if we are working on the same problem. And then peer review. Here it claims on the slide that it benefits both the giver of the feedback and the receiver of the feedback. Do you agree? Who does it benefit more? Both? How? Yeah, in what way? The direction of thinking? Yeah, actually, you know, one of the first things peer review does is that it gives confidence to the learners that look there is teaching and learning is two sides of the same coin. It's all about knowledge, building, you know, I can build knowledge by giving feedback. I can build knowledge by getting feedback. How does the giver of feedback get benefit by doing peer review? So you can learn some new things from the answers you were saying by clearing somebody else's doubt by teaching something to someone you can learn better. This is also a very well known fact. I think we all know it how and the receiver of feedback, the receiver of feedback gets the usual benefits. Peer review using rubrics has one more benefit to the giver of feedback. So the rubric gives a criteria. There's a criteria. There is sort of an absolute target performance defined in the rubric. So the giver of feedback learns what that criteria is and learns how to evaluate actual answers against that criteria. Even by this exercise, there is some learning that happens. So any other points that were that are not in this slide, which you had share knowledge you had know someone said, I'll put it here share knowledge. Any other points benefit your learning teamwork actually teamwork has just the knowing how to work in teams is also a good skill to build. So this thing competition and collaboration, there's a lot of debate on whether you should encourage both or only collaboration or only competition, the pros and cons to doing both. So some people prefer to get students to work in a collaborative manner primarily. Some say, well, the competition will bring out more, there's a lot of debate on this.  So peer review can build up teaching ability among students for future. So peer review benefit to build actually it's not only with peer review of doing pure learning pure teaching, pure learning, build teaching ability agreed the whole is bigger. So multiple perspectives and building towards a bigger knowledge, yeah, so learn better from the whole thing. It's not just peer review, but by pure learning. Next question, where in the MOOCs you have seen so far? Have you as a learner experienced peer learning, itbxfdp201 or 101, where have you experienced peer learning? When you created OERs, okay, that was individual, RCA resource creation, okay, when you create collaborated on the resource creation task, then resource creation activities, yeah, what else? Where else have you experienced peer learning? There are a few others, discussion forums specifically, the learning extension, experience interactions, introduce yourself, tell us about the challenges you face in the technology and then it said, if you go further, it says, go visit five other people and see what challenges they face. So if you come to the LCM MOOC model, the way to incorporate peer learning is to create learning experience interaction and peer review, peer review is missing from the slide, yeah, you can do peer review also. So let's stop here. The main thing is don't rely only on teacher centric dissemination of knowledge. It's not only the teacher who has all the knowledge, there's a lot of learning happening between peers. So design activities to exploit it, what kind of activities, LSI, peer review and RCA's and so on, okay.


I'm here with Charles Armstrong in the tourist booth and this is a crazy application. Tell us about it. Well it's basically augmented reality style travel except you don't have to be there to view these spaces. We call it remote reality. So tourist lets you go anywhere and look around without having to be there. Nice, nice. So we're going to do a demo in a second where Steve is actually going to hold the iPad but how are these videos created? We have a new feature that was just released this morning for iPhone users that lets you turn in a circle taking 10 pictures and upload them. When you use that service it's totally free. You don't get the floor or the ceiling but it's instant gratification. It takes like one minute to shoot and about five minutes to go live. Wow, that's crazy. So then are they geotagged so people can say this is the location I want to go to? That's right and so you can share them with friends and family, embed them into websites, view them on iDevices, really do anything you want with them. Build microsites, get traffic reports. You can use it for fun but you really could use this also professionally. Very interesting. Now Steve asked earlier about whether you can have a private link. We do provide private hosting options for our enterprise clients. It's not for everybody else. Okay, well that's just good to know. Good to know the parameters. So what Steve is going to show in a second is a video that we're, I don't know, what do you call these things? A tourist? They're tours. Oh okay, a virtual tour and Steve's going to hold it up to the camcorder and do the demo for us. Sounds great, looking forward to it. All right, let's try this. Maybe you can walk me through what we're looking at. So this is some sort of hotel in Mexico, is my understanding. It's called Puerto Vallarta. Okay, excellent. And definitely a place that looks like I would like to stay. And the interesting thing here is if you keep panning around, you'll see that you get a very honest portrayal of a space. Like if we look to the right some more, there's just a wall. You wouldn't want that view from your balcony. You would want the other view. It's nice to be able to get a very visceral understanding of what the world has to offer. And you can look down at the floor and up at the ceiling. I'll help hold here. I mean that gives you a really good understanding of the space. So how was this one created? This is using a digital camera. There's a lot of different solutions you can use to create panoramas. We support all of them. The higher quality technology you're using, the better the resulting image is gonna be. So I'm confused. You said the new app that came out with your iPhone and set it up, but you can't do it with a digital camera today as an individual camera. Yes, you can. You can use digital cameras as well. The beauty of our solution integrated into the app is you don't have to pay for anything and you don't have to go and stitch it together later. It does it all for you. The disadvantage is it's a cylinder, not a sphere. So you don't get the ceiling or the floor. But hey, it's easy and free. Yeah, yeah, gotta love that. And again, the application is called Tourist. T-O-U-R-W-R-I-S-T. Totally free. Download it. Thanks. You're welcome. Thanks so much.


This is Chico. Welcome to my channel and welcome to my Patreon page. Now, I've been online for a while. I started sharing information, blogging back in 2005, 2006 and in 2007 I started making math instructional videos and the way this project came about was I was helping out a family member that was living in the United States and I live in Canada and helping them try to learn math and after a few emails and getting together on vacations and what not, it became evident that the best way to do this was basically start off with some of the basic concepts of mathematics, make videos on those and post them online so that way the person could follow that information in a coherent train of thought, right? So I ended up doing that. I created my YouTube channel and started posting my math videos online and I got a lot of positive feedback. A lot of people telling me that the videos were helping them out and asking me to continue this work and so I did. Ten years later we went to, you know, towards the end of 2016, right now, coming onto 2017, I basically have about 480 videos, close to 500 videos online, 230 of which are specifically math related, a lot more of which are sort of have laid down the foundation where we're going to build a lot of mathematics on it, right? So basically the general gist of what I'm doing is sharing as much information as I can, being very math-centric because the ultimate purpose, the end goal of my game, is basically to create modules to cover all of high school mathematics, starting with the real number set and basic operations, going all the way to an introductory course on calculus and one for probability and statistics, okay? Now what I've done over the last few years is basically divided the math content into three different categories. One of them is ASMR math, which is geared towards sort of teaching the language of mathematics in a sort of a calm, chill, demeanor and the videos are in general very long. Some of the videos are sort of random, some of our batches of two or three videos that are related to each other and one of the main topics that we're covering in ASMR math right now is a full series for module and full module and trigonometry, higher level trigonometry, grade 12 trigonometry and one of the reasons I decided to start off with one of the main series, one of the first series that we're going to do for this math content with trigonometry is because trigonometry tends to take a lot of people out of the game and it's a very important concept to appreciate, to understand. So we have 44, about 44 videos for ASMR math, 20, you know, over 24 hours worth of content on there. The other category that I'm putting the math videos on, which is basically what I started off with, was the language of mathematics, which is geared towards teaching the syntax of the language of mathematics as rapidly as possible and that's sort of the type of videos I began this project with, which is basically taking my camera and my tripod and going around the city and finding walls where we could do mathematics on and we've done a lot of work in that in that section, in that, you know, for that material, for that content. We've got about 160 plus videos up, 24 hours of content and we've covered, you know, the real number set, basic operations, we've done factoring, some graphing, ratios, units, exponents and radicals, we've covered a lot of content on that, for that section and the third section, third main table of contents of who created is something called math in real life, which is geared towards taking the syntax of the language of mathematics and using it in the real world and we've touched on a few different topics on that, we've got together this sort of collaborative work with a friend of mine that does a lot of art, so we took a look at the mathematics of art and design, we've taken a look at the mathematics of food and farming, we've talked about the cyclic nature of the female menstrual cycle, we've taken a look at how fast a human punch is and a few other random videos, right, and we're going to continue to build a lot of content for that stuff, basically taking the syntax of the language of mathematics and using it in the real world, okay? So that's sort of the low down, the quick version of what I've been doing. On the Patreon page and on my site, I've provided all three tables of contents, if you want to take a look at those videos, there's about 230 plus videos strictly related to mathematics and all the descriptions, all the videos link up to a video that you can take a look at if you're interested in that, taking a look at of how I'm doing some of the work, okay? So that's basically what I'm doing and the end goal is again, basically to create enough content to cover all of high school mathematics, starting with the real number set and basic operations, going all the way to an introductory series on calculus and one for probability and statistics, okay? Basically calculus because calculus is us introducing time, the rate of change, into mathematics, trying to understand how that works and probability and statistics because that's probably one of the most important sections, one of the most important things we have to learn about mathematics, because it really deals with big data and how technology is allowing us to use that a lot of data in our everyday lives and improve our lives, okay? So basically, that's where I am right now. It's going to take me a long time to cover all of high school mathematics as you could guess, right? So what we're going to do is slowly over the over the next few years, put out modules covering specific topics and specific subjects, right? We're going to put out modules talking about exponents and radicals and we're going to put out modules talking about art in the mathematics of art and design or mathematics of food and farming or mathematics of anything else that we want to do, right? Taking the syntax of the language of mathematics and using it in the real world. So basically, I'm here to ask for your help with this Patreon page and what I've done is basically created you know, levels, tiers, as Patreon calls them, where you can support this work and basically the levels are broken down to $1, $2, $5, $10, $20 and $50 donations, I guess, support on a monthly basis and for your support, basically what we're going to do, we're going to put that money aside, basically accumulate your support and when the module are available, maybe in DVD format and booklets and exercises and solutions or you know, pay as you go or whatever it's going to be, it's basically going to be modules being put together and offered to people. So when those modules come out, basically what you can do is take the funds that you've committed to my Patreon page, accumulate it up to that point and use them to purchase the different modules, okay? And you don't have to start purchasing right off the bat with the first module that we put out if you're not interested in it. What you can do is hold off and see the modules that come out and which ones you're interested in them, okay? So this is going to be an extended project. It's going to take a long time to do and the material is going to come on slowly and slowly and by the end, probably take me another 10 years or so to do it, we're going to have modules covering all of high school mathematics and as an incentive for you to support this project, to join this project, basically what I'm offering is instead of having little trinkets and stuff like this and I will offer those once we put them together, maybe t-shirts or what not, right? But basically for now, what I can promise you is this is if you decide to join a certain level then what we'll end up doing is having a Q&A session, basically open discussion with me at some point in the future, most likely at the end of this school year. So probably in the summer of 2017 we'll start doing this. So for each level of donations, maybe $1, $2, $5, $10, $20 or $50, for each group, what we're going to do is have a Q&A session where you can basically ask me almost anything you'd like and I try to answer your questions, concerns, inquiries to best of my abilities and hopefully we can set that up for it to be live stream as well. Okay? So that's where we are right now. This is my Patreon page. I do really hope that you decide to support this project. I do have a vision statement, my vision statement available on Patreon and all the table of contents with links to the specific videos available on the Patreon page as well. So you can take a look and see what we've done so far and that should give you a pretty good idea of what's coming up and what I plan to do for this project and what the end goal is. Okay. That's it for now. I hope you decide to join this project and I'll see you guys in the next video. Bye for now.


Good morning folks. We'll just get started at one minute after the hour. Hello everybody and welcome to today's LFN webinar. Today's topic is what's new in Onap Frankfurt. Our host today is Amar Kapadia. He's the co-founder of Arner Networks and an Onap community member. Before we get started, just a couple of housekeeping items. All of our attendees will be muted during the presentation. However, we do have a Q&A dialogue box, so if you have any questions throughout the duration, please feel free to type your question in the Q&A window. We have dedicated some time following the presentation to address Q&A, so feel free to ask anything you'd like during the presentation. Additionally, our slides will be available tomorrow following the webinar. All of our attendees on the Zoom webinar will get the slides via email tomorrow. Alright, without further ado, I'm going to pass it over to Amar to discuss Onap. Thanks, Jill. Hi everyone. So today is a very exciting day. The Frankfurt release of Onap just came out today, so I'm very excited to share with you what's new in the release. What we are going to cover today are some quick facts about the Frankfurt release. For those who are new to Onap, we do have a few slides where we cover what Onap is and some high-level architecture points on Onap. We'll go through the highlights of the release itself and then look at what's next. So in terms of quick facts, Onap is the most comprehensive and secure release, the Frankfurt release is the most comprehensive and secure release to date. And I will explain what that means. It's comprehensive in terms of its stability and security, etc., in terms of its functionality and in terms of its support for various standards. So that's the next bullet. There's support for 5G with network slicing, so this release has comprehensive support for 5G. There's deep collaboration and harmonization with third-party standards organizations and open-source bodies such as ORAN, GSMA, Etsy, TMF, etc., TM Forum. And we'll talk about all of that. And finally there's support for Edge and cloud-native deeper Kubernetes integration. So we'll cover all, don't worry about if you don't fully understand what these mean, we'll cover them in a lot more detail. This shows the evolution of Onap. And Onap, the Amsterdam release came out in November of 2017. And just to have some fun underneath each release, it shows what the key point of the release was in the language of that city. So Amsterdam was more of an I am here type statement. And Beijing was when Onap started introducing use case blueprints to show users how to use Onap and what it's useful for. Casablanca was when standards collaboration started in earnest. Dublin in July of 19 was when commercial activity really picked up. El Alto in October of 2019 was a non-functional release in mostly at stability and security. And Frankfurt that's out in today is all about 5G. One of the main points that I think Frankfurt brings to the table is the strong commercial activity. And if you go back and look, the commercial activity keeps increasing across releases. This is based on self-reporting. So end users or CSPs and vendors slash academic institutions self-report what they have done for each of these Onap releases. And based on that, you can see that CSPs seven have stated that they're either in pre-production or in production. Additional seven have said they're in pilot or POC and five have said they're contributing. And on the vendor side, there are 10 vendors who have said they have products based on Onap. So these could be pure play so they could be Onap based products based purely on the open source. Or they may take components of Onap and create proprietary products. So both types are included in this number. SI professional services, seven, interop testing. These are usually network function vendors who are doing interop testing with Onap or other third party products. And there are 12 of those. And then seven additional vendors or academic institutions said they were contributing to Onap. So as you see, this is a phenomenal amount of commercial activity. Next, I'm going to give a little bit of an overview for those who are new to Onap and who want to learn a little bit about Onap. For those who are familiar with Onap and are waiting to see the highlights of the release, I do apologize. We'll just spend a few minutes, I promise. And then we'll go to the highlights itself. Onap, I'm not going to read this. You guys can read it. But Onap essentially provides three things. It provides orchestration, life cycle management and control loop automation of network services and other workloads. And it's applicable for software, network, IT and cloud providers and developers. So it has a wide appeal in terms of who it can help and a wide range of services and workloads that it can manage. Which CSPs are involved with Onap? Again, based on the self-reporting, these are the CSPs that have reported they're involved with Onap for the Frankfurt release. So again, you see this is a massive list and we also looked at how many of these have Onap in production slash pre-production, pilot slash POC and those that are simply contributing and sort of watching before they commit more. So I think it's a pretty impressive list. I'm now going to talk about Onap in the context of the Etsy framework. A lot of people are familiar with the Etsy framework. Etsy was the first one to come out with the Etsy NFE architecture, the famous Etsy NFE architecture. So we've modified it a little bit and then shown Onap in that context. So on the left hand side, you see the data path, commodity hardware, server storage switches. On top of that is virtualization software. It can be containers, virtual machines, virtual storage, overlay networking, and data plane acceleration. And on top of that you have workloads. So these could be network functions, VNF, CNFs. You can also have PNFs, but of course PNFs will bypass the virtualization software. You can have analytics, you can have, which could be EIML, and you can have edge applications, arbitrary, you could have AR, VR, drone control, etc. So that's all running on the data path. It is managed by the right hand side. So first you have the virtualized infrastructure manager, the VIM, which is typically open stack for virtual machines and Kubernetes for containers. And then you have SDN controllers to manage the overlay networking. And those are shown as replicated. So if you have, you know, 1000 locations, you'll have 1000 clouds, each with their own SDN controller. Above that in the dark blue is what you see the scope of Onap. So Onap is a centralized application. And the functionality it has is a service orchestrator that does the global orchestration. Underneath that are controllers of different sorts, and we'll look at them in the next slide. And then a very important functionality that Onap introduced sort of, I would say, innovated on and was the one of the first to have that was monitoring and control loop automation. What that means is all of the telemetry, so metrics, events, logs, alarms flow into Onap. The data is collected, it's analyzed, and based on that analysis and event triggers a policy, and the policy then triggers either the service orchestrator or one of the controllers to take action. So now you have corrective actions based on fault management, performance management being conducted without human beings. So that's a huge value add that Onap added. Above that you have the OSSBSS layer, e-services are simply self-service portals for end users through which they can order services or make changes. And then big data services that could be batch analytics to go through the networking analytics data after the fact. So if you want to see what SLAs were violated in a particular month, you can go through big data services. So that's Onap in the scope of the Etsy framework. This is the detailed Onap block diagram. I'm not going to go through it, but I'm just going to make some high points. On the left hand side, you see the design framework. So Onap has a clean delineation between design time activities and runtime activities. And that's not to create silos, but really the goal is to have independence. So individuals that are doing design can do it without having any dependency on ops people, and ops people can manage their networks again without depending on designers. So that's, it's a clean split. And on the left hand side in the design, you can do onboarding, you can do service design workflow. You can have controller design studio which creates templates for configuration and lifecycle management, DCA design studio for onboarding microservices and creating closed loops, control loops. So it's a fairly rich set of activities. It's all unified in one design palette, and it's been made easy to use when possible. So the goal is to see if we can do activities without requiring developers. On the right hand side, you have the runtime in that you will see some of the main blocks are so the service orchestrator underneath that there are four controllers. There's multi vim slash cloud that talks to open stack Kubernetes, Microsoft Azure, Starling X, and other clouds. You have SDN controller that can be used to do configuration and lifecycle management of L one L two and L three devices. And it can also third party controllers, SDN controllers underneath application controller is meant for layer four through seven configuration and lifecycle management and VFC is a full blown NFVO that Etsy compliant. So for controllers, and then you see the data collection analytics and events the DCA block that collects all the telemetry that I just mentioned, it analyzes it feeds it to the policy block that's shown above, and the policy framework then triggers an actor, an actor could be service orchestrator or one of the controllers. You also have available active and available inventory that's for inventory services and on top you have GUI and external APIs that go to northbound interfaces. And on the southbound side you have third party controllers, the VIM, which is the cloud layer and a few shared services on the right. And then finally one project that I should draw your attention to is the own app operations manager, which is used to install configure and manage own app itself because own app is a micro services based cloud native application. So somebody has to manage its life cycle and that's the project. So that's a super quick overview of own app. I mean we could literally spend hours on each block, but for those that are new, hopefully this gives you a flavor. Own app has a set of use case blueprint is these are blueprints that have been created by the community to show what types of things own app can do. So own app obviously can solve literally any use case you can think of, but to show something concrete the community has created a set of blueprints and the blueprints that exist today are 5G. There are two that are there for residential connectivity virtual CP and a broadband service for optical networking. We have to cross domain cross layer VPN and multi domain optical networking service. So CC VPN is for layer two and layer three connectivity and M dawns multi domain optical networking services for layer zero and one. And then finally we have voice over LTE. So with that we are concluding the overview on own app and jumping into the release. So why do we call it the most comprehensive collaborative own app release today. Well, there were 27 sub projects in this release 34 organizations participated 438 developers. There were 13.5,000 commits a little bit over that. The feature security and defects issue addressed where over 4,400. So you can see that no individual company can match this type of velocity. This type of a scope. First we are going to talk about the new blueprints. The first blueprint that had substantial enhancement was the 5G blueprint with Frankfurt we can confidently say that on app supports end to end 5G. So the first thing it supports is end to end 5G orchestration. And for that there were over 100 points model related points that were incorporated into own app. So the models are aligned with Etsy and 3GPP. Next PNFs are also supported so PNFs, VNFs, CNFs are all supported and PNFs can now be upgraded the software can be upgraded without requiring an external element management system. End to end network slicing this was a key feature that we were all waiting for with baited breaths. And in the next slide I'll talk about what own app does for network slicing self organizing network support son support. This has actually been there since pre prior releases, but there were just enhancements on the Frankfurt release and in son you can do things like assigning sell IDs to ran sites that come up and optimization for automated neighbor relations. There are improvements in data collection. So on app has the ability to collect fault management and performance management so on performance management both real time and non real time so real time comes through high velocity collector high velocity VES collector and bulk data or non real time performance data comes through a file collector. So these were all enhancements done specifically for 5G. Configuration management is fairly robust. You can use a variety of mechanisms yang, net com, rest com, rest to configure. There was a lot of work done with the Oran software community in terms of harmonizing with their activities in terms of all one and even interfaces. There's all one support is fairly in fairly good shape. Of course it's not. There's few things that still need to be done but it's in fairly robust shape and even interface. The first support is there in Frankfurt with more to come. We talked about the PNF upgrade and to really facilitate the activities of this use case blueprint. A number of simulators have been created because as you can imagine you don't want to do development with Rian ran sites or real PNFs. So there's a PNF simulator. There's a ran simulator and these are open source as well. So other folks can use them for their activities. 5G network slicing. So first of all, what is network slicing for those that are new. You take a pipe and then you carve it up into sub pipes, each with a different SLA. So in this case it's showing 5 slices.  The next slice is optimized for high bandwidth. So if you're doing 360 video, then again the bandwidth requirements are just tremendous. Optimized for low power that could be for an industrial sensor where you want the sensor to live for 10 years without a battery change. Slice 4 is optimized for high reliability and low latency. And this is typically again a lot of industrial applications. Drones might be flying around in a factory. They might be flying around for precision agriculture. So those types of applications. And then you have slice 5 shown here which is optimized for SLA for IP enterprise services. So that's the concept of network slicing. Now what does own app do. So on app can be used to manage an end to end slice, which includes ran core and transport. There's no point in just having one of the domains on a slice because you really need the slice to persist end to end. So on app can be used to do that. On app includes a communication service management function, which is customer facing, which can be used to order a slice. It includes a network slice management function that sits south of the CSMF. So CSMF is the top layer functionality. NSMF is the next which is used to manage the slice decompose it into specific domains. And then there are adapters to what are called NSS MF network slice subnet management functions, which then manage the slicing activity per domain. So these three things are there CSMF. There's a GUI for CSMF and a workflow. NSMF again, there's a GUI and a workflow and NSS MF that is an adapter to an external NSS MF work is done on the GUI side to be able to design these services distribute them modeling and slice instant selection. So a ton of work went into 5G network slicing. If this is a topic of interest for you. I strongly sort of encourage you to check it out. Another new blueprint that was created is M dons multi domain optical networking service. This complements the the previous cross domain cross layer VPN CC VPN blueprint and together they can be used to create a complete solution. So CC VPN was can be used for layer two and layer three and M dons is used for layer zero and layer one. So what does M dons do M dons you order the end to end optical network service through the BSS and you ordered it into one on app on app then peers that information to another on app instance that could be sitting in another service provider or a different business unit within the same service provider. So now you have both the own app instances coordinated having the same information and the own app instance in turn passes that information on to the domain controller that actually does the optical sort of management and automation and the interface to those domain controllers is through two standard APIs ONF TAPI transport API or open Rotom. So those are the two APIs that were shown. So what problem is the solving. So today if you are trying to construct an optical service that spans to CSP is there's a lot of manual work. That goes on in coordinating the interfaces between the two CSPs. So it takes time. It's expensive. You know the customer has to wait revenue gets delayed. All of that can be automated to just a few minutes with this use case blueprint. There's also changes to CC VPN. So there are enhancements where you can now for E line services. There's improved support. So combined. If you combine these two blueprints you can get full automation from layer zero to layer three. Okay now we are going to move to standards alignment. As we saw since the Casablanca release of own app. There's tremendous collaboration between own app and third party standards organizations and open source projects. In fact, I think it wouldn't be an exaggeration to see that many of these standards organizations view on app as the reference implementation for their standards. So Etsy. There's a ton of collaboration going on. Sol three was already supported with the Frankfurt release their support for Sol five, which is the interface to an NFVO and Sol two, which is an interface from a GVNF manager to a VNF. There's also support for Etsy for the Etsy catalog specification Etsy packet extraction and VNF packet subscription and notification. TM forum is another very important organization from an own app point of view. The northbound API's are harmonized with TM forum API's and There were changes made to the Frankfurt release to support network slicing so you can order a network slice through the TM forum API's. The VTP rest API. So it's both ways. So own app benefits from TM forum, but it's also the reverse where we're done and own app is flowing back to TM forum. So the VTP is a test automation project and VTP's rest API was contributed back to the TM forum test API. MEPH as you saw with the M don's blueprint also the same with the CC VPN blueprint MEPH continues to be quite important in terms of its APIs, LSO APIs. So you saw in the previous slide the MEPH legato API was used for Southbound interface to own app from BSS and the interlude APIs were used for appearing from own app to own app. 3GPP there's a collaboration going on on the 5G side. So all of the 5G network slicing activities you saw were aligned with 3GPP and fault management performance management collection. All of that is aligned with 3GPP. Oran Alliance. We talked about the O1 interface and the A1 interface that is aligned with the Oran software community. So strictly speaking, these activities are aligned with Oran software community as opposed to the Oran Alliance, the specification body. So for those that are new to Oran, Oran has multiple aspects to it. The first is specifications. The body creates the number of specifications. The second is software community that implements the functionality required by Oran. So the collaboration is with Oran SC. And O1 interface is for fault management, performance management and configuration management. And A1 interface is between a functionality called the non real-time RIC which resides in own app to the near real-time RIC which resides outside of own app. And it's an interface through which the non real-time RIC can push policies to the near real-time RIC. Next we go into the deployment readiness enhancements. So what are the things that are done in own app to make it more suitable for production deployments? The first is integration project improvements. There was a new team that took over the integration project and they have made substantial improvements. The first change that was done was patch submission gating. So what this means is any contributor in own app, when they submit a patch to be incorporated into the own app code base into the master, there is an automatic deployment of own app and it automatically runs tests to make sure that this patch is functioning correctly or it's not breaking the build in some sense. So that has been done and during the Frankfurt release, more than 4,000 automated own app deployments were spun up and spun down to do this patch submission gating and more than 70,000 test suites were run. So that's just an amazing amount of automated sort of testing that was done.  So it substantially improves the velocity of the project and the stability. So as a CSP, you can be confident that the code base is in a lot higher quality. There are other testing improvements as well, expanded testing, test framework improvements. So there was collaboration with opnfv. Opnfv has historically had a very robust and high quality set of testing test framework tools. So those were adopted into own app. So the test API, the test results database, test visualization were all taken from opnfv. There's also support for classifying what types of tests should we have, what tests should be run in response to what types of activities, what frequency. There are test KPIs that are being defined. There's a Python SDK for testing. So a ton of work on testing. And there was also requirement gap analysis done on what types of tests exist, what types of tests are required, and we already talked about the KPIs. So this is probably not the most exciting part of the Frankfurt release, but it is super important because if you're considering putting own app into production, which you should, then these are the types of things that matter. Security improvements, there's, it's been an area of rapid improvement. It's a lot of focus is going into security. So HTTP, there were many services, microservices that were exposing HTTP as a way to interact with them. So they're being converted to HTTPS. There's removal of hardcoded passwords. The Kubernetes pods are more strictly speaking, the containers are increasingly running with non root privileges, because as you can imagine, if they're running with root privileges, you can, if they're attacked, you can sort of do some bad things. Vulnerabilities have been reduced. There's upgrade of libraries and these upgrades directly improve security. Java library, Angular library, Open Daylight release have all been upgraded. CII is a way to sort of do security badging. There's greater support for CII. Integration with AF for automatic certificate generation. So once you switch to HTTPS, you also need certificates and certificate management in previous releases has been sort of all over the place. So with Frankfurt, it's being centralized into a project called AF, authentication and authorization framework. And with that, you can streamline how certificates are generated and how you can update them, etc. And there's a SAS service for code scanning called Sonar Cloud. And that's being used for on app as well. So numerous security improvements. Now we'll go into the functional updates. There are, this is split into two sections, design time updates and runtime updates. So in design time updates, the, there were numerous enhancements from a modeling and an AI point of view. So an AI now includes new or updated models for 5G service design 5G networks. We talked about the 100 plus items from a modeling point of view 5G network slicing CCV PN M dawns PNF enhancements and for managing external dependencies. There's also better visualization for looking at the schema. And design support through virus XMI UML. The next there is support for self service control loops. So why are these important? The reason these this feature is important is you can, you as a user can now control, create full control loops without waiting for an official on app release. So that's where the self service comes from. And how do we accomplish that? There's a new DCA microservices onboarding and design aspect in the in SDC. And that's to onboard DCA components like microservices compose flows and dynamically distribute these blue blue prints to the runtime engine. There's support for Tosca model. So the entire control loop can now be described in Tosca and that makes it easier more consistent and all the benefits you go get from modeling like you can have revision control, you can go back to an older one. You can essentially describe the entire control loop as code. Policy based reconfiguration of DCA microservices. And that's important if you want to make changes to microservice configuration in runtime. For example, if you want to change a threshold on the fly. So you can do those types of things. And a blueprint generator tool to simplify deployment artifact creation. And then on the configuration and life cycle management. There is a new component called CDS controller design studio. It's not new for Frankfurt. It was released a couple of releases back, but it's still relatively new. And this is used for templating so you can template your configuration and life cycle management actions. So you don't have to go one by one like configure this item or change make this life cycle management step. You can just package all of that in up in a blueprint. So there's design time support for that, which makes it easier to include sort of package list search package creation. It's easier to create and manage these controller blueprint archives via GUI. So those are some of the main changes on CDS on the runtime. So CDS is repeated here as well. So CDS, there were changes on the design time and runtime. So on the runtime CDS is now first class citizen. So it has integrations with SO clamp and policy projects. And CDS also has a number of new features like rolling upgrade of these blueprint of blueprint processor error catalog library integration certification of a BP process processor imperative for imperative flows and support for Python scripts. And last but not the least, there's increased support for cloud native for Kubernetes NFVI. So there's a Kubernetes plugin in the multi cloud project that now supports CNS and CNS. So CNS are cloud native network functions, CNS are cloud native applications. And this includes provider networks, multiple virtual networks per cluster that all span multiple Kubernetes clouds. And the Kubernetes plugin also now supports Starling X. So as you see, many major design time and runtime updates that are also changes per project. So I'm not going to go through all of them just I'm going to hit some high points. You can definitely there's a wiki page on wiki.onab.org that talks about key Frankfurt updates so you can read more about that there. You can also go through the release notes if you want to go through in detail what changes were made to each project. AF, certificate management protocol v2 integration, app C, which is the application controller. We talked about CDS. So now you can have resource resolution via CDS, CDS integration and support for 16 brand new lifecycle management commands. And we've listed three of them config scale in post evacuate start traffic. So there's, you know, 13 more. Clam. There are changes to support the self service control loops that we talked about. So it can now support fully model driven control loops and can support CDS as an actor. So you can include CDS in your control loop. DCA we talked about the mod platform. There are also new microservices that have been created event processors. PM performance management subscription handler data lake handler for analytics and root cause analysis. There's thresholding gen two TCA. And there's also experimental support to onboard acumos models acumos is the ML model modeling project. So you can onboard those models on to own app. D map is the messaging bus. It supports message router and data router MR and DR. So there are some updates on the MR side to protect update operations. D map is built around Kafka Kafka. So the underlying message buses Kafka. External API that are changes made to support slice ordering. MSB is sort of a service mesh precursor to some of the newer service meshes like Istio where you can register API's you can discover services, etc. So now you can register Frankfurt API's. OF is an optimization project and that's becoming increasingly important. It's used for slice or slice subnet selection for network slicing is being used for model driven route optimization for optical networking paths between two domains for CC VPN Policy number of updates. You can policy update notifications. There's health check streamlined health checking for policy administration point. You can now configure pre loading or pre deployment of policies. There are new API's to for example create more than one policies using just one call. And there's a new experimental monitoring GUI for a PDP policy deployment point. The portal has been enhanced. In terms of the GUI from angular from an angular point of view. And then there's all improved back in performance added reporting features. So Many new features from an Etsy compliance point of view. Sol3 has already been there. So there are some enhancements but Sol2 and Sol5 are new. There's also a PNF support software upgrade without an external management system EMS. We talked about that. There are brand new workflows for NSS NSMF and CSMF and there's a new adapter for an external NSS MF. Then there's also support for CC VPN E line with which we talked about and M dons. VFC the NFVO project now supports Etsy catalog specification and UUI which is a runtime GUI. It's an operational administration and management GUI can now support CSMF and NSMF UIs. There's a monitoring module to monitor 5G slices and there's also support for CC VPN E line over OTN inter domain links and M don support. All right. So that covers the release highlights. Now we are going to quickly look into what's new and then jump into Q&A. So what's next? Training for own app courses are now available through Linux Foundation training. So if you're interested in own app and don't know quite where to start, I would encourage you to check it out. There's a new exam coming up. It's the certified own app professional exam beta opens in July. And that's if you are a CSP and you have a team of engineers that you want to be certified, you know, at least they have solid baseline understanding of own app, then they can take this exam. The next release of own app Guilin comes out in second half of 2020. Guilin is a city in China. You can see the picture there. It's a very beautiful city. There's increased support for 5G in the areas of network slicing. So today in network slicing, you can do creation and activation and you can do deactivation and termination, but you can't really do the life cycle management of a network slice in between where you want to optimize, you want to modify, you want to change or adapt the network slice. So that will be there in Guilin. Much deeper ORAN integration in terms of more complete support for O1, more complete support for A1. Aspects of the non real-time RIC will be available. So this is all going on for Guilin. Increased Etsy support, for example, the Solve 7 standard and increased harmonization with 3GPP standards. There will also be deeper cloud native integration with Kubernetes. So these are all the things you can look forward for for own app Guilin. How do you, how can you get involved? You can read about the own app architecture release notes that I had mentioned. Documentation. You can read about use case blueprints. The 5G blueprint solution brief has been completely updated. There's an Mdawn solution brief that you can read about. There's some end user oriented documents that are available. The end user advisory group has done a piece on own app consumption perspective. So you can see that. Bell Canada has actually been using own apps since 2017 in production. And people almost think that's, that's a miracle, but they have been. And finally now you can find out how they did it. So there's a case study on Bell Canada and it in detail outlines what they had to do to be able to put own app in production and how to be able to successfully extract value from own app. And if all of this sounds interesting and you would like to join the community, you can join weekly project meetings. There's a link to that. Whatever project catches your fancy. You can, it's an open project. That's one of the benefits of open source. You can just join. There are two events coming up. There's an event coming up next week, the virtual elephant developer and testing forum. And that's a really good place to understand what's going on with own app understand some of the projects more deeply. It's a free event. So I would strongly encourage everyone to join registration is required. So please do register beforehand. And it's been designed in such a way that it's people from almost all time zones can take advantage of the event. And then there's open networking and Ed summit coming up in September. And that's a virtual event. And there's more tips on how to get involved by clicking on the on the link. So you will have these slides so you will be able to get access to all these links. So with that, I'd like to conclude. So on app is the Frankfurt release is the sixth release. It's most comprehensive secure and collaborative, as you hopefully saw, rich feature set including end to end 5G network slicing optical integration via M dons security and deployment readiness anchored in Frankfurt. It's a collaborative release with diverse contributions 27 sub projects 34 organization 400 plus developers new CI CD through the patch gating automation automated testing that we saw deployment is accelerating from commercial adoption. You saw the tremendous sort of jump in commercial activity around on app and the collaboration with 3GPP at CMF team forum, and we didn't really talk about the this last aspect. Too much collaboration with CNCF and Linux Foundation Edge. So you'll just have to take my word for it but there was there is a lot of ongoing work going on with the carino project with CNCF telecom user group the CNCF tug. And then we also talked about the open ran software community. So that concludes the presentation portion of this webinar and we can now cut over to the Q&A. Great. Thanks Amar. We do have a handful of questions here. So I'm just going to go down the list. The first one. How do you see on app co co existing with Mano and or Kubernetes. Can they coexist or will operators choose the orchestration model. So on app in my mind is a Mano plus plus it does everything that is required by a Mano and it has the additional functionality in terms of service assurance or control loop automation. Different people use different terms. It also has inventory services and it has a design palette. So these are three things that are over and above what say a classic Etsy Mano would require. So in that sense on app is a Mano. So you can use it for that functionality. You do not need to use on app along with some other Mano. With Kubernetes, it's completely complimentary on app does not try to replicate anything that's being done by Kubernetes. And you can think of on app. If you think of Kubernetes as resource orchestration, you can think of on app as application orchestration and management. So on app will manage containers phenomenally well within and a cloud. But if you let's say you have 10,000 clouds, some that are ed, some that are core, some that are public and you need to push all these services and applications to different clouds, manage their life cycle day zero configuration, networking configuration, security configuration, change management, migration, replication, control loop automation, then that's what you would use on app. So I see those completely complimentary. Great. Thank you. Next question. And the Frankfurt release DCAE MOD is introduced. Is it going to replace SDC DCAE DS? No, no, I believe they're complimentary. And I'm not exactly sure how they work together, but I believe they're complimentary. Great. Another question. Today for CNF deployments, we package the helm charts and heat package to satisfy SDC and SO. And Frankfurt, can we just onboard our SOL 004 package and create service and distribute it to runtime. So I believe the mechanism is still the same as Dublin and El Alto. So you sort of have to go through the same flow, the heat, heat with helm inside it. Great. Thank you. Who can be a user of on app like O-Ran, who could be others? So as we saw in the use case blueprint section, on app has wide appeal. So, and frankly, even that list is by no means comprehensive. So what we are seeing on app being used for residential connectivity for enterprise use case for SD van for transport use cases for and for mobility with 5G being the key one. And also for edge computing application orchestration. So the MEC orchestration function. So it really, it's not just for O-Ran SC. It is very useful. O-Ran requires a component called a service management and orchestrator SMO. So on app, of course, is a wonderful SMO from an O-Ran point of view. But that's not the only thing. It's all the other use cases that are described are things on app is being used for. In fact, it's also being used as an LSO by one of the operators. So wide range of use cases. And frankly, these are just a few. The use cases are limited only by people's imagination. Wonderful. Thank you. Where do you see on app going next with 5G and then even into 6G. Right. So 5G as we saw, I think the thing with an open source project, it's never done. There's always more to do. So you see that with Frankfurt, there's for the first time, there's comprehensive end to end support for 5G. So you can actually take on app Frankfurt and use it for in production 5G deployment. So you saw all the features for that, but there's always more to do. So you will see a lot more work on slicing. So that's something that's coming up in Guilin. O-Ran software community integration, you will see a lot more broader support for O-1. The first implementation of the non-real-time rig, there's several companies working on aspects of the non-real-time rig. So those are the types of things you will see, you will see much better support for cloud native in Guilin. So that's what you can sort of look forward to. Okay. A few more questions. Like O-1 and A-1 interface, are there any plans for generic interface where O-Ran type user can connect as a plug-in? Yes. So the beauty of O-NAP is it's a platform. So these interfaces, there's nothing special. There's no hard coding being done. So if there's something else that requires a different way to do configuration management or different way to push policies from O-NAP to the RAN, it's completely possible. So O-NAP has the concept of workflows in the service orchestrator that can be completely modified by the user. It has the concept of directed graphs in these controllers, which again can be modified by users. So it's a very configurable platform that you can adapt to your interfaces. Okay. Thanks. Can you confirm that Frankfurt supports five 5G slices? That diagram was just an example. To be completely honest, I have not heard what the upper limit is. I imagine it does, but let me take that as an action item. But that particular picture was just an example. Okay. What's the plan for SDNR? So SDNR continues. It's under the SDNC project. And in fact, if you see some of this new work like the A1 interface is in SDNR. So that is to the best of my knowledge, continuing just fine. And we'll keep adding new features to support things like better radio integration, A1 interface, etc. Okay. Great. Well, that takes us through all of the questions that have come in. So unless there are any other last minute questions, I think we can conclude today's webinar. Okay. No more questions. Well, thank you, Amar. And thank you everyone for joining us today. Congratulations to O-NAP for getting Frankfurt out the door. And have a good one, everyone.