All right, thank you, everyone. So my name is Michael McNally, and I'm here on behalf of my colleagues. Dana Taylor, who can't join us, and Rob McMahon, who can't make it as well. We're going to see Kyle Napier interspiced into the presentation at various points. And we're here to talk today about digital NWT, which was a multifaceted, government-funded project to do digital literacy in what most of us would call the Northwest Territories. But what is better, perhaps, known as Dunende and Inuvialuit Nunanagot? Well, hello, everyone, with the Open Education Global 2023 meeting in Edmonton, Alberta. Sorry I couldn't be there in person. I look forward very much to discussions as they unfold based on the topics and the presentations that you've been privy to during Open Education Global. My name is Kyle Napier. I'm from Fort Smith Northwest Territories. I'm excited to co-present with Michael McNally. And Kyle also forgot to mention, too, that he's a part-time instructor here at NorQuest as well. So I want to begin with a land acknowledgment. And of course, acknowledging that I and many of my colleagues who worked on this project are based here in Amiskuchi, Wisconsin, which is Treaty Six territory, Métis Region IV. But also that much of this work took place on lands that are made up by the Inuvialuit, the Gwichin, the Satu, the Dene, the Decho, the Tliccio, and the Akaicho, and Métis people who inhabit the Northwest Territories. And we'll talk a little bit about some of those tensions in relation to how we tried to incorporate and reflect indigenous knowledges and ways of knowing into some of the work we did in the project. So we're going to talk about some of the challenges involved in creating these resources. And then in the second piece, I really want to draw on two frameworks. One is Hagerty's Open Pedagogy Framework that I think most people are familiar with. And the other is Larsen's 6Rs for Indigenous OERs. And of course, if you're not familiar with Kayla's work, she's going to be the keynote speaker on Wednesday morning. So this project was a multi-partner project brought together by a range of institutions. At the upper level, it was governed by four indigenous governments, so the Gwichin Tribal Council, the Satu Renewable Resources Board, the Tliccio government, and the Inuvialuit Regional Corporation. In turn, those four governments partnered with Computers for Schools in the Northwest Territories, the Smart Community Society in the Northwest Territories, and Aurora College, which is the only post-secondary in the Northwest Territories, along with the University of Alberta and hands-on media education, to develop and deliver the digital NWT program. This was funded by government of Canada, Innovation, Science, and Economic Development specifically, and just so that everyone knows, this was a $3 million project. So it was a well-resourced project. And the entire project was ultimately undertaken and governed by Makeway, which you might know previously as the Tides Foundation in Canada. They provided the platform and a kind of operation for the project. So many stakeholders involved. And I'll turn it over to Kyle here to talk a little bit about the approach and initiatives. As Michael has just addressed, this project wouldn't be possible without project partners and the steering committee. We took a multi-fold consideration in our approaches and initiatives, as we thought about capacity sharing among these. So we featured digital innovators, made up of predominantly indigenous change makers across the Northwest Territories. These are Juneau award-winning artists. These are creatives. These are movie makers. These are people experimenting with virtual reality or storytelling in different ways. And so we showed and demonstrated the types of skills and capacity already coming out of the Northwest Territories. We also developed courses and delivered them with community partners and community trainers. And this is through a train-to-trainer approach. We ended up including all of the research that emerged from our calls out to the public and putting it together as a submission to the CRTC. And so that was put forward in 2020 and it addressed barriers to internet access, the digital divide as experienced by Northerners and particularly indigenous people residing in remote and verbal communities in the Northwest Territories. And again, Kyle's gonna talk a little bit about some of the context and challenges. And of course, a project doing digital literacy in the Northwest Territories where there's very poor connectivity. And COVID happened in the middle of this was not without its share of challenges. A major focus in our work with Digital NDBT was addressing the digital divide and then responding to it. So Donald and Beaton in 2018, write about the paradox of telecommunications in addressing the digital divide among the Northwest Territories, we realized that the communities which would benefit the most from access to telecommunications had the least amount of access to telecommunication services. And it's particularly highlighted during COVID-19. So in realizing that this was indeed an issue, we put forward solutions that responded to this issue. And this included various efforts in creating intranet hubs for communities to put forward their own community networks which wouldn't rely on the internet but rather local connectivity. In doing so, communities maintain sovereignty over their own programming and locally accessible telecommunications. And of course, one of the other big challenges is a lack of really Northern reflective openly licensed content. So a lot of content that's freely available through various open repositories doesn't reflect life and ways of living in the North. And so we, at one point found, we found a lot of good content that was particularly Northern looking. And then we discovered all the, we could see language and markers of signs in behind and we discovered all the signs were in Russian because it had come out of Northern Russia someplace. So we faced a lot of challenges, finding content that was truly reflective for the learners of the way that they live. In terms of the curriculum, it was made up of three different courses with varying numbers of modules. The first course started with really basic digital literacy to the point where one of the opening slides was, what's the difference between a laptop and a desktop and a smartphone and a tablet? It then worked through a module on the internet. Of course, that was a big area for Northern residents is understanding things like speed and bandwidth. We then had a whole module on social media and then a module on what was called being proactive online. It was really about online safety. But when we were working with community members, we were actually told, don't talk about online safety because many of the people attending courses that run from Aurora College and community settings in the Northwest Territories don't come from safe environments and communities themselves. There's a lot of women especially who are facing or living with domestic abuse. So we actually dropped references to safety and paralleling online safety with physical safety altogether. In the second course, we had an introductory set of activities and content around creating digital content, walking through people through some basic open source office tools, open office and Libra office in particular. And then we had an interactive guided learning exercise where people would make maps of their community or use maps of their community in 3D printed pieces and plan out community networks. And then in the third course, which was really kind of the highlight, the crown jewel of the curriculum because we kind of knew what we were doing best by that time. We ran a digital storytelling course. And so each of these courses was about 12 hours in terms of length. We did ultimately work towards building a community networks course, but unfortunately the project wasn't funded in the future to go through this. And in terms of what we did, there's slides, there's guides, there's activities, there's videos. I think all told it was about 188 different files within the curriculum all openly licensed. So this gives you a sense here of the curriculum. This is a summary table on the left hand side. There was for each course, a facilitator guide. This was a pedagogical instrument. It teaches, it walks people through how to teach. So for every slide, there would be some notes about what you might wanna consider in teaching that. In some cases, it's very basic. Like this slide compares desktops to laptops. Be sure to note these key differences or you might wanna ask this question. In other cases, the facilitator guide might be much longer. So in being proactive online and in digital storytelling, we were well aware of the history of trauma in these communities. So there might be an extended discussion in the facilitator guide saying, before you get people to tell a digital story, you need to be aware that some of those stories are going to deal with people covering their own traumatic histories. And you need to think of the different supports for them and of course we would include material like that. So all told, across all three courses, there were almost 500 pages of pedagogical guides. They accompanied over a thousand slides. So this was a very large curriculum. And then there were a number of additional materials. We had a number of videos. We also included maps and 3D printed files at various points. So all told, an extensive range. We also had activity books, which were very introductory. Things like word searches, matching exercises. And we were told specifically by adult educators and community members that these were the types of activities that they wanted. So despite being a digital literacy course or series of courses, we had a lot of pen and paper activities. And that was also a recognition too that for some of the learners, they might be trying to do the activity book at home and wouldn't have necessarily the bandwidth to wanna do rich digital activities. So all of the curriculum is made available on the digital NWT website. It's all openly licensed. There's different licenses for some different things, but most of it's under a CC by NC. So Creative Commons Attribution Non-Commercial 4.0 License. One of the challenges is because it's so many files, it just sits in a Google Drive. I supposedly don't have time to describe metadata for 188 files. I don't have time to archive each one individually. So it's poor discoverability and I'll be the first to admit that. We used a couple of different licenses in a few different places. So most of it was under CC by NC. We did do some 3D printing for the community networking equipment which we ultimately never built a course for. That came under CC by NC SA License. And that's in part because we were using materials that already had that same share alike license. And then I think the last one is really interesting, the digital innovator videos. And on the next slide, Kyle will talk to these. These were four or five minute videos featuring various tech champions from across the Northwest Territories. And we really tried to think through how do we deal with the intellectual property in these in a way that balances open, as well as concerns with the indigenous knowledge creators and the communities from which these come. So I'll turn it over to Kyle to talk a little bit about these. And this is the copyright and licensing information slide that would appear at the end for the various videos. This one for Agnes Mitchell's video in particular. Thank you, Michael. And on the topic of digital innovators and tech champions, we wanted to ensure that sovereignty and copyright was retained by the indigenous knowledge holders that we were featuring in not only our digital innovator videos, but across all the content that we were including. And so here's just one example. This is actually drafted by Michael McNally and approved among our team. And this is an example featuring Agnes Mitchell, who is a Gwichin elder and a musician. And so we wanted to recognize all of the rights to the music and the representation of Agnes Mitchell in that we were just the stewards of the video. She actually retains the rights to her own voice and imagery and performance as it relates to this digital innovator video. And of course, in that second course on digital content, where we actually talk about copyright, it was one of the units within the module, we really tried to unpack that problem that Western IP is fundamentally incompatible with traditional indigenous ways of knowing and the way knowledge has been stewarded. So we were kind of constantly struggling throughout the project with, how do we both teach about open licensing and promote open licensing, but then not at the same time, appropriate or exploit others intellectual property. And so we really tried here to balance that in a somewhat complicated way, but to show that there are two systems that work here. And of course, everything from the digital NWT project was openly licensed, but what had come from community members, we wanted to ensure that they retained their rights and were recognized. So turning then to thinking about the project, this was, as you probably saw with the number of slides and pages of facilitator guides, and we were trying to run this in, there's 33 communities in the Northwest Territories and we were never operating in all of those communities, so we were trying to run this in 14, 15 of the communities at a time. There was a lot going on, but we had in the back of our mind Hagerty's framework in particular. So you're probably familiar with the eight attributes of Open Pedagogy. What's I think really notable about this framework from Hagerty in particular is it doesn't actually center OER specifically. It has eight facets, all of which relate to Open Pedagogy, but they don't necessarily, you could use Hagerty's framework and not actually use OERs. You could use it, it could be detached. We were also doing much of this work thinking about things about relationship with community, and it wasn't until 2021 when Kaila Larson first articulated her six Rs that we were able to really say, yeah, this is a lot of the same ideas we'd been thinking about. So Kaila's six Rs, and of course they were adapted from UBC's four Rs for education and a play on David Wiley's five Rs. Respect for Indigenous cultural identity, communities and topics. Relationships connects to the concept of all our relations and building relations with communities. Responsibility, responsibility to share only when we are allowed and to publish in an ethical way while considering ownerships, protocols and community practices. Reverence, respect for the sacred, relevant, legitimize and incorporate Indigenous knowledges into the curriculum when it makes sense. And reciprocity, both receiving and giving with communities. And so particularly as we got to the digital storytelling course, we were really starting to think about how does what Kaila is thinking and talking about reflect our thinking and what we've been doing. So in terms of Hegerty's framework, we found at different points throughout the curriculum and the project as a whole, we really touched on all eight aspects of the framework. So we've used participatory technology. We actually, because of the partnership with computers for schools, gave all of the learners a free refurbished government laptop. And then I'll quietly say in this room and hope no one is listening from the government. Some of those laptops were pieces of crap and didn't work that well. So that was a limitation of the project. But by and large, we were able to address some of that device level digital divide. We encouraged creativity, digital storytelling, I think is an example, sharing of resources and ideas also ties into that. In terms of connected community, for example, we were talking about not only social media connections in that first course but the network level interconnections as well. So trying to include something like broadband literacy as part of digital literacy. There were learner generated materials so the digital stories themselves in the third course and there were other digital artifacts people might create through the second course in particular. And peer review is a really important one for us. So we used community review wherever we could. So we'd have indigenous community members review the materials and comment on them. We were using a train the trainer approach. So we had Aurora college instructors reviewing materials we would use when we could get available time and that was a very difficult resource to get the steering committee members to go through the resources and comment on them. And we learned many incredibly insightful things. Like I mentioned, not making the analogy to online safety. At one point we were going to talk a lot about gambling and online gambling, the dangers of online gambling. We thought this is probably pretty relevant and we were actually told in one of the some of the communities that gambling in person is a very pro-social activity and they didn't want content problematizing online gambling. So we didn't cover online gambling. So things that we thought clearly, clearly this would make sense really using the peer review to get back. And so there you can see a slide from the end of the digital storytelling course. So over the six or over the 12 hours people using a combination of open tools and I will say ultimately we used Microsoft video editor because of the learning level required was at the level of our students. We looked at open video editing programs and actually we ended up going with the Microsoft one. It's not open but it was on all the computers. So using that we'd send people to open repositories to get music or images or they could create their own and they'd ultimately narrate as well. They'd use the voice recorder program in the computer and they'd create these short little digital stories. And then we talked about of course the implications of sharing those stories whether it was in a room or more broadly and there would be ultimately a film festival at the end. In terms of aligning with Kayla's work and there were some challenges in this. First we had done a lot of the work before Kayla articulated her framework so it was more of seeing where that alignment existed than having Kayla's framework in advance. Another piece too is it's important to keep in mind 95% of the content in digital NWT was not indigenous knowledges. It was information about computers, information about networks, information that we were trying to work with communities to provide. And of course the steering committee, the indigenous governments wanted this kind of education in their communities. We did though at times find places for it. So on the far left is a slide there featuring Nigital Norbert. Nigital is an illustrator based in Nubik and Nigital created this beautiful artwork for us on a canvas tent in working with Jenny Vandermeer who is a resident of the territory. She had done some work on digital storytelling before and she had said, you know, don't go in and teach it as pre-production, production, post-production, which is your typical arc of how you create a story or how you create a video. She said, you know, maybe there's a different way we can tell or relate to digital storytelling. And so Jenny Vandermeer working with Jesse Carell who is from Hands On Media, one of the project partners, they came up with this canvas tent analogy about how telling a digital story is like putting a canvas tent together. And then, so that gave a northern context to the digital story. And then Nigital was able to create these beautiful images. In the lower, or in the center, that lower kind of image of the tent, that's an image from the end of the course. The wood stove of the canvas tent is the part of the digital story where we acknowledge others. So we, you know, talking about giving credits, you know, copyright side of things, we might, or library side of things, we might think about citations. We ultimately summed it up as a wood stove within this canvas tent analogy. That worked really well in course number three, and I think that's where we see the strongest alignment of Kayla's thinking and the project's own success. In some of the earlier material, like I still struggled to this day, you know, what does decolonizing the difference between a laptop and a desktop look like? You know, to some degree, we continue to struggle with that. But we would often try and highlight northern-based examples. So we had the digital innovator videos. On the lower right-hand side, you can see we're talking about digital catalogs. This is from course number two. And of course we highlight the GTCs. They have a catalog dealing with plant biology, so local plants. Wherever possible, we would point to what's going on in the territory and try and have a local example. And generally, we were able to find local examples of pretty much everything we were talking about, whether it was social media stars, to data breaches. We found examples of where this was happening in the territory. So some good alignment with Kayla's thinking. And I've had the good chance of talking with Kayla this morning. I know Kayla well. I really think her framework does provide a really rich framework for thinking about how one can work with indigenous communities. Not just if it's an indigenous knowledge subject matter, but if you're working with community on a kind of more Western or our other area of information. So I've got some time for questions. I again want to thank the Gwich and Tribal Council, the Saatu Renewable Resources Board, the New Vialoate Regional Corporation, and the Tliccio government. Without their time, energy staff, and their people, this wouldn't have been possible. And of course as well, funding from the government of Canada. And I'm happy to take any, and Kyle's gonna thank you too. And as with Michael's appreciation to the steering committee, I also appreciate you and your time and consideration in understanding how we put forward open access resources and co-developed open access resources with remote and rural communities across Northwest Territories. Hope you're enjoying the rest of your time at the Open Education Global Conference and look forward to the discussions that flow from this. Masichu. So I'm happy to take any questions. Yes. So the question was, how do we reconcile the idea of stories and knowledge being owned by everyone with at the same time respecting intellectual property rights and promoting open licensing? And I think in the digital storytelling course, we spend a lot of time after people have produced the stories. So they've done the mechanical elements of pulling everything together. There's a series of slides talking about ideas of sharing with others and what does that mean and what needs to be done. So the wood stove idea was the framework through which we tried to unpack ideas of ownership to some extent and ideas of licensing. The wood stove being the key piece that ends up heating the tent and making it warm and inviting. And so we talked a little bit about that and we would always give people, too, the opportunity when they were creating stories to not share their story. For some people, just the process of going through and creating the digital story is what they want and they don't want to show it whether that's within the little classroom where it's being held or more broadly. And so we've always, with the social media side of things, unpacking some of the implications of what happens if you put a Creative Commons license on this and put this out there in the world, well then it can be transformed and remade and who knows. So we tried to talk through some of that in the slides through that third course. So the question was do we have a sense of how these have improved digital literacy? And actually we did. So one of the requirements from the government of Canada was that we do pre and post testing. And that was largely a demographic collection of information that that's what government of Canada wanted. I said innovation science and economic development. We asked specific questions. Now they were affective, qualitative questions. Do you feel that your digital literacy has improved? And throughout all of the courses, we would always see an increase in, you know, confidence and feelings from the pre-test to the post test. So there was always some evidence that these courses were viewed by the participants as enhancing. We also would do pre and post tests with the instructors as well from Aurora College. And they generally agreed that the courses were valuable.  They're optional courses. So they often run with a handful of learners in the classroom, like three, four, five.  But certainly within the pre and post testing, we did see evidence of people feeling that they knew more. Yes. So the way the courses were structured is course one, two, and three each ran as their own separate 12-hour course. Courses two and three were effectively linear. Like you took digital storytelling, you'd do digital storytelling for 12 hours. Course number one, there was actually more content than could possibly be instructed in 12 hours. And so the way we dealt with that is we, it was feedback from the Aurora College instructors that said, let's run it a la carte. So they would meet with their learners and they'd say, we could talk about internet. We could talk about misinformation online. We could talk about social media. What do you want to learn about? And then the course would be structured for those learners. And so I think that worked relatively well as a way to meet the learners where they were. Everyone got all of the course materials on a USB. In fact, that was one of the things I didn't mention.  We'd print everything as well just to get around broadband. So you could go to course one, you could learn about social media, for example, but you'd still have all the rest of the curriculum. And you'd have that facilitator guide, which could teach you some of it. We tried to keep the materials, the slides at a grade three level, which was guidance from Aurora College, that that's the level we should be creating materials at. The facilitator guide, often we couldn't keep that at a grade three level. Time for one more question, I think. The demographic is actually, it's fascinating. It's primarily older individuals, but some younger individuals as well. You had to be 18, but 18 all the way up to 70. And we were in, we had the most success, and this goes back to that telecom, paradox of telecommunications. We're the most success in the high Western Arctic, so communities like Inuvik, Aclavic, Tuktayaktuk, et cetera, where these, they're furthest away from Yellowknife or Alberta or British Columbia. And so that's where we tended to run most of these courses. Very remote contexts, often with, like I said, a handful of learners in each session, but usually a mix of age. Sometimes when you advertise, you're giving away a free computer, people come, but often with more senior members of the community. And we knew going in that device ownership rates were 66% in some communities. So one third of the community didn't have a computer or a smartphone or any sort of digital device. So thank you very much, and that's all of my time, so thank you all.


Hello there! I am Timur Amarov. I will be a teacher during this semester autumn 2020 for the course of introduction to IT for Business. I have degrees from 3 universities. My undergraduate degree in computer science was from Northern Arizona University, where I have spent 3 years from 1998 to 2001. My master's degree in management information systems was received in 2003 from Tashkent University of Information Technology. In 2006, I was admitted to King's College London to the PhD program in computer science. My PhD thesis wasn't using model-driven approach to formalizing requirements in the field of software engineering. The PhD degree in computer science from King's College London I finally earned in 2010. Today King's College London is a leading UK and global university, which is number 33 in the world according to EQS World University Rankings 2020. My professional experience is connected to academic institutions. For almost 14 years, I was affiliated with Kazakh-British Technical Diversity as a professor, and I also had administrative positions of an associate dean, dean and vice-rector for academic affairs. I am also an expert, a program evaluator of ABET Accuritation Agency, based in the United States of America. Last year, I was on the accreditation visit in Anchorage, Alaska, where we created a computer science degree program at the University of Alaska Anchorage. I am super excited to spend this first term at British Management University with you and want to wish you an immensely productive, inspiring and enthralling semester. I will be extremely happy to see you all in class. Dear students, welcome to the course introduction to IT for Business. This course is designed for business major students at DMU in Tashkent. In this course, we will learn basic concepts of information technology and how they can be applied to boost productivity in business. We will develop proficiency in utilizing basic computer tools and applications which are meant to help increase your personal and business efficiency. You will be given a practical exposure to these tools and applications. In the syllabus, we can find the list of topics arranged by Wix. Upon mastering these topics, you will be able to use general features of Windows-based applications that are commonly used in businesses such as Microsoft Word, Microsoft Excel and Microsoft PowerPoint, and have general understanding of website design and cloud-based collaborations for effective teamwork. Lectures and tutorials are interspersed with materials and examples illustrating applications in various settings. The main learning outcomes of this course that you will be expected to take away are also described in the syllabus. Introduction to a computer.  All computers have two things in common, hardware and software. Hardware is what computer is physically made up of, which includes the monitor, keyboard and mouse, and all of its internal components which allows it to store, receive and process information and data are the central processing unit CPU or a processor, contains logic circuitry and performs the instructions of a computer's programs. It is the brain of the computer. Read-only memory, as we call it ROM, is the memory that comes with your computer that is rewritten to hold the instructions for booting up the computer. Information can be read from ROM, but not written back to it. ROM will retain data when the computer is powered off. It is known as non-volatile memory. Random access memory, REM, is the memory available for the operating system programs and processes to use when the computer is running. REM can be read from and written to for processing information and instructions. Data in REM is not permanently written and therefore known as volatile memory. When you power off your computer, the data stored in REM is deleted. Software is made up of the informational data and code that acts as a set of instructions informing the hardware what actions it is to perform or initiate. For example, software applications, the computer's operating system, Microsoft Word, which is word processing, Excel, spreadsheets and data calculation, web browsers, Internet Explorer, Mozilla Firefox, Google Chrome and Apple Safari, search engines like Google, Bing and Yahoo. There are several different kinds of computers. The most common computers are desktop computers, laptop computers, tablet or touchscreen computers, and servers which allow computers to network and connect with each other via the local area network or the internet. Other examples of computers may also include smartphones, gaming councils, kiosks and computers that may also be found in home appliances such as TVs, refrigerators and vehicles which make use of software applications or apps to connect and communicate with internet service. Importance of computer literacy. So what is computer literacy? There are several definitions. Computer literacy is the level of expertise and familiarity someone has with computers. Computer literacy generally refers to the ability to use applications rather than to program. Computer literacy is the knowledge and understanding computer concepts, limitations and ability to use computers and technology effectively. So another definition is that computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers. The precise definition of computer literacy can vary from group to group. Generally, literate in the realm of books connotes one who can read any arbitrary book in their native language or languages. Looking up new words as they are exposed to them. Likewise, an experienced computer professional may consider the ability to self-tech, which means to learn arbitrary new programs or tasks as they are encountered, to be central to computer literacy. In common discourse, however, computer literacy often connotes little more than the ability to use several very specific applications, usually Microsoft Word, Internet Explorer, and so on. For certain, very well-defined simple tasks largely by road. Being literate and functional are generally taken to mean the same thing. The pervasiveness of computers continues to grow at an outstanding rate. Computers always change. They become faster, smaller, and more popular. These changes have motivated the modern society to become comfortable with basic computer-related skills. Computer literacy is considered to be a very important skill to possess. Employers want their workers to have basic computer skills because their company becomes even more dependent on computers. Many companies try to use computers to help run their company faster and cheaper. Categories of computers. Personal computer, a small computer designed for use by an individual. Workstation, though, a high-performance, single-user computer with sophisticated input and output devices that can be easily networked with other workstation computers. Mid-size mainframe is a middle-level computer built to perform complex computation while dealing efficiently with the high-level input output from users via terminal. Mainframe is a high-level computer designed for the most intensive computational tasks. And, last but not least, supercomputer, a large, extremely fast and expensive computer used for complex or sophisticated calculation. So now let's talk about the components of a computer. The five classic components of a computer are briefly described in what follows. The operation of the processor is best understood in terms of these components. A computer system consists of both hardware and information stored on hardware. Information stored on computer hardware is often called software. The hardware components of a computer system are the electronic and mechanical parts. The software components of a computer system are the data and the computer programs. The major hardware components of a computer system are processor, which is CPU, main memory, secondary memory, input devices and output devices. For a typical desktop computer, the processor main memory, secondary memory, power supply and supporting hardware are housed in a metal case. Many of the components are connected to the main circuit board of the computer called the motherboard. The power supply supplies power for most of the components. Various input devices such as keyboard and output devices such as monitor are attached through connectors at the rear of the case. The terms input and output say if data flow into or out of the computer. The picture shows the major hardware components of a computer system. The arrows show the direction of data flow. A bus is a group of wires on the main circuit board of the computer. It is a pathway for data flowing between components. Most devices are connected to the bus through a controller, which coordinates the activities of the device with the bus. The processor is an electronic device about one inch square, which is about 650 millimeters squared, covered in plastic. Inside the square is an even smaller square of silicon containing billions of tiny, electronical parts. The processor may contain 100 billion transistors. It does the fundamental computing within the system and directly or indirectly controls all other components. The processor is sometimes called the central processing unit or CPU. Memory. The processor performs all the fundamental computations of the computer system. Other components contribute to the computation by doing such things as storing data or moving data into and out of the processor. But the processor is where the fundamental action takes place.  It has only enough memory to hold a few instructions of a program and the day-to-day process. Complete programs and data sets are held in memory external to the processor. This memory is of two fundamental types, main memory and secondary memory. Main memory is sometimes called volatile because it loses its information when power is removed. Secondary memory is usually non-volatile because it retains its information when power is removed. However, it needs power when information is stored into or retrieved from it. So main characteristics of the main memory are closely connected to the processor, stored data are quickly and easily changed, holds the programs and data that the processor is actively working with, interacts with the processor millions of times per second and needs constant electric power to keep its information. The main characteristics of secondary memory are the following. The secondary memory is connected to main memory through the bus and the controller, stored but changes are slow compared to main memory, used for long-term storage or programs and data. Before data and program be used, they must be copied from secondary memory into main memory. And the secondary memory does not need electric power to keep its information. Main memory. Main memory is where programs and data are kept when the processor is actively using them. When programs and data become active, they're copied from secondary memory into main memory where the processor can interact with them. A copy remains in secondary memory. Main memory is intimately connected to the processor, so moving instructions and data into and out of the processor is very fast. Main memory sometimes called RAM. RAM stands for Random Access Memory. Random means that the memory cells can be accessed in any order. When people say that the computer has 512 megabytes of RAM, they're talking about how big its main memory is. One megabyte of memory is enough to hold approximately one million 10 to the power of six characters of a word processing document. Nothing permanent is kept in main memory. Sometimes data are placed in main memory for just a few seconds, only as long as they're needed. Secondary memory. Secondary memory is where programs and data are kept on a long-term basis. Common secondary storage devices are the hard disk and optical disk. But the hard disk has enormous storage capacity compared to main memory. The hard disk is usually contained inside the case of a computer. The hard disk is used for long-term storage of programs and data. Data and programs on the hard disk are organized into files. A file is a section of the disk that has a name. A hard disk might have a storage capacity of 500 gigabytes, room for about 500 multiplied by 10 to the power of nine characters. This is about 100 times the capacity of main memory. A hard disk is slow compared to main memory if the disk were the only types of memory the computer system would slow down to a crawl. The reason for having two types of storage is this difference in speed and capacity. Large blocks of data are copied from disk into main memory. The operation is slow, but lots of data is copied. Then the processor can quickly read and write small sections of data in main memory. When it is done, a large block of data is written to disk. Oftentimes, while the processor is computing with one block of data in main memory, the next block of data from disk is read into another section of main memory and made ready for the processor. One of the jobs of an operating system is to manage main storage and disks this way. So the differences between primary memory and secondary memory are in front of you. You can read it from the slide yourself. Input and output devices. Input and output devices allow the computer system to interact with the outside world by moving data into and out of the system. An input device is used to bring data into the system. Some input devices are keyboard, mouse, microphone, barcode reader, graphics tablet. An output device is used to send data out of the system. Some output devices are monitor, printer, speaker. A network interface acts as both input and output. Data flows from the network into the computer and out of the computer into the network. Input and output devices are usually called IO devices. They are directly connected to an electronic module attached to the motherboard called a device controller. For example, the speakers of a multimedia computer system are directly connected to a device controller called an audio card, which in turn is plugged into a bus on the motherboard. Sometimes secondary memory devices like the hard disk are called IO devices because they move data in and out of the main memory. What counts as an IO device depends on context. To a user, an IO device is something outside of the computer case. To a programmer, anything outside of the processor and main memory is an IO device. To an engineer working on the design of a processor, everything outside of the processor is an IO device. Software. That's a big topic. So computer software consists of both programs and data. Programs consist of instructions for the processor. Data can be any information that a program needs. Character data, numerical data, image data, audio data, and countless other types. The distinction between program and data is not as clear-cut as you might think, however. On the mental idea, both programs and data are saved in computer memory in the same way. The electronics of computer memory, both main memory and secondary memory, make no distinction between programs and data. The insight that both programs and data can be saved using the same electronic methods is an important concept in computer science. Computer systems use memory for either programs or data as needed. Types of programs. There are two categories of programs. Application programs, usually called just applications, are programs that people use to get their work done. Computers exist because people want to run these programs. System programs keep the hardware and software running together smoothly. The difference between application program and system program is fuzzy. Oftentimes it is more a matter of marketing than of logic. The most important systems program is the operating system. The operating system is always present when a computer is running. It coordinates the operation of the other hardware and software components of the computer system. The operating system is responsible for starting up and application programs, running them and managing the resources that they need. When an application program is running, the operating system manages the details of the hardware for it. For example, when you type characters on the keyboard, the operating system determines which application program they are intended for and does the work for getting them there. Some embedded systems do not use an operating system but run their programs directly on the processor. Modern operating systems for desktop computers come with the user interface that enables users to easily interact with application programs and with the operating system itself by using windows, buttons, menus, icons, the mouse and the keyboard. For example, the operating systems are Unix, Linux, Windows, System 10 and so on. So what kind of application programs do we know? These are word processors, game programs, spreadsheets, database systems, graphics programs, web browsers and the system programs are operating systems, networking systems, programming languages, language software, website server, data backup, operating systems. An operating system is a complex program that keeps the hardware and software components of a computer system coordinated and functioning. It is like the owner of a small shop who keeps everything in order by attending to customers, accepting deliveries, stalking the shelves, doing the bookkeeping and so on. The shopkeeper must promptly attend to tasks as they arise. Without the shopkeeper, the shop could not function. Most computer systems can potentially run any of several operating systems. For example, most Intel-based computers can run either Linux or Windows operating systems. Usually only one operating system is installed on a computer system, although some computers have several. In any case, only one operating system at a time can be in control of the computer itself. The computer user makes choice when the computer is turned on and that operating system remains in control until the computer is turned on. Thank you for your attention. We will have our Q&A session during our lessons. Please check your timetable. If you have any comments, questions or suggestions, please feel free to email them to me. Thank you very much. Bye for now!