Yes, roma wines taste better because only roma selects from the world's greatest wine reserves for your pleasure And now roma wines are oh ma roma wines present Suspense Tonight roma wines bring you mr. Wally mayor in dead earnest a suspense play produced edited and directed for roma wines by William Spear Suspense Radio's outstanding theater of thrills is presented for your enjoyment by roma wines. That's r-o-n-a Roma wines those better tasting California wines enjoyed by more Americans than any other wine For friendly entertaining for delightful dining Yes, right now a glass full would be very pleasant as roma wines bring you walley mayor in a remarkable tale of suspense Accident reports submitted to police inspector Blandon from lieutenant Steve Healy Place 15th Street and 4th Avenue time to 45 p.m. March 11 remarks Ernest Bowers age 34 was crossing the intersection as signal light changed from green to red a Car driven by Theodore Toby made legal right turn from 15th Street in to 4th Avenue All right stand back is he hurt bad officer? I didn't see him honest. I didn't I had the right of way What are you people called for an ambulance? Yeah you Okay, move back move back He's bleeding here. I'll prop up his head. Yeah use his jacket here. I'll hold him Golly, it's limp feels just like he's dead Yes, Ernest Bowers felt like he was dead Ernest Bowers suffered from catalepsy a strange disease He carried at all times a note in his inside coat pocket stating that he was a cataleptic and that in the event of seeming death His wife should be immediately notified or his doctor in the event. His wife is unavailable The letter also requested that no autopsy or embalming should be performed on his body for 72 hours Although in his particular case the duration of the attacks were usually four hours or less Ernest Bowers also wore a sterling silver bracelet with an inscription reading Do not him bomb me. I am not dead Catalepsy is a disease of the nerves in mind the physical condition of the cataleptic when he is under a spell closely resembled death in all aspects including the primary stages of rigor mortis Officer Abbott was at the scene of the accident. He administered first aid to the injured man before making out his report That ought to stop the bleeding looks like just a cut on his forehead when he hit the ground nothing much He can't be hurt bad officer. I didn't hit him hard All right now clear back clear back. Let's have a little air here What's your name? Theodore Toby here. Here's my license. Hey, hey you kids What are those kids do? Oh here it comes. I hope he's all right it doesn't look like he's breathing. I Told you to get back now. Come on. He's back Glad you got here he's out cold say is not have a look. Well, let's get him away He's dead. Well, anyway, it didn't happen in the coach. Okay. Don't take him away. Keep them back officer Okay, keep back It's a second one today. Yeah, well, let's go Whose jacket was that where he was laying on I don't know you pick it up. Nope. Hey officer Where's the jacket? But the jacket the guy's jacket. Oh my gosh, it's gone. Okay. Oh those kids never mind. Let's go pain And his powers had lost the identification of his condition the letter was in the inside pocket of his jacket The silver chain he wore on his left wrist had snapped and fall into the pavement Two youngsters picked up the chain Robert Manelli aged nine and a half and Tommy stoner eight We all got us. Did you hear him? Yeah, maybe we should give it back now. What for so he can keep it Let's go around the back to your father's shop, huh? Sure is a nice chain Hey, there's writing on it. Maybe it's the guy's name. Was he hurt bad? Hey, what's it saying? Oh, just a second. We'll be out of the alley. Yeah, pop's gone home to eat. Can you read it now? Wait a second, will you? It says do not involve Do not something me. I am not dead Ah screwy. What do we do with it? Sell it dopey. I well that's stealing Bob. It ain't stealing We found it didn't we when when we try to sell it. I'll ask us where we got it What do we tell them? Nothing. I'll use your head. You know what we'll do? What? We'll use pop's weld and torch We'll melt it down, but but he told us not to use it popping here. Is he no. Well, come on Well, there it is. Yeah, now here you put it on that brick Okay, yeah Why do you think you're doing?  Manelli.  I thought I told you kids enough to go need the torch Well, we want to melt this down. Come on. Come on. Give me that Now what's it all about? Well, we found this chain poppin. We want to melt it down and sell it Change the milk. Who's easy? We don't know. Do we Tommy? No, no, no, we don't. Yeah. Well, where you get it? We found it. Oh, come on. Come on. Let me have well, there's nothing wrong pop We just found it see it's all Do not And Balama means I am not dead Okay What's that? It's screwy. Well, where you find it in the street honest pop has Tommy All right.  Well, how about melting it down pop? We can sell it and buy some baseball All right. I'll keep back Look at Tommy. You see it? Yeah Got in the melt. You see how he does it. Get the way I told you It's all melted They sold the melted chain for a dollar thirty to a dealer One dollar and thirty cents What the coat The coat was the principal thing in the coat in the inside pocket was the letter the information about Ernest Bowers condition was in the Lever the instructions that could save his life The coat was picked up from the street by Ernest Jerry Murdock Now there's a big sign near the corner of 15th street. It says Ernest Jerry Murdock swap shop He brought the coat into his store rummaged around on his shelves until he found some cleaner Then started to clean the blood stains Uh, I'm looking for a sport jacket. Uh, just a moment. What kind conservative? Oh come over here, please Mm-hmm Yeah, something on that order. Hey, yeah, just pick out what you want. Uh, how much you want to spend about five bucks Oh these cost more. How much from eight to twelve Now over here. We got some cheaper. These don't look so hot for eight bucks from eight to twelve Over here. Well, I'll take a look No, these don't appeal to me at what size do we're 40? Oh, yeah try this one on nice and conservative there Yeah, that's kind of tight around the shoulders. Yeah, that looks cheesy Well, I guess you ain't got what I want. Wait, wait, wait a minute. Wait. What's your hurry? I'm just putting a new one in stock over here by the county. Uh, that looks all right. What size is it? I don't know. Here. Let's let's try it on you. All right How's that? Yeah, that's bills. All right. Well, it's kind of stiff in front here It's almost a new way that you'll break it in feels like cardboard or something. Look, you want it five dollars Okay, there might be still a couple stains on it. I had enough time to take them out You use some cleaner honor to bring it to the tailors. He'll spot it. It'll be better than new. Yeah, here is the five Ernest Bowers was brought to the receiving room of the vet a general hospital the time for 10 If Bowers was going to awaken it would probably be before 645 Intern on duty. Dr. Weldon made out his report. He wrote it down while he was standing near the telephone switchboard This is the vet a general hospital is anybody by the name of Bowers at home. That's Bowers B. O. W. E. R. A. No, nobody home Is mr. Bowers married his wife thinks so now where can I reach her? There's been an accident I don't know. She's out. Will you tell her to call the vet a general hospital? Yeah What happened mr. Bowers is dead Yes, funny just a superficial cut on forehead Well, that's cardiac. I'm gonna go they get me the order room, honey. Okay, use that phone there. Right This is dr. Weldon. There's a delivery for you to go to the morgue morgue now.  It's down the receiving room. The papers are down there too Can I get a sandwich first? No go on get going Oh, why can't I wait a few minutes? It's got to go now. They'll want to start the embalming so they can go home It was then 422 in the afternoon Dr. Theodore J. Weldon left Honey at the switchboard and walked upstairs to the intern quarters and settled down to reading the sports page of the afternoon paper At that moment if anyone had been in receiving room B of the vet a general hospital where the body of earnest powers lay on the patient carriage They would have seen a fly crawl slowly across the face of the dead man And they would have seen his nose twitch For suspense roma wines are bringing you an all-star cast of hollywood radio players headed by walley mayor in dead earnest A radio play by celic lester and mervyn gerard roma wines presentation tonight in radios outstanding theater of thrills suspense Between the acts of suspense. This is truman bradley for roma wines In roma wine you enjoy an important difference Yes, roma gives you an extra dividend of enjoyment in fuller bouquet richer body and better taste To bring you better tasting wines every time roma selects from california's choicest grapes Then with ancient skill and america's finest winemaking resources roma master ventures guide this grape treasure to tempting taste perfection These choice wines are placed with mellow roma wines of years before And from these reserves the world's greatest reserves of fine wines roma later selects for your pleasure That's why more americans enjoy roma than any other wine That's why you will find roma california wine your best buy in good taste So whether you prefer sherry or port muscatel or tokay insist on roma wine roma The greatest name in wine And now roma wines bring back to our hollywood soundstage walley mayor Who as police lieutenant healy heads an all-star cast of hollywood radio players in dead earnest A tale well calculated to keep you in suspense Henry prince had purchased the coat in which was the letter that could save the life of ernaz powers When henry prince left honest jerry murdoch's secondhand store He stopped to have a chat with some friends made some purchases at the grocery store and then started home The time A few minutes after five He lived about two blocks from the scene of the accident and his wife was waiting for him I didn't like it for five bucks. Oh looks all right. You lose some of that weight. Look better. Wait a minute. Wait a minute What's that a spot where take it off a minute? Here, yeah, I wonder what that is. Oh, he said there were a couple of spots clean. I'll take them out. Yeah, looks like it might be What's this in the pocket? Hmm? I don't know heaven's sake To whom it may concern, please open and read. Well, that's what must have felt stiff This note is carried on my person wherever I go. It is to advise responsible parties that I am a a cataleptic That if it appears as though I am dead, I am not And that my body is not to be molested for a period of 72 hours neither by autopsy nor by embalming Although the maximum periods of my attacks usually do not exceed four hours Please telephone my wife. Mrs. Margaret Bowers at Fulton one one two three one This is a boarding house address eight four one one half west 25th street If she is not there, please try to ask mr. Four three four two two This is the number of dr. Benton. It is of vital importance. It may mean my life Thank you Ernest Bowers Yeah, that's a funny one. Where'd you get that jacket, harry? That honest gerry murder. Gee. I wonder what we can do Well, nothing is probably forgotten already somebody sold the jacket to him forgot to take the letter on sound like something a guide forget Well, it might be important Say look at that harry those spots look like blood No, too dark. That's the color that blood turns. I'm gonna telephone that number. Well, go ahead But I think you're wasting your time hush. Will you a minute? I'd I'd like to talk to mrs. Uh Bowers She ain't in. Well, how do you know you didn't even go to find out and you weren't the first after her Who else wanted to get in touch with her? Oh somebody. I don't know. Oh, well, thank you There you see you're wasting your time. I'll try that doctor opera having sex Trying to do a regular busy body. Think of somebody else. Well, I'm getting hungry. Oh hush, will you?  Oh, they do that at the morgue it's preparing his body for burial I think they take all the blood out of his veins.  I'm gonna find out about that coat now. Where's this place you bought now? Wait a minute francis. I put in a good day's work. I'm tired. I don't want to run around the city looking for something I don't even know about I'll go myself. How about me at home here while you go out? I want to eat I'm hungry dinner won't be ready for another 15 minutes. Anyway, where's the place? Oh All right, I'll go with We we want to find out about the man next door. Do you know when we'll come back? Oh, I was jerry. Yeah No, he isn't harry listen go take another look. I'll try that number again.  I haven't I'm using this. Oh, well he ain't back yet. Well. What does this sign say 10 minutes? Yeah, but those guys put up signs like that if they're going away for an hour Well, we'll just wait a couple of more minutes. Oh, come on francis Is mrs. Bowers in no, uh, mr. Bowers He is that's what they tell me. Look, uh, listen, will you You're bothering me lady. I got a meal to answer in a million questions All I want to know is when mr. Bowers died. How do I know? Ask mrs. Bowers. She'll be home. So yeah, well, thanks Well, mr. Bowers is dead. I found that out. All right, you see I told him Well, what about the letter then what if he ain't dead? What if they only think he's dead? What do you want to do wait here all night if I have to well without me then well just do as you please I'll be home. I'm hungry. It's after six if you think more of a crazy letter than you do a feat in your own husband Then that's all what do you mean? That's all just what I said. That's all carry the trouble with you as you haven't got any imagination No, I haven't got any imagination. I'm just a home loving guy. That's all I don't go stick in my nose where don't belong Oh, well for heaven's sakes go home then I'll find out about it Because something beside your stomach once in a while officer officer Yes, ma'am Do you know where the fellow who owns that swap shop lives honest jerry murdoch? No, ma'am. I don't oh dear Gee, I want to get in touch with them and there's a sign on his door. Why don't you ask him ma'am? There he is now just going in over there. Oh gee. Thank you Oh gee, I'm sure glad you came back Come in. Come in. Just out having a bitey. Yeah, listen, uh, you sold my husband a jacket a sports jacket this afternoon Did I what kind well a light blue one with little red boxes in it? It had a few stains on it Oh, sorry. I can't take anything back once it's sold. No. No. No, I don't want to give it back Listen, where did you get it? Mr. Murdock? How can I remember where I got it long ago? Was it very long ago? I don't see what's any of your business where I got it. Well, it may be important I've been trying to reach the numbers the doctor's numbers always busy and his his uh, his wife isn't home yet I don't know what you're talking about. Look, tell me one thing just one thing Did you have the jacket in here a long time? Well, oh, please listen. It's very important Well, no, no, I just got it in this afternoon. Oh, where did you get it? Look, you said one question. He asked it. I answered it. That's all There was blood on it. Well that I can't help Listen, if that man's alive and they do anything to him, I'll just never get over it I'll never be able to live with myself. What are you talking about? Listen to me There was a letter in the inside pocket of that jacket. You see it said that earnest bowers was a cataleptic What's that? He goes into no no a cataleptic is somebody who looks like he's dead at times and and he isn't He goes into a spell and it looks as though he's dead You see sometimes they take dead bodies to the morgue them And and bomb them that means they take all the blood out of their veins now Now this fellow bowers is a cataleptic I don't know whether he's dead or alive or even if he's worrying about this letter, but I got to find out There was what what an accident before where who was in it? I don't know believe me lady I didn't know anything about all this You think that this guy was taking away an ambulance was a cataleptic that coat was it his? Yeah, lady, but it was left there in the street. They drove away and left who the ambulance I don't know it was on the corner the cop was there He told somebody to call an ambulance it came and took away the man. Is that the cop out there right now? Yeah, yeah, but look look you're gonna protect me. I ain't done anything wrong. I didn't know anything like this had happened I've never taken a coat Ernest bowers lay on a slab at the morgue If you were alive probabilities were that he would regain consciousness before 645 The two and bombers on duty at the time had decided to get a fight When the phone rang Yeah, but we're going out to eat Yeah, I know another one just came in we got it here. Well, what's the rush? No, no, we just want to grab a cup of coffee. We'll get right on it Well, is it our fault if it comes in just when we want to have it? Oh Well, we can go home after that that puts a different complexion. Okay Yeah Hey, what time is it anthony 6 30 good doc says if we embalm this one now we can go home Let's start in then. I'm hungry. Okay. I'll start the motor Young guy, ain't he? Yeah I was saying to the wife about that yesterday. Oh get the injector out. Will you Tony? She was saying more and more people die older and older here Yeah, it looks like we can open through the neck.  She should be around this place a while. We get them all ages You want me to do it? No, no you get the injector ready Look at him. Hmm. You'd never think that such a little thing like his heart stops beating could make him dead and not alive Yeah, okay Oh, hold us steady. Will you? Yeah Ready just a second. Yep. What's the matter?  Ah, that's all right. I'll just clean them What did the wife say to that what all about all ages?  Yeah Okay, I got my glasses clean. Oh, let's see here. What's the matter? They're steamed up again. That's funny Every time I bend over and it I wonder what? Ah, it must be my imagination. What? Well, I could have sworn this guy was breathing on my glasses Is he? No, how could he? Oh, come on then. Let's go. It's a quarter to seven already. Yeah Oh, hold it. I'll get the phone. No, no, let's get this started for it. Okay. I will just stop. Huh? What's the matter with you? I thought I saw this guy's hand twitch. Oh, don't be silly. Give me a scare Uh, let's wait a second. I'll get the phone. It'll probably be another job and we'll never get out of here And I'll let it ring but the doc said we could go home after oh Well, come on. Let's get this thing over with now Okay, now give me the knife again Neat little incision right Hey, tony Yeah, look I'm bent over like this.  Well, look at me. I'm shaking all over Look at him. How look at his lips. Huh? Listen Shut that thing off Currently the life of earnest bowers was worth one dollar and 30 cents for a silver bracelet to the boys who ran away with it And five dollars for a bloodstained jacket to honest jerry murdoch Their petty thefts brought a man to the brink of death As for the busy telephone in the doctor's office. It wasn't busy at all The good doctor had unwittingly replaced the receiver on the phone stand incorrect There is um There's just one more episode which perhaps does not belong in an accident report But which I would like to include After regaining full consciousness earnest bowers put in a telephone call From the morgue Hello, mrs. Brawley is mrs. Bowers in this is mr. Bowers I know mrs. Brawley, but they made a mistake. Well, darling. It's quite a long story Well, never mind you get right home. You hear your dinner's getting ice cold Presented by roma wines r.o.m.a roma america's favorite wines In just one moment. We'll have a special announcement of interest to our suspense listeners This is truman bradley reminding you that roma wines taste better Because roma selects better tasting wines from the world's greatest wine reserves Yes in roma wine you enjoy an extra premium goodness in fuller bouquet richer body and better taste That's why more americans enjoy roma than any other wine So insist on roma a premium wine in everything but price Tomorrow enjoy the ruby richness of roma california port delicious after dinner ideal for entertaining Now it is my pleasure to introduce mr. Don thornberg vice president of the columbia broadcasting system Ladies and gentlemen Your regular suspense listeners will i'm sure be pleased to know That your suspense program has won the 1946 george foster p body award for outstanding excellence in radio drama In behalf of the columbia broadcasting system I congratulate producer william spear The actors the musicians sound effects men technicians announcers And the sponsor roma wines Whose combined efforts have earned for suspense the well-deserved title of radio's outstanding theater of thrill Dead earnest heard this evening is one of the plays upon which the p body award was based It was repeated by popular request Next thursday same time roma wines bring you mr. robert mitchum as star of Suspense radios outstanding theater of thrill Produced and directed by william spear for the roma wine company of fresno california For the discriminating crest of blanca offers two rare california sherry's dry watch and triple cream Compare crest of blanca dry watch and triple cream with the finest sherry's of the world regardless of price You will find dry watch and triple cream unequaled in america unsurpassed anywhere Remember dry watch and triple cream by C r e s t a b l a n c a crest of Blanca crest of blanca shenley's crest of blanca wine company livermore california listen to suspense next week same time same station This is cbs the columbia broadcasting system


Hey there guys, right It's a difficult one this is to That's all I get you to hear it because well, I'm gonna try plugging it back onto this Speaker, but it's not gonna Yeah, you're not gonna get the best sound out of it because it's not really made for that but What I wanted to say was There's no hiss. There's no hum. There's no noise Okay, I mean if you really listen hard when you've got that bollum up and then nothing going on on the input Yeah, you can hear a little bit of something But it's clean I've got all sorts of components You know, I've just been trying different stuff to get rid of the noise and what it turned out to be was when I shifted this sucker directly to here and The resistor, you know, so that they're in parallel this resistor in this capacitor, but I read into the ground there That helped with a lot Yeah, there is an advantage there is a this is okay being in I've gone ahead and did the office I The option there as you can see that 50 k part or there's a 4.7 K Now this is what this numpty did I put in a 4.7 ohm and the 50 k part You know, so again, it's one of my mistakes But that didn't get rid of all of the noise even when I took that out. I didn't get rid of it What got rid of it was putting this in here I had one strand of wire left on the end of here. I don't know why the rest is stuck in the board I don't know if you can see that This camera is a bit It's not a bit rubbish. It is just rubbish But that's it it's clean It's clean. I'm and I'm happy enough to go ahead doing the other side now Also a nice thing about this is if you know it's on the other video, but when I Unplug, let's just leave it unplugged for a minute or two When I was a I put this big big chunky old cap there. It doesn't really need to have that it's About four seventy. It was okay. I was just experimenting around You know, I've been I've been playing around with lots of different bits and pieces just trying to clean this noise up I've killed a few a few three sixties six thirties Why did I have to pick the one with the smallest writing on it from a different company? And I know that a couple of these LM 317s. I've killed as well IRF 630 a big pile I bought 30 of them. I think for about three pounds It's about pound fifty for delivering And they've come in handy. I know that's not the ones and it says to use up here There's the list and I got five ten Six ten six seven six twelve, but yeah, there's three The six thirty works Right so look what I'm gonna do now is I'm gonna plug it back in if you remember it was like going up to like two amps Which was I don't know I don't know because I haven't done this before with tubes and so, you know, is that normal? So but now Look at that look 400 milliamp and down to two So not only does it not jump up It doesn't it doesn't You know, it was settling on like about four before and Don't absolute no sound That's a bit a bit worrying, but that's good because it's not actually switched on to play anything And there's no sound Which means I haven't got any hums buzzes crackles No motorboarding and motorboating. Sorry And of course that hits There is if you listen hard You can hear something. They're a little tiny bit of his but nothing Lovely I know you probably can't really hear that. I don't even wear the microphone is on this thing But it's fine, I'm gonna what I'm gonna do is I'm gonna Disconnect these wires here, which are going to the mic and I'm just gonna connect it on to you So you can hear it yourself It's not going to play with the same sort of clarity is going through the headphones because it's going to try and drive that Big old speaker up there. Oh I could put it on the little speaker. Couldn't I that's the better way to do it. Sorry. Oh, here we go again You see mine. My head isn't very good at all. I can understand that what my teachers got so frustrated with me. I Can understand this bear with me. Well, I'll just get this camera. So I don't just go off on one Okay But that's that's nice This came out of a TV a really well, it wasn't really all there's a Sony TV. So Oh, no, that's a large because I found the carcass for it Bell Bell Co. It was made in the US Well now I can't even say that kind of be at the zigzags for resistance Which means it wasn't a European Not really driving that very well at all. I am probably better off trying to Plug it into this over here. So let's just see if it would like plug into that one over there I don't know. I don't know what to call it. I've actually got another TV speaker. Maybe I could try one of these I'm actually trying to lose See if they actually work or not. So You go along with the color code, which I believe is correct Plug that into there, and I'll just plug that straight on to there like that We'll give it a go And it's nice to see that it doesn't We're not gonna get it. It's just It's distorting that which isn't very good. So it's not a not very good And what I've done as well as I've put a 4.7k in instead of that pop because like I said the option was there and I've played around with lots of other resistors and I've got all the way up to 22k trying to We're gonna get inside Maybe that's the way it's supposed to be now. I reckon that is because before we were getting quite a bit of punch out of it Oh, I know why that would be because I'm a numpty and I'm doing it again I'm plugging it into the headphone and expecting it to come out of the speaker That's a nice The nice thing is Even though it's not gonna go up very loud, which I don't suppose anyone's gonna expect it to because this is just a But this is the bit that's interesting That's where it switched on of course, but no audio coming up. No noise. No hiss No, uh, you know, so That's it that that's that's sorted That's sorted I don't know if anybody can You know if I'm supposed to be able to get like lots of what's out of this Maybe if I put the other the other capacitors about there because that's what I've changed And I've played around with different resistors down here rather than that pop And I know that if I do it just the part I can get it to have a bit more oomph And There's a pity you can't hear through the headphones because I was doing it with the headphones. I can put a I don't know the natural fast. I don't know if that's the 6.8k here because of it is I think it might be actually a 6.8 Like I said, I went up to the 22k then I could hear I assume that's from the power supply or something but I was trying to get it so it was like half the voltage But of course the more I've been down the voltage here that's going to the plate in here and Well from what I understand you need some positive charge across there to up the electrons And the less I've got there the less it can do it so But to get rid of all that noise that's what I had to do That's what I did there it seemed to make a massive difference once I did that there isn't amongst you know playing around with other stuff Trying different capacitors here You know I was putting capacitors on me On the power I even stuck halfway down where I got my power wires coming in Halfway down I plugged in a End of the capacitor a bit capacitor thinking maybe that's got someone to do with it But uh, I'm going to carry on I'm going to do a little bit more experiment with this because what if I can Oh, I don't know. I don't even know what I'm supposed to be doing with it to be honestly fair I'm just quite quite happy now that there isn't all that horrible noise that circuit there is a good circuit to work off um I would I think I am going to do the other channel But I wouldn't mind trying another circuit as well or something that would give me Or maybe I should I don't know I think maybe trying it so I could get um It to go into another amplifier To use this as like a preamp Into another amplifier And see how that goes But I want to do both sides I want to do I want to do both sides They just seems I don't really have I like to build circuits. I can actually use like this amplifier here I can use that it's nice Um, I've got a nice chill out CD today And when I finish doing this and I'm going to go make myself some food. I'm going to put the laptop here I'm going to put the chill out CD into my auxiliary CD player Into the laptop into the amplifier And I'm going to put some nice vibes around the around this apartment here While I go and do that But to have something for a preamp for a pair of headphones to sit and listen Yeah You know a little music player plug my headphones into and go for a run. Yeah, I'll go for a cycle on my bike but not To sit and listen to but to have a little preamp For an amp and maybe get into Getting some more vowels or something. I'm not sure. I'm just jibbering away. I'm really really happy I'm really really happy that now this thing is um It's actually doing what it's supposed to be doing It's Making a nice clear sound coming through it and I haven't got any Uh undesirable noises or That motorboard and things gone That's great. It was at the stage right if I went close to it It would stop if I moved away it would start just very very faintly But that's the sort of thing that annoys me If I can hear it just very very faintly, you know, and there's no input going in but the pad was on That's just annoying. It annoys me. It makes me want to try and figure it out, but there's nothing now Just a very sort of like in the background You can just you can just barely hear it. I would expect to get that sort of thing off this But this is quiet anyway. It's no real noise at all Anyway, just uh, just that's the update on that and I'm really really chuffed that it works great That circuit is absolutely brilliant. So if there's anybody else out there thinking They don't want to give that a bash I'd say I've used the a12ax7 here not the a12 au7 but Um, I'm not sure if I'll actually buy any more tubes to plug in. It was just a case of I wanted to get the tube I wanted to get one that I could work on low voltage So I could try it And I'm I'm sure I've actually got it working So Yeah brilliant And I cheers for watching guys if you watched and uh I'll come up with something else See if I can put something else together and hopefully not make too many mistakes while I'm doing it Oi Oh, let me just have a little too much check on these Yeah, they're not as hot so It's not sizzling like before They're not as hot That's another good thing Of course it's only running that 200 milliamps. It says over there And when you first put it in it doesn't do that up to two amps Then bring itself down and as it gets you know sort of like a As it gets like 0.8 of an amp that's when this Was starting to come in it was clear until then but now it's just down there and there's no That's all Yay Anyway, I said it again. So I'm going. Bye. Thanks for watching


Get a monkey throwing Let's go I know what's going on right here. He has to say he quit. What's the point of freezing it? You can't win that way Is that Tokoyami's father or something?   Thanks for not spoiling it my hero Naruto needs to take a lesson from this Yep, I identify as the announcement I don't know man He's a villain no hero talks like this Kurimuite sono mama Joe guy mother I'll eat it. Oh my god way. He has control over him like complete control No, no, no a deck who needs to give himself the main character speech and it's gonna bust them out or somebody has to scream something You're gonna put a target test the car Midoriya will heal or can you share a huge Monday?     I wonder what that shock is. Oh my god Boy It's willpower at this point.  I don't get that.   Why do you have to answer? So talk to him You don't say yes, don't say anything.   Yeah Everybody's in a while. It's totally, you know, that goes the winner.  This is like real-world issues right now. I'm just crazy Here we go, let's be friend him now nobody's ever Supposed to feel bad for him now Think about it. I feel bad I don't know why but I do feel terrible man. Now.  He was about to be a villain until that happened. Thank god You're amazing.  Oh from his school symbolizing his school with the Sakura. Wow Oh my god, it's a remake of this song.    What did that mean, dude? He said that was a good thing that he was there You're in my way. You're not. You're just endeavor to me You're right.  I got him Not even like I'm proud of you or anything With just mom's power Number one for sure, bro, it might be a basic normie take but he's definitely the most interesting character him and Tokayami my top two Moving his eyes are just glad. Oh, he's gonna snap. He's gonna win it in a second.  I knew it That was so badass. Yeah. Yeah.   That's why you're this good And that's why I made you because I wanted you to top all night Like he's living vicariously through his son and that is hell man.   No flirt. You gotta win. Yeah. Yeah, light her up. I Thought she was turning around she got bored. That's actually pretty cool feel like My hero has become Pokemon am I wrong wait is it over?    I mean She was fine when she was on our team, but she's not on our team anymore.  Oh my god way. She's announcing her Moves and everything to the crowd so everybody hears it. Oh, yeah, we got a user. We got an overwork her No sleep for her if we get her Come on He does she's talking and being you at the same time. What are you doing on net?  Oh my please beat him. Please. Oh my god.  She's gonna lose I thought season two they were gonna change his character tone down a bit. Nope.  You know what you were doing? Max shot and then this huge sounded bro.   Oh, yeah me. Oh, go. Yeah me.  So far I'm fine with who's been winning these ornaments except for her Have the way either one that annoyed me. It's the coolest power I don't care what anybody says bro when that shadow comes out the way it's drawn. Oh We got the rising of shield over here You're so cool More of him boy the nest wins again. I don't feel like that's a helmet. He's wearing because his arms are human It is the greatest quirk ever.  Thank God she didn't get to use her quirk.  I thought that was a little rock.  Yeah, you lost Wait, she gonna yell at him is she mad at him. Yeah, man.   Why are we all winning? I mean some of us are playing against our own teams I feel like I'm floating through space right now Yes, he would yeah, you've definitely Love how serious this moment is Don't say you don't need it Unbelievable motherfucker All right, you know what she needs to be my hero too.  Oh, oh, they're both. They're both out Bakugo is gonna win.  Yeah, this is disturbing shit This episode was a in anticipation episode for the next one, man.  She's gonna lose.  I thought the other guy had fire powers.  I Bakugo versus Uraraka


So welcome to the Open Education Week 2019 Thursday. Today we are going to talk about quality. And first of all, I must underline that this webinar is planned and organized thanks to the joint involvement of Eden NAP, which represents Network of Academics and Professionals within the Eden Network and Siege and Tel Group representatives. The head of the Siege and Tel Group is actually also a speaker and presenter. And during the webinar, we will deal with different perspectives regarding quality, thanks to the participation of various experts in the field. Moreover, quality models developed in two different Erasmus Plus projects, Open Virtual Mobility and Digital Culture projects will be presented. In the next slide, you will have a look about speakers. Today we have so many very important speakers participating, which I thank from the very beginning for their availability. They are also located in different parts of the world, so please excuse us if something might happen during our one hour and a half time. I won't go through the details of everyone's background because they have a huge and important background and CV and I would steal time to their precious contributions today. Each presentation will last about 10 minutes. We have one hour and a half in total and comments and questions will be discussed in the end. Please write them in the chat area because your microphones will not be activated. Be aware that the webinar will be recorded and accessible through the Eden website. So, thank you all. I give the floor to Svetlana Njeseva. I hope I pronounced your name correctly and sorry if I didn't. But please, the floor is to you. Thank you, Svetlana. Hello everybody and thank you Antonella. My name indeed is difficult to pronounce. I'm from Russia and I represent the UNESCO Institute for Information Technologies and Education and I'm also an Eden Fellow. I changed the title of my presentation recently and I will speak about the quality assurance in open online education about OER and MOOC. I usually start my presentation from definitions of these two acronyms because I can see we have 29-30 hour participants. And I wish to be sure that if we are not at the same page, we are at least reading the same chapter. So, open educational resources. These are teaching and learning materials that reside in the public domain or have been released under an open license. That permits no cost access, use adaptation and redistribution with no or limited restriction. And massive online courses with digital online courses, accessible as special platforms and they can include videos, podcasts, tests, assignments, exercises, etc. So, they can be designed for a huge number of students and some of them serve smaller number of students. But these courses are only conventionally free and open. When moving to the quality of online education and in particular speaking about open educational resources and MOOCs, I would like to mention two examples. One is the initiative of the European Association of Distance Teaching Universities. So, the framework includes the following main components. I will mention them briefly a bit later, but I am sure that many of the next speakers will speak in more detail about this and other quality assurance frameworks. And some or many of them were involved in the projects and the initiatives. So, the excellent framework includes strategic management, curriculum design, cost design, cost delivery, staff support and student support. And very closely related to this is the project completed by the European Commission, the joint research center. And this is open up and within this project they developed a quality label for massive open online courses. And this framework also includes the same components. This is strategic management, curriculum design, cost design, cost delivery, staff support and student support. But this is as applied to MOOCs. So, several years ago UNESCO produced a publication making sense of MOOCs. This was a guide for policy makers in developing countries and in this publication quality assurance of MOOCs is considered as a two ways tree. The quality assurance should assure that institution goals for publishing MOOC are met and at the same time the goals of individual participants in a MOOC are met. And while there are two concepts of quality, one is fitness for use, which assumes that there is a group of users, each with their requirements and expectations. And the conformance with requirements, this means the requirements of the institution over offering the MOOC and those of the learners. The criteria of quality of MOOC can be divided into several categories and well the first one is, it is not specific, it is characteristic of learning in general because MOOC is a course. So, regardless of the fact whether the material is offline or online, each course should meet certain requirements. The second category is the criteria specific to online learning and that learning materials should be designed with an adequate level of interactivity. And the third one is the category specific to MOOCs, which means that specific aspects of learning using a MOOC should be addressed. For example, this is the size of MOOC, which limits or determines the interaction between students and teachers and between students. To date, while there are now national quality frameworks for MOOCs or at least we at UNESCO are unaware of those. I know some publications from Tasmania and from the UK, but the universities are still experimenting with quality assurance frameworks. Actually, successful quality models existing or developed for online education can be carefully adopted for MOOCs. That's it in brief. I think I have used my time already. Thank you. Thank you, Svetlana. You touched different points that are very, very interesting that need attention from the community. I hope we'll have the time to discuss it later. So, thank you to Svetlana and now the floor is to Abba Oceane-Sanid and fellow and as I said, chair of the Seagantel group that work together with NAP in order to make this webinar possible today. So, how about the floor? So, thank you very much, Antonella. And thanks for the pre-planning for this event with either NAP or with either a special interest group that would tell on quality enhancement. It's a great pleasure to be here and then to discuss this very interesting topic, which I really am interested in. So, my task today is about to talk mainly about the tips framework for open educational resources, which is one of the most useful ones. One reason why I also choose this one is because that framework has a holistic perspective and an emphasis. So, the presentation from Antonella with me is, I can mention that I'm also leading the ICB, International Council for Open and Distance Education. They have last year launched an Advocated Committee for Open Education Resources, which I'm leading and we are some temperamentalist committee over the world. And that's what Antonella mentioned, the excellence and the open up ed frameworks. I also work together with EAD2U as a quality reviewer for universities or for programs on open online learning and MOOCs. And I was also in the editor board for the new manual, the third edition, which came out in 2016. It's available on the web. So, as I, what's represented the EAD2U figure, tell quality enhancement group. I will just show you two slides about that. Maybe some of you know that we have existed now for some years. It was launched in 2015, right. And come to you to activities in 2017 at the EAD2U Young Chipping Conference. We are some 10 people working in that group. I'm leading it and Ulf Ehlers, who is here as well today, is also together with us in the thing. This is the web page we have at the EAD2U web page, so please have a look there if you have an interest. Please contact us also if you have any questions or would like to join. We also have set up a LinkedIn profile where we put some information and discussions about the issues of the work we are doing with the talent quality enhancement. So please also have a look there and contribute. You're most welcome. I would like to start to talk about the STD4 because I think you can't talk about OVR nowadays without talking about sustainability goals. Because open education resources and open education practices and open education culture and open education and such, it's very, very well stressed in the STD4. To ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all. And open education resources, as I said, is especially mentioned to be one of the tools to give access possibilities for learning for all to our life. And that was also one reason why it was decided that education should have an own, be an own goal. Because it also influences all the other 16 development goals. So the TIPS framework, which was a collaboration from the Learning and Genoscope, is about four pillars. I have added here the model, which you maybe have seen, and also the book, the framework where you can read more about it. It is available, of course, free on time. And the TIPS is about those four pillars. And that is the realistic perspective. You can't just talk about the resources as such without talking about other things. Other aspects of open education resources. And that is why open education practices is maybe more relevant to senior because it is an ecosystem. The resources is not just enough. So the TIPS stands for Teaching and Learning Processes. I stands for Information and Material Content. For Presentation, Product and Format. And S, for System, Technical and Technology. So what does that mean? It means that you have to go beyond the resources and the materials as such. For Teaching and Learning Processes, it is about pedagogical issues. Now we are discussing so much about open education, open pedagogy is one of the issues. So here you can find that here. And it is about including student learning to have a learner, not just in the centre, but to have personal learning. And it is also about assessment and support. As long as we are not changing the assessment and the support, we take time to change the mindset because it is all going together and related to each other. And when we change the assessment, then also learning possibilities and the infrastructure for learning will also change and of course the pedagogy. The I, Information and Material Content. That is of course about the content as such. That is what we normally talk about when we are talking about open educational resources. It is about the content as such, about accuracy, about relevance, about up-to-date accessibility. And of course about up-to-date material and research-based material and also user-generated content and the quality aspects about that. We, for presentation, products and formats. That is about openness. Again, you see it goes very well along to what we are talking about open education and open access, about open pedagogy, the whole area of openness. It is about a different kind of media. Quite often we are set spaced. But here again it says it's all kind of variations on the media. It is about design issues, how it is designed, how it is accessed and what kind of open formats it has. And then the S is about system and technical and technology. There needs to be an infrastructure which supports the use of openness. And that is also about the systems you are using and how you both can produce but also use really the 5R, what is connected with open education resources. And as Cetlana was talking about on Monday in her presentation, the 6R, there really much I would like to add and that is about recognition. That goes here again. There is another model by Khan. And he says more or less the same. There are those dimensions which I wanted to talk about, about the tips model. It is about the infrastructure, about the management, about the content as such, about teaching and learning and pedagogy. That's us to never leave. But we also have those other aspects as managerial, pedagogical, technological, financial. And here again we see the need and the requirements to have a holistic approach when you are talking about organization or teachers and students. And there needs to be this recognition. So there need to be a lot of safety in place. And that is because working with open resources is a different kind of approach. It requires a different approach towards the openness. And that is my last issue. And this is an image from Converse of Learning, from both countries. He is a good colleague to me and to all of us. I would say currently I have worked quite a lot with him. But this model from Converse of Learning is how to go from OER and to OER practice to open educational culture. And first of course you need to, they say again, you need to have another kind of mindset about what is learning about and how can you best provide learning possibilities and to have this personal approach just in time, just for me, just in place learning. Then of course you need to have the infrastructure again. It's very important. And it is about to have incentives for teachers, for academics, to have rewards for example, to be recognized. And also to have the infrastructure and to have to support the repositories. So again there is a long pathway that you have to work through if you are going to really use the potentials of open educational resources and to move to open educational culture and practice. So thank you. I think my time is up now so I would have to... Thank you so much. Again, very, very interesting presentation. Especially the focus on the need for a new kind of culture within open education which is really the point, I think, but we'll have the time to discuss it later, I hope. And now instead we give the floor to Daniel Ehlers, Eden Fallow and as Eva reminded us before, he is a member of the Special Interest Group on Quality and he is going to tell us more about current and future open education resources quality. Thank you, Hof, for being with us and the floor is to you. Thank you very much. I hope that everybody can hear me. I am delighted to talk today to all of you and share some thoughts which come a little bit from the past and are going into the future. It was a pleasure in preparation, actually, to think a little bit about the future and I therefore was naming my presentation Current and Future Open Educational Resource Quality and I'm not sharing with you a particular framework. I'm just sharing with you questions I have and some opening the mind issues, maybe. So the problem which I would like to address is that I think that the challenge with OER quality is that OERs are potentially created as educational materials without knowledge of the context and without knowledge about the learner and the context, quality cannot be established. Resource quality can. So I'm trying to distinguish in my thinking between learning quality and resource quality and I think this is an important distinction in order to not think that we can raise the quality by creating wonderful learning artefacts through or with which learners then will start to learn. That can happen, that quality is rising, but it's not a guarantee. In the past decade, I think we can say 10, 12 years, I have been involved in several, I think some of us have been involved in several quality initiatives. The Open Educational Quality Initiative, for example, which was working on the issue of defining open educational practices as the use of OER in order to raise the quality of learning. And what we can see is that there are many frameworks and many initiatives working on this issue and I always say that the real challenge for an organisation or for an educational group, a scenario is to select carefully what you take on board in terms of frameworks criteria so that the dimensions are really meeting your needs. We have together with the Joint Research Centre compiled a report in 2013-2014 to consolidate the body of knowledge which was existing in the field of OER and quality, quality for OER that is downloadable from the web. This slide is unfortunately not working like I had designed it so you cannot see the report here but you can just try to Google JRC report on OER quality then it's going to show up. If we think about quality then we can of course see different perspectives and the old question is learning actually a function of teaching plays a big role here because if we say yes learning is a function of teaching then that means that a good teacher will evoke good learning and then that means that a good resource will evoke a good learning resource will evoke good learning with a learner. If we doubt this and I can tell you right away that I am very strong in strong opposition to this question or this implicit statement, if we doubt it then we have to ask the question how is learning actually coming about? Who is responsible for learning and for learning quality? And of course we know that it is always a multi-factor environment in which many factors play together the teacher and the learner and the educational context and so on. I think that in the history of quality development we can see that for some time we have been very much input focused and also in the history of OER the history and actually also the actual time, the actual frameworks are often let's say prescriptive frameworks which so to speak try to outline dimensions and criteria which should be met and then so to speak carry in them the inherent conviction that quality will be raised if these dimensions are going to be met. And I always think that this is actually a good approach because we need scar forwards in order to be able to professionalize as educationalists to professionalize our view and our analysis capacity, how we look at the educational scenario how we are using OERs, what kind of OERs we feel are fitting for the target group or which might not be fitting for the target group but in the end of the day probably learners will not automatically learn in a good way, not automatically achieve a high learning objective a high qualitative learning experience only because we respect certain framework measures for some learners that might work for other learners that might not work. So I think the question is really the focus where we put the focus when we discuss quality is it quality of learning or is it quality of resources and that's why I very much appreciate that I feel at least that the debate in the question of OER quality is moving from frameworks and prescriptive approaches in which we are listing criteria into community oriented approaches where it is stressed that through open learning learners need to be guided in their autonomy in their capacity to reflect, to learn learning methodologies and so on to become autonomous learners and this is what I call the practice oriented the open education practice oriented quality approaches. It's interesting if we look at research how open education resources are actually used and we can see that at least in this piece of research published two years ago we see that there is actually not so much a connection between the use of OER and an innovative pedagogical design. That means that OER and higher education actually are often used within the frame of very traditional pedagogical settings which is also something we need to address because that again emphasizes this underlying implicit quality illusion or understanding that maybe a good resource is already enough and doesn't need an additional very well refined and good pedagogical scenario around it. I just want to go through some slides very, very quickly because my time is already ending. The higher education environment, the education environment at large is changing enormously where in the past we had a clear understanding that we could educate young people to become a professional in a certain field. We know today this is not possible anymore rather this could be maybe rather better expressed in a way to say they can of course become professionals but what a professional is is changing its meaning when we discuss future skills very much. So the future educational scene is actually an open educational scene scenario because it's not a traditional model or a modern model where we focused on mass education. The future will be a mass plus individualized, personalized model and there is no way around to go around individual content and open educational resources. So open education and open educational resources are actually the new value proposition for learning and training and we have just shaped a European network for catalyzing this approach not only for higher education but also for businesses actually. So now my time is up, just come to the end just to let you know that there is some material still on the web, reports and also guidelines which you can use in order to assess your institutions or also as a learner your capability of being an open educational practitioner actually. And the last slide, I think that and that's a little bit leaving now the room for discussion then I think that we can actually think I think the future quality approaches they need to be quality approaches in which we are moving from control to culture from inspection to inspiration from a product oriented view to process and competence oriented view and from islands of learning to island hopping this thought is actually referring to the personalized connected learning ones. So I'm just skipping the other slides and then thank you very much. Thanks to you, thanks to you for this very inspiring presentation with again lots of things to discuss together I think but let's give everyone the opportunity to speak and in the end we can start a brief discussion. So now we after this landscape vision about rules and about the possibility to improve to see the future of quality in OERs we drive our attention to some examples some quality models devised within different international projects and I'm introducing the first one which will be presented by Gemma Thorperer from Universitat de les Illes Baleares and she's going to tell us about a model related to one of the Rasmus Plus project presented today Open Virtual Mobility and of course the quality model devised within the project and their presentation is entitled Assessing the Quality of OERs, the Open VM project thank you Gemma for being with us and the floor is to you. Thank you Professor Bocce for the invitation and thank you to all for sharing such a nice and interesting session which I am very pleased to share with all of you so I'm presenting on behalf of the Open Virtual Mobility Rasmus Plus partnership and I am happy to say that it is the perfect moment because we are doing the first steps in making all the project happen so we've been working hard and now we have some of the first products released and I think it's the perfect moment to show what's going on and the perspective of the quality approach just a short note to present the project in itself so it's about virtual mobility and the open context so we define virtual mobility as the set of ICTs supported activities organised at an institutional level which realise or facilitate international collaborative experiences in a context of teaching and learning but what we are trying to do is that we are challenging all these by making this open and open as much as possible this means opening the digital environment in which these virtual mobilities are developed and also opening the agreements the formal agreements and the formal curricula that's normally or traditionally have been institutionally supported but we are trying to redefine a design where both agents, institutions, professors but also students can open the design so we have three main tasks which are promoting the virtual mobility skills and redefining them in the context of openness and creating a learning hub and the MOOC and what I was trying to introduce in the very beginning was that the learning hub has just been released and I'm happy that here Professor Andoni who is the team leader of making this learning hub open and visible for all of us is here too is sharing the session and we have just done a pre-pilot and the new pilots are also going to be open very soon and also we have here Professor Poce who is the team leader of opening this MOOC so I take advantage of this to also say thank you to them and if they want to add anything to what I am doing so just please give us your insights and the third aim is recognition and open accreditation and we are trying, we also want to accredit by the introduction of the open badges in this open environment the project is really challenging, complex and very integrated so the design of what our tasks are really planned and I think I'm happy to say that the schedule is going on correctly as it was planned so we already have the MOOC and so the working outputs 3, 4 and 5 are the things that are visible and then coming to one integrated thinking both the learning hub and the MOOC and so then the output 7 in which I work with our colleagues we try to set up all these quality framework for such a challenging project shortly to give the context to all these quality framework we were really concerned about all the approaches that the project was about so we wanted to contextualize our work in the context of higher education, the open education the virtual mobility and of course the MOOC so then we had the ENQA recommendations for learning higher education the open education framework by the European Commission, the virtual mobility matrix by IA2 and the diverse models of quality for MOOCs that are already published and that we have used we have tried to focus and to highlight the pedagogical aspects of all this and as well the special focus to the autonomous concept of learning and in particular the self-regulated learning design in particular for the MOOC but as well for the OER selection that we have been working so we have two main frameworks that we refer for the learning hub and for the MOOC and then for the OER so a general approach to the DVRI, to the quality process is the design-based research model so we want to go into a cycle of iterations in which we design, develop, implement and evaluate a product the MOOC, the OER and inform this cycle correct for new iterations change, make improvements and start again the new cycle I think this is really interesting because it tries to challenge this, it tries to tackle the problem of contextualization that professor Ellers have just talked about so I thought that we were all in line about our presentations and our thoughts and the problems we see when talking about the quality in open education and ANTOIA this is the adaptation that we have developed for our work in which we have tried to simplify and the design and development is just one step because of the importance of trying to be a bit more agile than DVRI can be as the first ones then we are also trying to have the perspective of all Asians so it's not only the assessment by the internal partnership but also it's very important to have the approach of our learners who in the end are the most important part of our quality process and for the learners we have a pitfall group assessment which I haven't added here but it's really very open so we can have as much as we can from their approach whereas for the internal partnership we have based our quality assessment on an already existing model very fresh, very new and very complete what we like about this model it's not only that it is very complete but also because we like the processes in which it is based so in the end the three processes the phases that this framework works it's more or less a bit about the phases of the design the design based research so we highly recommend because as we think it is complete and as you can see here it is complete in dimensions and also it is very interesting for the DVR similarities that it is based on and then we have OER so my time I have to spend my time and I need to no please don't worry sorry thank you because we have now the OER coming I really wanted to tell that the OER quality and the way we have addressed the quality in OER is based on a double process of peer review peer review for selecting the OER but also and this is very important peer review for the assessment of OER for this assessment we have also used an existing rubric that has already been published and validated by Pocce, Augusti and Tre and it is very interesting because we have different levels to assess three main characteristics, the quality the appropriateness and the technical aspects that in brief mean analyzing the context in which this OER I created and then analyzing the context in which we want to use this OER so I think these are two very important sides of the same problem and a way of challenging and addressing the problem of contextualization so about the first thing we need all these items all these criteria and this is analyzing the origin of the OER and the author, the institution the process in which it was created and then the appropriateness for our context adapted to our levels and to our skills in the end we need that this adaptation we need to analyze what can we do with this what are the possibilities for edit and for the accessibility and in the end how are we going to design the assessment based on this we use such of the OER and so again another instrument which is relevant and important for all the quality approach that here I wanted to summarize in a figure and as a main process highlighting again the DVR iterative cycle of the OER and just a last second to say thank you again and honored to be here and sharing with you and available for your questions and thank you very much for describing the project and then focusing on quality which is the topic we discussed and so yes as you might see time is always running but we now have another very meaningful example with another Erasmus Frost project model and it is presented by Diana Andone Eden Vice President for Communication and Communities and a professor at Polytechnica University of Timisoara, Romania she is now speaking from US so thank you so much Diana for your effort because I know there is very very early in the morning so thank you so much and the floor is to you I don't want to steal your time please. Thank you very much to everybody and Antonella and all my friends which are some from Eden Executive Committee, some from the European Erasmus project in which I'm working and the planner Neil with whom I've been I know and been working for some time now my slides are loading now I'm hoping that you can hear and see me properly because my internet connection is very low very early in the morning now I'm in Mississippi at the Mississippi State University in the hotel now I just been until yesterday at Tulane University in New Orleans so I'm going to speak now about the DigiCulture project and I hope that all the 50 participants which are there some of them probably are also my students from Romania which also greet from here and who probably will see that this is something which relates also to the work which they are doing so basically my presentation is about the open educational resources which we developed in the DigiCulture project which is an Erasmus Plus project about improving the digital competencies and social inclusion of adults in creative industry the DigiCulture project has several partners some present here which is Antonella Pocce for example but some which are not and it's mainly focusing for the creative industries which includes not only culture but also media advertising architecture and digital media a lot of other factors so what we are mainly doing we are doing MOOC we have open online course about the digital skills which is going to improve their digital skills based on 12 modules they are going to be delivered through branded learning and we are trying to encourage young adults in the creative industries to gain more digital competencies the recent statistics from Eurostar shows that this is one of the lowest one area which is the lowest digital competence level so what we are doing in terms of quality obviously we have an e-assessment tool which is a tool which will mainly assess group year validation and learner validation some of the context which we are going to develop in the project and some is already done and we are going at the end to issue open badges for digital skills and all of them are under the creative common licensing but mainly I want to speak about the students as creative creatives you are probably very familiar about the concept of Ritmal and Malmönd from 2013 about the creative creatives, the students and the youngsters which can go the extra mile to provide and to do some more say work content and also value to the society but by doing a bit extra than their normal work so what we are going to do we are trying to involve somehow the art and the technology sector by creating some virtual reality examples and some study cases I have here unfortunately some videos which are not working and I will kindly ask Cristina to share with you the YouTube files so you can also see some of them the idea of students as our creators I need to be honest is not part of the Erasmus Plus project is something which we have done for several years now this is the third year in which we are doing this and is trying to involve students in creating a resource normally an educational resource which also needs to be open based on a specific topic which they have learned research or analyzed during their semester in fact they are paired automatically in a team based on the topics which we share to them as ideas on which they can do their open educational resource for the students they need to understand research analyze for a dedicated topic they need to do this much more depth that sometimes is needed for let's say a normal exam or a normal educational activity in a higher education university why because they also need to present it in a different way because they need to use multimedia creator tools either videos, either animations or infographics to be able to present it in a more interactive and let's say video rich way to their peers they need to understand also open education principles one of we keep doing studies in our university and the other universities with whom we are working that students they don't really understand the concepts of open education common licenses and how this works so this is why we came with this because the best way for the students to understand and to know and to what to say to enrich their experience in higher education through open education is for them to produce open education how is validated they are usually validated by the peer evaluation their colleagues validate the evaluate the open education resources which they created and also us as teachers as processors we validate and evaluate them some of them are already in the creative commons in the wiki commons area some of them are in some other projects how to say areas some of them are in our virtual campus which is the Polytechnica University of Tinshara online environment this is a video which unfortunately we cannot see this is a video about Duolingo about how to use Duolingo of communicating between two different students which one is an Erasmus exchange students and the other is not which is trying to learn a language this is a an infographic for example another one done by another student this is a master student exactly like the previous video this is about the history of copyright and how it evolves and what is doing with this this is for example an ARIAN padlet where teams of students have shared what they have done in using augmented the reality of virtual reality on producing OER because I need to say that some of the OERs which we are using and the students create are also using augmented and virtual reality tools as co-spaces, unity or asthma high real and several others and this is the area where they share how they are doing it and what their experience and what is the resource information resource which they are using and another example like this I'm sorry the image is probably moved a tiny bit and this is for example something which they created in co-spaces which is a very friendly and easy to use methods for creating virtual realities in a classroom as it is also says in their advertisement but it's quite friendly for everybody to use so the students quite know how to do it as I already mentioned our project mainly is about digital culture and we are trying to improve the knowledge and the images about the city of Timishara and this is the Timishara cathedral presented in virtual reality and this you can see through VR glasses or through a simple mobile phone using a specific application similar about Liberty Square in Timishara which is in both ways using VR and also augmented reality and all of these have been created by the students with a great degree in multimedia at the end for example this year we asked all of the students to evaluate their experience on creating R&D I would like to direct your attention that the result is very positive obviously in the middle is the highest score they somehow somewhat agree that creating the VR was fun it was also useful and encourage peer collaboration but it was also difficult to create they faced several challenges by doing this but they overcome that I need to say that all the students have submitted an OS some at a better quality we were using in fact a method of quality evaluation of their OS and all of them have agreed they strongly agree with this thing that this activity helps them to learn new things which is the most positive probably result which we have from this project now at this moment we have around 100 OS created by students which are all validated at good quality which are all under creative commons license uploaded either in Wikicommons or in other platforms my suggestion is to challenge also students and also us as educators to collaborate to be more innovative to learn to be open and to become more open students and at the end to create this is a goal here in the United States in New Orleans where you can see people are sharing things they are sharing drink looks to the streaming audience downstairs and you can relate that the audience is our worldwide audience which is looking forward to see more information more engaging materials and more good quality open educational resources thank you very much and I hope I will be able to see the question again lots of input for discussion I really like this idea that is coming out from your presentations regarding self-assessment sharing evaluation all issues driving in the direction we mentioned before regarding the need for individualization so thank you so much Diana I hope we will have the time to discuss all together in the end about what came out of your presentation and now we really welcome Neil Butcher from the World Bank South Africa Neil was very kind in being available today because we know he was already engaged on the mobile learning week giving another presentation so thank you so much Neil for being with us thank you again and he's going to introduce his presentation entitled developing new CPD models for effective or your practices in African higher education so again another opportunity to know more about a different context so thank you so much Neil for being with us thank you very much I hope I'm audible I've had to come back to my hotel room I made it yes no no we hear you I'm going to talk very briefly about a totally different aspect of quality but it's something that is becoming increasingly important to us in the work that I do with an initiative called Africa where we focus particularly on what we call effective OER practices one of the things that I've discovered participating in the OER community over the years is that very often people seem to make the mistake of assuming that just because there is use of OER that equates with good quality pedagogical or educational practices and there's not a sufficient interrogation of what the actual quality of the educational practices using OER are and whether or not they're actually leading to improved experiences for the students so as part of our engagement with African universities we've really noticed that despite all the talk and the rhetoric and the push by IDOs like UNESCO effective OER practices really aren't disseminating especially well through African universities and we think that this is specifically linked to a very large scale need for professional development not around OER and open licensing itself although those are obviously things that need to be learned but actually around basic pedagogical and cognitive skills and competences so our experience is that people are massively overestimating in fact the level of pedagogical skill and knowledge of the typical academic in an African university. I'm speaking specifically about Africa because that's where we're working but as I travelled around the world I think that this is actually also a global problem, it's not just a problem in Africa and I think a lot of it is just linked to the assumption that academics can teach, a lot of it is also linked to the emphasis that's still placed on research rather than teaching and learning for career development purposes and so on and then connected to that when we are investing in continuous professional development predominantly the models being used for CPD are still formal courses or else face-to-face workshops both of which are very expensive and very hard to scale Africa consists of thousands of universities and tens or hundreds of thousands of academics so the scale of face-to-face workshops as a CPD model across to all of them is clearly not going to be affordable in a context of resource constraints so what we've been engaged in the last year and are continuing to engage in partnership with the Association of African Universities and the African Libraries Association is to investigate in much greater detail whether there might not be alternative professional development models that would help people to develop these kinds of competences and then through that be able to improve the quality of their OER practices so what we did is went back rather than starting with OER we went back to talk about specific pedagogical skills that we think are important and we identified six core areas which are listed on the slides they are not going to go through them all but we've unpacked each of those and try to understand first of all what would it take for a person to be good at effective learning design and then understanding from there what role OER might play in that so if I move on to the next slide you can see just one example of that so here we have effective learning design for programs and courses we've unpacked to give an indication of what core competences OER might need in order to be able to do effective learning design and then we've linked to that the different ways in which OER and OER practices can contribute to effective learning design we think that that extra step is really important and it's very often missing from OER discussions on quality so people assume that if you're using OER then that's a good quality educational practice but we think by unpacking it in this way and we've done this for all six of the learning area the six core areas of pedagogy we identified we think that's hopefully a more helpful way of thinking about professional development around the use of OER what we are then doing at the moment is piloting together with various universities on the continent and also through our partnership with AAU and ATHLEA the design and implementation of a series of standalone tutorials which are designed to be very granular in scope so if you look at this particular diagram each one of the blocks that you see reflected here is a standalone tutorial each of them takes probably no more than 25 to 30 minutes to complete and what we've tried to make sure is that if an academic comes in and actually completes one of these tutorials they will immediately be able to take away with them something of concrete and practical relevance and use that they can take into their classroom practice into their teaching and learning practices in their university and it will immediately bring benefit to them so for example we've got one module there on the Google advanced search which has been improved to be very popular because the vast majority of academics unfortunately appear not to even be aware that Google has advanced search facilities so by teaching them about them on the one hand we're able to teach them about open licensing but on the other hand we're able to give them a practical skill that they immediately can take away and start using to improve the quality of their research searches their teaching and learning their OER searches and everything else but if the academics then accumulate the knowledge across all of these tutorials then they will have gained a much broader level of knowledge around finding open content and we piloted this one learning pathway what we're expecting to do over the course of the next two years is to build out another six to eight teaching and learning pathways of this kind and then work with AAU and ATHLEA to see whether or not this model of professional development can actually scale effectively so we are very much hoping that if this can be successful and if it gets traction with academics it can provide one important piece of the puzzle of quality of focusing on helping academics in a practical, simple, straightforward and very cheap way enabling academics to learn some critical skills around OER and around effective pedagogical practices that don't require them to travel long distances to spend three or four days in a workshop or to register with a formal course and we're then hoping to embed these in the CPD strategies of both AAU and the African Libraries Association so what I just wanted to do today is to highlight the link between quality in OER and effective continuing professional development and to flag what we think is the importance of different models of CPD to complement the mainstream models of professional development and hopefully the experiences that we're gaining from this will prove useful over the course of the next two years if anyone's interested in partnering with us as we move forward with this project we'd be very interested in exploring working with you as we do this Thank you Thank you, thank you so much Neil and actually yes, I have different ideas about the possibility of cooperating and now before going to my own brief, brief contribution related to the next incoming conference, the Eden conference in Bruges I just wanted to you know, because time is running I just want to collect some ideas from all the presentation that we had today regarding quality We started with Svetlana and Svetlana, I liked the concept that I really appreciated the idea that anyway OER's open education is related to course development and so of course quality and rules and in a way frameworks and pedagogy and so on and so forth should be at the center of our attention anyway besides recommendations, frameworks and so on and so forth and this concept was developed by Abba when she said that we need a different culture, we need to spread this different culture and actually Neil himself underlined this idea that a new culture should be spread and professional development should be cared of Ulf of course gave us the line that everyone in a way developed because he told us that actually we need to focus on individualization on student centered learning but especially on this idea that the quality is directly connected to personalization of learning and so we need to be careful when we choose or when we design our courses in an open environment the models we took as examples are all in this direction actually because both the Open VM project and Gemma's presentation highlighted these aspects underlining and highlighting the design based approach that we try to develop in this project but of course Diana told us even more with the other project the digital culture project telling us about self-assessment fear assessment, this idea of having the students as OER creators themselves and then Neil who told us and I'm going back to this concept this idea of professional development which is absolutely central and which is what we really care about in our network of academics and professionals and as I said this webinar was promoted and made possible by the work of the NEP in joint connection with the decigental group coordinated by EBA if we go to this slide that I prefer that is related to the road to Bruges thank you so much Cristina we can see that our next conference will be as you know, I think all of you know and all the ones who are there and I know there are lots of people that will be in Bruges next June from the 15th to the 19th and on that occasion during the conference of course you will have the chance to meet lots of colleagues, different academics and professionals working within common and shared scientific interests but on that conference we will have also the opportunity to meet again in a different way to support this professional development that Neil was mentioning because the NEP, the network of academics and professionals will organize a workshop built on the speed dating framework so this is a framework that we started last year in general during the general conference and that we kept on offering in Barcelona and now we are going to have it in Bruges where based on this speed dating idea we try to put people and groups through and we start discussing common interests common research interests in order to build up on these short meetings but very effective meetings from last workshop we had the opportunity to build up new groups and so start new projects new researches and so on and so forth so I am sure and I look forward to meeting you all in Bruges beside that I am looking in the chat if I can see some questions we have 10 minutes about 10 minutes for questions so let me check if there is there is something in the chat I have seen one question that I can I can report to all of you there are others anyway this question is I think is addressed to all of you and it says in the policy assessment procedure how can you coordinate the different feedback coming from different stakeholders I think the question was asked by Francesca from Roma and she if I interpreted correctly she would like to know how you manage in finalizing different perspectives and different needs when you get feedback from the different stakeholders so I don't know who wants to start maybe Svetlana was the first to speak here is Svetlana, please question and from my point of view I am sure I was talking about quality assurance for open educational resources and for this particular field in which I am working I believe that quality models should be developed for every component of course or module of open educational resources and if we speak about MOOCs identity management pedagogy and this is assessment and this is credentialing and actually I don't have an answer how this can be integrated into one system so I hope that my peers will provide some additional information maybe I could try to answer but the fact is that we haven't started this process of crossing the feedback from both stakeholders the plan is that we will try to do this for example I have noticed that in the first round but only in an observational way without having been very strict I have noticed for example that the students have enjoyed video based OER and that in the selection of OER in some pre pilots there are quite a few video but also we have increased the OER the ones that are text based so now I think in the DVR process we will have to ask ourselves and review if text based OER are needed as much as we have introduced them so far so I think we will have to do this referencing of feedback and it will have to be a careful process because there is information which can be really relevant for the quality of the final planning design yeah please Emma I think it is a good question but also in one way it is impossible to answer because it is not just one model or one framework fits all I think we all have given perspectives that there are so many dimensions of OER opening up education we stress the importance of teaching the mindset towards open education and then there are so many aspects and dimensions in that and there are also so many stakeholders we have the learners, we have the institutions we have the society, we have a very broad group of stakeholders so it is just one framework but I think it is very important I think we all also have said that you need to have this holistic approach and what need was really stressing and that was also when I saw that in some of the feedback I have the model you have developed in South Africa I was immediately interested in that because we need to change the culture to change things we need to work with people because in the end of the day it is about people and that is why it is so important with the fact that the language is used and how you can make it Thank you Thanks to you all I think we are going we are running out of time for these issues as I said will be core aspects of the next conference in Bruges and we will all have the opportunity to have talks and discussions regarding these issues, these very important issues and also do not miss the opportunity for you or for your colleagues in your institutions to this webinar but other webinars and the Eden Trials that we are offering as Eden and network of academics and professionals in particular the new term just started there is a very interesting and rich program out there you can read it on the Eden website and so this opportunity for professional development will be there for anyone who is interested already from next March to 20th so I will wait for all of you at our virtual events but especially on our face to face event that will take place in Bruges next 16th 19th of June thank you so much for being there thank you for your availability participation from all these different countries around the world thank you so much thank you bye bye thank you so much


The Rice Knowledge Bank is a very very exciting development in Erie. It really began in 2002 with the work of some Erie scientists in bringing Erie's knowledge together that is ready for transfer. In other words it's validated knowledge that could go through to extension in the different countries. Since then it's really developed in terms of the Erie RKB which is Erie's knowledge ready for extension and most importantly our work in the regions helping rice scientists and extensionists in each country to organize their own rice knowledge that is ready for farmers. So there are actually two parts to the Rice Knowledge Bank. There's Erie's knowledge itself and then there are the country knowledge banks for example Bangladesh, Thailand, Cambodia, Vietnam, Laos, Indonesia, Philippines in terms of their own knowledge being organized. I think the important thing for the Rice Knowledge Bank is its vision in terms of Erie and how we work with our partners. Erie is a science research institution and that is its most important work. Packaging that in a format to be used by countries and with partners in terms of for extension is really part of helping the science knowledge to be placed in a format that is for other users. The ultimate vision is up-to-date knowledge at the doorstep of farmers. So that's a long way from research in terms of the science that is the development of the technologies but that's our aim, that's our vision. Now that won't be done by Erie alone. In fact Erie is a catalyst in the process. It's really our work in country. It's our work with our country research partners, with the extension partners and then it can be in many different formats. It could be through telecentres, it could be as printed material, it could be as video or radio material. It's going out to many so that through the process farmers get the knowledge and in this we mean men and women. It's not just for the male section of the community. It includes the women who are very, very important agents at the farm level.


This study demonstrated a unique application of metal-assisted and microwave-accelerated evaporative crystallization, MAMAEC, technique for the decrystallization of uric acid crystals, which causes gout in humans. The technique uses metal nanoparticles, gold colloids, with low microwave heating to accelerate the decrystallization process and reduce the size and number of uric acid crystals by over 60% within 10 minutes. The use of gold colloids without microwave heating did not result in decrystallization, proving the utility of the MAMAEC technique for gout treatment. This article was authored by Bridget Kiyoko, Taiwo Ogunnally, Mornaiki Atabee, and others.