I think we've had a great conference and looking forward to a suitably exciting and inspiring finale and I have full confidence that we've got the right speaker for that. Terry is a research professor. He's a professor at Athabasca University and Athabasca is the sort of Canadian open university. He's published very widely in learning technology. He's edited or co-authored six books. He teaches on the MSc and the PhD courses at the university and he has this distance learning background. So he has a special interest in the sort of evolution of pedagogies in this modern technological world to deal with distance education. I've heard Terry speak before. He's very informative, very inspiring. So I'd like to give you our final keynote speaker, Terry Anderson. Well thank you Tom and thank you all for hanging in here for the very last presentation. I'm quite honoured. I'm honoured in a whole number of different ways. Mostly I'm honoured because it's such a thrill. I've learned so much in this conference. I've seen the presentations, the comments, the discussions afterwards and it's reinforced my belief that the UK really has the greatest opportunity and the greatest source of funding for the innovation and innovative projects from the Gisges and the Settles and not to mention the European funding with all the zeros at the end of it and I think it's really, you guys are really the envy of all of us around the world. So that's why I was a little bit surprised to be invited to do this keynote but very thrilled and honoured and I'm also a little bit intimidated because we had such good keynote speakers the first two and I'm not going to be able to talk about my experiences of learning how to get this clicker to work. Oh dear. There we go. About wrestling with snakes, no snake wrestling stories like Michael and like Martin. I haven't been in the private sector swimming with sharks at all but I have been wrestling with dinosaurs. I'm almost my whole career and that's what I look like at the start of that career over there. So just by way of introduction I'm sure most of you have played with the World Tag Cloud but it is really fun to throw maybe your teaching outline, your course content, your university strategic plan and just in an instant get a vision of what you're all about or what you're presenting to the world anyways. So I did that and that's completely unedited but you see my name comes up big but I like the education, the distance, the learning, all those sorts of things. So that's a little introduction to me. I have a confession to make though just to begin with. Is that the irony of me traveling all over the world to tell people how they can stay at home and do their learning? It really strikes a lot of people and most especially my wife. So I've been thinking about this whole guilt trip of walking around with a carbon footprint that's so large I can't find shoes to fit any longer and so I have been doing some work. And this is a study we did looking at a conference that was held a year and a half ago in London with 194 people and we calculated how far each of those people traveled to get there and how much carbon they burned and with the idea it's part of a book that I'm working on on virtual conferences and so you'll see how fortunate you are that most of you I'm sure came from traveled by car rather than those of us who flew here and you can see the yearly consumption is quite staggering. A tenth of a year's carbon was burned just getting to that one conference at the very most highly used country and the UK is significantly better at managing their carbon imprint. So the long and short of it is you really should be grateful for Alt that you can come to a world-class conference and not enlarge your footprint overly and I think that's real nice. Okay, what my presentation today is going to be a brief scan of the environment. I'm going to talk about a model that I've been playing with that John Drawn and I call the taxonomy of the many and I'm hoping that it'll be useful in getting our heads around this whole debate of is the VLE, is it over, is it dead, what's right inside it, what's right outside that sort of thing. And then I want to talk a bit about open scholarship to a little bit about open educational resources but getting me on to some of the other implications of things that we can do as individuals to improve things. But first I think it's really helpful to be clear about your values and to argue and to make sure that your actions are in line with these arguments. I think that when we're all in the change business and we have to be clear in our own heads where we're changing and why we're changing and sometimes it's very murky world. But I guess these three sort of appetite reflect where I'm coming from and I think most of you in this room as well. And the first is that we can and we must continuously improve the quality, the effectiveness, the appeal, the cost and the time efficiency of the learning experience. And you can think of any one of those and I was thinking of the session this morning on sustainability and how little discussion there was about the cost of e-learning. What kind of e-learning? How much does e-learning cost if you do it this way versus that way? And so there's a whole bunch of issues that are wrapped up there and too often we're focused only on one dimension of a very complex educational interaction and system. So I think that we have to keep in mind too that most of us or what you do naturally is you teach the way you were taught and you don't often think about all the ways that it could be changed on sort of a whole bunch of different dimensions. But I think we always have to remember that we can and we must improve the quality, the time effectiveness, the cost effectiveness of our educational systems. The second is just when you're deciding on what kind of activities to have or what kind of tools to use is to put a real emphasis if you're going to stay with the flow of the whole 21st century is to focus on individual freedom and individual responsibility and I think that the more we push the control of the learning environment into learners the more they'll be prepared for lifelong learning. And finally it's probably pretty obvious to most of us but the current systems, John Daniels has been going around for 10 years talking about how we will never be able to build the kind of facilities that we teach in now for everyone in the world. So we have to do things different. Another theme that always comes up is these technologies and the way they're used is very disruptive to a lot of our systems and I'm sure most of you have been in big fights with your computer service departments, your colleagues, and how can we actually manage and align these things in order to be successful? And I think that one of the things that what we're all finding is that we need new kinds of leadership. We need to be upfront. We need to really walk the talk, use the tools, but try to develop our own leadership abilities and be prepared for lots of disruptions. And that's a quote from a new handbook that's just out from folks in Melbourne and it's an excellent resource free and online and if you're looking for sort of a faculty development kind of handbook or something like that I'd highly recommend it. This is a couple of quotes from a recent two-year-old article talking about the innovation and why it has or hasn't happened. And it makes the really interesting point that we haven't really had systemic innovation in higher education since the 1960s when a lot of the community colleges were founded in the States, the new universities, the open university, and my own university. And since that time all we've had is sort of pushing around the edges, little things we've been doing here. We haven't been able to get at the roots of change and of getting our innovations to go mainstream. Now the good thing about that is that we know a lot about things, innovative pedagogies, we know a lot about faculty development, we know a lot about the benefits of collaboration and technology. We have yet to be successful in making it mainstream within our institutions though. But we can't no longer go on the add-on approach and we really have to talk about systemic change. And despite all the gloom and doom that we hear in this country and in my country about the economic challenges that are coming ahead of us, I really see that we really need some economic challenge to shake us up and to move us forward in new directions. I'm afraid that we will just perpetuate the kind of ineffective models that don't scale, that don't meet student needs unless we have some real push from economic issues. So, despite all that scary stuff there are some promising signs. We've heard lots about the ubiquity and the multifunctionality of Web 2.0. We will and I will talk more about OERs and their usefulness. There's lots of new pedagogical model, new learning activities. There's real educational alternatives coming including the private sector. I think the competition will be useful for us.  So how do we align with the 21st century students? You know, well you've probably read Mark Krinsky's and other journalists basically running around talking about the digital generation, the net generation, and how different and how this and how that. And I'm really pleased to see presentations at this conference where people are providing or showing the data that it is not a simple case of those born between a certain era and a certain and other certain era. That students, they're not digitally engaged. They know how to do things online but they're not multitasked. They're not skilled in ways that apply them and learning activities and doing lots of cut and pasting but not lots of deep thought. And we've heard that in David's talk just a few minutes ago here. But it's interesting and this is a great quote from a recent Chronicle of Higher Education article by Tom Clydesdale. And he says they arrive at college with well-established methods of sorting, doubting and ignoring. And you see that happening in our own face-to-face classrooms where people are maybe like some of you now are doing your email or googling or whatever. And it's very easy to turn off to I guess the life and to turn on to things that may be just distracting to you. So I think that, you know, we have to engage them and I really like Michael's keynote the first day talking about how we engage them on their turf and we engage them and push them into into into real learning activities. I like this quote by Tom who he says it's an odd kind of student, one who appears polite and dutiful but who cares little about the coursework, the larger questions it raises or the value of living an examined life. Of course that raises the question of what is the examined life and whose potential and what are we examining. And but the point of it is I guess we can no longer maintain interest and enthusiasm based on just respect and our superior knowledge. So we need to get out, we need to help create our own net presence, we need to create social capital, we need to show our students how to create social capital and to do that not just in the face-to-face environment but in a blended environment where we're moving in and out of online activities. And you know the the it's not so much the content, the knowledge that the students ingest as much as the relationships and the ability to form relationships with both content and with people that really gives them a true education. So it gives us to the problem that we've been wrestling with this last three days is you know is the VLE dead and if it isn't dead is it on life support or are there ways that we need to augment it with different kinds of tools and if you look at and I'm sure many of you have gone to go to web 20 they now have over 3,000 applications about 80 of them listed under education and you can waste, use, learn for hours and hours on this site. It's wonderful to see all the different kinds of innovations that are happening all of which are totally accessible on the browser and free most of them. So how do you do it? Well John Drawn and I have been working for the last couple of years and thinking about a model a way that we can get our heads around how to choose which kind of tool and what kind of environment and how to use those tools and we call it the taxonomy of the many many people and the first level is the one that's most familiar to us and that's the group and you can think of a group as being a work team or in our context as being a class and whether that's an online class or whether that's a face to face or a blended class and everyone knows that they're in the class the registrar tells them that they're in that group it's structured there's leadership provided by the instructor there's organization there's pacing there's a cohort of people you know who's in you know who's out there's there's a real sense of privacy there's access restrictions it's focused and it's often time limited and it may be blended so the the metaphor is the virtual classroom and I'm suggesting that this group model is is the basis of all of our formal education for the last few hundred years and it works in lots of ways if there's a long history of research and study on it many of you are probably familiar with those old Venn diagrams that Randy Garrison and I developed a long time ago talking about social presence cognitive presence teaching presence and we know how to do it we know how to measure those constructs and and I think that the the transition of taking this group model and putting it into a virtual or online learning environment is not a great mental stretch and I think that we've done it lots and we've done it for the last 10 years we're a little bit stuck in the cohorts of 30 people and trying to get economy of scale but it's it's it's becoming familiar ground we have a whole set of true tools to design to aid learning in groups classrooms vle's synchronous tools are really important I think and we do realize that we have to develop face to face mediated and blended group learning skills because we can apply those group skills when we get into the workplace what do we need in those kind of environments we need collaborative tools document creation management versioning timelines calendars notification so people know when there's something happening within their group we need lots of security and trust and that's one of the reasons why vle's are almost always hosted behind the firewall of an institution so and a student knows what they're what they're coming at where they're going and who's going to read their comments and we need lots of decision making project management tools a little weaker there in terms of allowing people to work together within the current vle's but there's certainly improvements coming along all the time so we've got a theoretical model for groups even outside of education wangler's ideas of a community of practice things like mutual engagement joint enterprise a shared repertoire of tools so it's becoming a little bit old fashion but you can see how the familiar world easily transforms into an online world when we talk about a group group situation and online communities are means to help preserve and continue the interest knowledge and culture of a group bound by common interest that's starting to hint at the fact that there's a certain amount of of classism of group thinking of sort of a negative kind of nature that comes along with groups which I'll get into next and I wouldn't I wouldn't suggest that it's only vle's that provide group tools this is wiggly o and it's an open source or no sorry an open access web tool tool that gives you everything that you get in your vle's plus it gives you a hosting group conference calls and chat rooms so you can see that it doesn't have to be an institutionalized thing students can get out and form their own groups and they then they have access to their own group products but there's problems with groups the first I guess is the restrictions in time space pace and relationship none of which are associated with open learning so you all have to basically start at the same time you have to be at the same time or on the same record you've got to be focused you know it's sort of a a team thing that tends to confound those who have trouble marching along with the drummer with everybody else it's often overly confined by teacher expectation and institutional curriculum control and what the problem with that institutional control and teacher expectations is that if that's all a student that's been exposed to for 14 years then we throw them out into a lifelong learning world they can't learn anything without a teacher telling them what to do and so we have to you know realize what the what the value of groups are but we have to make sure that we're moving them to a world where they're where they're outside of a formal group learning environments they're usually isolated from the authentic world of practice there's low tolerance of internal difference sexist and ethnicized regulation high demand for obedience to the norms and expectations exclusionary practices it's danger of group think and again it's a poor preparation for lifelong learning the the model on the right is Paulson's work from quite a while ago where he talks about cooperative freedom and he talks about giving people or individuals freedom to set the curriculum set the time set the pace set the space set the access the medium and I've added a seven to one which is set the relationships that they want to enter into in their environment and group environments do not give maximize freedom on most of those dimensions and and we heard from Michael the first day too he he was saying how he was starting to get uncomfortable with the even the word group he said maybe we should talk about flocks and it made me start thinking that well maybe groups really only make sense in education when we talk about the real world there there's things that we need to go far beyond just groups so what's the frontier of group learning um it's uh we really have to continue working from systems designed to task to track to control to lead learners to systems designed to motivate and inspire them and what motivates inspires them well personal and social relevance the opportunity to really to do well to be recognized the chance to meet cool people run and do cool things the disequilibrium that can come from a group when it pushes you aside and makes you think about things in a different way and finally rewards and uh I pray that we ever if we ever leave or lose credentialing uh in a formal education uh it may well be the death of us so we really have to be careful that we can continue to give those formal rewards if we're going to keep using that group based learning so groups are necessary but I'm going to argue that they're not sufficient for quality learning and and that brings us to the second of the in this taxonomy and that's networks and networks um are uh or maybe flocks is another word for it there's lots on network theory these days from coming from organizational behavior and computer science but uh we're talking about the kind of networks that many of you are already in you're in networks of practice you're in networks of churches of sports groups of of community leagues all sorts of groups they they're very fluid you move into a group or sorry you move into that network you stay for in it for a while you go out of it you you meet new friends and you meet friends of friends and the leadership comes from a network not because of a teacher who's inspired or somebody who owns the network but rather from the reputation of those who are contributing it to it and those who are making the biggest efforts to make that network work and and make it useful for its members and there are no uh predefined structures in networks uh the what works in one network doesn't necessarily work in another and activity flows comes in comes out sometimes the network's real busy sometimes it's not and they rarely meet face to face and you will not know everyone who's a part of that network that they just it's a much more amorphous kind of a organization and you can think of it as a virtual community of practice and why should we get our students or ourselves involved in networks well I will love this quote by Burke it's a one of the big writers in social capital theory and he says people who live in the intersection of social worlds are at higher risk of having good ideas and that's the kind of risk I think we really need to make sure our students are exposed to and to get things beyond the groups that we have within their local context so Morton Paulson always talks about the difference between collaborative learning and cooperative learning you see collaborative learning we know lots about it from face to face and online groups but cooperative learning the the actors are in and out it's it's it's he calls it compelling but not compulsory activities you give people opportunities you don't compel them they they they're attracted to the network activities there are tools around in fact you can see them being added to a lot of the individual web 2.0 tools this one is the BY's there it's a sort of a a tool to do simple computer assisted instruction a little bit beyond PowerPoint but not much and but what they add on to it is a whole community of people giving feedback on other people's tutorials and sharing social spaces and then of course now they're adding profiles and all sorts and showed out opportunities and ways for a single application to evolve a network around it google wave a big lots of question marks but I love the metaphor the idea that this wave will flow through your networks and it will it will be multimedia it will be both real time and synchronous but it'll be stored and have a long long life and so I think that it might be a very powerful tool if and when we see it sometime next year so networks of practice rather than communities of practice they're distributed they share a common interest they're self organizing both loose lengths and tight lengths and no expectations of meeting and knowing everybody who's in that network and little expectation expectation of reciprocity that's one of the interesting things that people who've been studying networks are finding that you think well the reason that I give something to this network is so that I can get something from it later on but that's not usually the motivation usually people are contributing to networks partly as a sense of altruism to make the world better to make this network work to achieve group goals and partly for their own social capital erasing their own contribution their own reputation so I think it's a whole new set of motivations that we really haven't figured out how to how to use in education very well yet and they're transparent the ability to view and share thoughts actions resources ideas and interests of others and I think that that's one of the really neat things about network learning is the way you can trace through other people who have been there before you you can you know you can see their profiles it opens those closed group doors and I don't know many of you saw Mark's presentation today and yesterday on the Manchester PLE but I love the idea he talked about it radically increased learner awareness of others learner learning activities in the PLE but it's not to say that it's easy to to get people to contribute to networks I love this cartoon I had my own blog for well but I decided to go back to just pointless incessant barking and it's I think that that's one of the things that's easy to set up these network tools it's hard to provide the incentives to know what's going to make them work in especially in a formal education context but a couple of other quotes about networks or Leonard Cohen my one of my favorite singers the great song a line in Anthem where he says there's a crack in everything and that's how the light gets in and the there aren't not many cracks and light does not get in easily into groups and but networks are are created and formed upon that affordance and but of course it's like any any model or organization it has challenges and Galloway and Tacker talked lots about rogue nodes and sub topologies and the way terrorist groups use networks and it's a it the you can see networks forming all over the world in political social cultural nor environments and in an edge and I hope in formal education as well we've got some pedagogies that are evolving to address how to teach and how to learn in in network environment I'm sure I think George Siemens did a keynote here at all the year or two ago but he talks and writes lots about connectivism amongst others it's emergent practice rather than prescribed education I don't know if many of you probably went to teacher school the same time I did and learning outcomes in behaviorist terms we just got knocked into our heads over and over and over again how important that was but nothing emerged and nothing was constructed or created that wasn't determined by the teacher ahead of time and I think that we've we've got to move beyond that kind of learning so what do we do in a connectivist learning environment we help and we scaffold students to construct to connect to explore to mash resources and people to create contexts that induce learning besides connectivism there's lots on participatory pedagogy where students as content co-creators as peer teachers and also lots of interesting things coming from complexity there's a new journal founded about a year and a half ago in candidates and open access journal complicity and if you haven't seen it it's interesting to see a whole series of articles talking about complexity theory applied to a formal education context mostly higher education but some k12 as well but one of the nice ideas of complexity is learning at the edge of chaos and actually surfing it and enjoying it and I think that's one thing that really separates us early adopters from mainstream faculty members is the the idea of being comfortable in a chaotic kind of environment and so I hope that we'll be able to to model out for for our colleagues and to you know realize that you're not going to be in control of learning in a network to context but you might be a part of a really tremendous learning opportunity and networks are not only forming informal education there's all kinds of them you can see them on facebook on my own university you know we have a lot of independent study where people in self-paced almost all of it where could students start whenever they want and so our faculty they keep telling me over and over again with our students they come to us because they want to work by themselves they want to work at their own pace they don't want to have friends they've got friends already and so then I look on facebook and there's 24 different groups about Athabask University on facebook so you know our learners are changing very rapidly in the sense of what they want to get out of even an individualized learning environment so you can see this network's forming here this is web papers now it's a little hard to understand whether we're really talking about plagiarism and sharing papers here or whether we're talking about collaborative learning or whether we're talking about both but you can see how these networks can easily sit on top of formal education systems and they do sit on top whether we're organizing or a part of them or not this is another one course heroes learning network this one eats it's a facebook application as well and eats up all your friends and comments and imports them into facebook or into course hero and I haven't spent a lot of time on these but you can see that students are using networks for their own learning opportunities the one we've been experimenting with and playing with is in the Elgin environment and I'm sure most of you are familiar with it a nice contribution from the UK to the rest of the world uh the various tools it gives you and the reason why I'm most especially like it and most of the other emerging ples is the access control issues because we will never get an environment where it's the where everything should be behind a firewall protected secure we need those kind of environments but you cannot find one tool that sits that works best all the time behind the firewalls and you have to be able to move things out because they don't gain value unless they're exposed to the rest of the world and we think of lots of social bookmarking things blogs that really benefit if if the exposure be on the course level and even to the program level or to the faculty level or the institutional level or the whole world and how can one ever decide what should be exposed to what you cannot leave that decision to your computer services directors to make they just don't know how to do it and there's too many decisions that have to be made the only way to do it is to have individuals control what goes out and who's who it goes to so you can see you can have logged in users which is basically people at Athabask University just my friends just various communities that I'm involved with the general public which includes google or um private that nobody sees this is another network tool that I really love voice thread I've seen it demonstrated here at this conference but any of you haven't had a chance to see it the idea of putting any kind of a media up there and then having people respond by video by a text by audio and the fact that those things have persistence they live on it's a wonderful tool the only problem is it's not host you can't host it on one of your own servers and that's a big privacy issue and legal issue for us so I would love to be a part of a team to create a knockoff in the open source world for that tool but you can I think it's a really wonderful networking tool that's that's available for all of us to try out so just summarizing network learning environments there should be cooperative rather than collaborative compelling but optional interaction they have to be persistent they have to be transparent and the and the real value is finding building and enriching connections inside and outside of the course so real briefly the collectives is the third and final um collectives are sort of the aggregated other sort of the wisdom of crowd idea um the they use a lot of stigma agagation following traces that people leave as they go through the net and then we can sift and short sort them and we can find we can learn by the behaviors the actions and the the thoughts of others in a sort of an anonymous way they're more used more useful the more they're used the more useful they are lots of data mining and you never meet people in the collective you just use them so it's a john drannan and I've written it's a kind of a cyber organ is a cyber organism formed from people linked algorithmically it grows through the aggregation of individual group and networked activities so this is a little bit into the future and starting to get into the world of the semantic web as it grows in power but you can you can start to see how um when when we're on the net we're leaving all these traces what we've liked how long we spent what our recommendations are and as we can start to gather all this information aggregated all and then encapsulated in different forms we can start to extract knowledge from our collective behavior so we have our actions we aggregate them and then we filter and select from them and there's a whole bunch of applications that are arising now using this crowdsourcing kind of ideas and sifting and sorting through through the net and there's a whole book written by a built answer called click and he talks about how it's being exploited for commercial applications of finding all the google searches that people are doing all over the world and how you can filter them once you can learn from what people are searching for but there's a there's a whole bunch of not so many in the educational environment yet a few other things like slash dot the way it filters and recommends and finds you know helps us to save time by by aggregating and by finding out what other people find of value and then there's a tool called um gili or gili and it basically it searches through all the blogs finds out what people are talking about and twittering about and you know sort of gives us a you can type in words and you can find out gets graphs of how many times it's being used around the world that sort of thing so um just just to conclude uh on on this part is just the taxonomy I think it gives us a way to think and you can think of groups as being your vle's you can think of networks as being your web 2.0 tools and you can see collectives as emerging in in the in now and in the future on really net centric kind of learning applications and at the at the middle of that of course is a personal learning environment and people have been talking about it and we've seen a new one launched at this conference so I think that where there's exciting times ahead as we get our heads around what a personal learning environment really is and john and I have also drawn some article in 2008 probably can't read any of that but talk about you know how you use it in education what kind of typical tools time frames commitment scalability of those three types so you might be interested in getting that article if you want to follow up and also don't just think of groups networks and collectives in terms of formal education you can think of your own learning and the own groups that you're a member of and networks and you can think of your institution what groups does it have a part of and what is it sponsoring and what networks and how is it using collectives so i'm going to switch gears now and conclude the talk by focusing on on openness and it's in got me thinking because open access week is just around the corner and we were planning a series of activities at the basket for it and I stumbled upon some work by Gideon Burton from Utah from his blog and he talked about what the open scholar is and it started me thinking well what is an open scholar and what are its characteristics and Gideon starts by saying the open scholar is someone who makes their intellectual projects and processes digitally visible and who invites and encourages ongoing criticism of their work and secondary uses of their work at any stage of its development so Gideon had a couple of ideas and I've sort of expanded them and I hope that we can use this as not that any of us are perfect open scholars but it gives you some of the personal things that we can walk away with and think about our commitment to higher educational learning around the world so open scholars they created new type of education maximizing learning media richness connectivist participatory ubiquity all the words we've been talking about earlier and what do they do well first of all of course the most common conception of the open scholar is that they're producing educate open educational resources and it is heartening to see all of the resources if you go on to any of these search engines and there's many others and I see that Alta started a repository as well and it's becoming to me is you're almost a negligent academic if you don't go out and look for the education open educational resources before you start developing things and it's we have finally at our university we've had two people employed full time to be the copyright police and basically we're paying them to maintain the rights of other people that we have to pay for and the more they can find we pay the better they feel about their jobs you know this is completely ludicrous but now we have one person whose job is to go through our curriculum and find substitutes of open education resources of various levels of granularity and start making or giving us opportunity to to use those so people you know the question that came up in the the interesting role playing session about well why what's in it for me you know it's too hard to do the metadata this that and everything else but really what does it do it saves time and I think yeah I have to go to South Africa next spring and do a three day workshop on OER and I thought oh man I'm going to have to prepare all these resources and all these activities and then I thought well I got to walk to talk and go look in the repositories and sure enough there's a wonderful manual that just you know solves my problem all I have to do is arrive down there with it and instead of me trying to remember what are creative common attributes and all of this stuff it's all laid out by Dave Wiley and his colleagues from Utah there's a whole Moodle course that I can just download into a Moodle environment if I wanted to so there's all kinds of resources and this will save me you know hours and hours of time so you know the time it takes me to take some of my original stuff and add metadata to it and upload it is well compensated whenever I come across a resource such as that the second thing that I want to talk about open scholars is that they self archive and I'm sure you've seen these maybe you're fortunate enough well it'll be interesting to see here how many people here are involved in in organizations that have a self-archiving or a repository of your research data or your contributions you put your hand up if you have okay that's at least 40% how many people actually put their stuff up there about half of that many okay well we got some bludgeon virgining open scholars it you know the problem with open publications is you have to give away your copyright all the time and I know that alt is struggling with this with alt j about who owns this content but almost all of the publishers now allow and sometimes with a quarantine period but they allow you to put your information up and make it available and and some of the old ones that I don't have copyright I put up anyways and if I get asked about it I will put it down if I really have to but I doubt whether the publishers are going to come after me so I would strongly encourage you to to use the institutional repositories or get one for your institution open scholars apply their research I think that there's all kinds of opportunities especially for people in our discipline to help not NGOs to help you know various communities this whole idea of how to use networks effectively is needed by all of our churches our social organizations our NGOs and I think we've got lots of skill that we can we can use the the knowledge that we acquire in our professions to help to change your world in numerous ways I in thinking and reading about open scholars and searching on the net I found what I would didn't know the idea of open notebooks where it's mostly used in the science world but they talk about an open laboratory notebook so that as you're gathering your data everything is transparent it all comes in it's permanent it's visible to the whole world and I know we when we do research we have kind of ethical things when you're dealing with human subjects that might make that quite as easy to do but I think the whole idea of opening our research process to make it easier for other people to follow to replicate uh to to move forward that way is is really important uh open scholars filter and share with others and that's of course the the blogging environment I don't know how many of you follow Stevens OL daily but you know he does a tremendous filter job for and every every working day I get an email from him a big shot of Stevens personality comes along with their recommendations but they're they're worth it it's a great filter open scholars support emerging open learning alternatives and you've probably heard in the press about the university of people opening this month the headquartered in the states but it's basically talking about a tuition free university based on volunteer work and more importantly really focusing on helping students to get into groups getting them to help each other getting them to know how to help each other how to reference each other how to help each other solve problems and the peer to peer university of courses had a number of births and but it is enrolling students now so I think we're starting to see some real pure kind of open education or educational learning alternatives um this one's especially dear to my heart uh as an editor of an open access journal um the uh I remember when I first started publishing 15 or 20 years ago it was considered to be you know next to useless to publishing an online journal or an open access journal that just was worth nothing and uh so uh Olaf Zachie Richard and I have been doing some real interesting work where we took 12 of the distance education journals around the world the the 12 most famous six of whom happened to be proprietary commercial operations and six were open access and we used this really fun tool uh by a woman from Australia an open access tool called publisher perish if you google that you'll you'll get it unfortunately it only runs in a piece in a windows environment but what it does is you can punch in your name or your colleague's name or somebody you have to make a recommendation and it searches through google scholar and it gives you a uh an impact factor of that individual or you can punch in a journal and it'll give you the the number of citations per article and uh and it's very interesting it it's a little bit not as transparent as we want because it uses google scholar and google doesn't really talk about how they how citations get in there but it it's it's real fun to do and to play with but what we're finding in the first halfway through this work is that uh about five or six years ago the proprietary journals were being cited more often than the open access journals within the last two years that's completely changed around and now the open access journals are out performing or are out promoting and being cited higher than the the closed ones and that's in the specific field and I don't know whether it generalizes to other disciplines but it does show that you're not only you know share your your your documents your your knowledge with the world but you can actually get more reputation more citations the more kinds of things that count at research orientated promotion hearings uh open scholars create open access books i'm really proud to be uh a part of at the basking university press where Canada's first anyway is open access press and that means that every book we produce is also made available on open access and this uh the theory and practice of online learning the second edition that I edited I was really quite delightfully surprised last month when I got a a check for $640 of royalties and they had sold 402 copies of it during the first year and it had 26 000 downloads of the book so you know it's sort of a win-win situation from my point of view I never make a lot of money in books anyways so I would encourage others who who want to get out of the closed proprietary publishing system and there is an upcoming emergency emerging technologies in distance education edited by George Vellatsiano from the university of Manchester who's probably here right now so I look forward to that and you can get any of those today open scholars comment openly on the works of others you've all seen the the the sort of social bookmarking a brainify is a Canadian web2o social bookmarking specifically designed for classes and for education and so it's got a it's done by Murray Goldberg the guy who invented webct but I won't hold that against this product in this version it's kind of neat and also vle editions this is a a plug-in that can plug into at least Moodle and I don't know if it plugs into other VLEs but marginalia and it allows people to comment on threaded discussions and I think it's a useful skill to get students to have that option of you know annotating talking adding value to an original work by talking about it and commenting on it. Of course open scholars build networks and we heard about the scope network in Canada but they're these are mostly Canadian ones but I'll see it would be another one and I think there's a really important for us open scholars lobby for copyright reform I love this one we've done it perfect copy protection a cd that self destructs after only one play and I think that this is it's very unclear at least in Canada in the US and I imagine in the UK what is copyright what is it all about who is it for why are we doing it and there is a huge lobby from the entertainment industry which I think is dead set against the aims of further and higher education so I think that we have to lend our voice in this really turbulent turbulent times of copyright reform open scholars assign open textbooks there's a whole growing list of resources flat world maybe the most well-known you if you want it in paper you can buy it if you want it online it's free for all the textbooks that they have or you can buy it in an audio version so you sort of pay for what you want if you want to knock down and kill a few trees you pay for it and I think that's fine open scholars induce open students getting them to be co-creators to create content put it up there annotate other people's content and maybe we'll be able to get over the fact that people use them but they don't contribute enough to open education resources open scholars support open students there's a whole open student movement with their bill of rights open scholars teach open courses and I could only find really examples of three Canadians who are doing open courses what I mean by an open course is anybody can join it from anywhere in the world and I'm probably a few of you were in George Siemens and Stephen Downs connectivism and connective knowledge course last year they it's starting again in a couple of weeks but the course last year they had well they had I think it was over 2000 people enrolled in the course they had 18 people who paid for it and got credentials from it so it shows that you know there's a certain amount of voyeurism and it's trying to see what these are all about but these are all open access courses that invite people from all over the world to join in the course and some of them are transferring their experience into other formal educational applications and some of them are paying money and being certified and being tested by these teachers open scholars research openness I see there's an international journal of open educational resources and I love the telus incubator where they're talking about you know giving money to people to try openness to develop open educational applications I think it's a huge opportunity and real nice thing for us to apply our scholarly skills open scholars are change agents open scholars develop tools and techniques to help cross-pollinate sustain and grow effective learning networks and of course open scholars are always battling with time you know there is never enough time we haven't invented virtual time yet so it's a it's probably going to be an ongoing struggle for for all of us but remember that we save time by using the efforts of others and finally open scholars are involved in the future I'm one of the comments that I heard in one of the sessions was you know well we you know we have an obligation to you know to develop to refine to test new educational applications even if they might be a little bit more expensive this year if they have opportunities or learning potential affordances we really have to be involved in them because of our future obligations so going back to Gideon Burton I'll let him conclude his quote from the academic evolution blog was open access is more than a new model of publishing it's the only ethical move available to scholars who take their own work seriously enough to believe its value lies in how well it gauges many publics and not just a few peers so thank you very much I hope you've enjoyed these I have posted the slides to the crowd vine and I would certainly welcome many comments or questions many questions Michael just coming over Terry you've just given a very persuasive account of what it might be to be an open scholar in the context of our educational institutions would you like to give us a few indicators about what an open institution might look like well we have an open university well I think that's a challenge for all of us to think about what what what or I guess the thing is what does the institution need to do to afford all those activities to support scholars to become open scholars and you know I guess you could think of you could look at each of those affordances and I'm sure people can think of other characteristics of the open scholar and think what does it what does it take to be in an environment that this is going to happen and we've heard well I always hear at these conferences the fact that you know how can I be actively engaged in scholarship and doing research and and and innovating teaching I can't do everything at once so we really have to think of how we can change the reward structures and it's a long term process and how we can make it so that open scholarship you know really lives and thrives in our institutions and if I had a simple answer I might start an open university and invite you to join but it isn't that simple. Mark Johnson University of Bolton I'm very interested in what you've said it strikes me that to achieve this vision requires a huge amount of change for people working in institutions and for learners and to me changing people is really really hard yeah changing their technological habits is really hard we we we like to stay or you know doing the things that we're used to doing and how do you how do you get people to shift how do you get people to use a PLE rather than the VLE how do you get people to become more open about the things that they do these these are very deep sort of emotional issues where would you start to change people well you know I come from a real strong Baptist background and we've been sending missionaries around the world and what do they do they run around and start churches and they have a lot of personal commitment so I I think what what they do to those I always talk about living by example and I think that we have to make sure that these tools actually have an advantage for our faculty members and it that's was really hard to prove 10 years ago I think the technologies are getting easier to use they are getting cheaper but most of our faculty members have not been exposed to them and they haven't been exposed to them in the context of something that makes sense within their discipline and within their own life world so I think like all of the change networks that we need to start at our institutions all the you know the big debate about centralized versus decentralized I'm a real proponent for getting people living out in the faculties to sitting down beside them on a one to one basis to you know trying to instill a lot of sort of here's the way I do it kind of thing because I think that too many of us we people we just talked to our own buddies and our own friends and that goes as the question that had how are these ideas received outside of learning technologies well sometimes they're not received very well inside of learning technologies but I think that you know like there are sparks of interest in in open scholarship in and we have to you know fan support and blow on those things and be patient I mean it's a it's a long win for the long haul but again let's not discount death and retirement any any other questions from the hall thank you you've been very careful to a credit all of your quotations and references how meaningful is this in the context of reusable information and knowledge communities and networks is it important to cite and quote ideas to individuals anymore would you say I'm sorry I had trouble finding where you were to even but could you just give me another go at that question yeah sorry and well it's really a question about referencing and citation and and ownership of ideas by individuals in all of your talk you've given the names and references for the people that you've cited and their ideas you've credited them and in the world that you've described knowledge is created collaboratively we're in networks and communities does it matter who's who owned an idea or is it relevant what's what's happening to that it what's your view yeah yeah well I think it is I think it's maybe even more important I mean the way we've we've we've tried to legalize that recognition through through a copyright system that has really disbound us and it inhibits contribution in the development of the arts you know the first copyright legislation one of the statue of st ann from here in the UK it wasn't designed to protect the rights of of the producers it was designed to stimulate by giving them a temporary period of time and I think that what we've seen from studies of networks and who's contributing and why are they contributing if they're doing it to build social capital and if you don't credit the people then that doesn't it doesn't provide an incentive for them so I think it's really important to to do that and and I know maybe it's just part of my academic background too that we're and hammering it into students so I can't help doing it myself but but I must confess that you didn't see the attributions on all of those clip art there either so maybe I have sinned on that one but we're we're all moving in as we grow in our openness I think and but I do think attribution is really important still and not that hard to do thanks for the question okay I'll just there's a lot of questions coming in on sort of online I just I'm including quite a lot from the auditorium and I'll sort of paraphrase this one which is actually from jelly salmon we said but paraphrase it it says really can institutions afford open scholars but what it actually says is what do institutions need to do to afford to have open scholars well I think I guess that that there's a subtext there that open scholarship costs more and I I guess I'd have to think about each of those characteristics the the open the giving the course away allowing other people into it who may or may not be registered that may not increase fact that there's evidence to suggest that increases the number of people who actually actually come into your courses we've seen with you know some of the open OER things around around the world so I guess I'm not convinced that it is more expensive I think that the the the added value that open scholars bring to that institution well I don't think anybody has to really done a cost comparison study but I guess that's one for Julie maybe to answer for me and let let me know okay I'm just before time for a few more questions but just before I we do those can I just say that when we're finished with the keynote we've got a few minutes for some quite interesting stuff at the end of the conference including an introduction to next year's conference so when you clap don't just all rush out okay okay any question here in the middle it's in the ignorance actually you referred earlier in your talk you used the terms complexity and chaos which I've also seen used by Michael Fuller so I don't know if it's like a Canadian connection I'm never quite sure what you go as a meaning by this and I think it may be because I have some existing meanings from dynamic persistence theory that that kind of clash with them so I wonder when you talk about complexity and when you talk about chaos is it possible for you to say briefly what do you mean by those terms in the context of your work? Yeah yeah well and then you may know more about systems theory than I but I guess a complex system is one that's it cannot be predetermined in any precise way so there's all sorts of variables that are interacting in very complex ways and creating complexity and what I think we have to do as educators and the way I use the term is for have it to allow emergent behaviours to come out of that complexity and that will suit the needs of those participants in that so complex system is just one that you know is basically indeterminate on a number of different levels and how does one then you know work within that environment to to get educational aims fulfilled and the chaos piece is just the fact that as as one pushes towards an era where or a part where where certain activities or variables can come to the fore and and become real and become instantiated that's the that that happens when things are in flux and when things are moving and shifting and new ideas are allowed to bubble up and to happen and I guess we have I think that it's to be comfortable with that and to let that happen in your in your in your learning designs and not to be afraid of it and to let it emerge kind of thing maybe a kind of folksy rather than a scholarly application in the list the last questions will do again in some of the audience coming in online it's actually a slightly almost a dice thing of cold water but not quite that it's a sort of challenging question it says what's important for learners so what's really important for learners that the learning process or staff stuck in the past who don't want to engage in you guys of learning what are the students really going to adapt their behaviour to it well it is a complex system and I think they adapt to us and we adapt to them and but I I I guess I think we need to have that student leadership we need to have that teacher leadership we need to merge them together in a in a complex environment and they will they are adapting to to us and they will continue to do so but at the same time you know we can't deny our influence on the system and I think we have to make it so that they they achieve both of our goals and I think it's possible okay at that point we need to finish the keynote I'll save you can stay for a couple more minutes can we thank Terry again


You need a financial advisor with the freedom to focus on your specific needs. Whatever your goals, Reid Potter can create a game plan tailored to you. Call Reid at 432-0777 at Pikeville, Kentucky to learn more. The Leavitt Amp Whitesburg Music Series, presented by the Appalachian Regional Healthcare, is returning to the Mountain Heritage Stage Thursday, June 22nd to host the Cowan Creek Music School Faculty Concert. It started out as we received a grant from the Leavitt Foundation, which included a national runoff of voting 15 small to medium-sized towns across the country, or chosen for that grant. So we've been doing that now for five years. We had to skip, of course, one year with the pandemic. The Cain Community Meal and Whitesburg Farmers' Market will begin at 5 p.m. with music beginning at 6.30 p.m. Every week we do something different. We strive to bring different genres and different artists that people wouldn't necessarily see in our area who may not be doing live shows in our area. So we've been having over 500 people out of each show so far. Of course, it's free, family-friendly. All 10 of our shows are free and family-friendly. We'll be on our fourth show this weekend or Thursday. And six more shows to follow that. For more information and to see the lineup, go to Leavitt Amp Whitesburg Music Series on Facebook. Reporting for Mountain Top News, I'm Brianna Robinson.


In this episode of The Heartbeat, we continue our discussion with Dr. Black and Dr. Jaworski of XN Health to better understand the pathway to improve innovative devices. There's a lot of testing that goes into medical device development. We want to make sure that a device is very safe before we put it into humans. So we do a lot of bench-top testing, making sure that when we develop this device that there's no alter indications or nothing else happening to our patients. We're hoping to start a clinical trial within the next three or four years and that'll give us time to ensure that the device is up to standards. And so there is a process of going and communicating with the FDA to make sure that we've hit all these milestones of safety and efficacy and we get a lot of feedback from clinicians to make sure that we're considering all these important factors. And so Ballpark, how much does something like this cost to launch? Yeah, so from zero, the idea all the way to being treated in the first patient, we're talking probably around 50 to 75 million, maybe even a little bit more depending on how those studies actually transpire. When we start doing our human trials, those are very costly for managing patients at that time and following them. Wow, that's a lot of funding. More than I thought. But I mean, considering the benefits that it poses to patients, it is a priceless technology and innovation. Yeah, it requires a certain type of a special investor who has the patience to invest into a very long pathway of research and development before there's actually any revenue. So unlike other businesses where you can prove out your case within a couple of years, it doesn't require sometimes five, seven, even more years just to research and develop the technology. What we applied to a couple of accelerators and one that really stuck out to me was the HAX Accelerator sponsored by SOSD. And so this is an accelerator that focuses a lot on hard tech and engineering and the product development. And that was something that we really needed to work a lot on. We had spent the last year validating the need a lot, speaking to a bunch of clinicians within this medical center and validating that the concept had merit. And so now we just really needed to bring that product to the next stage. And so that's what the HAX Accelerator is going to do for us. It comes with a little bit of investment and a huge engineering team to support us in this next endeavor. We're going to continue building with the Texas Heart Institute. They have supported us through the Roderick McDonald's fund. There's a research grant that Baylor St. Luke's Texas Heart Institute supports. We will always keep our roots here in Houston. You know, this is the largest medical center in the country and so there's huge value here. We have, you know, incredible teams of clinicians here that we hope to continue to leverage on. Dr. Meteorzavi is here in his team and so we're always excited to come back. For the heartbeat, I'm Maya Pomroy.


Hey guys, it's Nate, AKA The Foot Accountant. Welcome back to the channel. It is Monday. You know what that means, market outlook time. We're gonna take a look at the market for this upcoming week of FIFA Ultimate Team, Future Stars, what SBCs we could see, other stuff that we could be looking for in the game and be on high alert for this week in FIFA. Talk about some of the market movements as well and how we can prepare for some of that. Now, I wanna talk through some things over today's content as well on what we got today. There was another EA mess up today on Sunday. So I wanna cover that right at the beginning as well. I'm sure you guys know about this, but the Weston McKinney player did not have the same stats. Actually, you know what? Let's check this really to it. I think EA deleted their tweet originally. I think EA actually deleted their tweet that they fixed this up. They did not fix this up. So the car that they had here, this is the car they tweeted out today, this Weston McKinney, which is different than the one that is in-game. The one that is in-game is a CDM. This one's a center mid. The one that is in-game has 84 dribbling. This one has 86 in-games, 87 defense. This one 89. So basically they added plus twos to all the dribbling defense and physical statistics on their Twitter post that they did not actually add to the car that is in-game. So there's some people that are very upset about this today, which I understand why because you were falsely advertised the card that they were going to release today, which is unfortunate because it just sucks when they put something out like this. They've done it multiple times and it's technically false advertising, but I mean, they get away with it because it's their game, it's EA and who's going to stop them, right? I guess, so it is what it is. Is this card worth it? I mean, it's kind of cool, right? Especially for me to be an American, this is like one of the American future stars. It'd be cool to see this guy rise up in the future in the Bundesliga at Schalke. A lot of people bought this card to link to him. We have the Kabak, Kabak I think is maybe his name. This center-back card, which absolutely flew today. This card went flying today. It was like 230K this morning and he's back up to 300,000 coins because of that link investments to West McKinney. This guy's one of the most popular future stars in my opinion because he is a center-back in the Bundesliga and that is a rare position in this game. There aren't very many center-backs from the Bundesliga that have special cards and this one with really good stats kind of is maintaining a high price because a lot of people want this card. So that's kind of what happened today with the game on Sunday. There wasn't any lightning rounds as far as I'm concerned. So that just means, again, less pack supply for these future stars cards. And the whole thing that I talked about in my video yesterday, too, is that these cards didn't get packed on Friday as much as they normally would because of the server issues. So these cards are really rare, man. These future stars cards are really rare and I'm gonna talk about kind of their price fluctuations a little bit into this week. Some of them have dropped a considerable amount today. Gabrielle Martinelli, you saw me yesterday in my video. I was pumped about sniping in for 650. That was a great deal. If we look at the hourly graph, I sniped him right around this time last night when he was like 740K. I sniped him for 650. I sold him. We'll see on my transfer list for about 720. But if we look at the hourly graph again, today he's gone from like 720K. He's just dropped all day, 630,000 coins at the moment. I actually tried him out for a game. He was not good, really not good at all. So I think that's partially why he's dropping. The main guys has dropped like 50K today. This guy's dropped like 30K. And then the rest of the cards are kind of just chilling. Rodrigo's down a little, Felix is down a little. Even some of these guys that are down here in the bottom are down a little bit as well. But I still think these guys have some room to drop. Their pack weight is kind of low still, but you never know what EA is going to be releasing throughout the rest of this week. And I'm going to keep talking about this. I really want to anticipate this until it comes because it's going to be a massive, massive thing on this game. And that is the mid-icon SBC. I want to take a look at the icon market right now in general because I think people are starting to just realize that this is coming and they're selling icons to get ready for this SBC. And they're just selling icons because it's the end of the week in league for one. And also because of these new cards that are out in the game, right? A lot of icons are down. The market right now is at 67 points. It was at 66 points something earlier this morning. It was at 68 something. But you know, just individually looking at a lot of cards prices. We have had a rebound since team of the year, yes. But I'm seeing a lot of cards that are down in price. One example that I saw earlier today is middle Maka Lele. I was on the 59th trying to find some deals. And I saw this guy at 529,000 coins, which right now he's like 550, 540. But this guy, I sold one on 570 on Friday. So this guy dropping off a decent amount, 532 on an open bid hasn't been bidded yet. So of course it is weak in league sell off but I'm seeing some of these icons drop a little bit lower than what they're normally at. And I think that's just because of the fact that we're in future stars. People want to try these new cards out. And people are kind of scared for that middle icon SBC. Again, which I mentioned, the middle icon SBC. I think it could be this week. And I think that's something that's pending over our heads this week that we really need to watch out for and be careful about. And I'm going to look at this right now. We are looking at the cheapest players by rating. I told you guys yesterday to get in on some of the higher ratings. If you did, that's a GG. We were buying 86s yesterday at 15K. They are now 17K. We were buying 87s at 20 to 21. They're now 23. 88s are still, they're up like 34K. 89s are about the same. But if you bought cards yesterday, unless it was an 84 or an 85 that like spiked today for whatever reason with the SBC of Western McKinney, I would hold on to the rest of these. If you club stocked cards, I'm not going to be selling those and at least until I see these go to 20K. When I see 86s at like 19 to 20K, that's when I sell a club stock because these cards are only up like one or two K, which yes is profit. But, you know, we're probably going to get more and more SBCs throughout the week this week. So if you did a club stock and you haven't sold your cards yet, good stuff, hold onto them, give it some time because there definitely could be some more SBCs coming this week. Now they, this is what they did during a headliners. And I think they're going to do it during this promo as well. They're dropping an SBC every day. Like we got Moise Keen the first day, Alfonso Davies on day two, Weston McKinney on day three. What's going to happen on day four? I mean, we got an SBC on a Sunday. We rarely get Sunday content. So that was kind of nice to see. I do believe since we've gotten two future stars already, I think we'll get one more future stars SBC this week before set two comes out. And I do think, I don't know if we'll get another objective, but I would assume that we will get another flashback and another player moments at some point this week as well, or at least a couple more of those. And the player selection for these cards, the SBCs has been great. So again, if you did a club stock, I would hold on to those cards. Now, considering the icon, the mid icon SBC, would that come this week or would that come next week? I really don't know how I feel about that. I know some people are thinking it's going to come this week. I guess it's possible. I almost think that they would want to do that the second week though, because maybe they can make some people lose more coins doing the other SBCs this week. And then next week, after they have people open more packs, then they drop that mid icon SBC and it could come out then. I've opened a couple of these mid icon packs. The very first one that I opened, I got actually, it was a sick poll. I got middle Viera. I don't know if you guys saw that tweet, but it wasn't my account. I think a lot of people thought it was my account, but I did pack one of my viewers on the Twitch live stream, a middle Viera. So that was super worth it. Then the next pack I got middle of Kocha. So I don't think these packs are really rigged, but the mid icon SBC is like, in a lot of the traders minds and a lot of our minds right now people who play this game and are worried about the market, that SBC holds a lot of weight. I mean, we're expecting that SBC sometime soon and that SBC would impact this market so much. It would be crazy. So that's why, you know, could it come this week? Man, I don't know. What kind of percentage would I put on this? If the mid icon SBC, the percentage of that come this week, I would say if that comes this week, I would say like it's a, I don't know, maybe a 55% chance of happening. That's my gut feeling 55% chance of happening. I feel like they might give it a couple more days before, or maybe another week before they dropped that because now since the icon swaps are out, this is what they did with the first time around. They waited until the icon swaps fully were able to, you could get the baby upgrade SBC through icon swaps for like a week or so, maybe even two weeks before they dropped the SBC out in the game. But I do think that SBC will come during the Future Stars promo. That's just my opinion. I think it's gonna come right before, I think next week makes the most sense because that would be right before icon moments, prime icon moments would be coming onto the game at that point, at least really soon to next week. And that's another thing that's gonna crash this market, I think, especially high tier stuff, team of the years, other icons, that we get to be careful of. We'll talk more about that in the future. Another objective player, last week we only had one objective player, but I wonder if they're gonna do another player with this Foot Future Stars Academy kind of grinding up the rope, right? I got my 80 rated Oda Guard, I'm gonna keep working towards those this week and doing these because you know what, this card may not be the easiest to link or the most juiced card ever, but it's cool, right? And I wanna be able to say that I did the first ever Future Stars Academy card in Oda Guard and he's getting a winner upgrade too. So I think this card should become an 88. You might have 90 pace, it's got five star skills, three star weak foot, so I'm gonna be working on that objective myself. Other things that could come this week as a part of the Future Stars promo, I would expect some sort of upgrade SBC, the 81 plus double upgrade to two promos in a row, maybe not, maybe do a player pick. Obviously they did a player pick earlier in the year for a promo, I forget what it was, but they did a player pick earlier in the year during Team of the Year nominees, that's what they did. I could see that SBC coming out or maybe the 81 plus double upgrade, they put that out again, but that would be cool to hits for these Future Stars that are in packs. And again, we are guaranteed on Friday of this week, we're gonna be getting set number two for the Future Stars. So this is batch one, and obviously if they're promoting a batch one, there's going to be a batch two. Guys like Haland could be in that batch two and there's plenty of other guys. They could be in that batch two, maybe like a Joseph Kanganga from Spurs. Tamori I think would be in batch two for sure. That's somebody who a lot of people are looking for, Daniel James possibly. A lot of options for the batch two. So we'll really see what's gonna be going on with batch two, but I do think we'll get another one of these player upgrade items in the second batch as well. And then one other thing that I wanna look at is this guy right here, Mohammed Salah is currently two million coins on the market. That headliners card, Liverpool has won four games in a row. They are due for the upgrade. These headliners in FIFA are due the upgrade. So the fact that he has not gotten upgraded yet, EA said that they will upgrade these within 48 hours. And right now this guy has not gotten upgraded. He's still a 93 rated card. And he should be a 94 after that upgrade. Now, the really interesting thing is people are thinking that Salah's gonna get a team of the week so that he'll get his plus one for the four consecutive wins, but they also think he'll go to a 95 rated card with a team of the week this week. So there's obviously some risk in that. His price is inflated because of it. If he does get the plus four upgrade, I think you might see this card slip off a little bit, but then it might rise back up into the hype on Tuesday before a team of the week comes out on Wednesday because people think he's gonna get a team of the week. And if that happens, then I think his card price will definitely shoot up probably somewhere around like, I could see two three or two four, 2.4 mil. I know there's a lot of people that might be selling this card, but that would be like a team of the season-esque card at this point in the game, which is pretty nuts getting those two upgrades. Why Naldum should be getting an upgrade as well. Based on what the rules said in their frequently asked questions, on the headliner page that EA put out, since why Naldum came out in the second batch, that does not like mean he's not getting upgraded at the same time as Salah. What it said was that the headliners were getting upgraded as of the 17th of January. That's when the four games in a row streak started. So I think this card's gonna get upgraded at the same time as Salah. This one though, I think it should go down. I know it doesn't make sense, but I think this card at 620K is way too expensive to begin with. Just considering his in-game stats, this should not even be an 87 rated card. This looks like an 84 rated card to me based on the actual face stats. He's got really good in games, but he only has one stat dribbling that is over his face card rating of 87 and the other stats are not even close to it. So I do think this card will drop upon it being upgraded in the game this week. So that should kind of be the look for the promos and stuff this week in FIFA Ultimate Team. We'll get a new set of future stars on Friday, probably some more player SBCs throughout the week. If you did invest in SBC fodder, GGs. And of course, whenever these SBCs come out, stuff to trade with this week. Other market moves you can see. Whenever these SBCs come out, right? That's a position or that is a nationality and a league that is affected, right? So today, when Mustang McKinney dropped, the team of the week, Gretzgra, that is impacts, but also a center mid in the Bundesliga, he took a different price today. I bought some Gretzgra's at 120,000 coins, 128, 129, let me check his price right now because he dropped like 10K. And I think that card is definitely in the rebound category this week, as he does go out of packs for team of the week. And as people use Bundesliga squads because of course we did get the Davies card, which is something that a lot of people want to use. So what is this Lian Gretzgra at right now? So I'm on about 120, 129. It looks like he's around 135, which is not bad. So I'll take that right there up a little bit. Once he goes out of packs, I could very easily see this card to be 150K, especially with that Alfonso Davies SBC. Cause I know that was pretty popular to a lot of people. So watch out for that coming out. You know, panic selling for, let's say they put out like a midfielder in the prem. Maybe you see, if it's an attacking midfielder, maybe you see guys like a KDB inform gets panic sold a little bit. You know, it all depends on the SBC, if it's doable and stuff like that. But those would be some of the market movements that I'm looking forward to this week. And of course, future stars by time, we'll look more into this in like a day or so. But for some of these future stars, I still think we need to wait because again, if they drop some sort of big time SBC or an upgrade SBC or, you know, just more pack supply stuff, then we're looking at some lower prices on these cards. And these cards just continue to drop a little bit. So I would love to see these cards drop another 10% to be honest with you. Green was right now, 640. We looked at these cards a little bit earlier in the video. I would love to see like Tanali at 1.1, Greenwood at 1.2, Shao Felix at 2.4. So again, another like another 5% to 10% on a lot of these cards would be really, really nice. You know, like Max Aaron's under 100,000 coins would be good. Kamara at 175. Mason Mount at like 320. If I could say 320, that'd be really nice. Just, I would just like to see some of these cards drop. And I don't, since they're not live items, we saw the headliners from set one kind of remain pretty stagnant heading into set two of the headliners. These cards are kind of different because they're not live items. They're just future stars. There's gonna be a whole new set of future stars that are out next week that people are gonna be pumped about. So you might see some of these cards drop even into next week as well. Like if we get another really good right wing, you might see Rodrigo drop a little bit from 1.25 or maybe a Greenwood drops a little bit or something along those lines. So if you're looking to buy any of the cards in future stars set one, I would wait still, I would wait a little bit until we see more market movements with these and more stuff happening later in the week. So that's kind of your market outlook video for this week. Again, I expect a lot of content from EA. They've been pumping out the content during these promos with the flashbacks, with the player moments and with the actual player SBCs for the cards that are in that promo. So GGCA for all the content but that makes trading with SBC fodder definitely interesting and we got a good buy time yesterday. So hopefully we can sell those for some increased prices later in the week. If you enjoyed this video, smash your thumbs up on it, comment down below if you have any questions and subscribe to the channel. If you're new, it's been Nate, the foot accountant. Catch you guys later. Peace out.


What is your biggest fear not making it in life with the things I wanted to do? Deep water that I can't see the bottom of, like sharks specifically. My biggest fear is probably like dying. I guess dying. I would say the same thing. Like death is pretty scary. I don't like to think about it. Mine's a little silly, but snakes.  Moths.


So many students worry about how to introduce themselves to the examiner and what's actually going to happen on test day when you're doing your IELTS speaking test. And this can actually cause many students to get a lower score than they deserve. So what I'm going to do in this video is take you from leaving your home all the way to part one of the speaking test. Exactly what is going to happen, how to introduce yourself, what's going to happen at the test centre and a few vital pieces of information that will help you perform to the best of your ability. So this is the examiner on test day and this is your home. I am much better at teaching IELTS than I am at drawing. I'm terrible at drawing so forgive the drawings. So really your preparation starts about 48 hours before your test. So about 48 hours before your test the first thing is do not cram. What does cram mean? It means do not try and study as much as possible in the days leading up to your speaking test. You are not going to improve your speaking ability whatsoever in the days leading up to your speaking test. If you cram and you're sitting up all night studying and trying to frantically find out how to improve your speaking score it will actually lower your speaking score because you will get desperate and you will go onto YouTube and be looking for tips and tricks and hacks and shortcuts and most of the stuff about the speaking test online is totally false and will lower your score so do not do this. What you can do instead is something that we call an English warm up. So just like an athlete would warm up before a big event what you can do is you know watch some English movies or English TV shows or listen to some podcasts in English or read an English book something like that nothing too strenuous nothing too difficult but just to warm yourself up if you want to do something before your test day. Also you might not consider this but sleep and diet are really important. We've had students who really deserve a band eight or a band nine and they've got a 6.5 because they didn't sleep very well the night before or they didn't eat that morning and they got to the test center and they just couldn't do anything because if you don't sleep well and you don't have anything in your stomach you're not going to have the focus and the energy to actually perform at your best so make sure that you're getting enough sleep in the days leading up to your test and you're just eating a healthy diet. So 24 hours before your test so the day before your test it's really important that you plan your journey. You wouldn't believe the number of students that show up late to their speaking test and if you show up late you're going to be very sweaty, you're going to be very stressed and again if you deserve a band seven and you show up late and you're very stressed you're probably going to get a 6.5 or a 6. That's not the fault of the examiner that's your fault. It doesn't matter if there was bad traffic that's your fault for not planning your journey or the bus was late or the train was late or whatever it is your responsibility to get to the test center on time so plan your journey how are you going to get there are you going to use public transport are you going to use your own transport are you relying on someone else to bring you to the test center do they know how important it is that you get there on time make sure that you get there at least 30 minutes before your actual test starts because when you get there it's going to be extremely busy there's going to be a lot of people who don't know what they're doing who are very stressed out often the staff at the exam centers are not very good at their jobs and they're stressed out so if you get there very early and get through the whole registration process relatively stress-free then you can perform to the best of your ability and make sure that you you know pack your id and water and if you need food if you need you know medication whatever i don't know whatever you need in order to perform to the best of your ability pack that into a bag the day before so it's just one less thing to worry about okay so on the day of the test you want to get to the test center at least 30 minutes before you need to register and you're going to go in and the staff at the test center will register you they'll also allow you to you know if you have a bag if you have any belongings they will give you a locker or a key or somewhere to keep your belongings keep your your your bag safe so don't worry about bringing all this stuff you don't have to bring it into the exam room you'll then be asked to go to some kind of a waiting room where you will wait outside the test room and wait for the examiner to call you so make sure you use the toilet if you need to use the toilet again it's very it sounds very funny but this has led to people failing their test where they are very nervous they don't know where the toilet is they don't go to the toilet and then they're focused on not peeing themselves rather than answering the questions it sounds ridiculous but it does happen and you need to do something while you're waiting outside this room to relax that could be breathing that could be some kind of meditation whatever works for you but if you sit outside the exam room and just think about how terrible your speaking is and you're going to fail and you're just thinking of very very negative thoughts that is going to influence your performance so you need something to take your mind off those negative thoughts and what I would do is what we advise our students to do is tell yourself how much preparation you've done think about how good you are at speaking the English language you deserve to get the score that you need because you've put in the work right and also accept that nerves so being nervous being anxious this is normal this is your body preparing you physiologically for a stressful situation so it's going to dump adrenaline into your system and that is why you feel nervous so just observe that as something that is good because it's going to help you focus so be aware that that is happening to you it will happen to you but use it in a positive way and then the examiner is going to come out of this door and they're going to invite you in to the test room now I haven't put a smiley face here for a reason many students think that if the examiner is not friendly or the examiner is not smiling that it means that the examiner is going to give them a low score or the examiner doesn't like them or the examiner is in a bad mood and they're going to automatically give you a lower score the examiner is doing their job some of them are friendly some of them are not so friendly that has no influence over your performance and over your score what influences your score is your performance not the mood or whether the examiner has a big smile on their face or not so how do you greet the examiner that's the title of this video and many of the videos that you'll find on youtube and blogs and stuff like that will tell you to greet the examiner in a very specific way and if you greet the examiner in a certain way you will improve your score that is total BS it does not matter how you greet them it simply does not matter they're not even thinking about your score right now the test only begins after they ask the first question in part one any teacher or youtuber or so-called expert that is teaching you that if you greet the examiner in a certain way you'll get a higher score they have never been an examiner and they don't know what they're doing because anyone who has been an examiner knows that you do not score the student until you ask the first question in part one but one thing that you should do is speak to them like they are human the examiner is not special they are not more intelligent than you are they are not more important than you are if they were very intelligent or very important they wouldn't be an IELTS examiner in a foreign country listening to you on a Saturday morning they are a human being this is not going to influence your score speaking to them like a human being but it's going to help you relax and if you're relaxed and just speaking to them like you would a normal human then your pronunciation your fluency your grammar your vocabulary is all going to naturally be better because our brains operate more fluidly more effectively when we're not stressed when we're not nervous if you think that the examiner is this really important person and you need to speak to them like they are you know the president of the country that you're currently in that is nonsense and you're going to speak to them in a very robotic unnatural academic formal way IELTS are not judging your ability to speak in that way they're judging your ability to speak just normally to normal people so speak to them like they're a human being that's going to help you relax and everything will be much better if you do that so they'll ask you to sit down and you'll sit down opposite them and they will be recording what you are saying already even though they're recording what you're saying already they don't use this to judge your score your score doesn't begin until they ask you the first question in part one but don't be put off by this also they might make some notes don't worry about what notes they make so it's a very common thing that the examiner will write numbers so it might be a number like the timing or something like that and you will look at it and think oh my god they wrote down five I'm out of band five or they might write down nine and you think that you've got a band nine these have nothing to do with your score so ignore the notes that they're making they'll then ask you if they can like double check their ID your ID hand it to them don't have to worry about this and then they'll ask you two questions what's your name just tell them your name there is no special way of telling and then tell them your name that's that's not that complicated and then they'll say what can I call you and you just say you can call me whatever whatever your name is whatever you want to be called again there's no special way of saying this just tell them you're not being judged yet then part one will begin and they will ask you about some common topics so home home time work or study a very common mistake that many students make is because they're anticipating these topics they will memorize answers for these topics do not do this if you do this what you will do is you will indicate to the examiner that you don't know how to speak English because memorization and communication are two very very different things and you're basically giving the examiner the first impression that you were trying to cheat the test and what will happen is you will give a very long memorized answer for one of these common topics with lots of great vocabulary and lots of great grammar and you're very fluent then they'll ask you about some unusual topics why do you think they do that why do you think they'll say do you like hats or when was the last time you bought a birthday cake they will ask you about these more unusual topics because they know that you're not expecting these you don't have memorized answers for these and they will judge you on your answer for the more unusual topics in other words they answer that you did not memorize so just again speak to them like they're a human if a human asked you do you work or do you study or tell me about your hometown you would just answer naturally and it's also important to realize that the first few questions in part one are just a warm-up they're a warm-up for you because just like again like an athlete you need to relax into the test the examiner is considering what you're saying but they're not judging you too harshly at the beginning of part one because they know they're just warming up this also gives the examiner a chance to warm up and get used to your accent your style of speaking your pronunciation and focus in on what's actually happening so that's it hope that you enjoyed this video and if you want more information about the isle speaking test go to isleadvantage.com you'll find a huge amount of information or you'll find lots of other speaking videos on this youtube channel if you click below in the comment or sorry in the description you will find a free speaking course it's a three-day course that will show you exactly what you need to do in part one part two and part three of the speaking test but because you're watching this video your test is probably tomorrow so you probably won't have time to do the test or do the course if that is the case good luck and remember speak to the examiner like they are a human


Suppose A is a matrix with real entries. The eigenvalues of A will be the roots of a real polynomial, that there is a polynomial with real coefficients, and remember the complex roots of a real polynomial have to occur in conjugate pairs. So that means if lambda is an eigenvalue, so is the conjugate of lambda. And the question you've got to ask yourself is, self, what's the corresponding eigenvector? So suppose A is a matrix with real entries, where A v is lambda v. Now, I know that the conjugate of lambda is also an eigenvalue, so let's take the conjugate of both sides. After all, what's the worst that could happen? So again, the conjugate of a product is the product of the conjugates, and this also holds true for matrix multiplication. And remember, definitions are the whole of mathematics. All else is commentary. Since A is a matrix with real entries, the conjugate of A is just going to be A itself. And this is just our equation that defines an eigenvector eigenvalue pair. And so this proves that if lambda v is an eigenvalue eigenvector pair for matrix A with real entries, then the conjugates also form an eigenvalue eigenvector pair. Now, if A has complex entries, the proof fails. However, if A is Hermitian, a remarkable thing happens. So suppose A is Hermitian with eigenvalue lambda and corresponding eigenvector v. We can write the eigenequation and let's multiply both sides by the Hermitian of v. And you might ask, why would we do that? And the only answer to that is, why not? It's something we can do, so we might as well try it. After all, what's the worst that could happen? Don't answer that question.  Now, we do have some choices. We can multiply by the Hermitian on the left or on the right. Now, let's think about that. If v is an n by one column vector, which it is, then if I multiply on the right by the Hermitian, I get an n by n matrix. But if I multiply on the left by the Hermitian, I get a one by one matrix. And let's multiply on the left because let's try the easy things first.  But lambda is a scalar, so we can float that scalar multiplier to the front. Now, let's take the conjugate of both sides. Why? Again, why not? What's the worst that could happen? So again, the conjugate of a product is the product of the conjugates. And since v is a column vector, v Hermitian v will be a one by one matrix with real entries. And the conjugate of a real number is just the real number. Now, note that lambda vhv will be a one by one matrix, and that means that v Hermitian A v is also a one by one matrix, which means that when we take the conjugate, well, it's really also the same as taking the Hermitian because the transpose of a one by one matrix is just the matrix. But wait, we have this useful property that the Hermitian of a product is the reverse product of the Hermitians. And so this Hermitian can be rewritten. And again, we have the Hermitian of a product, so we can rewrite it. But A is assumed Hermitian, so A Hermitian is A itself, and so we have. And since v is an eigenvector corresponding to eigenvalue lambda, A v is lambda v where we can float our scalar to the front. And now we have lambda times v Hermitian v equal the conjugate of lambda times v Hermitian v. And this means that lambda must equal lambda conjugate, which can only happen if lambda is a real number. And so we get the following result. All eigenvalues of an Hermitian matrix are real. And if this isn't surprising, then you're not understanding what the theorem is saying. Because remember, A is a matrix that could have complex entries. And so when we write down the characteristic polynomial for A, the coefficients will be complex. And it's not obvious that such a polynomial would only have real roots. Let's add in one more idea. Remember that if A transpose equals A, then A is a symmetric matrix. And if A is a real symmetric matrix, that is a symmetric matrix with real entries only, then A Hermitian by definition is the transpose of the conjugate. And since A has real entries, the matrix of conjugates is A itself. And so this transpose of the conjugates is just A transpose of A. Since A is symmetric, A transposes A. And if we join beginning to end, this says that A Hermitian is A, which is the definition of a Hermitian matrix. And so this leads to the theorem that symmetric matrices are Hermitian. And this leads to the big reveal. Symmetric matrices are Hermitian. And we know that all eigenvalues of an Hermitian matrix are real. And consequently, all eigenvalues of a symmetric matrix are real.