Me and Matt, we've got to get back to the airport, Chicago O'Hare. So we're going to try to catch some fish within this three hour period that we've got. We've already caught fish this morning. It's been fun. It's been great. We caught them on frogs. We caught them. It was a lot of shallow fishing. We've already caught fish this morning. It's been fun. It's been great. A high part of the day. But I got something in mind. And I think this is my first time actually fishing on this channel with AP Bassing. Yeah, we were talking about that. We fished so much together, but we've never fished like on our personal stuff together. Just on a whim. The last time we fished a little Guggen challenge too, we raked. We killed them. We killed it. I'm going to slap the chesty on and show you guys what we're doing here. Let's learn. Let's fish. Let's have fun. Wisconsin. Curd time. Already had some squeaky cheese. Here's the dealio. Got a slim shake, y'all. We're like, this is like a 16 pounds, 12 pound fluoro with a little, it's probably 10, 15 pound brain. I don't know. It's a parrot rod. I'm going to take that right there. And I'm going to dabble it around these docks. Oh, grasshopper in the water. No, it's a cicada. I need another dangler. Oh, fish. Broken. Oh, your line's still out. I know. Is this it? Yeah. Oh, it's moving. Pull it down. Oh, I got him. Got him, boys. No way. Got him. Landed. Landed. That was insane. That's a full team effort right there. Don't see that every day. We had ourselves a little snapperoo there. Had a little fish running with his wacky rig. Up here using that little northern banky line. Brade too. That's what's even crazier. Eight pound braid. Oh, eight pound braid can snap easy. We got the fish. We let it go. All is good. It's fun times. You don't see those every day. Go ahead and hit the smash button. Is that right? No, smash the like button. Took all three of us. AP Basson. I was using the trolling motor there. I actually grabbed the line and Matt just broke off. That's basically it. Oh, dangled him. I honestly thought that was going to be a blue go. I just went ahead and sent it. Things are good at getting bites. And Matt's hooked up. Same category. This time he's maintained his line on his reel. I forgot how to talk. It's deep. He's got it. Broke me off. Oh, gosh. Good one. Yeah. Had it. It was heavy. Yeah, it was heavy. That's like heavier line too, I think. It was a good hit. It was a deep dock too. I think it was a good bite. I think in this moment, what a person does is they pick up a frog. That was disappointing. I'm rigging it straight to braid. Good bite. Good bite. I mean, it was a good fish. It wasn't a good bite. Taking the leader off, because that was like 10 or 12 pound. I don't know. This is 20 pound braid. Woo, we are running low on some shakes. All right. I'm ready to get hammered by something tasty, you know. Look at this little wood project here. Got a coffee table with a fireplace on top of it. Going in. Oh, broke me off. Oh, my God. That was another big one. Yeah. I mean, we all knew it was going to be in there. Well, it done got hot, and I'm about sunburned. There was another video you guys haven't seen. I'll link the MTV channel where you can go subscribe. Me and Perik versus the whole crew out here. It was a good video. But we done beat it up. It is just high sun, tough times. We don't have that much time left. So we're going to go try on the way home to the airport. See if we can pull any out of that. I was digging my technique. I was working. I broke off two Mondos. 20. Currently driving Perik's boat. My first boat ever was an aluminum craft, by the way. It was like this. It was called a Bandit. It was a 17 footer actually. I think this is a, it's about a 17 or 18, something like that. Brings me back to old times. Last year I came in three times and didn't get to single fish. My friend went here last week and said he caught like 20 in two hours. They were all like half of them were decent over to college. It's like, wow, there's a party at this ramp. Howdy. How you doing? That's a post card fishing moment right there. I guess Perik's ready over there, huh? We should maybe get him. All right, you guys ready for this? I'm ready, dude. Let's head to the frog zone. That's what it's all about. Just commandeered Perik's rod. So we're going to be going with some frog action here. This lake has more pads, which means more fun. Frog time, hopefully. Got the old AP, AP bassin. Stick here. This is, this is a hammer, seven, six heavy. Just what you do when you want to go in hard. I'm going to go ahead and just trim these tails up. Just a touch. Give them a little bit more bob in their weave. Shallow Wisconsin fishing right here. Just looking for an aggressive top water black bass strike here. Look at this hole. I just saw a bluegill in that hole as well. Just going to give it the old side to side twitcheroo. He just sucked it under. Yeah, there we go. Nice. Right on that little edge. God, that was one of those you couldn't even hear. I'm just gone. Oh, that feels good. Give me a little Wisconsin bass before I head back to Tejas. There we go. At a different lake. Good call. Pear cooked me up with the old frog. Beautiful. See ya, buddy. Oh, you got one too. Same spot. Oh, here we go, boys. Hammer hole. That was my next cast. We just made it out here. We've got two bass. Look at that. That was GoPro's dynamic. Oh, got him. Just a quiet sucker. Look at that, Matt. MK Ultra hooking up. Is he on the pause, Matt? Mid-dangle, huh? Yeah, this looks good in here. YouTube dudes, yeah. It's doing better. Still fishing with it, though. Yeah, that's me. How's it going? Thanks for watching. Appreciate you. I didn't mess any of that up there. Thank you. Good luck. One of the coolest things in the world is to watch a bass hit a frog while it's on a lily pad. Trying to knock it off. Monster's tree coming up here, boys. Oh! Wow. That was under this tree. Did you feel it with thunder? You got one? We're about to catch a couple. Oh, that's a juice. That's a juice pad. Got him. Get him, Matt. Some good pops in here. See, he tried to pop it off the pad. He didn't quite get it. I'm telling you. Got him. Cool fight, dude. Was that sick? Oh, my. He was rolling on top of the pad. It looked like that fish came out of the water. I know. I thought you could actually capture that on GoPro, like what really went down on the micro level there. He was on top of the pad kicking. Had to slurp him for a second. Let him slurp it for a second. Oh, see ya, buddy. God. Okay, I can leave Wisconsin on that one. Or whatever state we're in. It could get. Oh, man. This area could be good. We're crunching for time. That's dangerous. Oh, took it. But just came up and kissed the legs. Oh, see that bullfrog hopping up there? Wow. I just got a Mondo frog. Wow. That's a big one. Oh, geez.  You want to fill the power. Get you one of those. I know it would. How about that, guys? Wow. I'm going to let old Bullsky go here. Wow. Look at him. Woo. There you go. God, can you imagine a 12 pounder eating that? Probably the best thing I've ever seen. I didn't really expect to catch a frog, but I threw up there amongst the frogs, and then that one came over there and attacked it. My GoPro died. Sorry I didn't get that shot, but that was something else.  You got one chasing yours. What if you caught a 10 pounder out of one of these lakes? What's the excitement level on that? You got a record? Oh, my God. Oh, my gosh. Deep in there.  Just scorched him. Wow. Dude, that was cool. Nice, nice, nice. Beautiful. Awesome. Woo. You got to have yourself a little backbone and some real power and some braid. I think they just follow it like they look at the silhouette. Just like waiting. I just went into the Mars canyons. There. We're in the solar system. Yeah, sucked it under. Oh, wow. That's on a tree. Oh, no. Okay, go in there. Oh, I just got a horse. I got a horse.  AP, I'm just putting the hammer down. If I break your rod, I'm sorry. I'm not going to break it. I got him. I got him. I went so far in. Oh, and I slung him over the tree. That was incredible. What a catch. I didn't even know I had that fish. It was just pulling. We've gotten into some pad crashing, y'all. This is a bad time to have to leave. Don't want to have to. I just pulled that fish over that tree. Where is it? Right there. That was awesome. That was a true dangle. There's so many pads, you just can't get back to all of them. We're out of time. This is fisherman doing what we do. And we're just going one. Let's make another cast. Actually, you know what? Let's just change our flight. Let's stay up here till the season's over. Oh, he's not even hooked. Yeah, he's just hooked. Oh, there he goes. Look at the leaps on that guy, man. That is incredible. Honestly, I'd love to have a fish on. I've enjoyed hanging out with you. Thank you for revealing where all the fish are for us. Traveling friend. Co-captain Kermit. Captain Kermit on board, directing us where the frog fish are. Look at him. He's just chilling. Should we take this guy home to the freaking Gary's tank? Oh, he's looking now. He's getting ready to rumble. It's like I'm drying out, boys. It's been good hanging with you, but... I give him a little water. A little splash. Perfect. See you, buddy. This is our day with, like, three days worth of trip. You guys have been going for, like, 48 hours. You guys got up at 4.30. We had meetings all day. There's this morning all day. And it's just been all over the place, but... Did you guys enjoy the trip? Dude. Dude, it was a blast. Amazing. I want to thank AP for taking us out. Because we came up here for business stuff.  And we got a lot of fished in. And it was really good. We got on them quick.  And you got to figure out each one. So a new little hole. AP is going to be down below. He's an adventurer. He's a soaring eagle on YouTube right now. He likes to soar with the eagles out in the woods. He's got some fun stuff going on. So you guys can go check him out. But I have to get back to Texas. I got OSG. We got wood building going on. It's time to get back, y'all.


Gradebook Each course in Moodle has its own gradebook, which you can access by going to the Grades link in the navigation drawer. By default students see this link as well, and this is where they can access their course grades. Here's an example gradebook in a different course. Depending on your administrator's settings, you might see the various elements of the gradebook as tabs across the screen, or as a drop-down menu or both. The first screen is the Grader Report, where you can see the students you have and graded activities. Note that if you have a lot of students and graded activities, then as you scroll across, you can still see the students' names, and as you scroll up and down, you can still see the titles of the graded activities. Grade history will allow you to see the different grades and when they were modified and by whom. The Single View tab, or the pencil icon by the student's name, take you to the Single View, which allows you to focus on one particular student or one particular grade item. The User Report, or the icon here next to the student's name, takes you to the individual grades of one student, and this is what a student sees when they click the grades link in the nav drawer. In Setup, you can add new grade items or edit existing ones, and decide on your preferences and the course grade settings, and in Scales, you can add a new scale. Custom Scales are what the teacher has added to the course, and Standard Scales are what an administrator has added for everyone. So you the teacher can add a new course scale or custom scale by clicking the Add a New Scale button and giving it a name, and then adding the items with the lowest first, then it's available to use in your course, for instance in assignments. You can also import grades that you have offline as easily as pasting from a spreadsheet, and you can export them as different formats if you want to print them off, for instance. The grade book is very powerful in Moodle, and we've only been able to see a few of its features, but hopefully this has given you an idea of what it can do for you as a teacher in your course.


We only remember anywhere from 20 to 30 percent of what we hear but on a weekly basis Most students are spending upwards to 15 hours in class that means at best We're probably only actually retaining four and a half hours worth that is a huge waste of time But what if I can show you a way where you could easily save yourself anywhere from six to upwards to seven and a half hours a week? If you're interested in this video, we're gonna talk about speed listening All right guys what is going on Luxury for an MD journey helping you succeed on your journey with less stress in today's video I want to talk about a concept that I loved using and really helped me as a medical student And that's the concept of speed listening now If you're anything like the general population you probably hate going to class because you're not an auditory learner about 25% of the population actually is and that means when you go to class you go through one hour or three hours of lecture a day You're not really retaining much but you feel like you have to be there because you hope you're not missing out And when I started medical school, I was exactly the student I would go to class and Waste so much time and feel like I got nothing out of a typical day And then I would go home and study countless hours to try to somehow make sense of what was going on in lecture But then I realized the effectiveness of streaming for the classes that allowed me to do so I went from streaming anywhere from at 1x to 1.5x to 2x Upwards to 3 to 4x over time and with some practice and realize how much time I was saving myself Without losing very much on comprehension and some of you watching this video are probably saying that's crazy Listening to a lecture at 3x or 4x is ridiculous You know at best you're probably considering yourself to be listening at 2x Maybe a little bit faster and still having to stop ever so often, but I promise you your brain is totally capable of doing it Let me give you some quick facts. So the average person speaks at about a hundred and fifty words per minute But we listen at around three hundred words per minute That means we listen twice as fast as the average person speaks So while you're sitting in lecture that information just isn't coming as fast as your brain is able to process it But listening at 2x may not be a big deal for most of you You may already be doing it But when I talk about listing at faster speeds 2.5x 3x That's when you get a little bit uncomfortable and it's just because you don't realize the potential that your brain is able to take So let's think about populations that really have to rely on their listening So that includes people that are blind or legally blind who really have to have a very acute sense of hearing Those individuals studies have shown them to listen up to 3 to 8x faster than the average human being We mentioned 300 words per minute. They're going even faster than that Now obviously we're not trying to listen to in lecture at 8x But it just shows you the potential of what your brain could do with a little bit of practice when I started medical school I was not listening at 3 to 4x. That would be ridiculous But over time I'm gonna give you a method in a second I was able to train my brain to listen at those faster speeds and still make it sound like it was just natural So I want to give you a simple method for any of you guys are still kind of doubting me and Want to see if this is for you, you know, give this method a shot So step number one and I found this to be really crucial is to just skim your slides Now I didn't say skim the lecture because that doesn't mean reading the syllabus But if you have like PowerPoint slides that are already available to you Go ahead and skim them The reason for doing this is to just get comfortable with the flow of the argument You want to know where they're gonna start what the middle transition points are gonna be and then what the final conclusions are That way when you're listening at a faster speed You can recognize those tidbits and know what part of the presentation they are just in case you ever get lost Now step number two is to start at a comfortable speed for the first one to three minutes There's obviously going to be speakers that are going to talk very fast and some that are really really slow And so you just want to get a natural cadence of how fast they talk So for the first one to three minutes go to a speed that you're comfortable with maybe that's 1.5 Maybe that's 1x maybe that's 2x for some of you guys and at your comfortable speed to get an idea of how fast Or slow they appear to you that's gonna give you an idea of how far you can take your speed listening Now the next step is really where the magic happens I want you to increase your listening speed to slightly above comfort So if you naturally listen at right at 1.7 maybe start at like 2.3 2.4 And it may seem fast But I want your brain to get a chance to get acclimated because then you're gonna take step number four and Slightly come down from that speed where things are gonna become a lot more natural You know when somebody's speaking really fast, we just really need them to slow down a little bit versus You know all the way so if you're somebody who tends to listen at 2x go to 2.5 And then slowly slow down and you'll notice around 2.3 2.2 You'll still be able to understand what they're saying You know feel natural to you and that's how I was able to train my brain to naturally listen to a lecture at like 3x Initially I got comfortable at like 2.5 and that's usually where students stop pushing themselves And I was like well, let's see what I can do So I took it up to 3.2 and that's really where the lectures got to be really fast So I slowed it down, but not all the way just a little bit and so now 3x is where my new threshold my new normal is and that's where I can listen to a majority of my lectures So it's gonna take a little bit of training, but you can get there now before I move on to the tools I can help you speed listen to lectures and really anything I want to quickly address that one person at least that's watching this video saying this is crazy This is not gonna work for me It's a stupid and I'm not gonna try it because my scores and my grades are gonna suffer if you are at least One of the auditory learners that are in that 25 to 30% that like to listen to lecture and feel like that's where you get a Majority of your learning then speed listening can still be for you You may not want to go to the extremes that I do because this is where you get a majority of your learning So you want to make sure you give some time to it But if you're in that 70 to 75% of the population Who is really just going to class because you feel like you have to or you need to but really doesn't get very much Retention from it then I encourage you to use speed listening because then you can use more time to do What works now if you're not sure what works I'm gonna give you a free download down below in the description of a spreadsheet I've created that's going to be able to identify the different study techniques that you're doing and Basically help you visualize. What is your highest impact studying technique? Everyone has a different one and so use a spreadsheet down below. It's helped a lot of my coaching students I'm sure it'll help you and if you're not in the auditory learning group after doing the spreadsheet Then it may be to your benefit to learn a little bit more speed listening because remember You can save yourself anywhere from six to seven hours a week of not listening the lecture You can use that time instead to do the techniques that work Maybe you're somebody that likes to learn through group studying or somebody that likes to learn through drawing on a whiteboard Whatever it may be you still have to spend those extra six to seven hours studying You can spend a chunk of it and then use that other time for free time and just for you So if you need more free time in your life, try speed listening Now let's quickly transition into the tools that can help you speed lesson Now if you use Google Chrome is your main browser, there's plenty of great plugins that can help you speed pretty much any type of video I'll go ahead and put some links in the description But then all you have to use is some shortcuts on your keyboard like plus or minus and you can speed up by YouTube video Most lectures they just have to be a specific format But luckily most videos are happened to be in this format So give those plug-ins a shot if you use Google Chrome other tools that you can use to speed up your Listening are things like VLC player for your desktop If you can download your lectures or if you're listening to something that's already an mp3 file Then go ahead and use VLC and use the speed function to increase it anywhere from 2 to 3x and then listen to your lectures in that format And speed listening doesn't have to just be for class So there's other great things such as audio books and podcasts, which you may want to obtain information from But don't want to listen for an hour So you can use things like Google podcasts, which can help you speed up things to 2 to 3x Give that a shot if you're a podcast listener Things like audible if you like to listen to audio books You can definitely use their own built-in functions and also YouTube YouTube as many of you guys probably know has that you know Function in the bottom to be able to speed any video up to 2x And then if you use some of the plug-ins from Chrome you can speed them up even in fact But all the tools that I've used and I recommend you guys try out will all be linked down in the description And if you made it this far in the video I want to give you just a little bit of motivation in case you're interested in trying speed listening or you're listening pretty fast But you want to try to do it a little bit faster, you know when I was a first year medical student as I mentioned I started at 1x. I started going to class that was not working for me I got up to 2 to 3x and I was able to easily cut off up to like 7 to 9 hours in a weekly basis I was able to then use that time to then use the study techniques that do work again That worksheet will be down in the description below for any of you guys I want to figure out what that is for you and then I was able to use that other extra time It's about half of it as free time to relax to enjoy my life outside of medical school and outside of medical school I can also use speed listening to improve my life I love reading but I also love listening to audiobooks and sometimes when I have a long drive back home to visit my family I usually will put in a new audiobook I'm interested in and finish the book on the same drive and sometimes also finish another book on the way back So this week I've already finished 2 and it's only Wednesday So you can only imagine the big impact, a small change in just how fast you listen can do to your life That's it for this video guys, hopefully you guys enjoyed it Remember before we leave, free download to the optimal studying worksheet down below in the description So make sure you check it out If you did enjoy this video, make sure you give it a like Subscribe to this channel and I'll see you guys later Take care my friends


Estonian intelligence on Ukraine's offensive, fighting intensifies in Zaporizia Oblast. The defence forces of Ukraine are looking for a correct way to apply forces, but so far it is too early to talk about whether they will repeat the successes of last year's offensive in Kharkiv Oblast. Margo Grossberg, head of the intelligence centre of the defence forces of Estonia, said it in an interview with E.R.R. Grossberg stated that at the moment the fighting is ongoing, mainly around the city of Bakhmut, but the intensity of fighting has especially increased in Zaporizia Oblast, mainly near the settlement of Orykiv in Zaporizia Oblast, but also the fights in the direction from Velika Novosilka towards Mariupol, which have been ongoing for a week. Grossberg reported, Grossberg stressed that the main strike in the counter-offensive has not been launched yet, but instead the formation operations are being carried out. The search for the possible points of breach of the Russian defence is ongoing, and from there it will be possible to advance, mobilising the reserves. But it is possible that we may not see such a large scale and huge offensive like we saw in Kharkiv Oblast last autumn. Frankly speaking, the Russian Federation also has had nine months to prepare. The search for places for such a breach may take a long time, he added. Even though the campaign is not as successful as that of last autumn yet, there are no signs of any serious failures either. This offensive operation will certainly be more complex, more multifaceted than on the Kharkiv front in the autumn. He stressed, it is still unknown on which front Ukraine plans to continue the counter-offensive.


Hey everyone, welcome to my second video on some semi-exclusive information about Tears of the Kingdom. We already did a prior one on the Nights on the Switch OLED, its release date and or pre-order date along with a master edition of the Tears of the Kingdom. So three different versions, regular standard, master edition. If you want to go check that video out, there'll be a link down in the description. But in this one, we're focusing on an actual new thing that's happening in Tears of the Kingdom. The new thing is something that has technically been shown but not announced. And that is that dungeons are back.  We're going to talk about that right now. First off, where am I getting this information from? Well, I have a couple places. One of them is our dear friend Mike Odyssey. I'm not going to dive any deeper than that. He's got his own sources. I'm well aware of what they are. I talked about it behind the scenes of them. But I went ahead and got all this information from him verified by a second source that again, I can't name. It's one of my own sources that I use to verify certain things. They don't always get verifications from this person. They don't always communicate with me, but I sent all the information to them. We're splitting this information up over a few videos because I think this is just really big and we need to spend some actual time talking about it. And yes, we're talking about dungeons this time around and that they're returning. We'll first get to the information and then a little amendment to that information and then we'll get into what this really means. So first up, the shrines, right? Remember shrines? You said, oh, they were on that survey. They're kind of back. Well, they're still sort of in the game, but they're different. They're not really called shrines or at least from what we're able to tell right now. They're more like dungeons because shrines and the Divine Beast were replacements for dungeons in Breath of the Wild. And they're replacing that stuff again. They're replacing the shrines and the Divine Beast with some new form of dungeons that are going to be more traditional as in a lot of them are going to end with a boss fight, not all of them. So you can look at these more as maybe an evolution of the shrines, but some of them are going to feel very much like traditional dungeons with a boss at the end and an item that you get to collect at the end. Not an in dungeon item, so not like a dungeon specific to the item, but things like heart containers and all the rest. So that is something that is in the game. And all of these dungeons take place in the sky. So they're not down on Hyrule. They didn't go ahead and edit the map of Hyrule to add in dungeons. They actually put them in the sky. And it's going to be a big focus of the sky territories. So the thing is we've already seen a couple aspects of these dungeons. One was when Link was moving that object around with his hand and physically twisting and forming one of the things in the sky moving and around. That was actually from a dungeon. In addition to that, we actually saw one of the boss fights of one of these dungeons. You remember that block looking golem thingamajigger seems to be running on some sort of energy source, zona energy or whatever. And it looks like you're in an open island section fighting it. That was actually a boss fight from one of the dungeons. So that to me is really, really interesting. Now again, not all of these dungeons will end with a boss fight, but a lot of them will. Some will obviously be much more puzzle focused, as it were.  Like there's actual things to get through and progress through and other enemies to fight and puzzles to solve before you get to the boss. So yeah, it's an evolution. Like it's taking traditional dungeons, but then it's taking what happened Breath of the Wild and it's sort of mishmashing them together for a new type of dungeon. I'm really excited to see how this plays out and obviously, dungeons are near and dear to all of us. One thing I do want to clarify, because you know, we see that three headed enemy and it's a Gliok, right? Or it looks like a Gliok from the original Legend of Zelda, which was a boss. It is no longer a boss, but according to the information obtained from Mike and my source, it is a Gliok. They're using that name again, but they're going to have different versions of that Gliok. So we got to see the fire one in the trailer. There's also going to be a thunder one. So one of those lightning style ones and ice one and one that is more malice like there also potentially is some that doesn't have any of those elements. I tried to get it confirmed that there is ones without the elements. Didn't really get that confirmed, but there will be multiple of these throughout the land. They're not going to be like Plentiful, like Bokoblin or something like that. Maybe more akin to say how often we would see a high knocks or a stone talus where there's a certain areas where you happen to find these Glioks. I think this is really cool. Apparently, the Glioks are really fun to fight and I'm just glad to see that there's more of these sort of world style bosses. Out there like the Lionel's and the high knocks and all the stuff before them. You know, high knocks are still in the game, obviously. So it's really, really interesting to see that that is an aspect that's in it. We're still going to get some some overworld boss style fights. But yes, dungeons are back. And I think this is going to be a relief to many, many people. To give an idea of the dungeons, some of them will be more open in the skies like Hopping Island Island. And then you also need to realize this is a dungeon and you had no idea that you were actively doing a dungeon, but suddenly you are. Some will be inside, indoor type dungeons like you're more accustomed to from prior Zelda games. As an example, that giant spear that we see off in the distance that people were joking looks like the Death Star. Apparently, there is a puzzle associated with that sphere that ends up turning it and moving it in such a way that unlocks an entrance where you get to go inside and again, it's like a dungeon. So it's very interesting to see that there will be some indoor and outdoor style dungeons. Again, this very much looks like a massive evolution of what dungeons used to be in the Zelda series versus what they sort of got piecemealed into in the Breath of the Wild. I'm very curious how it all functions, how it all works. It obviously gives extra purpose to the sky islands by adding this aspect in. I am just really, really excited about it. We have a lot more information, by the way, to talk about with Tears of the Kingdom from Mike and my additional source. But we'll get into that stuff in a video later today. If you're wondering when the videos are dropping, obviously we dropped one around 8 a.m. Today, this one dropped around noon. Our next one is going to be dropping at 4 p.m. And the final one, at least the final one for now with the information currently available, will be dropping tomorrow morning around 7 or 8 a.m. I'm getting these all done ahead of time. But shout out to everyone who's enjoying these videos. I hope that they provide some additional information. I don't consider any of this stuff to be super big spoilers because it's basically stuff that Nintendo has shown us without explaining. I'm adding the explanation factor in. As an example, I guess they didn't show us all the different Gleox. But I mean, we saw one. So is it like such a big jump to think there's more than just one? I don't think so. So again, you guys are awesome and amazing. I can't wait to divulge more of this information because we got we got some big stuff coming. Let me let me give you a small tease of what what's going to be covered in the next video. But we're going to be focusing on Link's abilities. You guys have seen a couple with his arm.  Let me tell you, we got a lot to talk about. And we're going to be covering that in our next video. So I want to thank you guys so much for being here. I'd appreciate if you would drop a like and subscribe to the channel for more tears of the kingdom coverage, whether exclusive or otherwise. I love bringing this information to you. I know some of you guys are waiting for us to talk about anything but Zelda. I get it. I can't help it. The information is what it is. Literally, this was not my plan today. I had other video content and news I was going to cover. And then this stuff keeps happening. I mean, I'll give you an example. Sony just broke a world record, right? Four hundred and fifty million home consoles sold is a new Guinness World Record. They beat out Nintendo. They're ahead of Nintendo by about 50 million there. Of course, Nintendo has the overall console lead that give you combined handheld and home console together. Nintendo sold like eight hundred and thirty three million consoles after the most recent financial update. So Nintendo has the Guinness World Record for the overall lead. But still, I find this to just be fascinating. And there's so many other things we could have been talking about as an example. There's still like this controversy or is it a controversy about Metroid Prime remastered not having credits from the original creators of the game, just a referee. It's weird. But you know what? We aren't talking about that stuff because exclusive Zelda info is always going to trump anything else I got in the works. Thank you guys for tuning in and I'll catch you in the next video.


Hey there, Psych2Goers. Welcome back to another video from Psych2Go, aiming to make everyday psych more fathomable. So let's begin. Even though you might learn life lessons over time on your own, wouldn't you wish that there was a way to see ahead or perhaps a future where you could just tell the current you how to navigate life? What are some life lessons that you've experienced? If you want to path to a more meaningful life, here are 10 lessons about life that people feel they learned a little too late. One, you attract more abundance and joy into your life with gratitude. How grateful do you feel about the good things in your life? Have you tried noting it down? A gratitude journal has been reported to help many as noting it down may make them more aware of other positives or could it be some cosmic or spiritual force at work? Whatever it may be, it's something worth working on. You can always use more positives in your life and much of that starts with a grateful attitude. Two, approach challenges with the attitude that you're already successful. You challenges make you nervous, that's understandable. The whole definition of a challenge is that it's not easy. It's a competition. You versus an unknown, like a new job, a new skill or a new city, are all normal life changes. We tend to fear the unknown and that fear makes this all the more difficult. What do we fear? Often, it's the fear of failure. However, here's the tip. You can fight this with a simple mind hack. Trick your brain into thinking. I'm confident and can see the potential to achieve my goal. Focusing on that will reduce your fears. Three, by failing to prepare, you're preparing to fail. When you hear save for a rainy day, what do you think of? A paycheck tucked away? Maybe you should lay out all the stuff you need for a big interview tomorrow. Truth is, life is unpredictable, which makes it fun, yet somewhat stressful. Thinking ahead and planning may help to reduce anxiety as it gives an answer to the questioning and worried anticipation that anxiety often brings. Four, productivity requires relaxing at times. Ever seen someone boasting about being busy, busy, busy? It's like being busy is a badge of honor and really it's actually a badge of burnout. An article posted by Tony Schwartz in the New York Times explains that we have the ability to recharge our energy stores simply by relaxing and that doing so is more valuable than the alternative. Basically, take some time for yourself and don't beat yourself up about it. Five, our journeys are all unique and incomparable. Como or fear of missing out seems to be common these days, maybe too common. No matter what it is specifically, comparing your situation to someone else's or to an arbitrary societal norm makes you feel bad. Our timelines are all personal and unique so you can flourish in your own way and at your own pace. You're not missing out on anything. You own your journey and no one else. Six, sometimes change can shockingly be good. Want to hear something ironic? The only consistency in life is change and if you're avoiding change, you're avoiding living life to the fullest. Change can be scary, yet it's also necessary for growth. Through change, we gain new perspectives and bring forth new and exciting opportunities in life. So take a deep breath, put on a brave face and go for it, you've got this.  If we were to ask someone with more life experience than us about happiness, what do you think they'd say? An article in an Ohio newspaper featuring a 90-year-old woman discussed this. One of the lessons in the article was that relying on external things to come along and make us happy will only bring us more suffering. No one is in charge of your happiness, except you, she was quoted. Eight, money can't buy you lasting joy. Even though having money can help you open a few doors in life and make you feel secure, it won't truly make you happy in the end. Material things like an expensive watch or clothing may make you feel momentarily happy but the happiness won't last long. What makes us truly happy are things like family, friends, community, authentic connections, a sense of purpose and meaning and self-actualization.  You often obsess and worry about what others might think of you. Usually what other people do to you has nothing to do with you but their own insecurities. If someone doesn't like you, that's all right because you're not living your life for them. You're living for yourself. You alone have power over how you feel. And 10, the unapologetically, you. Have you ever wished you could be like someone else? That put together friend or even the social media influencer who makes everything look easy. A study by Gio Le Porres in 2014 concluded that those who were more authentic to themselves showed greater life satisfaction at a later point. You know what the world is in need of? A unique and awesome you. That may be scary to be vulnerable and authentic, but it's worth it. Are any of these lessons you've already applied in your life? If not, do you plan to? What are some things you're working on right now? Let us know in the comments below. Don't forget to share this video with someone who might benefit from it. Like and subscribe to Psych2Go for more helpful videos like this. And as always, thanks for watching. See you in the next video.


I have the pleasure of welcoming you to our webinar on the OER for the OER Dynamic Coalition on ICTs and the ICT Competency Framework for Teachers OER Project and it's linked to the UNESCO OER recommendation. I'm going to start with an introduction. We have four speakers today, so we're a bit, it's going to be a very tight schedule but I will be, I think we're going to have a very interesting discussion. So I will start the slide. At the end of the discussion we're going to be having the, having a question and answer period. So the discussion is about a UNESCO project on the ICT Competency Framework for Teachers and it's linked to the OER recommendation. The objectives are to first of all to introduce you to this project which is linked to a framework of UNESCO for teacher training and to see how it, how it contributes to the implementation of the recommendation and perhaps also see which areas you may want to be involved with after the discussion. First of all, what is the recommendation? As you know the UNESCO OER recommendation was adopted in 2019. It is the only recommendation, a normative instrument at the UN level which addresses, which addresses openly licensed learning materials and open licensing in itself and it looks at open educational resources and there are four, there are five areas in this recommendation. The first one, the first area is about the capacity to create access use, adapt and redistribute OER. The second one looks at policy. The third one at inclusive equitable access to quality OER and the fourth to sustainability models. There is a fifth session part which is not on the slide but it's about international cooperation and I think that's how it's going to be one of the key accesses of our discussion. In March 2020 we UNESCO launched a dynamic coalition which was a mechanism for leveraging the international collaboration which responds to the last level of the recommendation and it talked about communities of practice and establishing out and identifying partnerships and mechanisms for resource mobilization to promote OER efforts. Now the ICT CFT network is actually a community of practice of colleagues who are working in teacher training for the use of technologies. Some examples of this kind of work of course is some of the examples we'll be looking at today, looking at the support of regional capacity building, translation of capacity building tools which you'll see through this discussion is one of the key aspects of this network, leveraging synergies for international initiatives and fostering communication between and about OER initiatives which is one of the objectives of today's work. So what is the ICT competency framework for teachers? Well it's about a framework to identify scope so we have a framework it's the ICT competency framework for teachers, it's about free quality adaptable resources so open educational resources and a network of colleagues, a network of experience and expertise so we have the ICT competency framework for teachers which is here. This is a framework that UNESCO has been working on since 2008, it's the third iteration of this document and it basically outlines areas in which teacher trainers can develop teacher training materials on use of ICTs and it is the only internationally recognized framework that has been used in this area. I think that's its particularity. The resources is relates to a portal that's been developed by UNESCO and its partners which will be presented to you during these discussions and the network of experiences, the group, a community of practice that's built around this portal that puts into place the work of this framework. This is the portal I think I just show it to you. These are the areas of practice, these are the levels of the difficulty of the work and this will show you very quickly the different partners just a screenshot of some of the partners that are on this project. The presenters today, I'm sorry, the presenters today will provide you more overview. Our first presenter is Mr. Andrew Moore, he is an expert from OER Africa and he's going to give you an overview of the ICT OER project and some concrete examples. Mr. Vincent Nierga of the Rwandan Board of Education is going to go through the example of Rwanda. Ms. Melinda Bandaleria is a Chancellor at the Open University of the Philippines and she will be going through the different actions and how they link to the UNESCO OER recommendation and finally Melinda Boland from ISKME will give you a presentation of the portal which I just showed you. Now speaking very fast because we don't have that much time and we have a lot of inputs so with that I give the floor to Andrew Moore. Welcome everyone, yes my name is Andrew Moore I work for a little consultancy, Neil Butrin Associates, we're based in Johannesburg in South Africa but we're very fortunate in the sense that we've been working with UNESCO for many years now to try and encourage people to adopt well ministries of education and universities etc to adopt the ICT CFT as a framework in order to identify what other competencies teachers should aspire to and then we've been very fortunate in the sense that we've been at the sharp end as well we've been helping developers put together materials etc to train educators so that they do acquire these various competencies. So yes this is our our key text so we would encourage you guys if you're interested in in guiding your educators to incorporate ICT effectively into their teaching and learning and other education duties then this is the text to make sure you get hold of this all right. I'm going to just go in a little bit deeper than Zaynab has in terms of what we've done what is available and what expertise is out there to help you move and become effective in this area so I'm going to share my screen so the what's nice is that you saw the key text but there have been people down this road already there is a lot of expertise and people who have implemented various components of the ICT CFT and they have released their materials as open educational resources which means you can take that and actually adapt them to get up to speed quickly for your particular context and the third item on the screen is as Zaynab has pointed out there's even a little community of people who have been involved who are willing to guide and help you along this particular route so we want to kind of introduce these three elements to you so what is the history and what is actually out there in terms of available resources so the grand daddy going right back to 2012 was a teacher education course a teacher training course on how to integrate ICT into the teaching and learning it was done through the ministry of science and education in Guyana and the Kenyans ministry of science you get that right ministry of education science and technology picked up various components then added extra value on top of that and they could do that because it was the original piece of work was licensed open and Rwanda took various components and decided to add additional pieces onto this work Jabuti took it and adapted it for universities all these training materials they also translated it into French and as a consequence the university in Laumay they also took it and extended it further at that point UNESCO approached OER Commons and asked me and asked them to actually develop a little repository where we could start putting all these different variations into the into a database and so a hub was set up on OER Commons where all of the materials that had already been developed and everything that happened subsequently is now available in this little database the South Africans took it they wanted to do more with the ICT CFT they wanted to have the higher level we call it knowledge creation the ICT CFT is divided into three different levels and the South Africans added a whole load of extra materials at the knowledge creation level the Zimbabweans took it they were quite interesting in the sense that they wanted a paper-based version but they also developed a version for the Google Play Store so you can run it on your particular smartphone so there's a version of that available too the an Arabic version was created by the American University in Cairo so that was the first shot at an Arabic version and then Mozambique took components from the hub and actually developed a number of units of study in Portuguese and then Alexa has come to the party as well and they've coordinated their Tunisian colleagues to develop another version in Arabic it's quite different from the Egyptian one and just lately UNESCO itself has decided that that we now have so many versions of the ICT CFT study materials that we probably need a generic version and so just recently we've been developing a generic version where we've been stripping out country-specific issues so that other countries can pick it up and quickly adapt it rather than have seriously reworking the materials so for example on the screen this particular one has the added functionality that you can link Moodle's competency framework directly to the UNESCO ICT CFT so you can say this particular unit of study is linked to this competency and then you can build learning pathways in your Moodle learner management system so that it can be linked directly to these competencies and then teachers can have a portfolio of evidence that they have completed these various skills so that's all very exciting and so what we're trying to say is that there is a lot of existing open educational resource content and these are just little nuggets these are whole units of study that are available for adaptation for new country context or new educational context so again on the screen as Zeina pointed out right at the beginning there are three components to the recipe make sure you've identified what particular competencies you think are important using the version three framework the latest version go and have a look what's available using the hub to see that you don't have to start from scratch that you can take the bits and pieces that are talking directly to what you need and then we've got our network of experienced practitioners from all around the world and we're going to hear from a few of them in a moment and they are there to help and guide and look for new resources if we found gaps etc etc all right I think I've done my my little 10 minutes and I'll just very quickly show you the hub all right this is the hub can you still see the screen are you seeing a PowerPoint presentation or are you actually seeing a website and there was one slide which was very interesting on Zeina's thing but she went very quickly and all of the various competencies are organized and linked to resources so you can see here if you're interested in for example complex problem solving as a pedagogy issue can educators actually demonstrate the use of ICTs to achieve that and all of the resources are clustered here there are 29 available at the moment so you can zero in on the specific competency that you are interested in again here are the variant we've clustered the contributions from the various countries and organizations into little groups so here's some of them and we've got a whole load of coming on Nigeria has shown interest and we've also got a couple of other countries are also keen to get involved so you won't be alone on this journey you can grow and develop with a number of other people as well we got the hub to be a little place where we can all come together and discuss issues but I'm going to leave that for Melinda she's going to take us into a little bit more detail in a moment so thank you very much for me I've that said it was very quick and very fast but I'm hoping now you understand that there's a lot of practical opportunities out there materials expertise the framework etc and we would encourage you to become part of the family okay thank you very much first of all I would like to to say thank you for inviting me to to participate in this or your network Rhonda is part of it's also a member of the UNESCO so we are lucky to to have our teacher training program aligned to UNESCO ICT competency framework for teachers so what I can say is that we we have done two judgments you can go down the slide so so far we have adapted two judgments one was ICT essentials for teachers course hello hello can you hear me oh sorry yes just move the slide yeah so we we have done two contextualization two one is for ICT essentials which was basically on on the technology literacy level which was really aligned it was developed based on UNESCO ICT safety so this course was actually done in 20 from 2014 that's when we started the journey of contextualization and it was piloted successfully in 2017-18 and into like 150 schools were really where we we piloted this course so we have seen a lot of changes in terms of teacher training and we are very happy that even the the part of the OUAS that were developed and integrated into this ICT essentials for teachers course really we have seen how it has even helped the teachers to continue the training so far right now the course has been scaled up to around 750 schools which are supported by the government with infrastructure and we have seen how it has really improved teacher skills into integrating ICT in teaching and learning so we are very happy because of this course and then so through this we have seen different transformation and then so after we have realized that the teachers really they wanted more advanced one so that's when we started the journey of developing a bit more advanced of ICT essentials so which was actually the progression of the ICT essentials so this one was more ready to provide more in-depth teacher training and but we're currently we haven't piloted the course but we believe in the next few months we have seen we have support from the UNESCO regional office for East Africa so which which is going to help us to pilot the course at the moment and we it has resources the course has been developed and validated of course by UNESCO and other local institutions like the Ministry of Education and other partners a higher learning institution that were also involved in developing this ICT advanced level so which normally focuses on knowledge creation and knowledge depending so we have come up with different units which are which we saw that really suit the the ICT education policy so because it had to undergo through different adaptation to our local context so we have seen that process has gone through that process and we have also seen some expertise from the UNESCO because we worked with Andrew Moore and the Zainab the Yakko so they help us to come up with these really judgments that have really helped us to come up with them with the best teacher training program so for in-service teachers so we are really very happy we are the among the the East African country that has really adopted the UNESCO ICT CFT version three so we have already developed as like as I said we we have now a curriculum which was validated in 2019 in in February the the curriculum was validated so we are hoping that in coming days we'll be able to to lower out the program in in 700 and schools like as I said because this was also a progression from the the ICT retrace level the technology retrace level so the best one so we are we are looking also on how because it is a combination we have we have some OUAS that have been really developed and integrated into our ICT advanced level because these are like the resources we have the the local resources which were developed but also we have the international resources that also have been developed and integrated into advanced ICT sensuals so we are very happy that the work of UNESCO it has really supported this the process of contextualization and we are still also working with UNESCO on how to create these digital materials that we hope also in the in the in the in the coming training we will play a big part in terms of ICT utilization and also in terms of making sure that these resources digital resources that has been identified from the UNESCO ICT hub so because there are some digital resources that we we have come up from the the hub and also integrated into this training program so we hope that our teachers will be will have the capacity and also to continue integrating ICT into their teaching and learning practices so without taking much of the time this is the the the snapshot so where we have on my my left these are kind of the units that have been identified then we have also the competencies which were selected from the UNESCO ICT CFT so these are the competencies that actually were drawn from the the the competencies from UNESCO ICT CFT so we didn't change anything among these competencies they were just drawn directly from the from the UNESCO ICT CFT then these are of course the the the units that we we came up that we sought from the the basic level so going to advanced level so we sort of kind of a units that will really help the teachers for more in-depth training what what is really needed to support them to continue teaching better and also improving the the student learning outcome so as I was saying the course is is is is yet to be rolled out because as I started by saying that we have developed to so far we have aligned two training program one was the at the the level of technology literacy which is the best one so that one has been really piloted and also scaled up and now it is within the even the national program so that one has really it is a success stories the new teachers those who are coming from the invested that who are going to teaching level for those that are in pre-services now they have started using the the course it's now a mandatory that they have to go through this course and afterwards they have to sit for for the certification for them to be to be able to to start their teaching professional so they they go through this technology literacy level and then also we have because we have done with this so with advanced one so it's this will be also for those that have been trained who are going to do more of a bit program serving for knowledge depending so they also go through the advanced one so we are very happy that these judgments are really helping us even in this time of COVID-19 so since last year actually we we have managed to train more than six hundred six thousand six hundred eighteen teacher teachers from from from using the our this the in-service training program that was aligned to UNESCO so we have seen how it has really affected it has really helped us even during this COVID we teachers who have managed to support their student by creating different online assessment so we have seen how the students have been interacting with the platform doing the assessment and all those like creating what Andrew Moore was talking about the model so they have really been really helpful in this time of crisis of COVID so we are hoping that in coming days so we'd be able also to put our resources for advanced level into the UNESCO ICT oil hub because it's something that we are working on because we are also integrating some some of the inclusive resources for students with disabilities so so we believe also it will help if all the materials are put together and we'll be able so to host on the oil hub thank you very much thank you very much so as introduced I am from the University of the Philippines Open University and we are part of the only national university in my country and as such in aligned with the name of our university we're very much an advocate of open educational resources and our involvement with open educational resources comes along so many streams and that's why for this particular presentation tonight or it's evening here in the Philippines I will be answering this question how can the ICT CFP project strengthen the implementation of the different action areas of the UNESCO OER recommendations so next slide please Zaynep yeah okay so as we've been discussing there are three components there are three major things that we are looking at now so these are the ICT CFP OER project the one that we are doing and of course the competency the ICT competency framework for teachers and the OER recommendation action areas of UNESCO so if we're going to look at this the snapshots of these three aspects that we are looking at now if we are going to focus first on the ICT CFP OER project of course we have set this objective in terms of fostering the contextualization of the framework in terms of providing teacher with the training materials based on open educational resources so that's actually our goal and in order to facilitate that kind of access make this materials accessible so we have the hubs and it was we have the hub OER Commons hub which was presented earlier by Andrew and of course it is also our objective under the ICT CFP OER project to support the capacity building for the ministries ministries of education teachers and all those who are involved in providing academic training and if we are going to look at the context of the capability building and the basis for the production of OERs then we can look at the different levels different aspects of the ICT competency framework so these different levels from understanding ICT in education and the different the depth by which we want to provide those competencies these are embedded in this framework and we are going to look at the OER recommendation action areas and it was presented earlier by Zanef there are five of this action area so let's take a closer look at how how we can really address this action areas in what in the things that we are doing through our ICT CFP OER project so next slide please Zanef okay so I would also like to present in my in my discussion I will also be sharing what we are doing in the Philippines so that we can really find this relationship between or among these three aspects so in the Philippines we produce open educational resources which we are using which we are using in our capability building or training programs so that we can achieve the different competencies articulated in the framework in the ICT CFP and in so doing in so doing we are now increasing the awareness about open educational resources because what we are actually using are the open educational resources that we have produced we have provided the template on what open educational resources are and somehow we are modeling through these programs through these training initiatives we are modeling the use of OERs that just showing them examples of OERs but modeling how these OERs can be used can be created can be used can be reused and can be shared so this particular aspect this particular move in terms of using OERs in capability building initiatives can address the action area number one next slide please Zanef okay the OERs that we produce we're included at the OERs.org hub which was yes represented by Andrew earlier so by exposing or by producing by integrating these OERs in the OER comments.org hub and using them in our capability building initiatives or programs we are also exposing the training participants to other open educational resources that other organizations that produce it was shown earlier the many countries that have contributed to the hub and in using and directing our training participants to the to those OERs in the hub then we are also exposing them to these different OERs we motivate them because they have seen how other organization how other countries are doing these OERs using them and the different areas that are being focused on by these OERs so we are motivating our training participants to create contextualize the existing OERs including the translation of those OERs and share them through also to the hub or through the platform because in directing them to the to the hub we are also showing them that this is a platform for them to share if they have developed their own open educational resources and in the same way through the hub we are linking the training participants who are linking our teachers our the minister our people from the minister of education we are linking them to other OER producers and in in the process encourage networking and collaboration so this particular aspect address action areas number one number three and number five uh next slide please okay so the OER comments.org hub it also provides easy access to a wide range of quality OERs the the OERs that are there have been vetted by the by the management of the hub and therefore by because it is they are quality materials then we can ensure the continuous use and improvement since we are also part of the training is also encouraging them encouraging the training participants encouraging the teachers to also improve on what are already there not just continue using but also improve what are already there and sharing those materials as well as OER so improvement adaptation or contextualization and continue sharing among users and creators of OERs so this particular initiative can address action areas number three and number four next slide please okay so the one aspect of capability building is the competency on undertaking or understanding ICTN education that's the first level in our competency so and this covers policy awareness in so doing in our training and in looking at the different policies which address the ICT especially you know in one's country we are not only making them aware of the existing policies that good that govern the integration of ICTN education but the higher level of competency also motivates them motivates them to provide policy recommendations or create the culture where in policy innovation would be welcome so especially since one target sector in the capability building initiatives of our project are those from the ministries of education who can really provide policy recommendations with regard to OERs and this particular initiative can address action area number three number two in our OER recommendation next slide please okay so and when we talk of capability building for the ICTCFT OER project the things that we are covering we are focusing on the effective use of ICT the digital literacy which we can say encompasses I mean the professional practice the development and use of OERs and all these things because the digital literacy is basic basic to the use basic to the development of the awareness and to the sharing of open educational resources and these things will or this particular aspect of the OER project the one that we are doing can address all the action areas in the OER recommendation so next slide please okay so and then when we look at all these states the combination the inter the interrelation among these three the ones that we are doing for our OER project and directing it to the development of the different competencies among our teachers especially the digital literacy earlier Vincent mentioned that focusing on the training initiatives training programs became really necessary during the time of COVID-19 pandemic and it was really our the OERs this framework really became our lifesaver during the time of COVID-19 pandemic we use the OERs that we have developed to train our teachers to develop the different levels of competency ICT competencies we use the hub to to direct them to the different OERs in the different subject areas so the different teachers teaching different subject areas can already get resources from the hub and at the same time we are also already working on the different action areas provided for in the OER recommendation and if we continue doing this we are looking at our OER commons hub as the link as the bridge to link to link all these three initiatives and we are looking at this interrelation as our jumping board towards the University of the future which I think we should all be looking or considering now even now that we are still battling against the pandemic and looking towards what will be the future of education after the COVID-19 pandemic so I think this is my last slide can I check the next slide yeah okay thank you very much so if you have questions then I'll be willing to answer them after thank you very much I'm here to talk to you all today about the hub which has been touched on by all of our presenters which is exciting to see um so the hub that was developed for the ICT CFT project with UNESCO is housed on OER commons here is OER commons and you can access this yourselves if you whether you have an account there or not you can go all the way to the hub you do that by going clicking hubs at the top see all hubs and then scrolling down to the UNESCO hub here so I just wanted to take some time to walk you through what is here what you'll find here we've had some wonderful deep dives into specific projects and as Melinda mentioned this is the the bridge that ties them all together so on the UNESCO ICT hub you can learn specifically about the project here and why this hub was created as a place to make all of the wonderful resources that have been created as part of this work available to folks around the world the first section here really is a video from UNESCO outlining the framework for teachers it's available in English and French and Arabic going into more details about the the framework we've also got a number of case study videos here available for folks to watch to learn more about the specific use cases here for the project but really when you get down a little further on the page here to the ICT CFT aligned resources this is something that Andrew showed in his presentation and this is a nice overview of the entire framework you can see the different areas of focus and the levels across the top knowledge acquisition deepening and creation and if you click into any of these you'll see a collection of OER resources that have been aligned to that specific part of the framework so this these resources are all part of the knowledge application work and you can see see them all through that lens so these are aggregated across all of the different partners and the things that they have provided and shared on the hub you can do that with each area of the competency scrolling further down here once you get past all of these wonderful resource collections you can begin to see specific work that countries have done and the resources that they have shared back so we heard from Vincent and Rwanda we can go to the Rwanda group here and see the 14 resources that they have shared and then if you go in to look at them you can learn more about this specific unit of study for example you can see the framework alignment here and then you can go straight to the resource if you are someone who is using Google Classroom for any reason that this would that this would be something you'd want to add to that you can do that as well you can share these out on different social media avenues or you can go straight into the resource and here we have unit eight ICT and policy so I'll go back to OER Commons and back to the hub so further down after you get past the groups again I encourage you to go and explore the work that has been done by all of these different adopters of the framework you can see here the resources that Melinda from the Philippines has shared with their project there's just a wealth of materials here available to be remixed to build upon and to recontextualize for each of your different different regions and needs further down the page we've got some folks who are are interested in joining the project so they too have been set up with groups on this hub where they can begin sharing resources these are all available too for anyone who comes to OER Commons we've also developed some interest groups in hopes of encouraging members of this project to share some best practices and approaches to the work that they may have have learned through the process of developing these resources down here toward the bottom of the page we have some specific resource collections some focusing on the ICT toolkit and then others really more looking specifically at OER and open licensing so as uh as you may have have figured out OER Commons is a broad digital library for for the global digital library of open educational resources that can be used so it's not so this ICT work is certainly a component of that but there are also student facing resources in K-12 and higher ed available on in the library lastly we have some an overview video actually I think these are all tutorial videos of how to use the hub how to work in groups how to develop communities and here at the end we have the toolkit itself if you're interested in the resources here introducing the ICT toolkit so back to the top don't get too dizzy you can see here again you can you can join a group on this hub or you can access it by going through the hubs link here at the top click see all hubs if you don't want to scroll down you can type UNESCO and you will jump right there so I appreciate any questions if you have questions related to the ICT CFT framework hub and thank you for your time today there is one about people who are developing OERs which could be linked to the ICT CFT in different languages that were shown on the hub is it possible to contribute these Spanish is the example given and we would strongly strongly encourage you to share your resources and either alert one of us and we will help you get it up into the hub so that other people can can find them and if they're in other languages even better we want to make it as diverse as possible at the moment we've got Portuguese French Arabic and English but why stop there yes please thank you yes then I see another one and it's it's it's some of them are in the chat and some of them are in the Q&A and how is the ICT CFT relevant to the UNESCO OER recommendation so in our mind the idea is one of the first recommendations is that we've got to improve teacher competencies and we've got to encourage more teachers to use OERs and by saying that we also mean that they must start using technology perhaps more in many ways OERs were made possible because of the medium of the internet and digital devices so they are linked although they're not mutually exclusive so I would say then they go together very well I often use the analogy that the ICT CFT and OERs are bedfellows they get on very well but they're not the same they are different things so therefore you know you need to be clear in your mind where does the OER come in and where does the ICT CFT fit etc in the ICT CFT especially in version 3 there is now a call in many of those different levels you saw the three levels for teachers to start finding and using OERs and releasing their own materials with an open license etc so those are some of the objectives linked to the various competencies in the the latest version of the ICT CFT so again there is another area where they come together um I think if I could if I could also just add that in Melinda's Melinda Bandolaria's presentation Melinda outlined very clearly also the different aspects of the recommendation that are that are actually reinforced through the project that we just uh we just uh we just did and it's it's at many levels I mean there's the level of teacher training on how to make OERs which is the most basic and straight line sort of way it's also the collaboration aspect of developing OERs together it's linked which is linked to the international cooperation and the sustainability there's it's it's it links together and it's it's sort of like it's knitted together very closely because it's the CFT OER project is talking about developing OER to to support to support teacher training the teacher training supports OER and there is a sort of meta process of collaboration that's going on and sharing and and which leads to policy development and which also leads to um to sustainability issues and I think what's illustrated through all this is that OER is a very it's an ecosystem and it's something that will be that sort of feeds on itself and it's very um it's not it's not it's not just a it's part of a larger system and that's when it becomes really powerful I don't know if Melinda Boland or Melinda Bandolaria or or Vincent you'd like to add anything yeah yeah Zanev thank you very much for that and I agree with you it's an ecosystem by itself I mean the three components they can feed on each other one can use the other component and support the pushing forward the agenda of the OER recommendation for instance so I agree with your analogy so um yes thank you very much okay are there any other questions and there's one in French um it says um thank you very much for the great project we have contributed by sharing our materials in Arabic dedicated to Morocco on the elixir OER common six group uh we would like to let others use it but the question of translation into Arabic language so that the OER suit the Moroccan curriculum um uh most of them are in English how to make them in a smart system to solve this language problem sorry my my translation is a disaster but basically yes that is both the beauty and the difficultness of having this global group uh on the one hand um we've got lots of materials in some languages and then little bits and pieces in other languages and some not at all so the more we get people together the more we can help each other translate materials uh find um examples in the language that you're looking for etc so there are many OERs out there which are not published as such they're like gray gray resources but our team has a feel of where they are so let us know what are your requirements and in what language um and then we can see if we can um dig around and find if you like I will put my uh my uh in the discussion I'll put my email if you would like to keep get in touch with me after the meeting on the specifics including this issue and the issue of the Spanish uh the work done in Spain please do and we can see with you how to follow up after any other questions there's one more in the chat this time oh there's another one from Ricardo he says is there any standard of quality of OERs could universal design for learning be a standard of quality for all these OERs and I must say I would be a little bit careful of applying one particular set of criteria in terms of determining whether OER is any good or not to be honest there's no ways you can know what an OER will be used for by another group so it's almost really that the quality assurance needs to be done by the user rather than by the person who is contributing the resource UDL criteria are brilliant but they are very stringent as well so I would say um that is something that the person who is using the OER should then apply on top or put on the level on top of the OER to make it more accessible yeah if I could add also that in in the ICT in the ICT recommend a I'm sorry the OER recommendation they there is a part on quality and quality criteria and one of the issues that has been done is that open educational resources are educational resources so they must follow the same they must be of the same quality as any other educational resource and what's been found in many of the countries and the institutions that are part of this project is that they put them through this exactly same quality assurance process that other resources go through and in terms of universal design for learning it's been discussed in term it's it relates to the recommendation also because there's a call to have accessible OER so it's it's it's not the quality assurance issue isn't as much as for the accessibility issues that the UDL has discussed would anybody else on the panel have anything to add hi there's this one indeed perhaps Vincent Frost okay thank you there is a question in the chat room it says what are the main challenges in the contextualization of ICT safety in Africa especially in Rwanda in Rwanda actually if you look at our our past experience in implementing ICT safety there mostly there are two areas where we found ICT safety challenging so one area I can say is area of ICT and police area so where you find most of the the teachers were not actually exposed to some of the national or regional policies in terms of ICT in education so you find mostly in advocacy the ICT in education policy in our countries or teachers are not actually familiar because most of the time it is on the government level so you find disseminating it on the school level has been really challenging so you find most of the teachers are really concerned on how the curriculum is being implemented but they were really less exposed to these national or regional policies on ICT in education even the UNESCO ICT safety these competences these international framework so you find that our teachers were not really exposed on that so that one really find it very challenging because we are asking them some of the national or international policies how they affected their classroom practices so we find that their teachers really find it very challenging because they were not exposed so another area that I can say is ICT to support assessment so in terms of assessment you know one of the features in UNESCO ICT safety version three there is a path for assessment so you find the teachers really find some they are really reluctant to find some of the tools that probably they can use in let's say informative assessment or supported the learning so you find that this part of supporting the assessment was really something that the teachers were not really familiar how to differentiate those supporting supportive tools that would really help them during the classroom formative assessment because when you're teaching you know there is this ongoing assessment so deciding which tools to use was really a challenging but as you keep on training getting exposed to these different ICT tools they get familiar and they are able now to find out what tools that that are really suit for them in their specific subjects so that's what I can say two areas that we really find mostly challenging when we're implementing ICT safety thank you thank you I think Melinda you had Melinda Bandeleria I think you were going to say something also just before on universal design yes Ainep thank you very much I actually already typed I already typed my answer to the question and answer box and I said that yes I just agreed with your point that integrating the UDL features in the OERs can make them accessible but there are also some acceptable parameters for quality when it comes to open educational resources and as what Andrew has mentioned it's up to the user to really apply those different parameters but for me I also would like to look at the openness being able to or having the confidence to share those materials can already be one aspect or assurance of quality because you will be sharing something that you are not sure of the quality of the content so being open being open to peer review per evaluation is for me one measure of quality when it comes to OERs thank you thank you very much Melinda I think there is one more question I saw in the chat you wrote you project feature for a system intelligence of automatic translation in the future now this is an ambitious question there are pilot systems with translation systems and there's a tester being conducted at the moment which is being done by category two center of UNESCO in Slovenia and it's a pilot project on automatic translation that might be used but it's obviously it's an area that requires a lot of work and of course we know that automatic translation is being developed and is being developed very fast and we'll have to see what happens thank you very much for joining in this discussion and I'd like to thank our panelists again Andrew Moore from OER Africa Melinda Bandeleria from ISCME Melinda Boland I'm sorry Melinda Bandeleria from the Philippines and Melinda Boland from ISCME and from OER Commons and of course Vincent Nerga from the Red Rwanda Education Board and I'd like to thank the technicians and the interpreters for their inputs and I'd like to thank you for taking your precious time to join us today to participate in this discussion we greatly appreciated your inputs we appreciate it also that you would take your time on this busy schedule to join a meeting and to share with us your questions and your points and we will be organizing future webinars and we'll send it out through the dynamic coalition information channels and we look forward to seeing you again thank you very much