Hey, welcome, folks, in Houston and those of you that are joining online will also be able to take part, because Ben and Fran and QA group are going to be using Miro and VBOX for the past few weeks, and also for yourselves and the person here. The session is on the, what about me, universal design for learning plus the inclusion by learning, by way of show hands, how many of you have heard universal design for learning? Good stuff. So, good hand over to Fran and to Ben. Thank you very much. And I need to pop out. I might be back, but I'm not. See you guys later at the event. Thank you. Welcome everyone. Great to have you here. I'm hoping we'll explain at the beginning what we're going to do but we're hoping we give you a session a little something a little bit different for the next hour something participatory and something you'll be involved in. Almost put you back in the learner's shoes for an hour, or maybe the first half hour of the hour so. Spoiling the reveal that's that's the hope for today and it's a session we've done internally our place before and it's gone well so hopefully two out of two. So we'll just introduce ourselves. I'm Ben Sweetman. I'm director for content and learning design at QA. QA is a commercial training business. We generally train technical people to do technical things across a really diverse range of different learning types, including higher education, apprenticeships, short courses, fully online is a real variety of what we do. And as part of the reason why universal design for learning has kind of been really interesting to us because we've got such a wide variety of different audiences and different objectives so that's me, Fran. And I'm Fran Harrison I work in Ben's team I joined almost exactly four years ago as a learning technologist, having you having done a business case that we needed one. So four years down the line I now lead a team, including myself seven learning technologists who never have time to draw breath because we just constantly doing something new aren't we all the time as soon as something's finished, the next new big thing comes along so yeah, it's good fun. Certainly is. So should we want to do is start with the housekeeping, and then we'll intro the section so I'm going to drive the slides and Fran and tell you what to do. Right. We're doing session that's in supposed to be inclusive that's supposed to be universal already done it. Thank you. In the spirit of that, we work a lot using digital whiteboards. So we've created a mirror digital whiteboard that will be using for the session. And we'll be taking questions, particularly for online people will accept questions from in the room but mainly for obviously online people we don't want you to be left out so any questions you have at all, or any inputs particularly for online people during the session where we ask a question. Please drop them into the VVox Q&A and whoever's not actually speaking will pick those up so that you've got an equal voice as much as we can manage. Is there anybody who in the room particularly is going to struggle to get into the mirror board for any reason, because we do have a backup if we need it. Do you want to go on to the next slide just in case I mean mirror is going to be before by far the easiest experience because it's where the majority of people will be. If by any chance particularly anybody online who's got mirror filtered on their network or something. We do have a backup padlet board. It's built by me not our graphics team so it's not as good I'm afraid but it will enable you to take part and have a have a voice in the session. So if you can use mirror please do because we'll be working on that for the majority of the session. That's everything is there. There you go. Right so I need to do in tech setup. So, and see there are a few few hands went up around. Sorry for a few few hands went up saying that you were aware of universal design for learning. So, maybe first question is both on VVox in the room is what does inclusion and exclusion kind of mean for you as learning technologists and other similar digital roles and how do you experience it in your institution with your learners currently. As it framed as well. So, I'm not struggling as well. All inputs welcome. So, yeah slides down. I will accept voice also as an input. Voice text. They're all welcome. Let's go back into that one. Minimize that one. Is that still not showing something. Yeah, I think we just pull the slides down completely from. There we go. That's better. Post it VVox or voice in the room. Yeah, or welcome for anybody that's not used to mirror before expect most of us have but just in case anybody hasn't. There's a little folded over square up here. If you tap on that it will create a virtual post it note which you can then add here. At that session. Inclusion. So, just as everyone's getting those in I'm just going to keep going if you want to keep adding things. I'll just say a little bit about why universal design for learning is resonated with us and why we think it's really helpful is a thing. Previously I think that a lot of the discussion on inclusion and accessibility was actually ended up being a disability model, which is. Generally considered for those people who had a particular disability that we then put in place. Alternatives for them. What we love about universal design for learning is much broader and actually it's the best framework we've seen that genuinely helps you think about the whole learning experience for everyone. Not just viewing accessibility through a kind of, like I said that narrow frame. When we think about universal design for learning is it's the three the three kind of main pillars of it are one is how do you engage people at the beginning. How do you particularly for us a lot of that for us about removing barriers to entry so particularly a good example for us would be apprenticeships, where actually we actively want to remove barriers to people getting into an industry. By making apprenticeships as accessible as possible and so some of those can be very straightforward things like qualification. Entry requirements that's that's one part we can go how can we make it easier that way. Another part is then thinking about. If you want to get people into technology, we want to make the interview process less reliant what we found is lots people got asked technical questions in an interview question. To be an apprentice where they buy their very definition didn't have any technical background. And so in the early stages of a process it starts to go that and almost gets us outside of just learning. It also works for us inside and it's a good example be optional modules is is how do you actually make the effort to give people more information about what optional modules to choose in a course and why. Again, being really disciplined about removing pre-rex with it between courses that can accidentally force a student or a learner to close their close an option down. So that's kind of the first bit of you down the middle bit is the bit about actually in a sense content. And without going to all the detail for us, you know, keep it there is again not this is where it's not just about the basic minimums it's thinking about plain English for everyone. Moving beyond just an alternative to actually how do you get allow people to support preferences for how they want to consume content. Basically, and this one the great opportunities potentially for AI that we're starting to see is how can you actually just another learner, the control to go I want to consume this as text or as video, or as audio on the fly. You know, early days for that but that's the sort of pace and and definitely the prevalence of plain jargon free English throughout all of our tone of voice. So what I'm saying right is real focus now on plain English, writing in the simplest way possible, particularly for technical content and ensuring universities saying there's lots of subject matter that can get very jargon heavy. So that's the middle for us in representation. And the final one is, is called action expression but it's particularly around assessment which we'll talk about is giving choice in assessment. And definitely in most academic. So as we do have quite a lot of choice we just tend to narrow it down for learners at the point of a module descriptor. And actually the discipline and the design stage for us is what we've really started to look at is how can we open choice up. That means that we can assess people on their skills and their knowledge not on how well they used a particular medium. And so those are the three kind of key pillars of this. Hello. You only right let's have a go. How do we do that friend. Anyone with a link can be used the one that we need to change. That's that. There you go. All right. Try again. It was was a bit ambitious session wasn't it. Thank you. Wonderful. Okay. So that's the intro. Yep. So it's one I think. Just give you a couple of moments and and then actually I was doing this I'll say something and then I will leave. I will leave the room quiet for a minute. One of the things we found when we started really adopting Miro. As I've already had early in lockdown, we started adopting Miro massively in classes and actually it had a real inclusion benefit for us because we found when you used to do breakout sessions in our classrooms. You know, in the way the gobby ones dominant dominated. Even if it was a post it note sessions, the people who talk a lot tended to dominate the sessions. And then what we found is we moved to mirror and we went, we went to quite a lot of this we went to silent brainstorming and silent exercises. And suddenly we got this much more, much broader participation in the exercises because actually we found loads of people are really happy. Our audience with lots of technical people were really happy writing writing to contribute much more so than they were to actually speak and particularly in our most of our sessions are made up of people who don't know each other. They meet each other literally on the Monday morning of a course. And so it has that kind of social awkwardness thing in it. And we found it broke that down really much better than. I can see things starting to go in. I like the sense of belonging. Sometimes forget isn't it that it's not just about giving people access to stuff it's about people feeling that they actually belong in the session as well. I'll just read some out for anyone who can't. So we've got equal access and opportunities, actively including marginalized group. If anyone wants to make their post it's a little bigger that would help me equity focused there you go thank you. Enabling success throughout the journey, and you see yourself represented selling is a really nice there. And that's a good place for us to start from. Okay. Give me a second because I forgot to do one thing didn't I. Right. So, I'm going to move on to this one. This came from a long and bizarre conversation didn't it this activity. We were saying. How can we with our team. Not tell them about UDL tell them what about the website because you can do that yourselves quite to be honest. What we do is how often do we actually give ourselves time to stop completely all the emails, all the teams messages, and to step back and go. Okay we're trying to do this because we know it's important. Why, why do we need to do this why is it important, why does the learner need us to do this for them. So we decided to do it experientially really didn't we, which is stop everybody right. We're going to put you in the learner's field we're going to put you in the learner's shoes. So, this activity, I do hope this works. We are amongst learning technology so you, I hope you'll forgive me if this doesn't work first time, but I'm actually going to show you a video. And tell you a bit of a story because I am notorious for telling stories. On your mirror boards that there is a picture of the Oculus courtesy about amazingly talented graphics department. And I'd like to emphasize before we start just for health and safety reasons this is a story do not rush out of the building to take part in this. The story is Billy Smith is about to be or has just been sworn in as the new CEO of out. And he was feeling really generous last night. So he decided that he was so excited about coming CEO that he was going to give away a prize. And the prize is a lifetimes free access to the outside conference for yourself and for a friend. All you have to do is find the envelope that contains the voucher to give you that free access. The voucher is on top of the Oculus building. You have to climb the Oculus building to get to it. So this is why you all have rope on your table and I, I hope the online participants. If you haven't pick up something you can tie knots in and that sort of thing because that is the reason for the rope in case anybody was wondering shoelace for shoelaces lanyard just temporarily just anything. Yeah, it's fine. Don't try and walk without shoelaces. So, what we're going to do is I'd like you to take a piece of rope you have a bit of choice if you're in room because I'd like to give people choice if I can. If you would like to work in pairs, feel free to speak to the person next to you who think that would be better. I had laundered all these, I will say just for health and safety reasons they've been through the wash. And what we're going to do. I'd like you to look at our Oculus building. You'll see it has lots of people below it. I'd like you to pick one of your people. And if you tap on the name where it says name below the person put your name in there doesn't have to be your own name if you want to be confidential, but claim one of the people and that's your person for this session. I'll give you a couple of minutes just to claim somebody. Remember where your person is because there are quite a few there. The video. I'm going to work on the basis that we're vaguely ready one moment. Yeah, an advert. Oh wonderful. Let's skip the advert. One moment. There we go. Right, if everybody's claimed something. What you need to do. We've got police outside the building. They're already there are people ready to haul you up the building so no matter your mobility issues no matter anything all you have to do is attach yourself to one of the Caribbean as one of the police outside the building then somebody will haul you up so you can start searching. You need to tie a knot called a bowling does anybody know how to tie a bowling already have I got any sailors or any climbers in the room or I can't ask online but you haven't added advantages that I don't know you already know this. I should add that I'm terrible at knots and I've done this twice and still can't do it. I should add that I can vouch for that. So, I'm going to show you a video of how to tie the knot. When you've tied your knot after the video. Move your little person to the top of the Oculus to show me that you have managed to tie yourself to the ropes and somebody has managed to pull you to the top of the Oculus so that you can be part of the party that searches for the prize. Are you ready. Okay. Done. How you doing. He's going to demonstrate his not first. How did you get on with that how did. I've got a couple of knots this this is better than our team can we employ some of these people. Not fast learners. I've got one or two people that have managed to tie a knot that should look, hang on. I can't believe I'm doing this live on the live stream. That should look like that. So you should have something that looks roughly like that. If you've what, if you've watched Peter rabbit the cartoon that is also. Yes. Come out the house. Okay. Round the tree. And if you're online via V box. I don't want to know whether you were successful or not. I know I just showed you a video in Korean with no access to the subtitles. How did it feel to be set up for a real activity where you're really excited looking forward to doing it. I do the activity I give you the resource to do the activity. And it's almost impossible to engage with how did it feel when you got that moment you thought, I can't do this because I can't engage with the materials you've given me. Really annoying friend. No you've missed it. So you think you managed to do it by looking but you're having to look away to do the not so you couldn't engage. You don't speak Korean so you can't listen to it while so if there are any people that speak Korean as their native language they probably did okay at that. It's not a great feeling is it when you get to that situation and everybody launches in and then you suddenly realize that the stuff you've been given, and people asking you to succeed. It prevents you basically you've got an instant blocker to being able to learn. I think probably a hand over to you now don't I. So yes, I will now confess I've deliberately we designed a bad learning experience and look at it thought how can we make it worse right we can do that we can do that. So this is it's not the worst worse we could have come up with. We wanted to deliberately put you in that situation where you're given something to do and then prevented from being able to do it.  And actually here to start listing out or calling out but anyone who we've excluded by the way we've run. So in all three big groups micro groups preferences anything who did we exclude. And if you can think of anybody who did we include. So that should just put it notes. On the right hand panel for people that were excluded in that that learning activity if they had to succeed at it and people who were included do you need the URL again. Yeah, I know. I got it on this one might be easiest to do this. People working. I'll open the. Yeah, yes. Thank you. Good one. One isn't it. I'll just it's a QR code or link if you want to. Yeah, good one. The pressure. Yes. Yeah. I'll jump across and put it on there. There's a link to it on there. So is that QA dash out C 23 dash you deal. Yeah. Is that a bowling. Right. It's either a bowling on noose. I'm not sure I want to test it. I'm just going to add the one about anxiety because I do. If you can't. You just tied a bowling. I'm going to add that one in. I'm delighted to see we have actually got some on the included side. It's clearly a more gifted group than we had. Yeah. That's not right. It's not working. You in success. Brilliant. You might need to refresh it if you can. It looks like it's not refreshing. So I'm coming out and going back into it again. So if you can be. Go on to the next one. Everyone happy they've had long enough to put a few points up. I think the most profound on here is in excluded. We've got me. I think it's actually a kind of goes to the heart of the point is actually. And the reality is probably in the room multiple me's roughly about half and probably I ended up with a bowling but probably more by luck than judgment. I'm being honest. Yeah, let's let's pick pick out some of those. Those with vertical. Those online who didn't hit couldn't see. How to spell bowling to find it for themselves. Because bowling is one of those words that doesn't quite sound like how it. Spell how it sounds. Visual impairment. Restricted mobility.  And then you're totally reliant on what we've given and did you catch it all. Absolutely. Actually, I love there's a bilingualness to this, which is unique instructions from us in English. And then the video was in Korean. So you actually needed to be bilingual really. To be able to complete the exercise. So yeah, we got dexterity. So we've so many people we've excluded. Frankly with probably the learning industry's most popular tool at the moment, which is video. So then included. I think we've, you know, we've got included Koreans, competitive people, sailors and climbers, I agree. Yeah. It's basically people who already had some knowledge. What former members of the Scouts. I like that. But actually, all right, the post-its. If you turned, instead of going by weight of post-its, we would have included a much smaller number of people than we excluded on that first exercise. So we're going to try and learn from our mistakes. As all good people should. And we're going to have another go. Yeah. So scaling the heart heights part two. Just to show that we do. Under the knot. Very reluctantly in my case. Part two. You now have access to that video. And I can tell you if you choose to use the video, you can switch on closed captions and you can translate them. So you can have, it will still be in Korean, but you can have closed captions in your first language. I've linked to a diagram or you could look for your own diagram. And I've linked to the old classic Wikipedia who has actually has some really good instructions on how to type a bowling. That's B O W L I N E for anybody that wants to look it up. And I'm going to give you probably another four minutes. If you've managed to type before, see if you can do it again, have a look at the instructions, see if there's something that would have suited you better if you'd had it first time. If you haven't had a go before. Dip in. If you're watching a video, please keep the volume down. So we haven't got 25 videos playing in the room. People online. I'm going to check into V Vox and see if there's any issues, but I think we're okay. And I'll check into Padlet as well. Okay. Anything. Yeah. It's an interesting comment on V Vox. I know there's good reason I cannot do the thing, but it does leave you feeling embarrassed. And how many learners would be ashamed, certainly in a new situation where they didn't know everybody, be ashamed to say that they couldn't use a piece of design. Yeah. So three and a half minutes. Yeah. What am I getting from this? Somebody else said they felt like giving up. How often do we do that to learn without actually? Yeah. Did you write that? Yes. Yeah. Yeah. Frustrating. I'm enjoying reading these. And for anybody that wants it, this is how you learned it last time, wasn't it? I wandered around the room tying a bowling. Would anybody like to watch me? I can't guarantee I'll get it right first time, but as a former sailor is everybody happy. Don't forget when you've managed to tie the knot, you can move your person to the top of the building ready to, for when somebody hits start to look for the envelope. This is where I put myself on the line for a second time. Anybody that's not looking at the thing. And I apologize to anybody. I'm distracting by doing this. The story is the rabbit in the hole.  And you make sure there's a tree. That is underneath the cross piece. And you have a rabbit. The rabbit goes. Up through the, around the tree. Up through the, around the tree. Hang on. Wrong rabbit. I've got my tree upside down. Excuse me a moment. So the rabbit. Go. Up through the hole. Round the tree. And back down the hole again. Grab your rabbit. Grab everything. And you're ready to climb. If you do it slightly wrong, you can end up with a slipknot. This is not ideal. If you're about to be. Load bearing your entire weight on it. So do make sure. You can't move. I've got a slipknot. Obviously this is a ridiculous learning exercise, but it's just demonstrating how you can exclude somebody. So simply without thinking. I think we probably. We, we up on time. Oh, it's okay. I've put mattresses down. It's fine. You'll be okay. I also very keen on health and safety as well as. Give your knot to somebody else. Yeah. You're going to give your knot to me. Aren't you? So. If I go over to the. Oculus building. I wonder how many people I've now got. Up on top of the building. I've got quite a few up there now. Well done. Yeah. We've got some people up there. So we've got some people ready to go for the prize. You're still going. So. Are we. Back over to yours. Yeah. Me now. Back to the inclusion and exclusion again. Can we move anybody? Right. So it's well done for a start. Well done. Right. So now the. If we can go. We can go back to the previous board on. Inclusion. Exclusion. So the green. Yeah. I will. Bring everybody to me so that you can get there. If that's okay. So three. Two. One. You should now be over here. Yeah. So. So. So. So. So. So. So. So. So we can now be over here. There we go. So the question now is. Having done it the second time where we've given you choice. And alternatives. And also. A second go practice. And. If you can move your. Either move your. Post-its. Or add to. Add to Padlet. So move the existing post-its and add new ones. So did we include some other people? Or did we exclude some new people? Yeah. The second time. So now what's our current state having introduced choice. With people that are excluded versus people who are included for being able to tie the knot. Yeah. I. Oh, is it? Oh, sorry. I'll move it over. Oh, thank you very much. So actually we haven't got. Many people doing stuff in Padlet. No, we're okay. We're not. We'll stick with Miro for now. There we go. So we are getting a move across from. So for some people. It's still not perfect. It's still not the idea that activity, but it's. Hopefully better than the first experience. So while you're moving those. While you're having look at the post-it notes and included and excluded in looking to see if there's anybody that could now be included in being able to tie the knot. How did it feel. To be given a choice. And to actually have. Be able to look at different ways of doing things and choose your own way of coming to that learning outcome. People online. If you want to drop something into V Vox. People in the room. Shout out and I'll repeat them. Lock my laptop because I know doubt it will have locked itself again. Okay. That's good point. So yeah. So it was easy for you, but you know how to manage choice. So. There's that other bit around. Being able to deal with choice. So if we suddenly introduce you DL, our learners ready for it. Do we need to do some foundation work to give them the ability to. Cope with that option of choice. It's something, another element that needs to be considered. Yes. Very good point. So not, not as many moving over as I thought would move. We've got more creative bunch. You see. Neuro diverse is a good point. Yeah. But again, we could build in more time. We could build in extra support. That sort of thing to, to make sure that. By, by design. Somebody was able to. To take part. Somebody said that Wikipedia diagram was too complex. I know that static diagrams don't work for me. That's good. The video was still best format. That's interesting because somebody has chosen to go to the next slide. Because they still felt it was the best option. Captions didn't help. It was too distracting, but slowing the playback speed. So you've got this. You're suddenly given the tools for. An existing learning assets. So can, when you host a video. Has it got closed captions? Can you control the playback speed? Can you pause it? Can you restart it? Those sort of things. Whereas the first time I deliberately didn't give you the controls. So, I'm going to. I think things have stopped moving. Yeah. And did anyone finish the activity the second time? Very quickly and become bored. Because that, I think was the, you know, the second thing that we thought is if you do it the second time, some people need the second practice, but we also. One of the bits that we felt it. Could highlight is the need to give stretch and challenge for a sub a subset of learners. Actually, there weren't as many sailors in the room as we expected. And so if there had been sailors again, we may well have had that subset of people who go, actually I needed something else to go and do. I needed advanced knots course. And so, you know, I'm not going to go into that. I'm not going to go into that. I'm not going to go into that. I'm not going to go into that. I'm not going to go into that. I'm not going to go into advanced knots course. To follow. So that was one of the things we, we saw as a potential build to the way the activity was. Yeah. So now we're going to. Go to our final section of the. Today. No more not tying unless you want to try many knots do. there's actually thinking about the assessment and feedback aspects of this, so you know, the third pillar of UDL. And so all right, bear with us, we are still keeping the theme going, it's still about the exercise we've done, but if, as learning technologists and specialists and educators, the first question is what are, we've put, I think we've pre-prepared two assessment commonly, one commonly used assessment method and one less used assessment method. Well, unless you did a music degree like me. Yeah, we did musical education. So what we'd like you to do is to help us come up with a variety of ways that you could assess that activity and place them from the absurd, from the wonderful to the absurd. Now, I'm going to move a thousand word essay about tying a knot. It's a simple activity. You don't need to write in a thousand words. I'm going to move it down. There's possibly some variant of that that you might want to do. I would say if you want to assess whether or not somebody's tied a knot correctly, writing a song about it is probably about as bad as you go. So I'm going to put that somewhere east of the cross. Could be a sea shanty. It could be a sea shanty. Yep. They don't be climbing shanties, do they? No. But these are just to show that there are some monumentally bad ways of assessing things that sometimes you just look and think, why are we doing that way? And it's going back to the UDL and thinking, even if we've got a reasonably good way of assessing something, is it maybe time to go back and think about, could we do something different? Can we achieve what we need to do? Can we evidence what we need to evidence by doing it slightly differently? I love to teach someone else to tie that knot. Short video is a good way of doing it. If you've got the wherewithal and you're comfortable doing videos, so you could video yourself tying a knot as evidence that you're able to do it. I mean, obviously, again, it's a theoretical exercise. We'd never be teaching people to tie knots necessarily, but it's just taking an activity and thinking, how can I assess that most effectively? Tie the knot under supervision. So, yeah, now that brings the next level, that blue one. You've done it twice now. Practice, working. So, we're getting much more into the realms of showing somebody else to do it, capturing evidence of you tying the knot. I like this one because not only testing that the person knows how to tie the knot by getting them to teach somebody else, but you could have taught me how to tie that knot, taught me wrong, and I just said, yes, I now know how to tie that knot, but you're then getting me to demonstrate that you've taught me correctly, so it's quite complex, but it just takes it to that next level. Is there some way we can improve what we do already? It's just that kind of approach. I think in the particular bit of the apprenticeship bit of our business, there's this real thing that's very similar to this, which is we're assessing for skills and competence, and the nice thing that's given to us is the opportunity that we don't have to specify for the learner how they prove that to us. The media is totally open to them and that they can build a portfolio that proves it in whichever way they choose and see fit, and that's one of the great joys. You can put all of these up, but we don't have to specify them at the beginning for learners. We can say, we can give them suggestions and options and go, actually, any way that you might choose to show that you've done this for real in the real world at work is good, and I think that's one of the places where you can really get into a really positive place on the University of Design for Learning, which is the balance of choice and guidance. We can go, you might want to do it in one of these two ways, but anything else will be acceptable as long as it is your work, and you can make it authentic. Yes. Yes, so for those online, the question was have we taken it further in learning design workshops in ABC? Yes, actually, we do use ABC as one of our methods, and actually, it's really helpful for that very, because it's so quick, ABC focused and gets things moving really quickly, is actually including this as part of the almost the stimulus, the input for ABC is going, actually, what we want to do in this is to consider UDL, consider inclusion right from the start of that ABC, rather than trying to almost reverse engineer it back in when you're six months further down the line. So, yeah, ABC is a favourite model of ours as well. Yeah, I'm a little worried about the risk of the most appropriate, which is successfully absciling back off the oculus after having tied the knot. That's called high stakes assessments. Michael Goh loves a bit of that. Maybe he should, would he like it? Would he like a go? Yeah. There's so many, this is obviously a silly activity, but it's just modelling how it feels to not succeed, which to be honest, we're probably all quite used to succeeding or trying and then we're used to dealing with failure and then trying other methods, but some of our learners may not, but looking at ways in which we can make it so that it includes everybody, but also so that the learners have an equal chance of achieving at whatever level they need to. So, we can introduce multiple levels of assessment, but can they all achieve that A grade? Can they all achieve to the same level using the different methods that you're offering? So, it's just lots of different things. And really, what we would, we didn't want to read the website to you today. We definitely haven't done that. We definitely haven't done that. But there's so much that you can just look into and the UDL guidelines just have a huge amount of content and about just doing a review of a piece of content or a review of a learning experience, just to open up the UDL guidelines and pick an area and go through it and look through it. It's a really valuable experience, something we like to do from time to time. Anyway, we do critique sessions and things. Indeed. Good. Yeah. So, I think that brings us to the end of the planned activities. I will sit on VVox if anybody wants to raise any questions or we can repeat questions in the room or I can dash over to you with my radio mic. Right. So, any thoughts? I mean comments, thoughts, questions at this point? Personal experiences? Those who come across UDL? Of course, checklists. I think the university design is the way simply beyond checklists. Yeah. If we're covering UDL, it's going to get since the 80s. Yeah. It gets expandable into the UDL as the future. But still suggesting, if we're going to get this prize, if we're going to get to the particular building, it's going to be a good thing to go. I wouldn't even think that. It won't address structurally. Inequality. So, the basis of that is there are bigger structural inequalities that can't be addressed through UDL, but it can take you a long way there. It can take you beyond checklists and into actually thinking about the person. It's much more person-centered, isn't it? Yeah. And I think so the question was about structural, for those online, was about structural barriers. And I think I touched on it really briefly at the beginning. Those are generally things outside of the learning experience. They're about how people are recruited onto a learning experience. Everything from entry to attendance in person to those often are the bits which are whole institution challenges and take an awful lot longer to fix. But I think, in some places, we've had some success with some of it, partly probably the help of it being an apprenticeship business and access and barriers being removed is kind of very central to what it's about. But they are harder and they do take longer. But it's going to do some variations in assessment, give us a choice. I think one of the biggest challenges within our education structure to do is to have a quality assurance policy framework to see who gets an assessment to satisfy the requirements. There's a lot of very, very forward planning capacity.   Given that's the challenge, how do you make sure that we increase it but also adhere to credit framework? Yeah, so we do run degree apprenticeships and we do those in partnership with university. So we've got an extra layer of challenge which is it's a partner that we don't even have control of our own regs and our own framework. What's the reality of the answer? The reality is we tried to do some of this in our first validation of the program three years ago and sort of got told no. To be fairly honest, I think that the helpful thing is in that kind of time we've been able to pick some examples to build a bit more evidence and the second time we've just been able to go a little bit further. Not as far as maybe we've done in other types of provision, but we've been able to introduce much more openness and choice and it's not totally open, it's not 100% do whatever you want because it still has the equivalences. So we've ended up with that being one of the practical things we've been able to do is going, you could do an 1000 word essay or equivalence would be this. If it was a video, we'd have it as an equivalence here. So we've done that as a way to just try and do parity I guess across different methods and we've published those in module descriptors and in assessment briefs. But yes, I do totally have the experience that you've had which is it takes longer and it's harder for sure, but not impossible. We've got a question in on VVox. How do you deal with pushback of academics not showing interest in change to address inequalities? I'll let you have that one. Goodness me, what a question. So I think how do I solve pushback? I guess our experience of this has been as a centralized learning team which is probably again slightly different to universities where we are very centralized and we are able to have a bit more control is at times we have been a bit more able in our place to just say this is the direction we're taking things. So we are going blended on this program and that's a decision and a direction and we can go with it. I guess in other places, I think the best success we've had is where we've just started and done something with one person even if they're just an early adopter and I remember us putting Miro in during the lockdown. We had a lot of people saying this is going to be a disaster. I'm never using it and then we got what do we get? We got an original pack of like 10 licenses and what we found is once we started putting in the choice and participation is suddenly we had a weird word of mouth phenomenon between our teachers and trainers and we were being asked. I think we ended up with 100 licenses within three months because suddenly there was something happening and so I'd love to tell you I've solved how to resolve the partnership between subject matter experts and central learning teams. I think the reality is it's a kind of forever problem that actually probably goes fairly to the heart of our jobs and just trying to find the ways and it's very individual but particularly on UDL to be more specific about UDL I think we've done an awful lot in QA generally about inclusion and equity for a lot of it for staff actually and it's been incredibly well received as an initiative and I think that's been really helpful for us just with is most people who get into education are quite passionate about doing good for people and that's the hook we always lead with is we want to be inclusive we want to be a great educator we want to include as many people as possible and that's the hook we generally use with them and why probably UDL gets more traction than some other things we do. I think learner voice has a lot of traction as well doesn't it? It does help I'll come over with my radio mark because you can be heard. And when an institution has an EDI, equality, diversity and inclusion strategy does this help? Is it a leverage for delivering this kind of workshop? Yeah I mean for sure I think and we found our EDI policy was a bit like where I started where it was you know it was it was quite narrow and and so we feel that UDL take really stretches beyond a kind of classic EDI policy and does a lot more than that. We haven't had an offset inspection for three years but I'd be very hopeful that this would be something that you we could take into an offset inspection and be radically more you know beyond the kind of standard stuff they'd expect to see but yeah call us next year. I'll tell you how it's gone. Thank you and I'll realise we're out of time. I was going to say could a way of selling this would say that it could avoid some of the problems you have with individual adjustments for students. You know in flexibility at the point where I am my institution in some courses there is 40, 50, 60, 70 percent of students needing individual adjustments for assessment stuff can't cope this might be a way to avoid that. That's great I mean it's absolutely our experience yeah that's a really good point it massively gets rid of these and those individual adjustments are normally done at the last minute as well and so yeah it's been really helpful for that. Brilliant thank you everyone thank you for being open and having a go.


So our next talk is going to be Marius from the OpenSCAD project. So without further ado, help me give a warm welcome to Marius. OK, thanks, Ed. So yeah, I'm Marius. I'm the manager of OpenSCAD. A lot of people say OpenSCAD. It's fine. But we try to say OpenSCAD, and it sounds less like an open wound. So OpenSCAD is a very small community of people. We are practically two main developers, as me and Thorsten, who sits in the back here, and a handful of people who help out with community management and mailing lists and writes codes from time to time whenever they're there, jobs lets them. We also have participated in Google Summer of Code for a number of years together with BRLCAD. And we also participated in Google Summer of Docs, Google Season of Docs last autumn that has been really great. And we have survived for more than 10 years, which is great. And people still use it. And that's amazing. And that's why we keep doing it. And we also OpenSCAD tends to show up in all these top 10 3D modeling tools for 3D printing lists. And maybe after this talk, it will help you understand what the role of OpenSCAD plays today and why it exists. So for those of you who don't know about this project, I'll just give a really, really quick overview over the project and then talk a little bit about the title here, which is Designing Functional Objects with Functional Objects. So first of all, OpenSCAD, in one sentence, it's a domain-specific language for doing 3D modeling using constructive solid geometry. And it comes with a really lightweight IDE. And they just cover that really, really quickly. So this is Hello World in OpenSCAD. It's literally a sphere parenthesis semicolon. It's also often in the OpenSCAD language called to instantiate a module to create a shape. And you can instantiate other objects that are built in to create more shapes. Or if you want to do something more complex, for instance, creating a sphere with a hole in it, that is equivalent to taking the difference between a sphere and a cylinder. And this is the OpenSCAD syntax. And for this reason, OpenSCAD is often called a description language because you just describe objects. So in the same way as HTML, it doesn't have any kind of concept of time. You don't execute from top to bottom, it's just there. Also, it has zero boilerplate. So you write this, you get it. There's no build system.  And that's going to be really important for a lot of people later on. CSG, it's a very kind of classic old concept. In short, you basically start with solid primitives and then you perform certain operations on those primitives and those operations are defined in a way so that the result of the operation, the object is still solid. And the classic operations in CSG are unions, intersections and differences. And so how it works is that you basically, your leaf nodes are going to be your primitives and then you kind of, you hierarchically build up a more and more complex object by performing these operations. And then the root node of the tree is going to be your final shape. And this is what OpenSCAD does kind of by that you express using this domain-specific language. So we have a bunch of these primitives, not just standard primitives. You can create your own primitives. You can import primitives. We have two of the primitives including true typed text and you can import SVGs. And you can use those two of the primitives to integrate more treated primitives through various extrusions, all using this language. And we also have in addition to the three classic CSG operators, we have a bunch of other operators that you can use. And some of these are operators that are really hard to do in classic B-Rip modeling. But we are also a language. So we have all the classic and the language constructs. We have control flow. We have variables. We have list comprehension. We have for loops. We have built-in functions and you can use, you can define your own functions. You can define your old shapes. Shapes can be recursive. You can include and use libraries. So it's just like a, it's a full-fledged language, but it's not, it is still a domain-specific language. So it stays in your own sandbox. You can't create a web server and you don't want to create a web server. And so people tend to use OpenSCAD to create what they call parametric designs. And in this context, parametric designs are not kind of mathematical parametrization. It's more free-form logical parametrization.  And then you or users of your library or module can then instantiate this object to get your designs. And you can change your parameters to get different kind of variants of this, of this design. And it doesn't have to be kind of the same shape really. It's just really logical way of collecting different related designs into one package. And this is a very, very common way of using OpenSCAD to abstract everything into a module and then you instantiate that module. And you can package it to a library and so other people can use it. And we also have a really, really basic IDE. So our IDE is a practice text editor with a 3D view and a bunch of buttons and menus that are used for all the ephemeral stuff. Because when you save this file, only the stuff that is written in text will be saved. Everything else is just kind of moving cameras around so you can look at it. And we do have a command line version that has all the features of the UI. So for those who like to use the command line, you just input the file and you output whatever you want to output. A lot of people also like to use their own favorite text editors in which case we have support for that. You can hide this editor and it will auto reload whenever the file changes on this. So that was kind of really quickly in seven minutes what OpenSCAD is. So let's talk a little bit about designing functional objects. This is more like a historic view of OpenSCAD why we started it. So when I see a 3D printer, I don't think rapid prototyping. I think kind of personal digital manufacturing. And to me, that means a few things. First of all, when you design a 3D design, the amount of time you put into that design very often needs to be proportional to the value of a single physical object of that type. So you can't hire the design engineers to spend days and weeks on designing something. You have to do it yourself. Do it yourself means that people who design stuff are not design engineers. They have minimal or no training in classic design tools or classic design paradigms. And three, objects don't have to be pretty. They just have to work in many cases. And that's very, very different from when you design for manufacturing. So a lot of people have other needs for this. But a lot of people kind of have needs in this domain that it's worth pursuing this idea of kind of pure functional designs that doesn't have to be pretty and it doesn't have to be mass-manufacturable. And so in the context of OpenSCAD, so when we started this project, this kind of grew directly out of the RepRap project, which is kind of creating a 3D printer that prints itself. It also grew out of hackerspace culture, in particular the MetaLab in Vienna. And it grew out of free software culture. And when we started this, we had these explicit goals that the main goal was to make it easier for non-designers to design for 3D printing. And we kind of designed it for ourselves. And since we were programmers, we kind of made it easier for programmers to design for 3D printing. But interestingly enough, that kind of a lot of non-programmers ends up using the tool because the language is so easy to express ideas in. And the second goal was that we wanted to focus on creating simple and functional objects. For 3D printing again. And laser cutting. A lot of us used laser cutting a lot to play around with ideas. So that was the explicit goal. These days it's most 3D printing. And we wanted the science to be human-readable. We wanted the science to be easily version-controllable. And we wanted it to be natural and easy to open-source with the science. Because not only the code has to be open-source, I mean we can open-source the science too. And we tried to battle the idea of sharing STL files. So OpenSQL is kind of good at certain things because of this. OpenSQL is good today for creating functional objects. But also since objects are code and tends to be structured like software, a lot of good stuff falls out of that. Things like abstractions, libraries, sharing, reuse, et cetera. And OpenSQL is also somehow good at the very complex mathy stuff.  But they somehow do it because it's very hard in other tools to do kind of more kind of iterative recursive math stuff.  Like you can't do B-rep-style designs. If you want to add chamfers and fillets to your designs, you're kind of better off using other tools because it's going to be a bit kind of hard to get that to work properly in OpenSQL. And if you want to do kind of organic shapes, you're kind of on your own. But if you've been in this bedroom for a while, you heard about FreeCAD and Category, and those are both really excellent tools that can be great companion tools to OpenSQL if you want to go in that direction. And you don't really have to choose. I mean, a lot of people use OpenSQL in conjunction with classic design tools. And typically you would use OpenSQL to create like quick functional sketches. And then you kind of start using a different kind of B-rep-style tool for creating your final design. And for instance, FreeCAD, they actually have an OpenSQL workbench where you can basically import your OpenSQL designs and then slowly kind of make it into proper B-rep designs. Four minutes left. So with functional objects. So this is not actually OpenSQL code, but it's kind of 90% OpenSQL code. It's kind of an idea of kind of thinking of how we are moving on the language side of things. So I often hear this complaint that OpenSQL kind of claims to be a functional programmer language, but it's not really functional. It doesn't have all the features, blah, blah, blah. And the idea here is that OpenSQL doesn't actually claim to belong to any particular class of languages. But we do take a lot of ideas from different places. And we have been quite pragmatic in terms of what features we include into the language, mostly to figure out how do we enable people to express their feelings. But also, I mean, to be fair to that criticism, OpenSQL can be a little bit quirky at times. It has some kind of paradigms that doesn't really fit into people's minds very well. And the project kind of did escape into the world kind of at a very young age. And it got really popular really fast. And we didn't really want to disrupt that movement kind of while it was already happening. But since then we have been slowly moving kind of nudging things away to try to kind of bring things more kind of traditional in the backend side. And a lot of the power users, they really want to use kind of more powerful software features to create more fancy designs. And so, for instance, we always had pure functions. You can define your own pure functions. It's just that the functions were not really, they were really limited. They didn't have a good compatibility functions and modules to live in different namespaces. You couldn't have functions with values, things like that. And we do actually have now in the nightly build, we have functions as values. So you can create anonymous functions. You can pass functions as parameters. We have closures. So that's kind of really kind of helps a little bit kind of moving things in the direction of a functional language. And that's something we really want to focus on. And as a next step would typically be to have modules, which are basically shape generators as values and maybe even objects as values. But that's really kind of then we starting to kind of push the limits of the geometry engine, meaningfully do. But the key challenge here is that it's really hard to design a language while it's being used. Because backwards compatibility is something people really expect when it comes to design tools. If you have a 10-year-old OpenSCAD design, it will work today.  And also syntactic complexity is something that is very hard for some people. Because a lot of OpenSCAD users are not actually professional programmers. Adding a very complex syntax to express simple things is not something we want to do. We want to keep this kind of zero boilerplate. You type in stuff and you get it as a high-level thing. And if you want to build something more complex, we want to make it as possible. We don't have a lot of time for the last few slides, but we have some ideas what to do next. In addition to the language stuff, we do a lot of work on documentation. We want to do more on that. As I mentioned, we're part of Google's list of docs that helped us getting a really great tutorial. We want to work on geometry engine and performance. We just don't have a lot of resources. And if anyone has any ideas about kind of how to deal with sustainability and funding of such a project, I would be happy to talk about it. We don't have any funding practically right now, and everyone has their jobs. And also how do we move into the new, the new platforms out there? These days, people want to run this on Raspberry Pi, and they want to run it on Android, and they want to run it on Chromebooks, and it's complicated. Ideas there will also be really, really welcome. But the core values that have kept us alive so far is basically stability. We address crash bugs really, really fast. Make it compatible, backwards compatibility, and make it hardware-friendly. Allow people to run this thing on 10-year-old computers. Don't require the latest GPU, and it won't work because our audience really wants, don't really kind of use, are not gamers basically, right? You can help. You don't have the right code to help. There's a lot of ways to help without writing code. Writing code kind of causes us to have to do all these things. So if you have anything you want to do, kind of get in touch. And that's it. Thanks for listening. So before I take questions, we are trying to organize a really small kind of birds of feather session tomorrow. If you're interested, just check kind of Twitter, check IRC, and check the FOSTA website, and it will be available once you get the room tomorrow morning. These days we're going to have quite a bit, and you mentioned some of these. Things I would like, 2D and 3D paths, an extremely long path, lofts, and finish in chamfer, and everything else is fine. Is there any scope for these things on the horizon, or is it wise off? That's the longest. The question was... The question was... Lofts and finish in chamfer. So basically how can we do 2D and 3D parts? How can we do lofts, fillets, and chamfers? As I did mention, since we don't really have it, it's not like an iterative design process. It's very hard to select edges and then apply chamfers to them. QuadQuery has an interesting way of doing it where you actually have selection operators. We don't have that because we are describing things bottom up. We don't really have any good ideas for how to do it. In terms of lofting and extrusions, it's easier. And we are working in that direction. The challenge is that we need to be able to express objects as values, so you can pass objects, or at least object generators, as parameters to functions. The one thing I had on the screen earlier here was an example of how you can create the 2D object generator. You can pass that into a function and then you can sweep along that path. That's something that is semi-possible in user space today, but it's a little bit quirky. We hope to get it kind of on the radar really soon. The question is... Implicit CAD, you can get away... You can get around some of these challenges because it has a normal language around it. Are we planning to embed a regular language into OpenSCAD? Yeah, you can. Actually, a bunch of projects live in that kind of ecosystem around OpenSCAD. Implicit CAD is one of them that does this really well. I think we kind of went on this road and I think we want to stay on this road. But I'm really happy to see other attempts at doing something similar where it's possible to at least share ideas and maybe share community and maybe down the road find ways to sharing code. But I think I would let Implicit CAD kind of experiment with going on that path. And at some point you might actually see the point where actually it's possible to kind of merge some of these projects into a bigger piece so we don't have to invent everything ourselves. Okay. Hi, Julie. Maybe one more question? It's a good way to have a web interface to do the parameterization of stuff. Because I think often one designs things and would be nice for people to have it even easier to use it. So like the website and then auto-generated ST editing according to the parameters would be nice. Is there a smart way to do that? Yeah. Is there a smart way to have a web interface to basically do the parameterization as an end user after you have created the parametric design? And there are two things you can do. One thing is that in OpenSCAD we now have what we call a customizer which is not the web interface but it's an interface where you can hide a text editor and replace it with an auto-generated UI so people can just click drag and drop the different free parameters that you have defined and then get an object out of it. I mean, Thingiverse has a web interface for this. It's just not really well maintained right now. And it's also not open source. So it's kind of your have to use Thingiverse. But if you do upload OpenSCAD design through Thingiverse it will auto-generate a website for doing these things. And I personally don't want to spend a lot of time building websites. But everything is open source. I mean if anyone wants to actually spend a little bit of time on it and host a website then I'm more than happy to kind of collaborate with that. Okay, thank you.


Hello friends welcome to the session I am Malka and I am going to help you find dy by dx in the following that is sin square y plus cos xy equal to pi. Now let us begin with the solution we are given sin square y plus cos xy equal to pi. Now we will differentiate both sides with respect to x we get dy dx of sin square y plus dy dx of cos xy equal to dy dx of pi. Now we all know that dy dx of x to the power n is equal to nx n minus 1 into dy dx of x and we all know that dy dx of x is equal to 1. Therefore dy dx of x to the power n is equal to nx n minus 1. Similarly now we will differentiate sin square y so we will get n that is to sin y into dy dx of sin y plus dy dx of cos xy is minus sin xy into dy dx of xy equal to dy dx of constant that is pi is 0. Since we know that dy dx of any constant is always 0 this implies 2 sin y. Now dy dx of sin y is cos y into dy by dx minus sin xy. Now we will apply the product rule to dy dx of xy that is first term into derivative of second term plus second term into derivative of first term equal to 0. Here we see that our first term is x so we will find the derivative of second term that is y and our second term is y so we will find the derivative of first term that is x. This implies as we all know that 2 sin y cos y is equal to sin 2y so this can be written as sin 2y into dy by dx minus sin xy into x into dy by dx plus y into dy dx of x is 1 equal to 0. Here we have used the identity that is 2 sin y cos y is equal to sin 2y this implies sin 2y into dy by dx minus sin xy into x into dy by dx minus y into sin xy equal to 0. This implies now we will take dy by dx common of these two terms so we will get dy by dx into sin 2y minus x into sin xy and we will shift this term to r r h so we will get y sin xy. This implies dy by dx equal to y sin xy upon sin 2y minus x into sin xy therefore we can say that dy by dx equal to y sin xy upon sin 2y minus x into sin xy so hope you understood the solution and enjoyed the session. Goodbye and take care.


Item number SCP-181 Object Class Safe Special Containment Procedures SCP-181 lives in the Class D personnel dormitories on Bioresearch Area 12. SCP-181 is, for all intents and purposes, a Level 0 clearance personnel, knowing vaguely the nature of the SCP, without any sensitive information having been revealed. Researchers and surveillance staff are reminded to not single SCP-181 out of his Class D group. SCP-181 is to be rotated to a new dorm once a month, instead of regulation Class D termination. SCP-181 is not to be submitted to any new or Keter-classified SCP testing sessions. Memo to All Staff In light of recent discoveries regarding SCP-181's anomalous properties, SCP-181 has been transferred to Site-27 and placed in solitary confinement. All staff are ordered to take the fullest possible precautions when operating within the site. SCP-181 is not to be allowed interaction with Site personnel beyond the bare minimum to ensure survival and security. Dr. Knucklebone Description GO, formerly LVD-87465, had been incarcerated for repeated offenses of defrauding the Nevada Gaming Commission. Following the 18th month of his life's sentence, he was quietly moved to Armed Reliquary Containment Area 2, where he was initiated and assigned a Level D clearance. His first exposure experiment was with SCP-181, and the results were bloody, but expected. When LVD-65468 was exposed to SCP-181, he rampaged and killed those in the room. But SCP-181 was spared when an armed response team put down LVD-65468. SCP-181 was included into an experiment with SCP-075, the week following the incident with SCP-181. It was during this test that SCP-181's unnatural effect on probability was discovered. When placed in the containment chamber with an activated SCP-075 to measure its speed and reflex time, SCP-181 managed to avoid SCP-75 a total of three times, before suppression teams re-froze SCP-075. Having survived not one, but two Keter-class exposure experiments, SCP-181 was a statistical anomaly. It would be his third week in full seven days of survival with SCP-082 that prompted Dr. G.D. to investigate. It was Dr. G.D.'s hypothesis that SCP-181 was generating these statistical anomalies without his knowledge. After nearly flipping fifty heads on a coin, rolling twenty-five sevens on a pair of dice, and pulling all thirteen hearts out of a standard deck of playing cards, Dr. G.D. got executive permission to experiment with SCP-075. After rolling nineteen green circles and succeeding in recreating four classical masterpieces of varying art forms, SCP-181 rolled SCP-075 again. As the object came to rest on the red triangle, the facility experienced a tremor caused by an incident with SCP-216, and SCP-075 fell on a green circle. Dr. G.D. then reclassified LVD-87465 as SCP-181, sparing him from the routine monthly termination of Class D personnel. SCP-181 shows signs of affecting the causal probability around him by no will of his own. However, tests show that efforts to remove as much chance from an event as possible reduced SCP-181's effect on the event. As of 2001, SCP-181 has been transferred and security protocols tightened. It was discovered by Dr. G.D. in a recent audit that overall death and injury rates for Bioresearch Area 12 had increased significantly in the time of SCP-181's confinement. It is theorized that SCP-181's anomalous properties affect probability by data expunged. Chaos theory states that the potential effects of such interference could lead data expunged worldwide scale. Further information is available only to personnel with clearance levels of 4 and above due to the possibility of further... Lesson complete. If you missed the previous orientation, go watch SCP-180, Identity Thieving Hat, right now. Or for the complete course, watch this playlist.


Hi everyone, Joe for jaspyscasebreaks.com, coming at you with brand new release, 2020 Panini Flawless Football Two Box, pick your team number two. Big thanks to this group of people right here for getting into the action. Thanks for getting your spot straight up on this new release day, I appreciate that. Now there was one R&B, one number block that we had to do, and you saw the results right here. That was in a separate video, and that's uploaded already, if you wanna see the actual randomizing, but that's the results right there. So it works just like our usual number block breaks, but applies only to that team and only for this great. Let's keep that right over here. And here is the fresh case of Flawless. Good luck everybody. Here's both Reeve cases, we'll slide one into the background over here. Let's do this one right here. Good luck everybody. So we'll do the middle slider box first. Good luck. So there's the blockchain card up here. And that's gonna be DK Metcalf, Hatch Autographs Emerald DK Metcalf, and that'll go to Brian and the Seattle Seahawks. Now the live hits here. That blank card right there on top to slow play the hits a little bit. We got career colors, Jared Allen, six out of 10, Viking's Edition on the left side and Bear's Edition on the right side. That'll be a randomizer between the bears. That'll be Chris and the Vikings, Eric. Do that randomizer at the end of the break. Do that there to remind me. I got CD Lamb 14 out of 20, two color patch. For the Cowboys, that'll be for Josh. I got Signature Gloves, Calvin Ridley, four out of 25. Nice. I got Dante Colpepper, dual relic and autograph, 16 out of 25. The Calvin Ridley goes to Reed and the Falcons here and pick your team too. And Dante Colpepper is gonna go to Eric, who has the Minnesota Vikings. I got Randall Cunningham, nice. Five out of 10. Randall Cunningham Eagles, Matthew Shearer with the Fly Eagles Fly. J.K. Dobbins, 10 out of 23 color patch and auto. Aaron with the Purple Birds. And we got nice lights, Camara, action, Alvin Camara. 10 out of 10, three color patch and autograph, going to Lenny and the Saints. Alvin. All right, now let's go left, right and center. Usually the autograph is in the center and then the two gem cards are on the left and right. So on the left side we have, first of all we have this card that says there, all these gems are naturally mine, not lab grown. First one out of the gate is a seven out of seven MVP's diamond, Payne Manning for the Broncos. Broncos edition, going to Richard. Catch the diamond right there, it's pretty solid. That's pretty sweet. All right, on the other side, we've got two out of five, Larry Fitzgerald Emerald. Remember out of fives and under, get the train whistle. All aboard the Big Head Express. And in the middle, we got Chase Young. One out of 20, Chase Young. With a live autograph, usually his autos are, he was redemption for a good chunk of the year. I think in some recent sets, we've seen more and more live autos. I know, I agree, Derek, Payne Manning Broncos. All right, this goes to Kurt and the Washington football team. Yeah, should be a cult. And that's it, I was thinking, is there going to be an extra hit in there? All right, second one. Yeah, the patches are real nice. I think he's a rookie, so I think these are not, yeah, these are not game worn, but I think the other ones usually are. Yeah, like the Jared Allen says game worn, used right there. There's just a lot of great stuff in here. All right, we do have some worn in the store, so check it out. I'm not to peek at the encased card. I don't want to be as surprised as possible. All right, we got Lane Johnson, 13 out of 15, two color patch. For the Fly U of Fly, Matthew Shearer. Then we got a one out of five, Dak Prescott and Amari Cooper. Flawless connections. Dak Prescott, Amari Cooper, train whistle. A lot of fives and under get the train whistle. Josh, all aboard the Big Hit Express. And we've got Chris Cooley, 14 out of 20. It's a nice patch, big autograph there. Kurt, using the canvas. Chris, thank you. Kurt Burns, Washington football team. We got Minka Fitzpatrick, Steelers. That's our first number block card there. So that goes to, that's five out of 20s. That goes to Pittsburgh Five, PJ with Pittsburgh. There's Jacob Eason, two color patch and autograph. Seven out of 15. That one will be for Kurt, Kurt Disser and the Indianapolis Colts. Yeah, the studio is a little dark today, right? Above my head. I have to adjust a little bit. Howie Long, one out of five. Nice for the Raiders. That'll be Alan with Raiders One. Yeah, it has been a bit of a pitching duel. I got Dodger's Cubs on in the background, I have a pitching duel right now. All right, nice. So Alan, all aboard the Big Head Express. Woo-hoo! And another one. Ooh, another train whistle. One out of three, Kurt Warner. Excellent penmanship there. Great patches, nice dual relic. Rams picked up straight up by Garrett. Last spot, Mojo strikes again. 60% of the time, hits 100% of the time and this is a great one. All aboard! Woo-hoo! Very nice. And the final three cards, good luck. We've got Tom Brady, MVP's Ruby Patriots Edition. That's eight out of 20 for Josh Melton and the Pats. Nice Ruby. On the other side here is Joey Bosa, eight out of 10 Sapphire. It's kind of cool, matches the team colors a bit. A little bit of a color match. Kind of hard to see the Sapphire, but when you get this in person, they're gonna look really nice. Chargers, eight. PJ with Chargers, eight. And the final one here, a Jersey and Otto Justin Herbert to 25.  There, my thumb is covering it. Oh, Signature Gloves and Otto, check that. Gloves and Otto Justin Herbert. And good luck everybody in that number block group. It's four out of 25. That is for PJ. Got randomized to number four. Congrats. Thanks for getting into that number block. Thanks everyone for getting into this. Oh, I got a randomizer too. Appreciate it. There's more in the store, go and get it and get your team soon before it ends up in some sort of number block. All right, let's go back to, let's get some fresh dice. There's some new dice right there. Let's get a new list. And so that's Vikings edition of Jared Allen and then Bears edition of Jared Allen. And let's roll it, let's randomize it. Five out of three, eight times. One, two, three, four, five. Six, seven, and eighth and final time. Good luck. Goes to Minnesota. That'll be for Eric and the Vikings.  Six out of 10 career colors on that one. Now Garrett, you're saying that Kurt Warner was born in Burlington, Iowa and you're in Burlington, Iowa. It's coming home. There you go, and there you go everybody. Really nice break. I'm Joe for jaspyscasebreaks.com. We got more in the store. Let's do it. We'll see you next time for the next one. Bye-bye.


Whoa boy Here we go. Well, fish and freaks welcome on back to the channel Thank you for being here and today we are gonna be in my little creation cave right here This is where I edit videos prepare for adventures and such just behind this wall is my garage otherwise known as the dangle and woodworking cave and That's where I do my my outdoor equipment toodling and such which by the way today. We're talking about live scope and Imaging technology underwater and the future of fishing just a side note before we get into the topic I'm looking for inspiration from you guys. I've been reading comments Just want to say thanks to all you that are dropping me some good comments and stuff right now So I appreciate it. I appreciate it in today's video. I guess we'll be brought to you by Since the moment just dropped these off the team Guggen summer bundles These are going up Very soon you can check them out Guggen squad comm link down below, but these are basically the summer Essentials and more and these are just lures that we picked out that we thought would be Pretty sweet for the summertime and then this one actually has Bates you get exclusive hats. Look at that That's the bass on it You get the tumbler so you can get your drink on with it and then of course All the plastics are baked in me for summer day. So live scope. Let's get into it. This is Exciting not even new technology. It's been around for a minute now that is allowing you the angler to In real time see fish In a way that has never been done before at least in fresh water Fishing it is expensive. It's expensive for the units and the transducers But what I'm seeing now on the water is I'm gonna say At least a third of anglers probably more like half of anglers that I see in Bass boats on the water now when I go to lakes have live scope imaging technology and I could tell because they're just Staring at it this is on being out as I do myself and you you recognize that now so what we're gonna be talking about is how this technology is So amazing Helping us catch more fish, but then also the future of it. So when I first saw live scope technology I was in a friend of mine's boat Tom Reddington FLW tournament angler We were on a clear lake. It was like Austin in Texas or Lake Travis and He was showing me this and I was like what in the world. I mean How does this work? Like how is this really gonna help like I really didn't see it then I was he was showing me it and I was like looking at fish But we weren't catching like visually seeing the fish come up to the bait or anything We're just kind of looking at fish. He's like, here's one over here. No, let me paint over here And here's one over here. You can see this and I it was different But I was like, yeah, you know Now my 2d or whatever I can I can get a bite just fine side imaging Whatever I didn't see it as a clear advantage when I first saw it as I started to get into other anglers boats And see it. I was like, you know, this is this is kind of cool And then eventually when I got it on the silver bullet my boat That's when I really started playing with it and looking at it go. Okay, this is This is this is a whole different program because it is not even when you start paying attention to it and fishing with it It is a completely different style of fishing. There's really there's live scoping and then there's going fishing That's what it's turning into. So you've got Garmin with the live scope You've got a hummingbird has 360 which I don't even have but it's it's a similar technology The point is we're getting better and better at looking at fish in real time So if you're a tournament angler knowing and understanding and utilizing live scope is not even a question Whether you should be doing it now It would be like if you were in a a log cutting competition Using an axe versus a chainsaw chainsaw obviously being live scope imaging technology I'm sure everyone's familiar with it now, but I'm just reference referencing it to anyone that doesn't know what this is It is it is completely game-changing and fishing. It is different in a way from when when I first started bass fishing using 2d sonar So I have to look at it and and formulate you really have to think in your mind Well, I think this is I think this is a group of rocks here and a brush pile And I see some arcs right here off this edge. I think they're probably Bass I'm not sure but I'm gonna stop the boat. I'm gonna drop the troll motor. I'm gonna I'm gonna throw a marker buoy out Just back then you didn't have Spot lock and all that and then I'm gonna I'm gonna fish this spot and see what's down there I'm gonna feel what's down there with my Carolina rig or throw a big crankbait or something like that And then side imaging came along when hummingbird side imaging came along That's when I really started tournament fishing Doing more higher level of tournaments same sort of thing everyone had to have it You had to learn it and it was a huge advantage because then you could look at your 2d And compare it with the the real-looking imaging of this of the side What's going on? I can see it. That is a tree. Oh, that is a group of rocks right there. That's a sunken boat I didn't know that thing was there or a wee bed. There's a wee bed out here That's that's what we're catching these fish in little things that you you just don't really notice If you're just 2d and cast it out there and then down imaging came along and then you could really compare What's under the boat real time? That's one of the biggest Biggest learning factors I I've had in bass fishing is using that split screen of 2d and down imaging And comparing those two and then really learning Okay, that is what that is what that is and then detailing. What kind of fish are those?  These are crappie. I can tell the way they're suspended right here They're grouped up So it keeps advancing and now with life scope you could do all of that and more you can say That's definitely a rock right there and that is definitely a bass and that bass is sitting on the left Downward side of that rock right there and he's chasing a bluegill around that I'm just gonna put the scope on it. I'm gonna throw my jig past that rock. Oh, it looks like I need to readjust my cast Throwback it. I mean you can get get them on the nose and I've done it with crappie a bunch It's a great example. I've done it with bass too, but my crappie fish a lot now I love doing it and life scoping them is it's not like shooting fish in a barrel, but Goodness, if they're if they are just sitting on a spot and you can life scope them You can really dial them in so this last year and a half just learning it is so exciting It's awesome. You're getting to really see and understand things. Oh, this is I've been fishing this for years I didn't know I really like to sit on this side of this thing all of that but where I started to realize that this could have an impact on fisheries in the future is when I went life scoping for crappie. I went with a crappie fishing a tournament crappie fishing professional guide I did a video on it. It was on Truman Lake. You guys go back watch it was with Kyler Beckman and We were catching crappie Life scoping really learned a lot from him on it But the crazy thing was that almost all of our fish was say 90% of our fish were suspended female crappie and Just judging from other anglers That were coming in fish that they were catching were mostly male crappies that were up in the trees and we were specifically targeting these bigger crappie, which are the females and They're in a resting Part of their their life cycle at that point They're just resting to to move up and spawn all these fish were full of eggs Of course every fish we caught it's legal There's no discrimination between male and females are just going after the bigger ones The bigger ones just happen to be females and you could tell on the life scope Which are the big ones have the biggest signatures when a fish is suspended like that and open water They're very very hard to catch Traditionally, that's the hardest fish to catch bass crappie. Whatever is a fish that's just suspended It's hanging out. It's not around any cover feeds every once in a while. You know, it's almost pelagic So that's when I started realizing. Well If everybody gets on this program We're gonna see a decline in crappie because all these females these big females are about to reproduce for being caught And fillet you almost never turn back a turn back a crappie. Luckily crappie are prolific Reproducers, they have a ton of eggs. They make a lot more crappie. So that is that is a good thing and they reach a bigger size Pretty quick one of the first things I thought of after that was Well, can you do this with bass and you know, Kyler was like, uh, yeah, of course, of course you can Then I came back and went to my local lake I started noticing suspended big bass off of points And I caught a few of them. They're they're more difficult way more difficult to catch than the crappie were Then we also just saw the huge big bass explosion Happening on oh ivy with a lot of those bass being suspended being caught and it's it's it's been happening everywhere It's just kind of quietly No one's really talking about the long term effects of what we're doing with life scope And life scoping is not the only factor that affects our fisheries. There's other things I'll be doing other videos. We'll just say that I want to start the conversation here. I want to hear from you guys in the comments What do you think about life scope? For the future and this is how I want you to think about it if there was a magical tool That you could go to the water with that unveiled Where every fish was every Notable big bass was that gave you a high probability of catching that fish Would you would you want that? Uh, would you want to utilize that every time you went out of the lake? Or do you want to keep some of the mysticism around fishing where it's this kind of mythical thing? We don't really know what's down there that that section Of timber looks really good or this and that Uh, and every once in a while you catch that big one And it's really special because it's just you know, mythical thing or Do you want to know exactly? Oh, I see that.  You definitely don't but is that something you want? Everyone to have or would you want to just keep it for yourself? Conversation, so let me know in the comments what you think about that and what you would want And what do you think about the future of our fisheries? Using this technology because it's not going to stop right here of life scope We've all seen the evolution over the last 20 years If you've been paying attention if you if you've been alive that long of Graps it started out with paper graphs even before that And then we've seen 2d and then we see side imaging then we see down imaging and then we see Live scope and 360 What's next? What's next? I propose we might have some ocular setup. I mean like a wearable device some sort of headset I piece that goes on Allows you to look through the water where you have a transducer scanning. It's giving you the Real-time readouts of distance You know where basically where exactly do you need to cast? And it'll be like a heads-up display something like that. That's where I I think it's probably gonna have I could be wrong But eventually we are gonna get to the point where there's no mystery anymore There's no mystery of what is down there How big the fish is how many of them are there? Are we sure about the species there won't be any of that? So is that what we all want? Or do we want to keep some of the mystery behind fishing? How do you stop it though? How do you stop the technology? I don't know if you can you can't put life scope back in the box So let's talk about solutions. So when I was on the water the other day doing some life scoping I noticed something That got me thinking about a theory maybe something that could happen with the evolution Of bass with the technology changing. I want you guys to think about this as well I was looking at a a crappie fishing. This is a brush pile You know, there's there's bass that hang around brush piles as well I catch a lot of bass out of brush balls in the summer But I was looking at crappie and I kept seeing A bass that would that would come over to the brush pile. I was sitting right on top of it And the crappie I was catching And it and it would get kind of close and then it would back up it would get kind of close And it would back up and I got to thinking What if that is a bass that has recognized the ping and the sound of life scoping that strong click Most bass we catch and release So they reckon they could recognize that sound and start to run away from it Or swim away from it when they hear it whereas a crappie most of the time, you know I'm not letting the crappie go if it's legal length. I'm putting that in the boat Its life is done. It's going to the grease It it might have picked up on the live scope for a little bit, but it's in the boat now So it doesn't really matter whereas a bass we're letting them go tournament fishing letting them go They could start to pick up on this and push away from it One of the things that I think could really help bass and fisheries are being heavily scoped is Grass tons of shallow cover and you could see bass evolve into staying shallow more in the summer Whereas you get more and more boats just out there with click click click click click Just clicking all on these offshore spots in these places that have always been Havens for bass to go out and relax and recover and post spawn and then pre-spawn Uh, they have no recovery point anymore. There's nowhere to hide in the lake So you might see bass start to push into as thick of cover as they can where that's like the last The last place where you can't just peer in and penetrate through and really target bass Thick grass, you know, really heavy brush and cover and it's shallow You know the live scope is it's not really effective in that less than a few feet of water So you could see the adaptation of that Down the road, but interesting thought and something I noticed while I was fishing So I think from an ecological standpoint fisheries standpoint really We need to be focusing on Uh, how do we give more habitat to our fish? How do we get more fish in our lakes that are just getting hit so hard? Just in general fishermen are the most in tune especially tournament anglers people that fish all the time They're in tune with with what is going on in the lakes and they're going to know They're going to recognize when fisheries are starting to decline a little bit. So I think we need to stock more fish. I think we need to have more Fish fish stocking and a lot of the lakes that are getting pressured and there's other solutions that I'm going to mention in another Videos come down the road, but I do want to know from you guys. What do you think? like what's a solution that you think is is going to help in the future because It's we can't just be thinking about next year. We got to think about Five ten years down the road here How are we going to protect our fisheries from the increase in this technology? That is is really having an impact now because I care about the future of fisheries. I care about My kids and all young anglers. I want them to have a fantastic experience when they go out to the lake I don't want it to be so tough in the future Where you just have to be an expert to go catch them I think fishing should be fun for everybody and you want to get Young people hooked on it the first time they go, you know Not making a really difficult tragic experience that takes 10 times to To to have a good impact and make make you want to do it again. So That is my two or three cents or a dollar Whatever on this subject right now, but I'm going to continue using life scope because it's there. It's available I'm just starting to think in the future What do we need to do to keep on snatching fish? I'd like So thank y'all very much for tuning in today and I'll also Mitch and I was reading comments over at the googin labs page And a lot of you are really digging that If anyone that hasn't heard of the googin lab page, it is linked down below. You can go check it out It's basically just short videos That we're putting together over there that are just hitting topics quick, you know The latest ones like site fishing from the bank Um We're doing more summer stuff. We're trying to keep it Uh relevant for the time of year, but we're really just building a big library over there of little things to to help on On really specific little topics. So that's the link down below And if you want to subscribe to this channel, go ahead and do so. We are over a million subscribers Thank you so much for being here. Go ahead and smash that like button If you like more fishing topics like this, uh, let me just spit ballin down here in the cave I appreciate you guys. I'll see you out on the next one. God bless