All right, well, hello everyone, and welcome to today's Moodle Academy webinar. My name is Richard LaFroy. I am the learning and media technologist with Moodle Academy, and I'll be introducing and hosting this session, Environmental Awareness as a Core Digital Competence. The development of digital literacy and digital competencies are widely recognised as essential in our increasingly digitised world. However, as we begin to come to terms with the extent of the climate crisis facing the world, this webinar asks the question, is it time for digital literacy to focus its attention on the impact our digital activity has on the environment? Joining us to present today's webinar, we have Dr. Peter Tianan and Dr. Benjamin Mallon from Dublin City University. Peter is an assistant professor, research convener and host of Let's Talk Education Research, a monthly research podcast from the School of STEM Education, Innovation and Global Studies at the DCU Institute of Education. And Ben is assistant professor in geography education in the Institute of Education at DCU. He has expertise in geography, global citizenship and sustainability education and coordinates and teaches undergrad and postgrad modules across the Institute of Education. He is co-director of the DCU Centre for Human Rights and Citizenship Education. So thank you so much to Peter and Ben for being with us today. And I will hand over to them now. OK, I have a thanks, Richard, and thanks for that lovely introduction. It also reminds me that I must update my staff profile. I think it takes about 12 years off my age. I think at this stage it's quite old, but look, we can get away with looking a bit younger for a bit longer. So thanks very much for that lovely introduction myself. And Ben are delighted to be here. And thanks to yourself and Mary for our intro at the start and helping us get settled and all of that. And so are my sharing the right one there? Is that can you see that? Looks good to me. Yeah. OK, so welcome, everybody. And as Richard said, we're going to be talking today really about exploring environmental awareness as a core digital competence. Richard talked at the start about using the chat box and the mic. There may be opportunities or times throughout this presentation where you feel you want to make a comment or ask us a question. We'd like to keep this as free flowing as possible. Absolutely happy to take questions, comments at any point during during the presentation. So, you know, if something occurs to you, pop it in the chat box. We're fortunate enough to be a duo, a partnership today of myself and Ben. So one of us can keep an eye on the chat box and why the other one is. It is talking. So we have that kind of leeway in terms of keeping an eye on what questions are coming through. So thanks for the introduction, Richard. My area really is predominantly digital literacy and digital learning. And I've been in the Institute of Education for coming on 15 years now. And most of that time has been looking at the areas of digital competence, particularly around the ability to create using digital media, create express creativity using digital media and increasingly over the last five or six years looking at information, literacy, focusing on misinformation, disinformation. So how do we how do we know that we can trust information that we find online? How do we know if it's accurate? How do we evaluate it for bias, et cetera? And that's like my background really is in that space. However, over the years, I think as everybody has started started to realize the the impact that all of the activities we do in life. So whether that's driving our cars, the food we eat, the energy we consume more and more, I've started to think about the impact our activities generally have on the environment and the climate. And that has begun to spill over into my thinking around digital literacy and digital competency. And I've been doing a lot of work in the university about compiling frameworks and looking at these frameworks that have been created for evaluating and moving forward digital competence. And it's it's become an area that I think needs some attention. I think we do need to, as the title suggests, explore digital literacy through this lens of environmental awareness and environmental environmental impacts. Ben, I don't know if you want to talk a little bit about your background here before we. Yes, so I mean, I suppose this the presentation today is sort of part of an ongoing discussion that Peter and I have been having for a while now. So my work is within geography education, primarily, to the most part, working with private and student teachers who are trained to be primary school teachers. And I would do a lot of work around climate change education and a lot of work around education for sustainability, where I'd be working with students to explore and how digital technology can help us understand issues related to sustainability, climate change, biodiversity loss, but also can be something that can support action in relation to these issues. And at the same time, very similar to what Peter had mentioned there, personally understanding the some of the environmental costs of the technologies that we're using. So the need to find some some balance. So that's something that I've been sort of grappling with really for the past couple of years. And then this discussion with Peter and is part of that. Right, thanks, Ben. I think one of the things that I hope has come through early in the company in myself and Ben's introduction is that we do see this as an emerging area and an area for conversation and development. And we need to get a coffee just before we start. And we're just talking about how, you know, we see this area as an awareness raising exercise that hopefully will spill over into other areas of individuals' lives. So we're going to talk about this in terms of looking at our students' digital competence, but hopefully that that if we begin to develop an awareness of environmental impact through digital literacy, it may spill over into other aspects of the lives. Anyway, drifting into a monologue there rather than a brief intro. Apologies. So as Richard alluded to, I think based on the blurb that I sent him. So we know some things about digital technology. So we know that it is pervasive. We know that the use of technology and digital tools is ubiquitous. And it has transformed the way we carry out many activities in our day to day lives. So the way we collaborate, we're all from all corners of the earth here at different times, communicating and engaging via this webinar. And that happens in a myriad of ways throughout our lives, through social media platforms, through educational tools such as Loup and Zoom and Google Meet and all of the Microsoft teams and all of these other platforms that help us to collaborate and engage, which is positive. It also changed the way we worked, the tools that we use to work, the way we share files, the way we interact, the way we develop products. We were joking before we started about the Moodle Mogue. And I asked Richard, will you send me through the blueprints for that? And I'll 3D print it. But, you know, there's truth in some of the technological advancements in how very timely sip of your mug there, Richard. There's truth in the impact of technology on the way that businesses operate, social enterprises operate and the way we go about our business. We know that it's changed the way people learn. I mean, pre-COVID, it had changed the way people learn in that there was options to learn online, there was options to learn from institutions from across the world rather than being reliant on the school or university that was within a bus or walking distance of where you live. And since COVID, we know that students' expectations of what university is has started to shift and they do want more flexible resources. They want more opportunities to engage in synchronous and asynchronous ways with their content. And the YouTube symbol there just indicates it's also changed the way we entertain ourselves and consume media. So, you know, especially students of a certain age range will consume a lot of their content online, whether that be short TikTok videos, YouTube, Netflix, a range of different platforms where they consume their entertainment. So the coinciding with that digital literacy is recognized as this essential skill for 24th century living and for lifelong learning. So we know that if we're engaging increasingly in a digital world for a variety of reasons our competence in consuming content, so being critical consumers of content, being able to create content using digital tools, being able to collaborate online, being able to operate online in a safe and respectful manner. So looking after our wellbeing, looking after the wellbeing of others, all of that stuff is really, really important. So, you know, just to say at the outset if digital literacy is one of my key areas and I'm not saying throughout this talk that any of the things where we espouse around digital literacy should be taken away, it's just shifting some of the focus or adding a focus to digital literacy. And, you know, I'm sure some of you on the Zoom are aware of the amount of research that has been conducted on digital literacy and the policy documents from an EU national and global level on the importance of digital literacy and the development of these digital competencies across society. I mean, I'll touch on some of these in a moment, but there's so many frameworks from DigiComp to JISC to the Open University framework, some of them looking at slightly different cohorts. So you've got the DigiComp which is a very societal wide framework, a JISC which seems to look more at higher ed and adults. And then there's a very popular one from British Columbia which focuses on post-primary. Anyway, so a lot of work has been done in this area and it's very recognized as an essential competence or a set of competencies for survival in the 21st century. But what we really want to move the needle or move the conversation forward slightly is as we all know, we're on this precipice of climate disaster. So is it time for digital literacy to begin to focus its impact on the focus, its attention on the impact of our digital lives on the environment. So, we... Go ahead, Ben. Oh, sorry, Peter. I mean, maybe just to sort of give some context around the situation in relation to climate change at the moment. So the Intergovernmental Panel on Climate Change in its most recent report has highlighted increasing global emissions and increased global warming. And then it has made connections to how we use our land, the amount of energy we use and then other connections to lifestyles and patterns of consumption and production. So that's sort of just this wider context that all this is happening in. Thanks, Peter. Thank you, Ben. So what we wanted to do really to start off or to provide a bit of background and context and maybe to prompt some questions or to give you some hints or suggestions around the direction that we're taking this conversation. So we know that there's authors who are much more eminent scholars than me that have begun discussions around EdTech and like, do we need all of the technology in the classroom all the time? You know, authors like Fraser and Sel and who are very prolific writers in this area and ask some very important questions about educational technology and its place in education. Do we need to upgrade everything all the time? Should we unplug from certain scenarios is technology required in all of these instances? I suppose what we're arguing is more on a broader scale. So do we need to, as part of digital literacy, begin to help our students to see their day-to-day use of technology and the impact that has on society and on the climate? So taking it out of the classroom, so to speak, and out into their everyday lives. So I just wanted to acknowledge that these conversations are happening around EdTech. This is a slightly different slant on that and looking at the impact of users' digital lives. So the next couple of slides are just highlighting some of those areas that we may not be aware have such an impact on the climate and on the environment. So we know that platforms such as Netflix Prime and there's others, the usage of video streaming services has soared. So Netflix has 67 million subscribers. Amazon Prime has 2.2 million, although I think that has gone up since I created that slide. I think a lot of people subscribed for the Lord of the Rings and then canceled fairly quickly afterwards when I didn't live up to expectations but users watch streaming services for an average of nine hours per week. And obviously this amount of activity has a significant carbon footprint. All of these services, you know, you're streaming and it doesn't appear on your screen from nowhere. So that content needs to be housed somewhere. The servers and the computing power that's needed to make sure that your Netflix and your Amazon Prime isn't buffering every 10 seconds and the quality isn't pixelated. That all has a cost in terms of energy. And there was research conducted on the emissions that were created by watching Netflix and streaming services. And actually a lot of the emissions come from the device the device on which this content is viewed on. So if I'm sitting on the couch and I watch Netflix on my phone, it costs a certain amount of energy.  So it's just an example of some of these kinks in our consumption that could be changed very easily. And our users are aware of the changes and aware of the differences in how we consume this content. So what we're trying to do here and we'll move on to another one is just highlight some examples of the day-to-day consumption of media and digital tools and digital technologies. And we're highlighting some of the facts and what we'll get to later is wondering or considering do our students that do, does society consider these questions at all? And if not, should they start to consider these questions? That makes sense. Another example is the shift to platforms such as Spotify and Apple Music. So we know that the shift away from the vinyl and CD, notwithstanding the relatively recent resurgence of vinyl as a collector's item, which has its place, but the move away from vinyl and CD obviously has reduced the amount of plastic. But an analysis of the, again, the amount of emissions from platforms such as Spotify, Storing and distributing that music online has doubled since 2000. So there is this interplay between moving, assuming that one form of technology will solve a problem, but actually it's creating another problem.  We know that social media use increases. It changes by generation. I made a student tell me the other day that they have a Facebook account so that they can tell what their mom is up to, which made me feel incredibly old. I tell them that I share things on Twitter and they tell me they won't see me there. They're using things like Be Real and TikTok and they're still kind of on YouTube. So the platforms change, but overall the usage of social media platforms is increasing and obviously that has demands on data centers and decisions around what we do with our day-to-day lives. So I made a fatal error the other day. I went to Nando's with my wife and I didn't take a picture of my chicken burger and share it on Instagram. So people have started of a certain generation document every single moment of their lives and it's become a cultural phenomenon. Why has it become a cultural phenomenon? And do they consider the impact of storing, 600 photos a day on their Google Drive or on their Apple Cloud, but iCloud storage or whatever it is, their Microsoft version OneDrive that they're storing their information. Is there an awareness that this cultural shift of documenting every single moment of our lives online has an impact on the environment? For ourselves, we know that online lectures and meetings can drastically reduce carbon emissions and energy consumption. I mean, if we had decided to make a wonderful trip to visit Richard in Perth and all of you joined us for this session, which I'm sure would have been worth the trip, obviously the carbon footprint would have been astronomical and this is a much more efficient way of doing that. And the same with universities a lot, especially at postgraduate level are starting to offer more of a blended approach. So you've in Ireland, for example, I know universities who've got a footprint across a student footprint across the country will now be offering much more blended approach so students aren't coming to the university, let's say for lectures as often as they were, especially at postgraduate level. There are a lot of simple things in this space too. So I remember during COVID, there was a policy of please have your camera on so that we could look at your wonderful face while we were delivering lectures. There is questions around who was that for. Was that for the students or was that for us? We didn't want to look into a stare into a black hole. Did they really get anything more from the lectures by having their camera on? There's research on both sides of that argument. Are we aware that turning your camera off on Zoom actually reduces the energy consumption by 96%? Should we be aware? Should we be asking people to have cameras on or off? I'm not arguing either side of this and a lot of these are just points to help move the conversation forward and it's about individuals becoming aware that there is choices and being aware that each of those choices have an impact. So they're making more informed decisions about their use of technology rather than just saying all of this is bad. So I hope it's not coming across that way. We're not saying that all of those decisions are wrong. We're just saying that they are decisions that have an impact. And just kind of an anecdotal one. Reducing unnecessary thank you emails could save the equivalent of 3,000 diesel cars per annum. So again, at Google, they've changed their slogan but I think it was about 10 years ago. They had the slogan when Gmail became really popular. I could be off of my timeline a little bit. It was search, don't delete. Or something like that. So Gmail was popular because you've got this huge amount of storage and their slogan was Gmail. Can't remember exactly the phrase. It was something like search, don't delete. So they're actually actively encouraging you to store emails. Now they've changed since, but I think it shows the lack of awareness around all of that storage costs something and all of those emails. So Mary, all of those thank you emails have some costs. So that's just a snapshot to raise some questions around everyday use of technologies. And if we look at our current definitions of... Actually, Ben, did you want to come in there at one point? No, no, that's all good Peter. Okay. So we look at our definitions and frameworks around digital literacy. So looking at some definitions of digital literacy, there's lots. So this is just, again, a snapshot. I tried to do a mini timeline, took one that's from a very seminal piece of work from Martin in 2005. And I'm not sure how to pronounce N-N-G. I don't know how to pronounce their surname from 2012. They've a very prominent digital literacy framework. So I'll just capture a few. So we look at some of the definitions of digital literacy. We talk about using digital tools to identify, evaluate, analyze and synthesize digital resources. The ability to search for, evaluate, understand and integrate information found online. The ability to use technologies to collect, analyze and evaluate information, as well as construct new information and communicate with others. And the ability to search for and evaluate information. So common theme, very important skills, absolutely critical in a digital world to be able to do it. However, there's little evidence in the literature of environmental impact as even coming into the conversation from academics, I must note, coming in from academics who are interested in the digital literacy space. So of course there's academics and Ben is one who's here who is interested in environmental impact, but it seems to be separate to when we talk about competence in a digital world, it doesn't seem to be part of the conversation yet. And as part of, there's a paper I have on this topic called Gently Down the Streaming, which is available open access. So as part of that I conducted, I would call it like a system of ties review. So on a number of academic databases. So academic search complete access science, applied social sciences index and abstracts and the British education index. And I did a search for digital literacy and climate in the abstract or title, digital literacy and carbon footprint in the abstract or title, digital literacy and global warming in the title or abstract, digital literacy and environmental impact in the title or abstract. And there was zero results. So again, I'm not suggesting that nobody's talking about this, but it certainly doesn't come through very strongly in the academic literature. And I suppose not to hammer home the point too strongly, but the same can be said for the academic literature and can be said for some of the competencies. So we talk about ICT literacy, media literacy, new literacy, critical literacy, information collection, evaluation, management and just picking out some of these technical dimensions, a cognitive dimension. But again, in those core competencies, very little evidence of environmental impact coming through. So then I've mentioned some of these at the top. And so across all of the digital literacy framework, so I've done some work on evaluating these frameworks and I would consult these on a daily or weekly basis around the work that I do with students on increasing their digital competencies. For the purposes of this talk, just looking at DigiComp, the UNESCO framework which is built upon the DigiComp framework, the JISC framework, Open University and British Columbia's digital literacy. Framework and the only real mention of in the environmental impact is nestled under digital safety in the UNESCO and DigiComp frameworks. Now I do know that updates to these frameworks are happening, but I think given the urgency at which or the urgency of the current situation in terms of our global climate and climate change and the impact of all of our actions on the environment, what we're saying is that rather than being nestled somewhere where somebody needs to go look for it and is it digital safety? Digital safety is one thing, but I think we need to move the conversation away from the environmental impact of our digital lives being nestled somewhere to being more prominent and more front and center and begin to help individuals understand what that looks like. So for the remainder of this talk, now we're gonna talk about how we might take some steps in the right direction. So like the first half was really about setting the scene and the second half now is going to be about how we start to take some steps in the right direction. And I mean, I think to sort of add to what Peter is saying there, this is discussion which is happening within broader education. So questions around to what extent is education for sustainability embedded in other approaches? Is it seen as a bolt on? Is it something separate? So it's a question for educating more broadly and for different fields within education. And I suppose one of the things that I'd be particularly interested in is in focusing on digital technology and digital literacy, what might that have to offer for the broader education discussions around these things? Thanks Ben. So as I said, we're really thinking about taking some steps in the right direction now. So for those of us involved in digital literacy education, I think as Ben has alluded to there, I think more broadly, so not those of us just involved in digital literacy education. Obviously that's my area and I'm very comfortable in that space and I'm comfortable talking to other academics in that space and we argue over the minutiae of frameworks, et cetera. So that would be my initial driver was that but I think Ben makes a very valid point and that really it's about education more broadly and society more broadly seeing the connected nature of everything and it's not about siloed understanding of these things. It's about broadening out the discussion so that there's an element. We can understand how environment, how everything we do impacts on the environment. So one of the things that we have put together and it's actually part of another project called Navigate Digital. So we've been working with post primary and further education, which is our adult kind of education space in Ireland around digital competencies. And what we have found is that that there's nearly too much out there for teachers to have time to look at. So they go looking to see what digital competence is about and they find the DigiCom framework which is 67 pages long and do they have the time to digest that? Do they have the time to think about how to integrate that into their class? So even if they read up on what information literacy is, do they have time to think about integrating some of that into their lessons? So DigiCom is a wonderful framework and it has levels for evaluating your stages across different competencies, but teachers often feel that they lack this very pragmatic, okay, so I'm a science teacher. How do I build information into my lessons? So that's a slight tangent, but as part of that project, we've put together this, we're looking to call it another framework. We've tried to summarize the key aspects of other digital literacy frameworks in an understandable and digestible form. So we talk about critical engagement with online content, content production, participation and collaboration, safety, security and wellbeing, and we have added in this environmental awareness element here. Now myself and Ben were talking the other day just putting together the notes for today's presentation and on reflection, I actually think our argument is that number five environmental awareness should really be at the center of this wheel rather than a separate element. During our design of this kind of summary of the important elements of digital competencies and digital literacy, our motivation really was to put it front and center. So to not have it nestled somewhere, to have it somewhere that was visible. So then, you know, we have a website associated with this project and this is the first thing people see. There's five areas you should be aware of when you're considering digital competence and digital literacy. As I say, I think on reflection, maybe it's either in the center or it goes around the outside of this wheel. So it's something that we were talking about the other day and we're considering making some changes to this, but the motivation must have put this front and center. So again, back to this kind of taking steps in the right direction. So a lot of us are comfortable with the language of digital competence. So just giving back, looking at some of the original definitions of digital literacy, so I went too far. Like a lot of people are involved in digital learning and digital literacy education will be very comfortable with these definitions and thinking about asking their students to do things around this or developing these skills in students. So they'll be very comfortable developing learning interventions that support students to ability to search for, evaluate, understand and integrate information online. So things like creating a catalog of videos and asking the students to find accurate information in those videos, justify their selection. So was there bias in that video? Who created the video? What's the motivations behind that? So a lot of work has been done in this area. So what we're suggesting is not a complete reinvention of the wheel and no pun intended based on our graphic, not a complete reinvention of that, but to think about these things as a development of the skills that we're already talking about. So looking at Gilster's original definition in 97, we might say it's the ability to locate and understand information regarding the impact of our digital lives and then use this information to make decisions which take account of the natural environment. So we would already ask students to go and look for information regarding their topic and make decisions about why they've decided to use that information. So as I say, rather than a reinvention of that, just a shift in our perspective and say, well, we're already asking students to be critical consumers of content. Now let's develop that skills so that they can focus on the impact of their digital lives on our environment. We might talk about Martin's definition, encouraging students to identify their current digital activities and analyze. So again, picking out those action words that we would be very familiar with, analyze their environmental impact before evaluating areas where they could make improvements. So what is the impact of their cloud storage, their online music streaming service, their use of YouTube, TikTok, Netflix, Amazon Prime? What's the impact? What are the changes that they could make to improve that impact? And what we're trying to do is look at what's working in areas that Ben is very, very familiar with and learn it in around climate awareness and climate change education and education for sustainability. How can those questions, conversations help us to build on this kind of core environmental awareness competence? So how can what's already happening in sustainability education help us to define the kind of sub points under this? So what does environmental awareness look like? What questions do students need to ask? So we're using this, what is the title of this again, Ben? Yes, so I can go through it. So I mean, in our discussions over the past couple of months, a lot of it came back to the types of questions that we might want students to ask about their use of digital technology and the impact of digital technology on their environment. And this framework is called the Development Compass Rose. And it's been sort of around for a while since 1995 developed by the Development Education Centre in Birmingham. And it's set up as a Compass Rose. So it basically shows a prompt for questions around the connection between development issues and environmental issues. And it really sort of spring to mind from my discussions with Peter when we think about the use of digital technologies embedded in people's lives, both in Ireland, across Europe and across the world, and is a big part of our response to many of the big development challenges we're faced with. So it's split into the sort of four areas north, south, east and west. And in relation to sort of some of those questions that Peter was developing, if we look at the north part of the Compass Rose, the framework encourages learners to think about questions related to the natural environment or the natural aspects of the world around us. So questions about energy, air, water, soil, living things and their relationship to each other. And also it sort of encourages questions around the built environment, which is important in terms of some of the issues connected to digital technology. So what you've seen a couple of examples that Peter was given earlier, the questions might be around sort of energy consumption connected to digital technology. But it also, and even in the discussions with Peter, the prompt there around to consider water is important if we consider the use of water within data sensors, for example, and the challenges we're faced and will increasingly be faced with in terms of access to water. What the Compass does also is consider these environmental issues sort of not in isolation. So if we look at the southern end of the Compass Rose, there are questions about the social aspects of environmental issues. So people, their relationship to each other, traditions and cultures. And already earlier in the presentation, Peter had alluded to the embedding of digital technology within cultures, thinking about how we use technology, how it's, yeah, deeply connected to everyday practices that we or our students or the children in their classes will be involved in. So the idea is that the Compass Rose can sort of prompt the questions around both a natural and social aspects of these environmental issues. One of the other things that we sort of discussed with the processes by which digital technology is made from raw materials, transportation, the people and the jobs and the economies tied to those processes are used to technologies and whether things are designed in a way that's intended to extend their life cycle. And then the questions about what happens when those technologies are broken or obsolete, where do they go next? And what are the environmental impacts of those decisions? And how are they connected to the lives of people in terms of jobs, livelihoods, et cetera? Yeah, I think that there was some research carried out in the EU 2019, I think was the last start. I was frantically trying to find the paper there while Ben was talking just around mobile phones. And there is a slow move towards consumers becoming aware that renewing your phone as often as the phone companies would like you to renew it is probably not a good thing for the environment, but we still have this average of 18 months, two years of people upgrading their phones. And I think a lot of what the Compass helps us to do is categorize some of the questions that we should ask. So what is the impact of that on the natural environment? So where does the materials come for that phone? Where do they come from? What is the impact of the natural environment of all of the transportation costs that come with that? And the disposal of your phone, where does it go? What's the impact of that? So I think if we're going back to this idea of environmental awareness, what we're suggesting, I think, and this is again, it's a conversation for myself and Ben too, we're on a journey towards this additional element to a framework rather than as we joked yesterday during our final run through, rather than an empirically tested version of this. Yes, so that might be one of the questions that we nestle under the environmental awareness. So what are the impacts on the natural environment? What are the impacts on energy? What are the impacts on air, water, soil? What are the impacts on the built environment around you? If another data center needs to be built because everybody is storing their photographs from their lunch in Nando's, what's that replacing? Is that replacing somewhere that really we should be rewilding? What is the relationship between rewilding and technology? Like where do those relationships happen? What are the consequences of those? And I think the social part as well. Ben, I don't know if you are you going to talk about the impact of decision-making? I'll hand back over to you. Yeah, I mean, do you want to skip it on to... Yeah, sorry. Yeah, I mean, there was the point you had then around sort of drawing inspiration from Kim, which and thinking about where they go from their investigations and then the types of decisions that people can make and thinking about sort of trends over time and the fact that, I mean, what we're sort of really aware of is how quickly digital technology changes. I mean, over the last couple of months or within the context that me and Peter are working in, you know, the role of artificial intelligence has suddenly like come to the fore. There are questions around the environmental impact of that as well. And also an understanding that AI can have a role in addressing some of these issues. And if you flip through to the final slide, Peter, I mean, that really there was, if we look at the East and the West on that campus, I mean, they allude to maybe some of the things that are often a bit more difficult to talk about within this space. So the economic questions around sort of trade and ownership and been connected to sort of ideas around consumption and production that Peter had talked about, but at the West of the campus rose, that there's the focus on sort of who decides and power and decision making. So how do we make decisions who gets to eventually decide when we make decisions who benefits who loses and what's the cost of decisions that we make? And really importantly, in terms of issues like climate change by diversity loss, we understand that future generations will be impacted to a much greater degree. So there are questions around sort of what this means for future generations as well. Do you want to add anything there, Peter? I think, especially around the who decides. So for those of you who are here who are familiar with digital literacy, media literacy is often in that space. So understanding the motivations behind the messages, who is funding a message? Who's the audience? Who's represented? Why are they represented? Why are they not represented? So who's being spoken to and the people that aren't the target of the message? Why aren't they the target? So I think some of that also feeds into this. So who's the technology being pushed at? Who's the consumers of the technology and who suffers the consequences of all that consumption of the technology? So again, I think a lot of these competencies and scales around the digital literacy side, it's more of a refocus back to our, I think opening slide or maybe slide number three about it's not about it's about refocusing our attention rather than a complete rewriting of our attention. So a lot of these things, a lot of these skills and competencies are being taught and being developed just not focused on this area. One of them that stuck me driving home a couple of weeks ago, I heard TikTok being advertised on the radio. I was wondering why are TikTok, why are the radio, why are another media platform advertising on the radio that wants us to get home from this thing to the radio open TikTok, which itself is funded by advertising. There's this kind of cycle of media consumption. It just made me think about the drivers behind that that there is this push to have us looking at screens the whole time from one side, from the people who own these platforms. On the other side, we've got very real cautions about overuse of screen time and what that does to our creativity and engagement with other people. So a lot of those questions can be addressed by the who decides. So I mean addressed or a lot of those questions can be asked at least by who decides what's the motivating factors and what's their motivations behind it. So to finish, I think that brings us roughly to time. Does it, Richard? Roughly to time. So I think what we're advocating for is that there's an increased focus in digital literacy and digital competencies on the environmental impact of our day-to-day use of digital technologies. And I think a little bit broader than that, understanding the increased cost of technology from multiple perspectives and promoting a digital, promoting a more critical use of the tools and services that we use in our day-to-day lives. And our hope is that if that were to be achieved, then that would spill over into other aspects of our lives. So if you imagine you become more critical of your use of technology, your mobile phone, how often you renew that, might that help you to question how often you turn on the heat at home? Where does that heat come from? What's the energy consumption of that? Or might it impact your decisions to buy clothes because you understand that things have costs in production? So if I understand that fast technology is a bad thing, does it spill over into fast fashion? So that is our hope. Still look, as you can, as I'm sure you can tell, we, you know, some of this is musings and underdevelopment. We hope that you got something from that and that it was interesting for you and we'd be delighted. And we tried to say this at the start. We'd be delighted to collaborate with people on this interested in future research around this, but also delighted to take any questions or comments on what we've talked to have for the last 40 minutes or so. Beautiful. Thank you. Thank you so much, Peter. Yeah, look, if anyone does have any questions, please feel free to drop them in the chat or jump on the mic. Just a thought that I was having sort of going back a little way in terms of our own, you know, our own use of all these digital technologies and this solution called the cloud, which is, you know, essentially it's marketed as just this thing up in the ether, which just exists. But, you know, as we know, it's not just this thing up there. It's actually these huge data centers that have these massive footprints and massive energy consumption. And it's, yeah, it's just interesting. It's almost like an out of sight, out of mind thing, especially when it comes to storing your Nando's photos from lunch, all 6,000 of them. And like you say, you know, having this awareness that it's not just this thing that doesn't really exist up in the cloud. There's actually physical space being taken up. There's energy that's being used for all of your digital actions. That was just a very good question. I wonder if we framed it as instead of storing in the cloud, if we said store it in the earth. Like, you know, it's philosophically the same thing. We're saying one's up, one's down, but the cloud seems like this fluffy, nice thing in the sky. Well, not judging by some of the comments, it's been raining everywhere. But when you think of our imagination, what we imagine a cloud is a nice fluffy white thing. But if we said we're going to store it in the earth, it's, you know, philosophically, it's the same thing, it's just this concept. But yet it would change the way we see it. Interesting. Actually, I'm sorry, Ben, I know you want to come in there, but my daughter, she's just gone five. And Richard, I know you lived in Dublin for a little while. So we were driving across, do you remember the East Link Bridge? So across the Liffey, and you're heading out towards the south side. So basically, if anybody just doubled in port, so the docks. And my daughter was looking out the window and she said, what are all those boxes? You know, the freight boxes for the chips. And I said, well, that's where everything comes into Ireland. So what do you mean? That just struck me that, you know, the disconnects around things that I know she shouldn't understand. She's five. But as I was driving, just struck me, you know, the disconnect around even that physical act of buying a new iPad, let's say. Like the journey that took to get from, you know, wherever the Apple production centre that it was created in. How did it get there? And I think Richard, you live in Australia. It would also be, I mean, we're an island on the edge of Europe, you're an island, you know, further away, let's say, from some of the production places. What's the cost of it actually getting physically? You know, I think because in some ways, I think we live in such a. Like fiber connected world in that we can all connect instantly over a network that the concept of a physical thing moving from place to place has been lost a little as in it still needs to go on a giant freight ship move across oceans and get to another physical location. That's just my own music rather than evidence based. Why do you think there's been a loss, the disconnect between that physical moving of goods and products?  And again, that's that disconnect between something having to make that physical. You know, an actual physical journey and we can't just email you a coffee mug. Yes, I'm disappointed now that I've talked to myself out of a coffee mug. Ben, I know you want. Just very quickly where we're getting very, very close to the hour. I mean, as far as I'm concerned, I'm very happy to keep this discussion going and keep the conversation going for anyone who would like to jump in. Maybe I can come in. Absolutely. Well, it's a very complex topic, obviously, and there's no simple solution to it that doesn't create new problems. But what I found from your presentation is that there is actually an underlying necessity and this is critical thinking skills. So we need to encourage our users if you want to call them or the next generations or whoever is the target group. Well, actually, it's all of us to develop some critical thinking in a specific direction and environmental awareness. And I'm very much for that. I know that we can't reach all of those people in the same way as much as we would have liked to. The issue that I also see is that there are driving forces behind these developments that are much more powerful than the critical thinking can compensate for. What I mean is that, for example, if you look at the YouTube consumption, I mean, YouTube has increased its advertising time in the videos dramatically and previously you had the odd ads that skipped in. But now it's almost like well, almost the size of the actual video that you want to watch. And there is valuable content there, but it is diluted and extended. So the streaming action and the streaming service is artificially enhanced by advertising moves. And it's the same with, say, Facebook conversations and so on. You're constantly bombarded with a lot of advertising that you have to scroll over.  There's very little we can do about that in terms of user control. Oh, what do you think? Yeah, no, I agree, Ben would probably be more learned in this space than me in terms of the push and pull of it. But definitely, I think that there is so to separate two things out. I think you are saying a number of things. So I think, yes, a lot of what we're saying is essentially critical thinking around environmental impact. I do think not to sound and not to sound as if I'm forcing an issue. I do think we're saying a little bit more in that it's also around. So when we've critically thought it's about maybe also communicating those findings. So it's it's building on some of the other digital skills too. But I agree. And in essence, I agree yet. So I think that that's one part of it. So if you imagine that as a bottom up, you know, we have our users becoming more critical, but I do think that there needs to be a change top down too. So I mean, what are the regulations on these industries? What are the targets that are set in terms of the environmental impact of these, you know, monoliths of companies that are controlling a lot of the digital space and storing things in the earth rather than the cloud? What are they are they being held responsible? Some of that, I think Wolfgang and also around advertising. So I'm assuming it's certainly in Ireland. There's regulations around what you can advertise when like some of it is that top down regulation of what needs to happen to. I made a kind of a joke with my class last week. Not many people here will be familiar with Tommy Tierenin, the comedian. He's my namesake. He did a great sketch probably about 10 years ago, about a presuming all aware of the financial crash in Ireland in 2008. He did a great sketch about that. He said, look, I never had any money.  And then we got money and absolutely bananas because we didn't know what to do with it. And everything went everything went, you know, I can't think of a non-rude way of saying this. Everyone belly up and but it wasn't our fault because we didn't we didn't know we never had money before. I made a joke to my students the other day that I think the internet age is coming to the point where we we never had all this connectivity before. We never had all this access to information for. We never had this far. I mean, giddy excitement jumped to Fenian to a lot of this stuff. And we're approaching the, how would you say, the hangover of us where it's OK, what do we do with all this now? We've we're approaching a point of reflection, I think. So the way you can't blame us in that all of these tools came along and this connectivity and these new ways of doing things. We just jumped into us. And I do think either it's happening naturally or people are beginning to force the issue of reflecting on what all this means now. And look, that's a really broad question. I think it comes into things like trolling on the internet and cyber bullying and all of that, it all feeds into us. But I think that's part of the conversation, too. Yeah, I would agree. Maybe just to just to add, I mean, I do I do agree around definitely within my work. I think that idea of critical thinking has to be embedded across education and and I mean, to connect to something that Richard was saying, you know, I think one of the potential of all of it. The reason why it's so important to focus on digital technology in this space is that it's such a big part of children's lives. I mean, for me, you know, I'm working with student teachers and it's a really big part of their lives. But there's also an opportunity to really think about ways in which we're connected to other people, ways in which we're connected to our environment for good and for bad. And so it can give us it can be a really powerful lens for teachers to work with, I think. And it's it's a really it's this really complex space where the thing that we're talking about having a negative impact on the environment is also the thing that right now could facilitate Wolfgang, Richard, Ben and Peter collaborating to create something that would tackle the very problem we're talking about. So it is this yin and yang. And I think it's important that the yin and the yang are addressed. So technology, technological solutions and using technology could be part of the solution to the problem that technology is creating. You know, it's it's about a balanced approach. Ben, you were talking about this activity you did with your students where they measure was it soil and something. OK, with an activity you did with your students around the something in the soil or anyway. No, I mean, so much of my practice at the moment uses digital technology to understand sustainability issues better, to understand by the way, you have a lot of citizen science projects also doing a similar thing, you know, creating awareness and motivating or activating the population. And which is all really good stuff. And then that's it's facilitated by technology. Exactly. You know, so there is that balance. And I hope it came through. Well, maybe we were airing on the side of negativity today to make a point. But maybe just now to say that we both have really strong believers in the potential power of technology to do good things and to solve these problems as well as be part of the problem. That makes sense. Yeah. Thank you very much, Chris. Thanks. Thanks, Wolfgang, for your input. Thanks for jumping in. It is, yeah, we've looked ticked over time, but that's all right. I think I haven't seen any other questions coming in. Last chance for questions. I think it's it's I was just mentioning before in the in the sort of, you know, as we were chatting just before the session started in Moodle Academy, you know, these webinars that we that we run, a lot of them are quite specific, quite pointed, quite technical.  And we don't always take the time or whether we don't get the chance. We don't always take the time to just properly talk about them, think about them, get some new ideas. So yeah, look, thanks to thanks to both of you for jumping in today and presenting. And thanks to yourself, Richard, for the invite to come along and for Mary as well, for helping us get settled in on this today. We really appreciate it. And just to reiterate, anybody who would like to talk to us about this in a formal informal like research way or teaching way, we are we're really, really interested in this area. We're not precious about, you know, ownership of anything we want to talk more about this. We want to connect with people we'd love to do some research and some collaborative teaching, et cetera, all of the above in this space. So do get in touch. But a question for Richard, somebody did ask there to keep the conversation going with the needed to duck out. I wouldn't know how to get in touch with them. Nikki Kearns there. Yes, I will. We've got her name here. So let's we'll be able to get her, you know, I'll get your people to talk to her people and we will make sure that we put you guys in touch. Absolutely. So yeah, again, thank you. And if you have enjoyed this session, we'd love you to consider getting involved further and help Moodle Academy grow by contributing to our development. You can do this by visiting our Get Involved course, which you'll find on the front page of the Moodle Academy site. You can suggest ideas from your webinars and courses and you can vote on ideas that have been suggested by others already. We're always on the lookout for community members to help present webinars exactly as we've we've seen today and also to co create short online courses. And we love your help making Moodle Academy more inclusive. So if you're able to, please jump into our translate Moodle Academy course and get started with helping us translate our courses and webinars into other languages. Of course, if you could help spread the word about Moodle Academy by telling your colleagues about the courses we offer and the events we run, that would be greatly appreciated. Any educators might like to think about getting involved with our Moodle educator certificate. You can take the are you ready for the MEC quiz and one of our certified service providers will support you through the certification process. So that is that is it for today. It's been great. Thanks again to Peter and Peter and Ben. I hope you've all found this session interesting and we will see you around in Moodle Academy courses and in our upcoming webinars again soon. Thank you so much and we'll see you next time.


Frederick March and Florence Eldridge in One Foot in Heaven, on the Cavalcade of America presented by Dupont, maker of better things for better living through chemistry. Good evening, ladies and gentlemen. This is Clayton Collier. Tonight, the Cavalcade of America through special arrangement with Warner Brothers Studios is happy to present the first radio performance of one of the great screenplays of our time. One Foot in Heaven. It is a story of a man of deep faith, told with fine humor and great humanity. A story of the truest ideals of America, a picture which should be seen by every American today. Tonight, the Cavalcade of America sponsored by Dupont presents Frederick March in his original screen role and Florence Eldridge in the role created by Martha Scott in One Foot in Heaven. Good morning, doc. Hello, Parsons. How's the business of pulling folks to heaven? How's the business of pulling teeth? My patients may how, but they don't sing hymns. Dr.  What have you got against religion? It just doesn't make sense. All this business about saving souls. How do you know you have a soul? I feel it. You feel it? That means you touch it. No, no, no. I didn't mean that. Well, can you see it? No. Can you smell it? No. Can you taste it? No. Can you hear it? No. Well, then, all your senses are against you. You have no soul. Dr. Horrigan is a dentist. You must have had many a patient with a toothache.  Certainly. Did you touch it? Hmm? Did you see it? No. Did you smell it? Taste it? Hear it? No. All your senses are against you. You never had a toothache. That's just softest trade. Pretty clever, though. But tell me, what have you really got for religion? Everything, it seems to me. The man's protection. His bulwark against trouble. Man can do with a little aid from God to keep him on an even keel. I think Christian morals are the only thing that can save him in the world. Moreover, Christianity is fun. It's a way of life that's man's greatest joy and satisfaction. The end of all living, now and forever. I see. One foot on earth and one foot already in heaven. Don't scoff, doctor. All I ask is that you respect Christ as a teacher. I'll respect Him as the Son of God and we'll both be happy.  And so I say unto you, if a man keep this faith before him always, then he will walk in the sight of... If a man keep his faith, then he will walk in the sight of God. And every man shall be... Mother! Mother, where are you? Goodness, will you make more noise than the engine? Well, can you tell me why in all creation this person that should have been built next to a firehouse or even vice versa? Well, it's something I've been meaning to talk to you about. It's high time the baby was christened. You know yourself it is. So I thought this Sunday, oh, will you aren't listening? Mother, if those bells don't stop pretty soon, I won't be responsible for myself. That's all.  Would you will? Who's denying my child a Christian name? What are you talking about? Will you christen the baby or won't you? You know that's not the issue, dear. It's simply that I will not have my son named Plain William Spence. He's got a right to a middle name. He wouldn't be Plain William Spence. He'd be William Spence Junior. Junior? It's a sissy name. I'll take, for example, William Fraser Spence. There's really a name for you. No, Father. I've told you before. I do not like the name Fraser. Hope isn't it time to start fixing supper? There'll be no supper fixed in this house until this is settled. I never thought you'd take such an uncharitable advantage of me. Very well, Mother. I'll give in. I'll name the baby. This Sunday? This Sunday. Oh, thank goodness that settled. I'll fix your real good supper, Will. A real good supper. Those who have babies to be baptized, please step forward. Name, please. John Henry Appleby. John Henry Appleby. I baptize thee in the name of the Father, the Son, and the Holy Spirit. The name, please. William Spence Junior. William Fraser Spence. I baptize thee in the name of the Father, the Son, and the Holy Spirit. I thought you might like some ice cream. I brought some home. Oh, ice cream. How is the baby? Baby? Yeah, baby. Fraser is having his afternoon nap. Fraser. Fraser. Bless you, Mother. Bless you. You wanted it real bad, didn't you, Father? Yes, I did. Uh-oh. Here comes the rain on that leaky roof. I hope you aren't using all the pans for dinner. Hotsle? Hotsle, come and get the pan to put in the bedroom. I'll put the pans in the study in the hall. I'll take care of the pallet. You better open your ice cream, dear. Oh, yes, of course. Strawberry. Mother, there are nine holes in this roof. Nine. I've just counted them. Well, that makes it official. There's our whole parish sitting in warm, comfortable houses, and we can't even find a dry spot in ours. It's more than any man can stand. Well, well, every man has his cross. Why are you staring at me like that? Because I'm seeing you for the first time. What an absurd thing to say. You've seen me every day since I was 20. I'm seeing you as you are, Hope. A wife of a parson. I'm remembering the trials you've had to put up with a series of parsonages you had to live in, each home, dingier than the other, and a cast-off furniture, clothes out of missionary barrels. I'm remembering your work in the church, in the Sunday school, the clubs and societies, the committee for the alleviation of the plight of the poor, each a full-time job in itself. And still you found time to cook and mend, scrub for a family, rear children, comfort a husband. And you've borne all this with the serenity of a Madonna. I've been your wife well. But the years have brought you, they've brought to me. The days I've lived have been beautiful ones, because you've been part of them. We don't take much time out to say these things. Perhaps we should. Bless you, Mother. Don't you remember what I said the day you asked me to marry you? The day you offered me your kingdom? And treat me not to leave thee, or to return from following after thee. For whither thou goest, I will go. And where thou largest, I will large. Thy people shall be my people, and thy God my God. Mother, you've always hankered after a yellow kitchen and a frigid air, now haven't you? Well, I... Here, taste the stew. Oh, good, good. All right, Mother, you're going to have it. I'm going to build a new church. Everyone's building new homes and stores, and while they're about it, they can build something for God. I hope you stay in this mood. It's time they woke up. I'll wager this and licking in Preston Thurston's home, or Mrs. Sandow's. You can bet your boots it isn't. You're going to have the home you've always dreamed about, and I have my church. You are listening to One Foot in Heaven, based on Warner Brothers' great new picture. Our stars tonight are Frederick March and Florence Eldridge. On the cavalcade of America, sponsored by Dupont, maker of better things for better living through chemistry. As the next scene opens, Pastor Spence is facing the building committee. When I suggested that the building committee meet here, I had in mind that while we're thinking about a new church, take a good look at the old one, if we can stand it. My grandfather designed this church and served its purpose. A lot of souls have been saved in this church. Brother Spence, would you kindly explain to me why in these proposed plans you've changed the location of the choir loft? What is the choir moved, Brother Thurston? You know very well it is. It's almost hidden. No one will be able to see my wife. Well, Brother Thurston, I've always thought that the function of a choir was to be heard rather than seen. Have you thought what it would mean if I would do my support from this project? Yes, we know. None of your cronies would contribute either. There is certainly not going to be any choir loft or any church unless this whole set of plans has radically changed. And I suggest we adjourn for the unaccompaniment. Oh, just a moment, gentlemen. Now, Bill, you believe in what you told them about wanting a church that's both beautiful and spiritual? Well, of course I do, John. And thanks for sticking by me as you always do. Well, then fight for it. If you'd licked Thurston on this choir issue, you'd have him licked for all time. I've been worrying about that choir for a long time. Oh, it's a disgrace. All his family and all his friends smack dab up there in the middle of the whole shebang every Sunday, carrying on like primadonna opera stars. There isn't a voice in that whole choir that didn't crack about the year 1900. All right, Jolly, I put up with it long enough. All right, if they want a fight, they'll have a fight. Have you a plan, John? I suggest you come to church on Children's Day. Yes. I suggest you come to church next Sunday on Children's Day. There is something I want to place before the congregation. Our loyal choir has had no rest for nearly 12 years. That is right, isn't it, Sister Thurston? 13 years, Brother Sten. 13 years. That is service deserving of reward. Why don't you good singers take a vacation this summer? In the meantime, we'll let the children provide the music for the church. All right, all right, all right. I accept that applause as a tribute to our loyal choir. Over the summer, we'll let you rest. The children will carry on, starting now. All right, children. German brother Spence, a beautiful son. Thank you, Sister Kerry. Hello, Bill. John. I can't tell you when I've enjoyed a choir so much. Glad you like it, John. But, say, from one friend to another, did you get a look at Mr. Thurston's face? And Mrs. Thurston? Yes, John, I did. Oh, here comes trouble now. My wife and I would like a word with you, Brother Spence. Yes, Brother Thurston.  I presume you're proud of yourself. Well, I was proud of the children. The whole thing was a put-up job, and I know it. Yes, Brother Thurston, I guess we'd have to say it was a put-up job.  And many's the Sunday I've gone home with a headache. You seem to forget that all church appointments, including music, are made by me. That is a condition which no longer exists in this church. In that case, this church is no longer big enough for you and me. And Mr. Thurston, I can only accept your resignation. With thanks for your many years of service. Don't be too sure that it's I who'll go. You're letting yourself in for trouble, Reverend, when you start fooling with me. You're letting yourself in for trouble. Hartzell! Hartzell! What are you doing home this time of day? Why aren't you in school? Well, I... Father, I've been expelled. Mr. Haskins called me into the principal's office. And said I was dismissed. Why? What for? Well... What was it, that editorial you wrote in the school paper? Oh, no, sir. No, Mr. Haskins said I've done a good job with the paper. And he said they were counting on me in the orchestra concert. No, Hartzell, I'm doing my best, please. But if you keep telling me what it's not, we'll never get any place. Or just skip all the rest and tell me what it is. Well... Do you know Elsie Mayfield, Father? Mayfield, Mayfield. Oh, a congregation-less family, aren't they? Her father's an electrician. I don't know whether he's a congregation-less or not. Well... Elsie was in my Latin class. But she isn't anymore. Well, why isn't Elsie Mayfield in your Latin class anymore? Her family's moved to San Francisco. Well, it seems entirely reasonable to me that if her family has moved to San Francisco, Elsie would no longer be in your Latin... Son, I'm going to lose my patience in a minute. Well... Mr. Haskins said it's on my account. The family moved away. Do I have to say anything more, Father? Son, I... I want you to answer me a question. If ever in your life you lied to me, don't do it now. If you are responsible, I'll stand behind you. But if you're not responsible, someone is going to hear from me. Are you? Or are you not guilty? No, sir. I'm not. I believe you. I believe you, Hanson. Mr. Haskins, as principal of this school, are you willing to take the responsibility for attaching this stigma to a boy on the strength of rumor? Well, naturally I conducted a thorough investigation before I acted. I'll appreciate it if you'll tell me where it led you. If you don't, I'll turn this town upside down. Well, I'll be happy to tell you all that I know. Our superintendent of schools got the story from Mr. Moody. Well, Mr. Moody had heard it from Mr. Simmons, who was told by Sister Goldthwaite. Mr. Goldthwaite picked it up at the bank, from whom he didn't recall. He'd better recall. You'd be surprised, Brother Spence, all the blind alleys I've been up these past few days. I went to see Dorothy Ledbetter, and she had gone to tea one afternoon at Lulu Digby's. Did you say Lulu Digby? Yes. Dorothy had gotten the story there under the promise never to divulge the source. Well, the Queen's sisters met that same evening, and perhaps she had betrayed the confidence. She wasn't quite sure. Lulu Digby. One more step when we arrive at Mrs. Preston Thurston. And I hope those people are happy. They've done a very good job of ruining a young boy's life. Mother, there's a pastor at Bacon in California. The bishop wants to know if I'd be interested in moving. Moving? Yes. You don't mean a word you're saying. You're not going to quit just because of that building committee. You don't fool me, William Spence, not for a moment. Where is that family moved to? Mother, that Mayfield family. The Mayfield family? Yeah. Why, I think... San Francisco, wasn't it? Yes, San Francisco. You know, sometimes it's very hard to keep up with you, Will. You're right, dear. I can't quit in the middle of a fight. But I do think a little trip out to look the church over wouldn't hurt. I don't think a little trip out to San Francisco would hurt at all.  Well, if you ask me, Mrs. Sandow, he'll be begging the choir to come back. I guess he's learned his lesson. I don't care all that you want. Mrs. Thurston? My brother Spence. How do you do? Good afternoon. Mrs.  You cooked up a fine scheme to get me out of the church, didn't you? Why, I... But you forgot one thing, Mrs. Thurston. A preacher's father.  I don't know what you're talking about. I'm going to tell from my pulpit what you and your crowd have done and shame you publicly. You and your husband and your brothers-in-law, the whole scheming crowd of us. The Mayfields moved to San Francisco only because the father got a better job. And believe me, I know. I went to San Francisco and found out. Brother Spence. Brother Spence. Why, you don't deserve to live, any of you.  Why? Well, you... You aren't really going to...  With a great deal of help from the Thurston family, I'm going to build a new church. Good afternoon, lady.  Well, yes, she... I... Brother Spence, I'll do anything you want. I'll never oppose you again. We made a great mistake. Oh, no, no, Brother Thurston. The Lord needs a voice to say no in his church as often as he needs one to say yes. He's relying on you for the loudest no in the church. I'm afraid I've been mighty wrong, mighty wrong, Brother Spence. Well, so are we all sometimes. When I think of some of the instruments through which God has to operate, it's a wonder His work is done at all. Oh, by the way, Brother Thurston, there'll be a meeting tonight of the building committee. Everyone will be mighty glad to hear about that $85,000 you've contributed. $85,000. I'll be there faster. You can depend on me. I'll be there. Oh, well, I didn't know I could be so excited. You've done a wonderful job. The church is beyond anything we dream. Well, the parsonage isn't so bad either, mother, hmm? A bright yellow kitchen, a new room, a bright yellow kitchen, a new refrigerator. Oh, well, isn't it all too wonderful? Yes, yes, very, very wonderful. You know, mother, the next church I build is going to have some outdoor tennis courts. The next church? The next church. And there I've just had a letter from the bishop. There's a little church out in Iowa. It's, uh, well, it's in trouble, mother. Oh, well. Of course, it's up to you, dear. How long ago did you hear from the bishop? About three weeks ago. Three weeks? Mm-hmm. Well, you've made up your mind, then. Well, mother, what do you say? Why, what I've always said, and treat me not to leave thee, or to return... From following after thee. For whither thou goest, I will go. Thy people shall be my people. Thy gods, my gods. Mother, bless you.  Not me, I think it's your will. Well, there's one thing, mother. The, uh, the bishop says the church is not next to the firehouse. Thank you, Frederick March and Florence Eldridge. Ladies and gentlemen, in a moment our stars will return to the microphone, and together with them we'd like you to meet a man who was invaluable in the filming of One Foot in Heaven. But first, we have some news. This morning at Martinsville, Virginia, the doors of a brand new manufacturing plant opened and the first of a row of huge, specially designed machines made its initial run. It makes nylon yarn, this machine, and that's what the new DuPont plant at Martinsville will be making from today on. Nylon. Three months ago, with raw silk earmarked for defense purposes, hosiery mills of necessity became more dependent on other fibers. So it isn't too much to say that this new DuPont nylon plant will make the problem brought on by the silk shortage less critical for the hosiery and other textile industries and their workers. After a training period at the company's original nylon plant at Seaford, Delaware, skilled DuPont operators are now on duty at the new plant. In all, about 1,000 employees will be needed at Martinsville, bringing the total number of jobs created directly through the production of nylon yarn to more than 3,500. And in addition, of course, nylon has saved the jobs of many thousands of workers employed in hosiery and textile mills. Present plans ought to devote the first production of the new nylon plant to hosiery yarn for women stockings. In the early part of next year, more nylon stockings should begin to reach the counters of retail stores. You can get some idea of the size of this new plant making nylon yarn from the fact that its electrical power capacity is 15,000 kilowatts, enough to furnish electricity to a city of 50,000 population. The Martinsville plant is an excellent demonstration in steel, concrete, and brick of the technical know-how for which DuPont is so widely known. The plant was designed and built in 12 months. Actual construction has taken only 10 months, despite the fact that the main, completely air-conditioned factory building is two city blocks long and varies in height from one to six storeys. And that is only the manufacturing building itself. Inside its walls, when installation of all equipment is completed, there is an intricate array of special machines, chief of which is a battery of 16 nylon spinning machines capable of producing more than a million miles of nylon yarn every day. Each spinning machine has 10,000 parts, is 50 feet long and three storeys tall and weighs 95,000 pounds. And these giants are precision machines made to spin delicate filaments less than 1,000th of an inch in diameter, a feet comparable to a locomotive turning out spiderwebs. Nylon itself, for that matter, is an example of such know-how that has rarely, if ever, been equalled in the history of American industry. Nylon has passed from the test tube stage of development to full-scale production faster than any other major invention of modern time, under the guidance of the DuPont chemists, who bring you better things for better living through chemistry. And now we'd like you to meet our stars, Mr. March and Ms. Eldridge. I would like to thank you both on behalf of the DuPont Company and all of us who work on the program for your performances on our show tonight. Thank you. Thank you, Ms. Collier. Thank you very much. May I say for Ms. Eldridge and myself that it was a very real privilege for us to appear with the cavalcade players in presenting this splendid American story. Now, Mr. Collier, I'd like our radio audience to meet a man who spoke up a moment ago, a man who has become a very good friend of mine. He supervised the technical direction of the film and without his help, one foot in heaven wouldn't be the picture that we feel it is. The Reverend Dr. Norman Vincent Peale of the Marble Collegiate Church in New York City. Well, Brother March, it's good to see you again. I certainly enjoyed working with you and Martha Scott in Hollywood this summer. Thank you, Doctor. And let me congratulate you, Ms. Eldridge, for your gracious performance tonight. Thank you, Doctor. You know, I'm anxious to hear, and I'm sure our radio audience is, too, what you think of one foot in heaven as radio-conceived it. I liked it. It seems to me that cavalcade has skillfully captured the great humanity and courage of the picture itself. I felt again as I listened that one foot in heaven with its timeliness and power reveals the strength of America today. For this reason, I am happy that DuPont has given the radio audience a preview of this beautiful story. Thank you, Dr. Peale, and we'd like you and Ms. Eldridge and Mr. March to know that we hope this new Warner Brothers picture will enjoy the success it so richly deserves as it is shown throughout the country. Next week, the cavalcade of America will present Henry Fonda starring in his romantic and thrilling role of Gilmartin in Drums Along the Mohawk. Our radio adaptation of this great 20th Century Fox motion picture is based on the best-selling novel by Walter D. Edmund. The orchestra and the original musical score are under the direction of Don Burry. Cavalcade would like to thank the New York Theatre Guild for interrupting rehearsals of its new play Hope for Harvest in which Frederick March and Florence Eldridge will soon appear on Broadway in order that we might...


Coral reefs can't seem to catch a break. Not only are rising temperatures reeking havoc with their environment, but emerging evidence suggests that a certain sunblock component in many lotions that may help protect humans from developing skin cancer is a coral killer.  They hope to use the agent to clean up seawater at the beaches. The researchers are presenting their work at the 254th National Meeting and Exposition of the American Chemical Society. Oxybenzone is a common sunscreen ingredient that can cause coral bleaching. Felix Roman and his team from the University of Puerto Rico hope to remove the chemical from seawater using magnetite nanoparticles that are inside an environmentally friendly and cheap matrix. The particles can then be pulled out of the water using a magnet. The matrix consists of materials like alginate, which is derived from algae, and chitosan, which is a waste product of fish. Then came the fun part. The researchers headed to a local beach to test the beads. An undergraduate in Roman's laboratory, Anna Zapata, slathered herself in oxybenzone containing sunblock and stepped into the ocean. After the sunblock leached into the water, the team collected samples to take back to the lab for testing. There, Zapata ran chromatography experiments on the sample and found an oxybenzone concentration of 1.3 parts per million within 10 minutes of the exposure. Zapata said that's very high because concentrations of only parts per billion may be enough to negatively impact coral. Next, the researchers added their beads to the sample. They found that collected seawater samples spiked with oxybenzone at 30 parts per million had 95% of the compound removed within an hour. In their next set of experiments, Roman's team will be testing volunteers coated in sunblock and swimming in a saltwater swimming pool. Then the researchers will add beads and see how long it takes to remove oxybenzone from the pool. Roman says they'll have to run the experiment multiple times with different amounts of beads so they can know how many beads it will take to clean a whole beach. In the future, nets full of these magnetic nanobiocomposite beads behind a boat may help to remove target contaminants, especially in areas near vulnerable coral reefs. Headline science is a production of the American Chemical Society. For more of the latest chemistry headlines,


Okay, the last topic that we're going to talk about in relation to the idea of thermal resistances relates to our values and if you go to any hardware store and you're going to buy insulation for your house, you'll find that they always talk about our values in terms of the different types of insulation that you can buy. Consequently what we want to do is we want to be able to relate that to what we're looking at in this course. So the our values begin, they are related to thermal resistance, but there's a difference between British units and SI and that's what we'll elaborate on in this lecture in this segment. So if you recall the equation that we've been using for thermal resistances is this one. Let's isolate for the thermal resistance. So essentially what the thermal resistance is is delta t divided by q. If we look at the units, that's degree C per watt. Now the r value, what it is quantifying is delta t divided by heat flux, so q per unit area. And so consequently the units of an r value are a little bit different from the thermal resistance in that what it will be is degrees C meters squared per watt. And so a way of thinking of the r value if we're looking at this in SI is it is essentially the temperature drop for 1 watt of heat flowing through 1 square meter squared of material, so 1 square meter in terms of the area. So what it quantifies, so you can see if you have 1 watt and 1 square meter, q over a is then going to be equal to 1. If you put 1 into this equation, then r value is equal to delta t. And that's how we get that relation. Now the r values that you find in hardware stores, however, those are not in SI. So we'll take a look at that. Before we do that, however, I'm just going to make a comment if you're dealing with pipes and the r values for pipes are given by this relationship. Okay, so that's the r value if you're dealing with a pipe. Now if you go to any hardware store, Home Depot, Lowe's, any of those, r values that are reported there, they're not in SI. And so we need to be able to convert that.  And the sum, assuming it's for walls, for attics, the number would be larger. But any of these, r12, r16, r20, any of those, those are done using the British thermal unit. And the conversion is that. So if we want to compute an r value in SI, we would have to multiply by 1 over 0.1761, which is 5.679. And that would equal the r value.  Okay, so let's take a look at this. And what we're going to do, we're going to use a very common insulation that exists fiberglass pink. And trying to find the thermal conductivity that can be a little bit of a challenge. But anyways, I'll pull a number out. That should be pretty close. So let's say we go to the hardware store and we're going to buy some fiberglass pink. And we're told the r value is equal to 16. So what I'm going to do, I'm going to guess the thermal conductivity will not quite guess. I did look it up in a number of different tables. But let's say it's around 0.04 watts per meter degrees C. So with the r value of 16, that means that we can convert that into SI. And the way that we do that is we take our hardware store value and we divide by 5.679. And so we get 16 divided by 5.679. And when you do that, you get 2.817. So that's the r value in SI. And what we want to do, we want to find out what is the thickness of insulation that corresponds to r16. So drawing out a little schematic here, we have temperature one, temperature two, our temperature differential. We have some heat flux coming through. And this is r16. And it is, let me be correct, it is pink. So that is pink insulation. And what we're looking for here, we want to find what is the width of that. So l equals what? That is what we're trying to solve for in this example. So what we're going to do, let's write out Fourier's law. And so given our definition of r value, we said it was related to the temperature change divided by heat transfer per unit area. And that is going to be equal to l over k from Fourier's law. So that is going to equal the r value in SI. And with that, we can now solve for the length. So that's what we're after. We know this and we know that. So we can solve for it. And with that, the length is the width or thickness of this insulation. So we said the thermal conductivity for fiberglass pink was 0.038. That's an approximation. 2.817 was the r value. When we calculate, we then get 0.1071. And that's in meters. Length is 10.7 centimeters. And I am going to convert that now into inches, because in these dimensions, I think that way. Now, 4.2 inches is what we're getting. And if you look at a 2 by 4 wall, which is standard construction in North America, that is the dimensions. It's not 2 inches by 4 inches. It's 1.5 inches by 3.5 inches. So what that means is that with the thickness of 4.2, a 2 by 4 wall with 3.5 inches thick, if this thermal conductivity is correct, it would be a little less than r16. So r16 would be someplace between a 2 by 4 and maybe a 2 by 6 wall construction, provided that this value of thermal conductivity is correct for fiberglass pink. So anyways, that puts something in close proximity. So for r16, it probably could be 2 by 4 or it could be 2 by 6 construction walls. Chances are it would probably be more towards a 2 by 4. So when you see r16, that means that it's probably 2 by 4 construction. And again, you don't want to compress the insulation too much, or that will reduce the effectiveness of it. Part of the way the insulation works is it immobilizes any kind of air currents in the gap between the wall. And we'll look at that later when we talk about convection. But essentially what you want to do, you want to minimize conduction going through the wall. So the conductivity of the insulation is very low, but you also want to minimize any kind of convective air currents that might occur between the walls. So there is the wall and you have the insulation in there. So that's the way that the fiberglass pink insulation works. You have the battings and you put them in the wall. Anyways, so there is an application of r value and how it relates to thermal resistances that we're studying in heat transfer.


What's up guys drag here and Chris here, and of course we're bringing the spotlight channel spotlight of the day Right now Chris we've got a new set. Yeah. Well, we guys thanks for all the comments that you guys left yesterday and Yeah, well a lot of people said leave the hats off So today we're trying the hats off them right every time you little virtual set kind of concept Remember right now. This is a webcam if this becomes a lot more Successfully guys enjoy this we definitely gonna upgrade the camera to a proper decent camera and of course have higher definition with a green screening We'll be better. Okay, just a scamer. They Chris just and you know what maybe maybe just maybe one of the two of us will shave Yeah, but I think We saw I believe that it's kind of fine to leave it just as blurry as it might be right now in hazy I still feel I've got more hair The way it looks like now, but anyway enough of the jibba-dibba guys Let's move on to channel number one the first channel of today the first channel of today Chris is Mr. Crawl Crawl and Straight up the bat. I'm going to say that is a brilliant banner the banners. You know what? I love these manner Actually, yeah, you can see this kids put a lot of effort in this and yeah Banner is very nice. You're taking a look at the channel trailer and Let's take a look at that and it's a ball It's kind of a advert for his template is doing Very nice Photoshop skills So definitely the trailer good music as well Definitely shows the kids got skills. I Definitely like the trailer, you know, I would say To be super critical you might throw a montage there instead of what you've done Although this does show a lot of skill. So yeah, it's all very good and The vigils we saw earlier well done your video quality is good and so is your sound quality right, right, well, we can take a look at some of those videos if you want to right now and And Some of these videos here very very cool very very cool right, so Videos are very entertaining. I enjoyed them. I also love the fact that you have got This thing happening right here at the end of your videos, which is your enders Your back wall guys guys. This is a very important thing Chopper a back wall in most of your vigils actually chopper in them in all of your videos. Yeah, definitely. I love his back wall Yeah, I love his back wall. Although although this one here is not linked to something so maybe Maybe you want to link that in the notations below. I love the links over here I'm pretty sure you once they're working on this one here. They're not actually working but once again That's just over sight. I think yeah Yeah, I think I miss you have not gotten none of your back walls to link and then you should because it's Let's take a look at this one here. All right, so I love your back wall Linking it might be a useful thing a couple of annotations thrown in there, right? Yeah And guys just remember if you don't know how to link it Guys this is freedom.  Keep it up and I love your content. I love what you're doing here, right? And guys guys have a look at this Mr. Cros channel Subscribe like yeah. Yeah, so I strongly Very nice channel on my side. Yep. I'm yeah, he's definitely a subscriber. There we go Good job, buddy. Keep it up, and I'm pretty sure your pure count He's definitely gonna go up in the future if you keep on doing exactly what you're doing now the next one Chris What do you think? Yeah, let's move to number two So right guys we back with channel number two Yep, that's right and Roxy on the side Mega Odyssey right mega ugly ugly Mega only your channels up for review buddy, and let's take a look at it straight at the back Chris What are your thoughts on this channel? Opening pages are open Not bad. Yeah, I liked it very much. I definitely like he's a banner Mega oddly is a little hard to read but I still like it very much I Love his intro. Yeah, actually I'm gonna play his intro your trailer intro, but Good work. I love this intro. I saw it here and Very nicely done However, you got the one there very very nice Small comment or a small note your trailer for your channel is 16 minutes long Fart alone. I Tend to agree with that what I would advise is use that epic music you've got right now at the same time grab that trailer or the intro you got and use a Couple of montages, you know, just cut some scenes out of your videos Sing them to the music and just go snap snap snap a couple of quick shots around there run a two three minute montage Bam good after all and maybe you'd like to pull something like that off You know try try never to run a montage for longer than four minutes. You lose the gas Yeah, definitely. Definitely. Yeah, definitely. Yeah, I'm on touch for that long It's definitely not no. Yeah. Well, anyway, that's what make him on touch there And that would definitely be a very good thing Another part of your channel. I do definitely enjoy and I thought was brilliant is your little character Images on each one of your bitmaps. I love this little character Oh, it gives the channel some uniformity. Let me know that I'm gonna view this change channel Whenever I see his little character face there. It's like a logo Yeah, keep on doing that. Keep on doing that. Very nice. You're branding yourself. Yeah, that's cool branding and definitely love it right now You take a look at this first one here. Once again looking at your intro. Very very nice And okay, we say enough about the intro With your quality very nice buddy very nice now here is a slight thing that I was a little concerned about and That is your ending wall.  Unfortunately does not do justice to the rest of your video It's nice. Nothing wrong. There's no way you can preview what's in this PMP over here No, there's no way you can preview what's in this PMP here and at the same time If I could give you five cents of advice what I would do a very easy fix here is I would grab this Main intro and I will actually just put a PMP in here I'd put your Facebook links and everything else on the bottom here on the bottom corner here And I would just roll that as my attra as well So I would roll it as an intro and an attra bringing that epic music with a PMP here Facebook Twitter and all the social the social links that you guys can put on social link you'd like to put on and Yeah That's a quick fix to that or you could actually have one of the gents in the comment section below actually make you a Legendary attra as well with the same theme of your intro because I like this intro a lot. Yeah, right the only other thing that I picked up is Try to a little bit. I mean you've got regular uploads But try to a bit more regular uploads. Yeah. Yeah, the consistency of your uploads a Little more frequently might be a very good thing as well definitely agree with Chris there But other than that Very very very nice buddy, okay, so I'm gonna go back to his landing page Then they pay I love this intro. Did I say that I think I've repeated myself a million times Right and you got playlists going on here.  Um, what you got another one right now. Yeah So yeah, we are subbing to your channel and best of luck buddy Hope to see some brilliant content from you and that's it. We'll be watching. Yeah, all right. Um, I think we've done Yeah, let's move to number three make only so you later, buddy and Right guys the final video for today and that is holy bacon one two three Early bacon one two three comedy videos and He's actually quite very funny. I actually Chris some of your videos were brilliant and the one with a little rap going up and down We watched that and it was hilarious. Yeah, very nice. Even asked me used music, but Right so now Holy back on me One two three, you know what? But your vigils are very good your sound and your visual quality keep up the good work Right, right.  Let's start taking a look at what's going on here. He's trailer your trailer is very entertaining I love the first few seconds of it I'm definitely worth Yeah, nothing wrong with that I've definitely enjoyed this montage you've put there. It's a little long maybe but definitely fun and full of very very cool little Yeah, a lot of little cool Sigmas My story Definitely sounds like you guys are having a lot of fun and that is one of the most important. Yeah, brilliant now Take me a look at small criticisms. Um, first of all on your bitmaps We're going back to the bitmaps. Um, what I'd like to maybe give you some advice There is maybe you can use your logo, which is that hand holding the bacon Which is hilarious as well and you could actually put that on each one of your images Maybe if you want to that's going to definitely create some that work just like the previous Channel was doing if you saw he started putting them on. It's a very good thing guys Yeah, definitely a very good thing to have some uniformity between your images Yeah, I would strongly recommend you stop doing that if you want to also notice it at the end of your videos You're not running any back walls or in this if you take a look at this one here for example and If you want to a cool ending back wall with links to your previous videos to your social media Facebook front page here, you know a couple of links up here would be damn cool as well So back wall if you want to put it in into not the end of the world most a lot of people don't use it Are very famous people don't use them and across linking your videos should be Quite a cool thing. Yeah, you know if you want to throw that into your Equation except for that very nice videos. I mean you're having a lot of fun making them I can see that and that definitely comes through on your videos. Yeah, it does Actually your video with the skateboarding kept us going. Yeah, I definitely enjoyed that video and yeah, the rest of your videos as well so definitely That's what we've got to say about the channel I Can keep up the good work guys, and of course you get a sub as well And that's one more to your arsenal. Good luck and hope to see some very humorous brilliant content coming from you, buddy Yeah, and right guys all that brings us to the end of today's show rockers. That's it John Yeah, well keep on rocking guys keep up that brilliant work, and of course we running out worth George's legendary 100,000 Sponsorship but freedom for small channels guys take a look at it leave comments help each other out there and Some exciting news about expert at the same time. I think George is playing I'm not gonna say which game maybe and Right you guys want to see more videos of George playing that game Let us know guys leave a comment in the comments below Right or on the video the 45k well the 100k sponsorship But freedom for small channels and don't forget. We've got the same thing happening on MGM so right guys as always this was drac and Chris have a great day, and we will see you guys. Oh, yeah Comments comments guys leave us comments leave us comments, and as we said this is our five cents worth You guys are welcome to add your input to the gents videos to the gents channels help them out as well And of course tell us tell us what you guys think if you yeah And if you'd like to do some changes or whatever as we said we're working on the show and we've probably make this set here We're very excited about the fact that we've got a virtual table, and it's a table you can actually Pencil pencil somebody mentioned this pencil in another video once upon a time Because you were pointing this way it was made to be that point everywhere. Yeah, yeah, it's just the old age It's just the pencil right guys anyway What's about it Chris about it and right you guys were watching You guys haven't told us our name yet. So check for now channel spot lot. See you guys tomorrow tomorrow Let's discover freedom click the first video to learn what is freedom and how it helps you grow Click the second video to learn about sponsorships for all freedom partners Even if you have just ten subscribers and click the other videos like how do I leave freedom to learn more? Click get more views to learn how to build your audience faster on YouTube Click get more CPM to learn how to make more money from your channel and click get more music to learn where to get More music to spice up your videos Click the first playlist to watch the George show on freedom That's my show or watch the Anthony show or the Alex show also on freedom And we will grow together as a family because this is the freedom family You are part of it. We are all part of it, and we're all growing together So grow with us and partner with freedom that play now button right there on the video bar is All you need to click to get started