تشرف بل اشتغالي بالعلم ولا تبغي به ما عشت يا دا دا دا لا وياله من شراف عظيمي نفرم نرايشن about the attributes all of them and we renounced the تعويل of anyone who denies them ونثبت أخبار السفات جميعها ونبرأ من تعويل من كان يجحد ونثبت أخبار السفات جميعها هل أنت معي أخباري؟ يتحدث عن أخبار السفات جميعها ما هو؟ نرايشن ونفرم هل أنت معي؟ نحن نتحدث عن ماذا؟ تنزيط الله تعالى تنزيط منه right؟ ماذا are the things that we negate from الله تعالى all the three are on this by the way what is it that we negate from him سبحانه وتعالى that we were talking about in تحيدو الاسماء والسفات what is it? 2 things we mentioned وراضي المماثل الكف ونبد which all mean the same that's the first thing and the second thing that we negate from him is what نقصان deficiency or anything so that's what we negate from him سبحانه وتعالى are you with me brothers pay attention to this are you guys understanding what I'm saying تنزي is not praiseworthy in and within itself pay attention to that now that we've spoken about that to negate something from someone does not make it praiseworthy if the opposite is not a fact if for example I come and I say this wall does not press this wall does not hit this wall is not ugly this wall you see is it praiseworthy for the wall or is it not it's not praiseworthy because look when I said that the wall does not oppress the reason is because it can't do it so it's a deficiency it's a weakness due to weakness why it can't do it are you with me but when you say that this wall does not oppress and it is just it shows that it was able to oppress but it shows not to and it came to come and it did what but it shows that it was able to oppress it elaborates more of this particular point at this point it's very important that's what ألو السنة والجماعة they say قاعدة ومقرراء عندهم is what that the إثبات has to be with تفصيل and the نفية has to be with إجمالة when it comes to negating from Allah the negation from Allah is in general it's generic the affirmation is more specific and it's more detailed are you with me pay attention for example now check this out when Allah negates in the Qur'an what did He say ليس كميث ليه شيء what did He also say هل تعلم له سمية do you know anything like him do you know anything equal to him the answer is no is negating Allah says لم يكله كفوة أحد it's nothing like him it's all general it doesn't say Allah is not there's no Allah is not black Allah is not white it doesn't say all of that it just says ليس كميث ليه شيء it's nothing like him are you with me it's generic but when it came to the affirmation look at the Qur'an حدث ولا حرج حدث ولا حرج look at the Qur'an open it ayat's read it سبوح قدوث وملك if you read surat فحشر the last page what are those all those characteristics they are mentioned in details like that are you with me brothers but when it comes to affirming الله تبارك وتعالى's characteristics the author says ونثبت أخبار الصفاتي جميعها all of them we affirm them why you say جميعها is because the أشاعر come and say they pick and choose what they want to affirm and that which they don't want to affirm and if you ask them how did you choose this one and not this they'll say to you my logic and my rationality told me this so which rationality what about if I don't like that and I want to change it my rationality doesn't show me this are you with me brothers there were some characteristics which they call it سفات ذاتية and they said we're going to accept these ones these 7 are going to be accepted and affirmed على أي أساس على مزاجنا based on our brain what it's told us how we feel this is the way we feel what these 7 the sheikh said us as for us we're consistent upon our principles are you with me as the scrumerian say بائي تجروا بقوك لا تجروا are you with me what did they say they say that you can't categorize it into 3 types is that what they say but when it comes to Babylon it's not what they do سفات ذاتية where did you get this one بائي تجروا بقوك لا تجروا that's what it is أحلالوا على بلابليه دوروا حلالوا للطير من كل جنسي are you with me yeah yeah yeah yeah yeah yeah they're with me yeah yeah if you look I swear They categorize I swear لك أنهم يفعلوا فعله but the problem with their categorization is that ترحيد العروبية أم ترحيد الحلوهي is not in there .The only category is ترحيد العروبية and the one we just called it which was ترحيد العلمي الخبري that's the only one that the five types are three types are ترحيد العمالي يطلبي is not in their categorization that's why they fall into شركة أخبر are you with me brothers that's what they fall into شركة أخبر but بداية ترحيد الحلوهي بيجوري شرحه في جوهره بيجوري جوهره which is a شرحه براهيمة اللقانية كتاب براهيمة اللقانية you see a lot of stuff there you see a lot of أقائد issues of the أشعره ونثبت ويفام أخبار الصفاتي ونؤمن بمعنى we believe in it ونقر وي فامت ولا ننكر شيء منها وذلك إيمامو محمد من حبل said الله is not attributed and he's not described except that which he described himself to be او صفه به رسوله او صفه يتخلقه انه يكون ك this لا يترجوز القرآن ولا حديث لن يستطيع الى القرآن او حديث او قرآن يجب ان يتبقى القرآن والسنة في هذا لذا كل كارتوريسة الله تعالى التعالى نفهم ونبرأوا من تأويل من كان يجحدوا ونساعدنا من التحريف التأويل هنا لا يعني تفسير من كان يجحدوا هذا التأويل هنا يعني التحريف يعني تفسير ليس تأويل المكتب تأويل المكتب يمكنه أن يأتي as a praise worthy one ويمكنه أن يأتي as a blame worthy one هذا هو الشيخ المكتب ونبرأوا من تأويل اي تحريف ويجب ان يكون better if he used تحريف لان if the word تأويل has a good meaning and a bad meaning it was better for him to use the one that was that's what sheikh was Murphy when his he said that in his the word when he debated on his book and had he brings it in a book one of the books when he was talking about his book he used to carry whenever he came tochy Akeeda I believe let's discuss this are you with me brothers وذلك الشيخ الإسلام تيميا so many people hold their account for Aqa'id issues they can't unless it's Aqeeta Wastia because you will not understand what he means first of all listen take his Tadarud these things are too detailed for you you won't understand you're clear he gave you the summary of his belief in Aqeeta Wastia this is for the advanced people now everybody can go to these he's definitely having the sorry not he's definitely what's he called تلبيس و إبليس no one can go to this book not تلبيس و إبليس تلبيس و إبليس yeah تلبيس و إبليس is written by Ibn Al-Jawzi it's called it's called تأسيس بيام تأسيس you can't go to his bayam which is refuted in the كلامية and the likes of them or go to his روافظة النقدرية or you go to his صريح المقول في صريح صريح المقول which is also known as دفع التعارض العقل والنقد go to those books and try to read them and go to them he's not going to make you understand شيخ لسام تيميه properly أبنو تيميه wrote it in a way if you read then you'll have understanding what شيخ لسام تيميه is trying to say before he said to me the الشرح عقيدة الواسطية is مجموعة الفتاة مجموعة الفتاة is an explanation of العقيدة الواسطية that's it it's broken down from it always واصطيه is a summary of it anyways شيخ لسام تيميه says in the book ونبرأ من تأويل ما كان يجحده ونبرأ I free myself from من تأويل أي تحريفه I've said يبنو القيم says تحريفه 2 times تحريفه اللفضي وتحريفه المعنى distortion of the wording or the distortion of the meaning أهل البداع they did both يبنو القيم دريت سيدة I'm just explaining that يبنو القيم دريت سيدة but أهل البداع they did both they did tariff of love and they did tariff of what of المعنى when they said ذات وكلم اللها موسى تكليمة that is تحريفه اللفض they did tariff of the wording and the second one is تحريفه المعنى حديت ولا حركش when it comes to يد من قدرها and whatnot all of those are تحريفه المعنى it's distortion of the meaning يبنو القيم says فتحريفه اللفض العدول بالجهة إلى غيرها إما بزيادة تغيير حركة إعرابية وإما غير إعرابية فهي أربعة أنواح تحريفه اللفض is of four types the first one is إذا إزيادة they add something to it أو نقصان or they take something away from it أو بتغيير حركة إعرابية أو they change a حركة of إعراب أو غير إعرابية or other than إعراب four times it goes into the second one أما تحريفه المعنى أسفه التحريفه المعنى is وهو العدول بالمعنى عن وجهه وحقيقته وإعطاء اللفض المعنى اللفض آخر بقدرين ما مشتركين بينهما the second one is تحريفه المعنى it's to divert and go against the meaning and the reality that was in the wording and it's to give this word a meaning other than the meaning that was in it you're giving it a meaning other than the meaning that was in it because of some resemblance in the meaning that was in it and the meaning that you're choosing for it there's some مشترك there's some sharing within them between themselves but you've given it this new meaning are you with me so those two types are تحريف جحد here is it means what is when a person basically rejects and they distort so we seek refuge from Allah from all of them the intellect cannot determine the manner of his attributes thus submit to what has been said by the messenger Muhammad after this فليس يوطيق العقل كنها صفاتي the logic the intellect is not able to understand the reality the complete how to these characteristics here what he's trying to refute is to know the how of Allah's characteristics no one's able to do that no one's mind can work so much so hard that they can come to know how the characteristics of Allah is whether that person have high level of IQ they might be very smart or whatever it may be no one is able to the brain the mind is too weak to do that so the word كنها means what that's why Imam Malik was asked الرحمن على العش استوى كيف استوى and then what did he say الاستوى is known والكيف مجهول and the how is unknown والإيمان به believing in it is what was to ask and asking it is what it's an innovation it's a what let's look at what he said الاستوى معلوم what does he mean by معلوم in the Arabic language we know what this character means والكيف مجهول how did Allah what was the ayah that was asked he's saying الاستوى معلوم استوى is known so go back to the Arabic language and look at the word استوى والكيف مجهول the how is unknown no one knows كنها how it is والكيف يتو إلا هو سبحانه وتعالى اوني الله knows and then he says الايمان به واجبون believing in it is what why is it obligatory to believe in it لتكاثر الأدلة في ذلك many textual evidence of common garden we have too many ayah let's say Allah is above his soul سبحانه وتعالى then he says سؤال عنه بداع asking the question of how is an innovation but what did he at the beginning mention pay attention الايمان ممالك distinguish between knowing the meaning and knowing the how knowing the meaning does not necessarily entail that you know the how does that make sense so he said الاستواء معلومون الاستواء is known in the Arabic language we know what it means أبو عالية said it before him على ورطفة ابن عباس said it before him are you with me so for him is what is known don't worry about that are you with me so just because I affirm a characteristic for Allah and I say I know what this characteristic means I know what this word means sorry I don't even know how the how is what is unknown to us then the author goes فسلم is what surrender now to that which the prophet has said because the prophet what was his job who is it who is the one who sends the message who does it send it on our prophet and so the job of conveying is to send it to the prophet upon us is what so what looks into this الرسالة من الله the message is from Allah و على الرسول صلى الله عليه وسلم البلاغ was upon us و علينا تسلي is to surrender listen to that has he not sent the message Allah has the message to convey so why are you not doing your part ونزل إليكم من ربك إن باب قولوا تعالى يا إيوه الرسول بل لما انزل إليكم من ربك وإن لم تفعل فما باللغته فما باللغت رسالته الإمام شافعي يسأل إن أنا ذا وادين ويسأل آمنت بالله I believe in Allah وبما جاء عن الله وبما جاء عن الله على مراد الله إمام شافعي يسأل something powerful as well I believe in Allah وبما جاء عن الله على مراد الله and that which has come to us from Allah in the way Allah wanted it to be known and the way Allah intended it to be understood وآمنت برسول الله I believe in the messenger وبما جاء عن that which he has come with عن الله from Allah على مراد رسول الله in the way that the prophet wanted us to understand it so how much your surrender is is connected to how successful and prosperous you are as for the one who doesn't surrender to the textual evidences and doesn't want to accept these textual evidences that have come then they need to understand that there is an illness in their heart فسلم لما قال الرسول محمده we say to these people surrender to that which the prophet صلى الله عليه وسلم came with He is a summit upon him all depend العالي the most high by the grandeur of his attributes and every single creature is entirely dependent upon him وَالصَّمَدُ العالِلِ عِذْمِ صِفَاتِهِ وَكُلُ جَمِي الْخَلْقِ لِلَّهِ يَسْمُدُ the author said as-samadu the word as-samad is a saying that has already come to us the word as-samad means the master who's mastery is complete and it is the one that the people run to in times of fear and they run to him in times of hope the reason they do that is because of the great noble characteristics that he has subhanahu wata'ala and it is the name and it's a name from the names of Allah subhanahu wata'ala as Allah said قل هو الله أحد الله سمد the author here defined for us what samad means and he mentioned it in two things, two points he gave two things for us to know what samad means the first one what did he say وَالصَّمَدُ العالِلِ what did he say العظمِ الصِفَاتِهِ so the first one is what العظمِ الصِفَاتِهِ what does it mean الله تعالى has high noble characteristics that are complete so what does it mean his knowledge is complete العليم الذي كمول في علمي الحكيم الذي كمول في حكمتي the one who is knowledgeable and he is complete in his knowledge he is wise he is complete in his wiseness الله تعالى is merciful and he is complete in his mercifulness صح that's what the first one he said the second one is وكل جميع الخلق لله يسمد and all of the creation يسمد means what they run back to him they cry back to him with the hope of him request from him they leave him سبحانه وتعالى so the word الصمد it has those two meanings and we explain them right the first one is that he has high and noble characteristics and the second one is that the creation run back to him and they turn to him now he is العلي all high in his that قدر and قهر قريب near مجيب بالورا متودد the author said علي يون الله is what علي first of all this is the name of the names of الله سبحانه وتعالى that's the name of the names of هو الله تبارغ تعالى as Allah said in آية الكرسي وهو العلي العظيم right وهو العلي الله is the one who is علي علي means what it means the one who is high الله تبارغ as high here it encompasses three meanings three high are you with me does that make sense and the author mentioned all three of them علي يون على number one ذاتن two قدر three قهر those three and he took this from دارج الساليكين ابنو قيم سيز من لوازم اسمه العلي العلو والمطلق بكل اعتبار فله العلو المطلق من جميع الوجوه علو القدر وعلو القهر وعلو ذات ابنو القيم سيز the things that necessitate from the علو is when it said unrestrictedly if I say when Allah says وهو العلي العظيم did Allah say unrestrictedly when Allah said وهو العلي العظيم I said unrestrictedly so when He says unrestrictedly three things necessitate from it three things come from it what are they علو القدر علو القهر علو ذات ابنو القيم سيز فمن جحد علو ذات فقد جحد لوازم اسمه العلي if you say that yeah I am علو القهر علو القدر but I don't affirm علو ذات meaning Allah He Himself is above His creation then you're really picking and choosing meanings in it and you're actually negating what علو actually necessitates are you with me brothers yeah and that's why I pay attention why some of the scholars mentioned that الله تعالى the ayah He says وما قدروا الله حق قدره والأرض جميع عن قبضته يوم القيام they did not honor Allah the way He deserves to be honored لانه يستحق علو قدر Allah deserves the respected to say that الله has a child they didn't respect Him and they didn't honor Him are you with me because He has علو القدر He's high He doesn't need a child He's not in need of that He's higher than that are you with me علو القهر is what وهو القاهر وفوق عباده بمعالا قهر قهر means that He enslaved them He's a He's forced He's a master who enslaved His creation He's holding them from the nose سبحانه وتعالى فوق عباده above His slaves So these three meanings are what علو is as Ibn Qayy mentioned The sheikh says علي على ذاتن وقدر وقهر قريب مجيب He's also close to you and He has your supplication basing now on the آية وإذا سألك عباد فإني قريب أجيب دعوة دعوة فلست جيب واليؤمن اللي يقول When my slave asks for me I am close and I respond to him and I give him what he wishes فليست جيبوا لي وليؤمنوا بي لعلهم يرشدون Ask of me اللي يقول And let them believe in me اللي هو قاعد يسبحانه وتعالى So جيبوا دعوة دعوة دعي اللي تبارك وتعالى is close to His creation Are you with me brothers?   Then he أطلحم الله He brought the قريب المجيب بالورا متودد بالورا متودد The word What does it mean بالورا متودد شيخ الإسلام ابنو تي مي He says The word is اللطف والمحبة فهو يود عباده المؤمنين ويجعل لهم الود في القلوب الله is to be soft and love The word الله And not only does He love them but He places love in the heart of the creation for Him And you will know the famous حديث of جيبريل يا جيبريل إني أحبوا فولانا فأحبوا I love so and so love Him And then الله will start loving Him And then الله will say يا جيبريل Take this love to the earth and place love in the heart of the people for Him Are you with me? And then جيبريل takes it That's why الله says إن الدينا آمنوا وعملوا الصالحاتي سيجعلوا لهم الرحمن وود الله says fairly the ones who come with Iman and righteous actions If you come with real Iman and you come with righteous action الله says سيجعلوا لهم الرحمن وود الله will place in the heart of the people love towards you And then جيبريل جيبريل إلى ساعة عباده يمنع عباس جيبريل وقت كان الله ساعة ر or ر ر يجب أن يكونوا أفضل منهم أفضل من المساعدة منهم أن يكونوا أفضل من الأسلام هذه النعمة عبودية سابتوت أن يكونوا أفضل من المساعدة و أن يجمعوا أن تكونوا مساعدة الكثير من الناس لا يجب أن يحاولون و لا يعملون و يجب أن يقومون الله و يجب أن يقومون الله أحبك سبحانه وتعالى هل أنت with me لا يجب أن يحاولون إبن القيم يقول في هذه الكتابة الفوائية إبن القيم يقول ليد سلعجب من مملوك في شخص who is owned يتلذدوا لله و يتعبدوا له ولا يملوا خدمته مع حاجتي و فقري إلي فسيناتشن is not in a slave the one who is owned finding joy in worshiping his Lord not getting tired from doing that when he is whilst in a state of need but he said إنما العجب will rather the fascination is in I mean ماليك in the owner يتحبب who is placing love who is loving who is loving to his own possession which he has bestowed upon him different types of blessings و يتوددوا إليه and he is being kind and generous and loving to him بإنواع إحسانه مع غيناه عن why else he doesn't need him so when the slave was doing it what was he doing it out of the one that is owned is doing it out of need he is actually in need of the master so there is no fascination to that he is saying but what is fascinating is the master who doesn't need you there is no goal for you to love you, to care for you to bestow his mercy upon you and to give you another type of mercy and another type of mercy and just love you that is fascination he said he doesn't need you he doesn't gain anything from you سبحانه وتعالى


Welcome. As Rowan mentioned, I'm a developer at HQ and today I want to talk to you about a plug-in that I've been developing. Does anybody remember Choose Your Own Adventure books? For nobody that never read them, Choose Your Own Adventure books, let you read a passage, and then you'd have an option as to whether you went to this page here or that page there, and then you made a decision and you continue on. So in that vein, I made a course. Has anybody used the lesson module at all? Yeah? Okay. What I wanted to do, well, the way this came about, is we have a Learn Moodle MOOC. Is anybody familiar with Learn Moodle MOOC? It's a big online course. It's run by us at HQ. Anybody can join, and it basically teaches people how to go through and use the different core elements in Moodle. So we had a situation where everybody at HQ was asked to join this online course, and I wanted to make something that was actually entertaining. So I wanted to make a course, and I took all of my knowledge of sort of messing around with Moodle to try to give rewards and open pathways and sort of give engagement. And I put it all into this, ended up being one activity, which was the lesson module, and it ended up being a two-zero-in-adventure. So what have I done next? Yeah, so I had some restrictions. I couldn't use any plugins. I could only use the core Moodle. So what I did is I used a whole bunch of orphaned activities because the new feature that allows you to just sort of hide stuff wasn't available. I used activity completion. And what else do I use? I can't remember now. Something else.  Okay, here's the tricky part, because I can't give you a live demonstration. I made a video. It's very quick. Okay, so this, for one activity, is my list of different icons and orphaned activities and miscellaneous bits and pieces. As you can see, it's very, very long, and it made organizing my course cumbersome. It wasn't easy to use Moodle. And so I was thinking to myself, oh, this is horrible. What could I do? And so I had the right idea. Hey, let's make a plug-in. So I did. I made a plug-in. Oh, okay. I forgot to talk about how the actual course meant. Everybody thought it was pretty good. They thought it was a nice idea. They had fun. That's because there is no actual real content in it. All you went is you made your way through Williams, which is a town between Perth and Albany. It's out in the middle of nowhere. And the idea is you would go somewhere, you'd arrive, and then you pretty much die in every sort of different situation. And any time that you died, you'd have like a little icon, and you could click on that, and you'd get this ghost. And then that would appear in your course as a trophy, and it was like, ah, you found this way to die. Yeah, as I said, there wasn't much in the way of actual real sort of learning content, but it was an interesting way for people to navigate their way through the lesson activity. So, yeah, like this thing sort of worked, but yeah, it had its flaws. Initially, it wasn't very obvious as to what the students needed to do. I had to put some instructions at the start. It's like, if you see sort of one of these icons here, please click on it. Basically, it would go, when you clicked on it, it would take you to one of the orphaned activities that would then show this image, which would then set off the course completion for that label, which would then display the actual image or award in the section for whatever. So, it's horrible. But, you know, it worked. Oh, yeah, and cheating. Well, because the whole course was developers, they were going, oh, I can just put in the URL and get directly to this link. I actually had a safeguard against that. I put in some secret ones that you could only get there by the URL, and then when I looked at the activity completion report, I went, ah-ha, right. They've obviously just went straight to the URL. They fail. But, yeah, obviously that's not what you want when you're doing your own course. So, once again, I've finally got to my plugin. So, my plugin is called Stash. It's actually a combination of a few plugins now. The initial one was a block. What it mainly does is you have like a block which has all of the different items listed for the students to see what they've actually accumulated. So, you can take these items and sort of sprinkle them around your course, everywhere. And it's a lot more obvious to the student exactly what it is that they're supposed to do. So, ah, yeah, availability. That was the thing that I was missing before. The combination of availability allows you to control what sections that the student can get access to or what activity they can use. And part of this, one of the plugins associated with this, allows you to actually use these items that we have created to control whether they can get access to a different activity or to a specific topic, and then they can progress in that sort of fashion. And the last plugin is a filter. So, I won't get into that too much at the moment because it's kind of complex. But it helps the teacher put these items around the course. Ah, yes, recently I introduced a way that you could actually kind of craft things. So, students would find these different items and then the teacher could provide a way that they could kind of trade in these items for another item. So, one example is, say, you've got three different fragments of something, say, material, and you can exchange it for a full shirt. And then with that shirt, that gives you access to something else. So, basically, you're still just getting items, but it just adds a little bit more interactivity by the student. All right, so I sort of tie in this back. This is not a full solution for gamification. This only really focuses on one sort of specific player type, as it's sort of labeled. There's various definitions depending on which sort of research that you do as to what type of player types there are. But, basically, it sort of applies to people that like to explore or are looking for completion or some sort of validation from actually going around and doing some sort of activity. So, yeah, as I said, it's not a complete solution, but it's something that you can sort of tie into your horse and maybe add with something else, and that can sort of then create like a full gamification solution. Okay, so now I'm sort of going to go into the details of how you actually go about using this plugin. So I'm going to first start off with actually creating items in this weird thing I've done. Okay, so I like. First one is what the actual block looks like. So these are some of the items that I randomly picked, and this is what it would look like when the student has actually picked up a few different bits and pieces around your horse. And this is what the actual item itself looks like when you've actually positioned it somewhere. So this is a screenshot from a course page. I've added that as a label. Any way that you have an editor, you can sort of create or put these items into the editor and it will appear. So in this situation, it's a label, but it could be feedback at the end of a quiz or it could also be feedback from an assignment. You thought that the student's assignment was good enough, and so you go, all right, here you go, here's this reward, and you post that into the feedback and it will display for the student to click. Okay, now we get to the new degree. So for the teachers, when they go into the setup for their stash, you'll be greeted, well, with no items initially. I've created a few here, but you click the Add Item button and then you give your item a picture. I think that's mandatory. And then, optionally, you can add a description and various other bits and pieces. Then you need to give it a drop location. So this is going to be kind of difficult to explain, but you want to describe where this is located, where the student can find it. You give it a label so that you remember where it is, and then you give details such as how often it can be picked up, whether it's like every hour, if it's a once-only occurrence, so they can only pick it up once or if they can pick it up five times or indefinitely. It could be that they can go back and get it every five minutes or once a day or once a week, and this allows you to control and sort of try to help students to repeat activities or go have a look at a forum like once a day, so sort of encourage in that sort of way. Ultimately, you come to this screen here. You can customize how your pickup looks. You don't have to have a button in this situation we do. And here we have a snippet. So this is the key part here. You want to copy and paste this snippet, and then you put it anywhere we have an editor. You just paste that in. And the filter, which I said I'd mentioned before, will take this piece of code and transform it into this item that you see in the top right corner. Okay. Trades follow a similar sort of way when you're creating them.  And then you take the same sort of snippet. It looks very similar to the one for the items, and you copy and paste in the same way. This is an example of what a trade ends up looking like. In this situation, I want to give the student some metal armor. It could be anything. And they have to accumulate the different bits and pieces to actually enable them to grab this item. Once again, the page looks very similar.  Oh, that looks terrible. All right. It doesn't normally look that bad. It's just that this is very faded. But, yeah, you put in your title, and then on the left-hand side, you put in the items that you want the student to gain. On the right-hand side, all the items that they will lose. The various quantities. And then you press Save Changes or Go.  Another page. This here is a report. So you can actually see what your students have actually managed to find around the course. It's fairly basic, but it also allows you to reset it. So if you decide that you want to remove all the objects from your student, you can just hit the refresh icon on the side and it will get rid of them all. Next YouTube video. Okay, this is the student that come along. They pick up their coin. They've now got two, so they can make the iron bars. So they go and do that. As you can see, it pops up in the stash. They go and have a look at it. And voila, iron bars. Very easy. And where's my mouse gone? Okay, so I think I sort of touched on this a little bit before. It's a way that you can sort of give a reward in feedback. You can scatter them around so that you try to give them to sort of explore all of the content on your course. And repeat spawns will allow them to keep on coming back to see if there's any new material on your course. Oh, peeps is overlapping there. Yeah, all of these are free. They're located on middle.org. Just do a search for stash or gamification. And that should bring up the actual plugins. Okay, yeah, middle.org slash plugins will take you directly to the plugins area. And that will give you access to these things. Thanks. So, yes. Any questions at all? Yes. One item per cohort. It's per student. There's no scarcity associated with this at the moment. So, these drops are always available to all of the students. There's no groups or cohorts. You can't sort of go only for this group and not that group yet. But it's a nice idea. Not yet. There's been a lot of people who have suggested that they'd like it if their students could actually trade items. But that's not part of the current trade thing I've got happening at the moment. Anyone else? Yes. I released the basic version about a year ago. It's currently located on about 200 different sites. So far, the feedback's been pretty positive. I haven't had any negative feedback. So, yeah. Yes. So, I didn't give a good explanation, but you can put it into the feedback and then set it for, say, if you achieve over 70%, then you see this sort of feedback and then you can just post your item into that point there. And so, if they're not completing the quiz or not getting a passing grade in the quiz, then they won't see anything. But once they do, then that item will appear. Yes. Yeah, definitely. Yeah. I actually have this on my laptop. If you are interested in demonstration, then please come find me and I'll be happy to actually show it working. Yeah. Yeah. I think we're running a little late or we're on time. We're on time? Ah, keep going. Okay, yeah. No leaderboard as of yet. But yeah, I'll make a note and see if I can get around to it. Yep. It's only a course by course at the moment. Yeah, I think we're good.


Losses in Russian forces on the frontline increase, expert explains the reasons. In recent days, due to the intensification of hostilities, there has been a significant increase in casualties among Russian troops and equipment. This is especially noticeable in the area of Avdivka in the Donetsk region, which the occupiers are persistently trying to capture, says a Ukrainian military and political expert of the information resistance group, Alexander Kovlenko, in a comment to RBC Ukraine. After the Russians began their offensive near Avdivka, we continue to assess their losses from previous days because not everything can be counted right away. They have suffered quite significant losses, both in terms of equipment and personnel, which were not previously possible to document. Furthermore, the enemy has resumed offensive actions on the Lyman-Kupyansk line. Therefore, according to the expert, the Russians have also incurred serious losses there, including in the direction of Makiivka and beyond. Kovlenko notes that there is currently a de-escalation of hostilities along the entire front line. The Russians are also facing problems on the left bank of the Kursan region. So all of this, in conjunction with the previous days, has resulted in a culminative effect of significant losses for the enemy. The expert adds that on the left bank of the Kursan region, there are currently operations of a diversionary and reconnaissance nature. This is not a large-scale offensive with the tanks or APCs. There is a large foothold to launch a wide-scale offensive from. There are diversionary and reconnaissance groups that conduct regular raids. This started a year ago after the liberation of the right bank of the Kursan region. Kovlenko explains.


What are some of the states that we would look what are some of the themes that would excite women? How about adventure that no one needs to ever find out about? That was one of the themes I used on Sarah what happens on the plane stays on the plane sexual attention Right the notion of being in a bubble where the rest of the world just disappears and all there's left is you and me Women think this way they think about this kind of things. We're thinking hmm. How can I get her legs up behind her ears? They're thinking that too and in addition to that there they have these other layers going on So what are some of the themes you guys think I'm going to test you guys What are some of the themes you think would get women excited? Partner in crime I like that. Yeah, good. What else? Being dominated goddamn straight. He's not really on most women's mind. I Get your point. Yes. Yes. What else huh? Falling in love okay, I'll buy that what else Secret location who said food close, but no cigar I would say indulgence Wicked indulgence. I have this pattern about eating chocolate. It's actually my blow job pattern I don't I don't have time to teach it either what where I talked to him about indulgence and do you have do you love chocolate? I had this I can't get into the pattern right now, but yeah, these are all really good ones. These are really good ones really good ones so One thing that I really like a theme that I think is really interesting is That again, I'm going to return to that theme of tension That theme of sexual tension and a woman feeling so compelled that she can't help herself You ever heard a woman say that there's just something about him. I couldn't help myself Yes, how would you like that guy to be you? Yes I'm such a good guy. I'm going to teach you that right now for free Here's how you would apply it anyone ever go to a party or a social situation where there's women Well, I if you don't I can't help you you beyond my help By the way, if you're looking at your phone or checking your messages, you're done You're really missing out here Okay, so here's one you can use at a party and I'm going to acknowledge it first.  Do you bait the hook with what you like to eat? Yes, or no, you bait the hook with what the fish likes to eat So hundreds of thousands of my students will tell you this is what the fish likes to eat It's what the tuna wants to gobble not the tuna that you want to gobble yourself think about that so Let's say you're at a party or a social situation. Let's say a party.  People eat what else do people do? They drink okay make it more interpersonal. I'm not They talk they mingle. That's right. That's right. Everyone's in a while. It's a really observant What can you see happen at a party? I don't mean on the gross level, but on a more subtle level What can you see happening between a man and a woman? They Gravitating towards each other. That's right. I wish I could step off the stage for emphasis, but they won't allow me They gravitate towards each other Very interesting. Do you think women are interested in that topic? Yes, or no Come on really who's not getting it? Women are really interested in the idea of being magnetized by a man in general again speaking in generalities I recognize that does that make sense to you Have you not ever heard a woman say there's something magnetic about him.  We use embedded commands and embedded suggestions Embedded commands tell a person you can write this you can write down First let me tell it to you then you can write it So I'll tell it to you and then I'll give it to you again word for word So look up here get the transmission, please Embedded commands tell a person what to think what to feel an action to take or all three of them Embedded suggestions just remind the unconscious mind to repeat the commands So you give the commands and then the suggestion tells the unconscious mind Put that on an endless loop and play it over and over and over and over and over again so I Don't know computer programming exactly so I don't know the analogy, but commands Set the program going suggestions put on an endless loop and the more the loop Repeats the stronger it gets In hypnosis we call this the law of compound suggestion You follow So here's what I would do at a party and I've done this before I suggest you guys give it a shot


Ladies and gentlemen, let's talk about hair. Now before I even go into my story over the last six months, let's kill the music that's playing in the background. I deliberately put it there and that's to address the first thing I wanted to say before I even get into today's video. Not everybody who keeps their hair in locks is rasta.  Nobody has told you their religion because of the hair they wear. Stop calling people rasta. The next thing that I want to address before I get into the things that I've learned over the last six months of trying to, no, not trying to, I am locking my hair, is that, well, people don't put enhancers in their hairs before they lock it. It's not even advised.  Now, for those people who had seen my before, I grew my hair out and I decided to lock and I'm extremely surprised by how, I don't even think it has grown that quickly because I would want it to grow quicker than this and I'm extremely surprised by the fact that in the last six months it's growing so fast. I don't use enhancers. I can't even use enhancers in my hair. I don't put oils in my hair and I didn't do that before I started to lock. So that is not something I did. If you are losing hair, if your hairline is receding, the thing I remember doing after realizing that my hairline was receding, first of all, I wasn't balding. Balding starts at the top of your hair and eases out. My hairline was receding because I think I was cutting my hair too often. Once every week, at most, or 10 days, that was what I was doing and it thins out your front edges quicker as far as I know. So when I decided to grow my hair out and just leave it because I was tired of this hairline receding, all I was doing was putting Roche butter in my hair. Now, the first lesson that I learned very quickly when I decided to lock my hair was I should have grown it out a bit longer before I started because five months wasn't enough. It was actually really short and I think that based on my research or even asking friends before I went to lock it, a lot of them who have done their hair in locks were telling me that I would have to grow it out a little bit more, but I was rather stubborn because they were telling me some of their salons would literally walk you out and say, no, it's not ready for locks. So maybe I should have braided it, maybe I should have done something, maybe I should have waited, but I wasn't patient. Thankfully, my lotician decided to do it for me, so picture has gone out to Zuby. So what I would do if I would lock my hair again, I would definitely grow it out way, way longer before I decided to lock. That is my first lesson because I have friends who have locked their hair and because they grew out their afro or natural hair for longer, I'm jealous. It looks way longer and nicer and I think it will lock way faster. Another thing that I learned was that it takes a very long time for your hair to properly lock and it depends on your hair type as well. Apparently I have the kind of hair type that takes longer because it's soft and is it rubbery? The texture is different than most. So it's not very kinky in that sense. So it will take way longer and I have to wait it out. So I'm waiting out the locking while I am also waiting out the growth in terms of length. Another thing that I have come to learn. Now, when I began the journey, because my hair was too short, they had to do twists first. And even that I was elated. But when I got home and I realized that the twist could not be interlocked. I was extremely fussy. Yes, because I thought that by the time I sleep and wake up the next day, I would have lost everything. So yeah, it was a really really difficult two weeks to a month before my next session at the salon. But you come to realize that well, it's not much that's going to happen to the hair because of the way they twist it. It tends to stick around for a long time. So be patient or just relax.  You have to be really, really patient. And the patience comes from, you know, growing out your hair, getting the twisted, taking care of it and even waiting for it to fully mature. It's one thing that you need to know. Another thing that I've learned or I've experienced is the itch starts very strong when you begin. But then things start to become normal. You don't even realize that you have the hair on top of your head that much, even though you unconsciously play with it a lot. I find myself just touching my hair like very often. But you don't feel the hair until you see it. And you don't feel the itch. My itch only comes when I have to wear a drag to sleep.  I don't know if anybody else watching with locks hates the drag or the scarf or whatever it is. I hate it. But you have to wear it to protect your hair when you sleep because for the few hours that you'll be tossing and turning or whatever it is. Yeah, it doesn't do your hair really nice when you wake up. For a whole month, I wasn't doing it. And I was complaining about the fact that my growth was going up. And I want my growth to come down because I like the look of when it's long and down. So the only option that my lotician gave me or hairdresser gave me was to wear my durag. So I was trying to escape the durag. It didn't work. I'm back to wearing it every night before I sleep.  But yeah, that's some of the things I've learned so far with my locks. It's been six months and my next appointment is also in, is it a month or a couple of weeks? Three weeks. Yeah. And for my journey, it has grown from appointments from two weeks to four weeks to six weeks. And now my longest I have to endure is eight weeks. But I've become so used to the hair that I'm okay with the way it looks when it even looks like the undergrowth is a lot. I'm okay with it. I'm fine with how it looks now because now I've come to settle on the idea of the whole process of how the lock or the locks happen. And I'm happy with my hair. Another thing that I get asked a lot is, what is the end goal? I was like, what do you mean was the end goal? What are you going to do with the hair? What do you do with hair? It's a hairstyle. I decided to choose this hairstyle because I wanted to choose this hairstyle. So I am growing my hair and it's what it is. As long as I want or as short as I want it, I'm waiting to see it fully mature. And I can't wait. I can't wait till I'm able to bathe this hair any time, not any time, but safely as I want. Because at the moment, because of my hair's type and yeah, my hair type and the process, I'm having to endure no bathing of the hair. Just keeping it dry as much as possible because it helps with locking it quickly. So six months later, this is how my hair looks like. This is a long strand. I don't know if you can see, yeah. And I love my looks. I really do. So maybe my next video will be in the next three months and then a year. Well, three months after that and we'll see where it goes from there. So if there are any experts who have any pointers you can share in the comment section below. I'm still learning and I'd love to hear from anybody who has different opinions about how to care for my looks and get the most out of this look that I've started. So I'll catch you again in the next video. I don't know when, about my hair, I mean, in the next three months, like I said. So it will be nine months old, I guess. And yeah, peace out. Quame, yeah, I almost said quame rasta. Si, si, na, done.


So, you have to be gentle to me for two reasons. The first is that I'm on the market. So this is actually somebody else's talk, and I'll explain a little bit more about markets in here in a couple of minutes. The second reason is that it's currently got one name in South Africa, so my body is still very much in the wrong time zone, so be gentle. So I'm going to tell you just a little bit briefly about Ciabulla, so the organization... I was just going to check... Do I need it? I think music keeps people up here. So tell you just a little bit briefly about Ciabulla, so the organization that I'm working with, and then a bit more. So what the stalk is actually about is about taking an organization from, an OER organization from a foundation-funded model, so we're funded by the Shadowwood Foundation, to something self-sustaining. So we're currently in that transition phase, and it's an interesting time, and not always easy. So I'll talk a little bit about OER, and a little bit about trying to build something commercial using OERs. So we're a small organization, about eight permanent people, a couple more temporary people right now, for reasons I'll explain later as well. And basically what we're about to stand here for a little while. So first of all, it's a typical OER setup, so I don't think I have to explain much of that to you, we usually have to explain more of this to the other folks about that. But the idea is we want to help provide more open educational resources. We want to find better ways of using technology, and better ways of presenting material, curriculum-aligned material to learners, to teachers. And another big part of what we do is supporting communities, specifically teacher communities, to help them to know more about open educational resources, open licenses, use of technology in the classroom, and to basically help them help themselves. So as I said, a lot of this is probably similar to what other people are doing. One of the big differences is just the context we work in. So we are focused very much on the South African context, where this is one of the types of scenarios we have to work with. So you have a classroom, it tends to be fairly large, so 40 to 50 kids, not much in terms of resources. So this is the one scenario, but on the other hand, we also have this scenario. So this is a photo from a private school called Parklands, not far from where I live. And they have decided quite recently that from the beginning of the next school year, which starts in January in South Africa, every kid has to have an apple on top, end of story. The parents pay for it and they can afford it. And so this is the other end of the spectrum. So it's a very wide variety of context to work with, but this is the reality for us. So our main product, as far as what we produce so far is concerned, is a set of free-available textbooks. As I said, focusing on the South African curriculum. And at this stage, the focus on two subjects, so mathematics and physical science, four grades, 10, 11, 12. So this has been around for a while, this has existed for a while. And the interesting thing about these are two interesting things. One is just how do we distribute these books, and the other is how do we create them. In terms of distribution, and again within this South African context, online is okay, but not great. So internet penetration in South Africa is less than 20%. And again, this is very much also at the higher end of the scale, so like the second photo, not the first one that you saw earlier. So if we do adjust this, that is definitely not enough. You won't have a kind of broad impact that we're hoping for. However, everybody has a mobile phone. And this is sort of, it's not just South Africa that's like this, much of Africa that's like this. People who don't have access to good homes or running water have a mobile phone. So we actually, so 100% is out of date, we actually have something like 110% penetration. So we have more than one phone per person in the country. So what we've done with the textbooks to help address this is to make it available on mobile platforms, and by which I do not mean smartphone. The smartphone is a computer with a browser. So that falls in the previous category. Regular mobile phones that are web-enabled. And so here is a photo of a very, very simple version, so this is not a high-end phone. You can see text, and I don't have a photo of this portion, but you can see simple images as well. So what we've done to achieve this is to have the content, the textbook content, available on a platform called Connections, which some of you might know of, and then created basically a new theme, a new skin for it. So there's a proxy server between the mobile phone and Connections, which pulls the content from Connections and applies the skin to it to make it render properly on the mobile phone. So that's scenario number two. Scenario number three is hard copy textbooks are still the way to go if you want to reach every learner in the country. End of story. So whatever we do, we also have to produce a PDF of something that you can print. And I'll get back to this a little bit later, so much of what we're doing right now is getting the next revision of these books ready in time for the school year. And again, first prize is, have the physical textbook ready so that we can print it out and give it to the kid. Second prize is, also have it on a mobile phone. Third prize, or at least an afterthought, is have it online. Right, so in terms of producing textbooks, so this is only half a joke. So I mentioned before that the books we have right now are maths and physical science, which includes physics and chemistry and the scientific curriculum, for grades 10, 11 and 12. Two weekends ago, I believe, we had a script in our offices, with 20 teachers for two days, and the idea was to write a textbook, and this is the Life Sciences textbook, so that's Life Sciences, the new name for biology, and some of those are quite a chemistry, so I showed you that. And the short version is that it basically worked. So after two days, meaning 48 hours, from lunchtime Friday into lunchtime Sunday, we had 20 teachers, pretty much all day, I have to add, they're stuck inside very large offices, and they had computers, they had access to the internet, they also brought along their own notes, so we encourage them to bring their own notes, work examples whenever they have, and then do two things. The first is try and make them more comfortable with the process of writing a textbook that's going to be open, and that's going to be online, and with all the other, on a platform, connections with all this stuff that comes along, people can view it, use it, change it, do whatever they like. The biggest challenge here is not so much the technology, but it's just getting uncomfortable with open licenses. So a typical teacher in Eastern South Africa is willing to take this set of notes and put it next to the photocopy machine in the school and then the teacher has copied it, because then it's sort of a contained exercise, but they're not comfortable with putting it online and letting anybody copy it. And then they say, well, I borrowed something here and I used it, but there, and I don't know if it's okay to just share this stuff. So part of what we do, so the raising awareness is just informing teachers about open licenses, how it works, and what you can and cannot do. And then based on that, we ask them to bring their notes of what they feel comfortable with sharing online under an RCC bi-license. And then there's also a bit of technology, but we've been developing tools that bring the technology a bit easier. So teachers, so during a sprint, like the one we had two weekends ago, they bring their own laptops, they can use their own web processors and they use Microsoft Word, OpenOffice, whatever they have. And then we have some software in the background that converts from some document format into ConnectsML, the format used by Connections, and then a client for uploading the ConnectsML to the Connection server. And then on the tagline, we've tried to make it as easy as possible just to reduce that barrier. So by the end of two days, we had 300-plus pages with content, with text, images, not so much video, we'll look at that in a second, online and available. So it's actually a connection right now, you can download it. The caveat is that it's rough. So you can write the textbook in two days, but to finish it off the same group of teachers are currently involved in a revision process. So they leave each other's work, they can make comments, online annotator, whether you want to make a correction or any kind of comment on that. So this is one iteration where you gather comments and they are done again and they revise the material themselves. This is now happening in a distributed way so we don't pull all of them back to the offices again, they can do this wherever they are. This repeats a couple of times and the important thing is repeating, so iteration, and type feedback. So you want people to be able to comment on other people's work and to receive comments on their own work as quickly as possible so that they can incorporate those suggestions, corrections, whatever into the next version. You want to try and go through as many versions, as many revisions as you can within the amount of time that you have. And so it is by the end of this we have what we typically call version zero of the book, so something that we are willing to give to somebody to try and use in a classroom, but it's not what we would consider a publishable book just yet. And we have had people use version zero of some of our previous books, the Maths and Physical Science books, successfully in the classroom, so they don't use it as the only textbook, but as a supplementary resource and it's free. So they can choose to use it or not. They can choose to pick a particular chapter or section and ignore all the others. And that's just fine, that's all covered under the open license. So that's all great and up until now as I said, we're still funded by the Channel With Foundation but that's going to come to an end fairly soon and not sure when exactly, either at the end of February or at the end of next February. But pretty soon. So the question is how do you move from this foundation funded Generating Open Resources model to something where you can still keep doing that but have a source of revenue or more than one source of revenue. And there are some problems with this. So one thing you could do is you could say, well there's all this content let's try and make our textbooks and sell the textbooks or something like that. So in essence taking volunteers' contributions volunteers' content contributions and then selling that on somehow. And the problem with that is that a lot of what we're doing is not just creating content but building communities of teachers and other volunteers. We also have quite a few graduate students helping out with these experience. And so you're basically breaking that sort of relationship, breaking the trust here with them the effort that they put in for free, well they pay with something like that. But essentially for free. And then if you're monetizing that and using that as a stream of revenue as proper for the company then you're breaking that relationship. So that's a hard one to do and where we're steering that. And the second problem is on the one hand you want to reach as many people as possible especially, so again just sort of places in the South African context we have serious problems nationwide, especially in rural areas with under-resourced schools, with textbooks getting to the schools, with teachers not doing what they're supposed to do. There are serious problems. So one of our aims is to get educational resources to the kids as broadly as we can. But if we want to make money from some things we have to put it behind a payable. So if you want to get it to everybody you can't charge for it. If you want to charge for it then you run the risk that you can't get it to everybody. So there's this tension so that you have to try and figure out which bits can be make free available for everybody to still achieve our aims and which bits can be monetized in order to have a source of revenue. Right, so in terms of what is free, so this is just briefly what is currently free and what will stay free within sort of the sustainability model is the textbook itself. The online version of the textbook and also the mobile version of the textbook which is enriched. So the physical textbook you can't have things like videos and simulations and they're both in the online version and the mobile version you can. So here all of these things are video simulations those are all pulled from other open resources and we're distributing them along with the rest of our open content in a nicely sort of package, South African curriculum aligned version and that stays free. There are also exercises in the books where you go online to find work solutions to the exercises and that stays free and this is just a mock-up so it's not very pretty but the idea is you want to see the textbook on one side and have Q and A on the other side so we're also currently actually developing which is why this is a mock-up but it's basically a forum but the idea is that the forum it has hooks into the textbook so you view the textbook online and while you're browsing the textbook you can see little icons down the margin so a particular student had a problem I'm sorry a question about a particular section they can ask it and get answers from either the students or from teachers or from volunteers or anybody who's answering questions and you can follow the discussion alongside the textbook so in context and the idea is that when you have trouble in a particular section and if you're viewing the book online or on your phone then you will be notified where there's some discussion going on and either you can just go read the discussion to get some more information or if you're also having trouble understanding a particular section you can go look at the discussion to see if it's already been addressed or otherwise start a new question to get your answers okay so first off we thought okay we provide some additional services for the books but we have to get the books out there so we have the free books and then the one thing you have to do in South Africa to distribute your books to schools is get on something at school the government approved list especially because they recently changed the curriculum they had this whole process of publishers and everybody who's interested in selling textbooks to students revising their textbooks to align with the new curriculum submitting them to government for review and then some of them get on some of them don't if you're on the list then teachers are allowed to buy your book if you're not on the list they're not even allowed to buy your book at all you're just not in the picture they can use your book as an additional resource but they do also have to buy at least one or exactly one book from the government so it's a pretty big deal if you're interested as we are in getting your books to kids in schools the short version is we didn't get on to the list so that's the problem because now teachers don't even have access to buying your book but then what happened that was an interesting twist is then the government folks got back to us and they said well you're not on the list but we're still interested in printing your books ourselves they're free right so we can print them and well the answer is yes but then sort of the annoying part is well there goes part of your revenue stream like if you're interested in selling books to teachers then and if the government is just going to print them for every kid in the country that kills off the revenue from selling books and a bunch of other opportunities so what ended up happening is so we do have to we currently and this is why nobody else from the company is here in the process of updating the books based on a new set of specifications that were hashed out during a workshop with some people from government and curriculum experts in the whole deal and they said if we're going to pay you to make these changes and then we're going to print the books for everybody from the broad reach perspective it wasn't so it was a really big deal it's a little bit of a crunch thing because very little time to do it and people at the office aren't getting much sleep right now but it's worthwhile and so from our end the business model is now books go to everybody and we want hooks from the books to other available resources so things that are online or on the mobile phone and the same way that you have hyperlinks on web pages we put short codes random sequences of numbers and letters in the books where you can go to the website or onto the mobile site and type in that code and that'll take you to the relevant link, whatever it might be it could be a video that we can't show in the book we show the short code and say if you type this in then you'll see the video online and that's still free video simulations, solutions to exercises all of this stuff you can get online as well so it is a kid in a classroom or at home with a physical textbook work through it and if they want to see something extra use their mobile phone, type in a short code and get the video or whatever it might be and then because so this is basically our mechanism for driving people from the physical textbook to the website or the mobile site and there we can offer additional services the the two things we're looking at at this stage for actually generating revenue two paid services we're looking at one is again Q&A but this time Q&A answers from an expert so if you're sitting somewhere and this is actually a real use case in South Africa or maybe other parts of the world as well where you have either a poor teacher or an absentee teacher and you're sufficiently motivated yourself to work through the book but you get stuck somewhere who do you ask so this is where the ask an expert comes in or you're a kid, you're busy working on something at home and you have a good teacher but you would like an answer right now and you're willing to pay for it or you can afford to pay for it that's the one the second one is online practice if I have a slide I think I have one a bit later but I'll just talk about it now online practice, so you've done the exercises in the book but you want to practice some more and especially when it gets to exam time you want to practice some more questions in preparation for your test exam or whatever it might be so the second thing we're working on is an online basically it's a mixture of an online assessment bank and the user interface to learners they can answer questions get word solutions and the system tracks their responses so it starts building up a picture of how well they're doing and it measures their progress and the plan we're not there yet but the plan for the future is to use that picture of how well a person is doing to make suggestions to that individual, to the student but what they could do to improve so you could give them more practice exercises on a particular topic if you're having trouble with that one topic if the teachers are connected to the system they could get some feedback on which concepts that they're struggling with and then intervene on specific things rather than trying to teach the same thing to actually everybody over time so these are the kinds of things we're looking at and I sort of left that for last because in order to make this work we actually have an interesting scenario now where we've been doing everything under CCB but except for the the new revision of the textbooks that is being worked on right now that is under CCB so any meaning no derivative the opposite of SA and the reason is if we leave it under CCB and give it to the government they can print it or they can change it and so we actually we talked to them about this and we made sure that they're okay with it and they said yes so leaving it under CCB we put one or two pages of essentially advertising material in the front of the book but basically it's just saying there exists this website with additional resources this is how you access it and the short code so they links from the book to the online resources we can leave that in and they can't take it out this is what's going to make the business model the sustainability model work so there's still the CCB version but there's no CCB and D version part of what we're planning on doing is so we want to uptake the books and it's one of the wonderful things open education resources is you can keep uptake them so we part of the the plan is we get teachers and this is already happening to annotate the current version of the books we bring out the book there's an online annotator, you can hide a bunch of text and type the comments and then for the next revision so basically for the next school year we get an editor and try to incorporate as many of those suggestions, corrections whatever there might be into the next version of the book so that every year or I guess once it stabilizes this might not happen every year but in principle every year you could bring out a new version of the book that is significantly better than the previous one until you reach a point where the book is sort of in a stable and good so that's where the CCB site comes in and then where the CCB idea is just the latest version of the book is basically under the license so we still have something that we can use the same people to so what's in the ND version aside from these two pages that's different from the CCB at this stage a whole bunch of revisions that came out of this workshop with government folks so doesn't that make your CCB version kind of die yes but we don't feel bad about it because every kid in the country is going to have one anyway so that's why we have the CCB and because of this revision process and that you can basically think of it as a sort of a bit of a delay the latest version is under CCB the latest minus one version is under CCB so all the revisions go in next year to the CCB version or for the next four years sorry for January so basically I'm basically sort of dealing with my students the government pay for books for the students so what attracted them to this whole process is that they get to have a say in what the book looks like which is not something that they have with the traditional publishers the publishers take the curriculum that's published by the government go through it write their textbook put it into the process of getting them to the approved listening they make it or they don't end of story here the government officials and their curriculum experts and whoever they want to invite they have a say in what's going to go into the book they can say well I feature we want you to change these specific things for these reasons and I think we're happy with that and I think that's a very big part of what what's putting them in so the MD clause is a really really extreme way to make sure that those two pages stay in did you talk about or consider having a separate clause that just required those pages stay in but still allow other kinds of derivatives so making a custom license exactly you're adding a clause to the qualification of what the by attribution yeah I was just thinking that like could you say proper attribution of this is inclusion of these two pages you know you wouldn't be able to do that in connection with them we don't like to customize that but it would be a much so it would have to keep the two pages and all the links from the book to the site um attribution clause I think well I guess the question is if you know if MD is the tool you're using within the Creative Commons license to sort of keep this little bit of information in it also occurs sort of cranking down on a lot of legitimate modifications and just you know were you married using Creative Commons licenses or were you even discussed using a custom license part of the reason why the old MD thing why I don't feel that bad about it is because it's a living project and it's a project so the thing that's currently under CC by MD will within a year or two be under CC by I mean in a way and this is where this is a cinematic thing using the sort of the cutting edge version of whatever you have to try make money but still eventually releasing and eventually is not a long time it's not 10 years or 5 years even it's 1 or 2 years releasing everything you have under CC by yeah so we didn't really have a very big long discussion about this in part because of time constraints in part because CC by MD is an easy thing to understand in comparison to hashing or something and they're doing it once like 10th grade books that got on to the the list so yeah I'm kind of concerned about this too but it is an experiment it's not their one child library books yet unless it's widely successful but there's some other way to do it it would be it seems like this is sort of like journals that have some form of an open access policy where after 6 months the author can do with it what she wants so you've got this time limit where MD goes away and then after that it becomes shareable so there's months for it out there do you at first think that this book is CC by MD until this date and after because this we know make sure that after I mean this is what I did with some some movie that okay I can allow me to use my music but make sure that on January 1st 2012 this is CC by SA and another question that was really surprising for me maybe because I also come from a young democracy that that you that you feel that the government feeling with the content of the textbooks I mean because most of the time we've been in Poland we think about the future of textbooks is how to make the government not in a position which we make unable to in any way fill with content so it's very political I mean we care about the content right and we care a little bit about the curriculum because we have to make stuff along to the curriculum but we really care about the content and so it's a painful process to talk to government people because they're very online about certain things when it comes to content sometimes for political reasons and so I guess the one positive thing on that front in terms of the workshop is it wasn't just a situation where they told us what they want and then we had to go do it it was it wasn't actually a workshop so we had significant inputs in what ends up in the final book so we fought back on a whole bunch of things and some of them they redented on some of them they didn't but if you want to it's a trade off between making exactly what we want and not just going to go on folks on the one hand and getting the book to every learner in the country on the other hand sorry I keep saying learner that's the news South African word for students so maybe students in the country on the other hand in the longer so in the short run it's more important to us to a spread our name and we get people to just be aware of the content and the additional services whether they're free or not some of them are free some of them are not to make them aware of that which at this stage most people are not but within a year or two they will be and then the picture changes a lot so we were so yeah so having government that input into the process is both painful and helpful and we do get to push back and we're also in the end the ones we're still the ones who write the books the the only bit of changes is they review the books now so there's a sort of formal review at the end of this month when it's already happening but there's sort of the deadline at the end of the month but they then go through and say we're going to print it one thing that counts in our favor and don't repeat this there's going to be people as a government folks are kind of lazy so once you've had the workshop and you've shown them something that looks okay they're worst likely going to say at the end they're going to say yeah it's fine but you think they would have been energetic enough to go and remove all your leaves your little embedded sneaky leaves do you know what they're doing? well maybe not the two pages yeah they couldn't be filled with those that I can see that making the issue one more question I think we're out of time so if anybody wants to leave don't feel bad but I'm happy to answer more questions