Thank you, thank you very much Fabio and welcome, welcome everyone to the launch of our FL E-earning Academy guide on methodologies and good practices. I have to say that this guide really documents over the almost 20 years of experience where we're trying to this guide to share experience, to share our lessons learned, to share with you some tips about. But I just also wanted to mention that this event is an event organized with also with our sister agency UN, the United Nations UNS Cup with the Future Food Institute with Agrinium. So we are four organizations organizing this event. We are extremely pleased to have here with us the FL Deputy Director for partnerships and the outreach stream, Beth Bechtel, who is here to say a few words about the role and the importance of the FL E-earning Academy. So Beth, the floor is yours. Thank you for being with us. Sure. Thank you, Christina, and thanks to everybody for being a part of this. I'm really pleased to be able to be here with you and to open this event and welcome everyone to the official launch of FAO's guide on e-learning methodologies and good practices. As Christina mentioned, today we are joined by experts from the International Training Center of the International Labor Organization and also FAO's own regional office for Latin America and the Caribbean. I would like to just share a few thoughts with you on the role of the guide and on the contribution that I think it will bring to our ongoing transformation towards global digital inclusion and learning. First, I would say that this publication could not have come at a better time. COVID-19 related restrictions have provided an unexpected springboard for more virtual learning tools and solutions. There's been a big increase in demand for e-learning with a move towards content that works on a range of devices, including our smartphones. And the pandemic has also demonstrated the importance of having e-learning that is tailored to country-specific needs. And the guide provides clear methodologies and quality criteria to facilitate this. Certification of competencies gained is what the new generation of online learners are looking for as they build their own competencies from a broad array of online offerings. And so the FAO e-learning academy uniquely offers digital badges for several of our courses, providing a boost to an individual's career progression and a further incentive for learners to complete any given course. Secondly, I would share that the guide supports countries and institutions that need to adopt new methodologies to provide these kinds of quality learning experiences. Creating e-learning courses is easier than ever. And we are seeing many more rolling out in our member countries. Now it is important, though, to ensure that the quality and effectiveness of technology-based learning solutions is a priority. And this can only be achieved by analyzing learning needs and applying sound methodologies in the design of e-learning. Based on 15 years now of delivering e-learning solutions for FAO members, this guide provides instructional design principles, methods, guidelines, tips, examples, and case studies that are particularly relevant for organizations working in the development context. And finally, I would just like to reiterate the importance of adopting innovative and mobile responsive learning solutions. A lot has changed since the first version of this guide was published 10 years ago. This edition covers new topics such as micro-learning and mobile learning. These formats are particularly suitable for those with limited time for learning, but with a constant need to acquire new information and to apply new knowledge and new skills. Mobile learning now gives access to learning content with our handheld devices, our smartphones, and our tablets. It is estimated that 4 billion people use their phones to improve their own education or that of their children. This represents 140 million users more than in 2017 and clearly is a part of a growing trend in learning. Interest in any time and anywhere learning via mobile devices is also growing rapidly in developing countries. It's cost effective and it is available on more affordable devices and networks. And micro-learning is another learning trend which provides short form content to provide learners with just-in-time information that can be acquired in less than 10 minutes. Micro-learning's characteristics of brevity and design for just-in-time learning make it particularly suited to delivery on our mobile devices. So I strongly encourage you all to consult this guide and to learn about these new and exciting trends in digital learning. It gives me great pleasure to officially launch the guide today here with you, which is available in English and soon to be available in French and Spanish. I look forward now to the presentation of the guide and hearing the testimonials about just how important its contributions are. And on that note, I'd like to now give the floor to Ms. Marcella Villareal, Director of FAO's Partnerships and UN Collaboration Division. Thank you very much, Beth. Thank you. I would like to join in the very warm welcome to everybody to this official launch of the FAO eLearning Academy Guide on eLearning Methodologies and Good Practices. Let me start with a quote from Nelson Mandela, a person who I've always admired very much.  And I couldn't agree more with that. Education, capacity development are the keys to eliminating gender inequality, to reducing poverty, to creating a sustainable planet, to preventing needless deaths and illness and fostering peace and many more. And in a knowledge economy, education is a new currency by which nations maintain economic competitiveness and global prosperity. Education is an investment and one of the most critical investments we can ever make. This is true for countries around the world, not only south, north and south. And for us at FAO, capacity development is of course a core function. It is the essence of the work that we do at country level. This is what we leave behind when we are addressing very difficult development problems as we do in our day-to-day life. In order to achieve the SDDA agenda, 2030, we need competent professionals who are able and capable of taking appropriate decisions, formulating targeted and sustainable policies and strategies and adopting an innovative green methodologies, if you want to call them this way, and technologies. We cannot achieve sustainability without the development of capacities, knowledge, skills and competencies. And that is exactly the overall objective of our FAO eLearning Academy. In addition to cutting edge content, good practices and new methodologies developed by FAO in collaboration with very many partners worldwide, innovative pedagogical models, learning approaches and strategies are also needed for the development of competencies and transformation needed towards sustainability. The FAO eLearning Guide documents over 15 years of experience of FAO eLearning pedagogical models and learning solutions. As the director of the division that hosts the eLearning Academy and very proudly so, I am proud to mention that the first edition of the guide was among the 10 most visited publications of FAO in the recent years, and also benefits numerous institutions worldwide in their efforts towards the adoption of eLearning at corporate level. We're extremely pleased to launch this valuable publication today, and we look forward to the detailed presentation of the methodologies and learning solutions it offers. So it is now my pleasure to give the floor to Andrew Nadeau. Over to you, Andrew. Right. Thank you very much, Marcella. Appreciate that. Thank you, Beth, for launching the guide. While Beth provided some ideas of what to look for in the new guide, I'm here to provide a bit of historic perspective. That's what happens if you're the one with gray hair in the room. This guide follows in the footsteps of the original which was published in 2011. The idea of such a guide had been on the minds of the eLearning team for some time, as we often ask how we produce our courses. A lot of our members and a lot of our partner institutions ask how can we do this? How do we set up a similar system? How do we go about getting out to our learners and our constituents? However, time and resources were always a constraint. We weren't able to do so. But fortunately, in 2010, we had the good fortune of obtaining funding from Germany to work on a two-year blended learning program with three regional organizations. These were ASEAN, SILSAGRAMET, and KAMESA. And we worked with them to jointly deliver learning programs specific to food security professionals in their respective member states. The learning programs are based on part of an extensive suite of eLearning courses that we had produced with generous funding from the EU. Part of the program, we were actually supposed to support our regional partners in developing their own eLearning systems and platform. So suddenly, FUDDEN was available to produce a guide on how to develop eLearning courses FAO style. We quickly decided this was the opportunity to create a first edition of the guide and to deliver it as a global public good. We were fortunate enough to have EU funding available to produce the French, Spanish versions of the guide shortly afterwards. Now, finally, we have a full answer when we ask, how can we create our own courses? How can we point people to the guide? And so far, it's been proven a great success. Marcelo mentioned the numbers since 2011. The guide has been in and around the top 10 downloads of FAO. Top 10 last year, top 15 in 2009 and even in the top five of 2018. This is a good indicator of how popular and in-demand the guide is. And I think the latest version will boost these numbers immensely. Don't forget, those of you familiar with FAO, I was at this guide is in competition and publications such as the state of food security and nutrition in the world. One of our FAO flagship publications. So, well done, I say. Now's the time to take me to take time to recognize the primary author of the guide, Beatrice Guertini. Good friend as well. First met Beatrice when she was working from an external firm that we hired to get us started on eLearning. One of the examples she showed us was of course she developed on how to sell a certain model of fiat in Ireland. Now, I'm not one to comment on the need for such a course, having no knowledge of the appetite for fiat's why they are public. But one thing that struck me about how well the course was designed and how it can concisely explain how to get the task done. Of course, we did hire Beatrice to work with us as well as many other instructional designers and course were developed to make up today's team. And what you'll find in the multiple multitude of offerings through the FAO in an academy are very practical courses designed for working professionals and upcoming young professionals in the field of food and agriculture. These courses are designed to ensure the correct knowledge and skills are imparted to on the job professionals. That's the key behind all of this. Now, does it work? Well, over the years we've conducted learner surveys and we have results that show that 90% plus of our users acquired new knowledge and skills. And even more telling is that the same percentage of users are telling us that they applied these new required skills in the workplace on the job. Now, a lot of work and planning goes into creation of these courses. I think this is clear. Those of you are familiar with the guide realizes how complex an operation it might be. I am not going to go into details as Beatrice will be providing over the guide but I can say that the new version is fantastic in my very biased opinion. I would also like to congratulate Beatrice, the FAOE Learning Academy team and other contributors to the guide. I would also be remiss if I don't thank the Global Network Against Food Crisis Partnership Program, which is funded by the UN for which Beatrice is currently working. The program has allowed Beatrice the time and resources to produce the current guide. Again, congratulations all involved and I hand the floor to Christina. Thank you very much Andrew and before giving the floor to Beatrice who will be explaining a little bit the contents and the various methodologies of our guide. I just wanted for those of you who don't know us just very, very briefly to explain what is our intention behind the FAOE Learning Academy. As both Marcela and that were mentioning, they mentioned a lot of the world competences and this is exactly what we are trying to do. We are trying to transfer multidisciplinary, transdisciplinary competences which are the ones that are needed to face the global challenges we are all facing. So what we are trying to do is to basically offer free of charge, be learning courses, multilingual be learning courses to allow anyone anywhere in the world to have access to these resources. Really, we are supporting universal education. Education should no longer be a privilege of just a few. So it is really a global public good and it is really the result of a collaborative effort. We have worked with over 200 partners to make this a reality. We are fully aligned with the SDGs and I think that our model also fully is fully aligned also with SDG 17 on collaboration. So we have reached so far about 700,000 learners and we cover a number of various thematic areas, climate change, sustainable food systems, nutrition, but also responsible investments. What does it mean to be responsible? Sustainable fisheries, sustainable forestry. How do you restore soils? Also, how do you maintain your forestry genetic resources? So all of these thematic areas are covered and we invite you all to have a look. Just as I was mentioning, we work with a number of farmers. We also work with a number of universities. We create masters and post-graduate degrees where the universities integrate our courses. We share these courses with these various partners for their capacity development activities. We also work a lot with UN initiatives. We contribute to these initiatives and networks and we share everything over courses with them too. What I also wanted to mention is the importance of diversifying our pedagogical models, our delivery solutions and this is also going to be covered by the appreciate and it is covered in the guide. So just to tell you that we really try to diversify the models that we use also because each of us has a preferred way of learning and by diversifying, you certainly have a greater impact. So we organize blended learning programs, online technical webinars, also mobile responsive courses and learning programs, MOOCs, and they will be covering all these aspects. And we also put a lot of attention in innovation in the design, in the content and in the pedagogical models. I'm not going to go too much into this but we really try to be as collaborative as possible in all the different activities that we do and in the various phases of the processes. Because we really believe that adopting a multi stakeholder approach is surely a much richer process that allows to also obtain richer products. That generates richer products and it is also very important to work with the target audiences to make sure that everything is aligned with the professional profiles and with the competencies that these professional profiles comprise. So I'm not going to go too much into the details because all of this is covered in the guide that the issue will be mentioning. I just wanted to conclude by saying that it is also crucial, especially also with the pandemic to offer the possibility to certify competencies and to have an accreditation which becomes a driver for educational reform. So we use the digital batch certification system which is equitable, inclusive, transparent and so we have been using it since 2020. So this also will be covered with definition but I just wanted to mention that this is a way to certify specific competencies that people have acquired and you can personalize your pool of competencies by selecting them actually. So it's very, it's visible, transparent, shareable, stackable, verifiable and this is the system we are using. I just wanted to mention also that we have a number of publications and that also the, including the guide, and that all of these are available for free through the Ethnal eLearning Academy. And without further ado, I'd like to now give the floor to Beatrice Gerardini who is the main author of the guide. However, this is also the work of the collaborative effort of the entire eLearning team, which I'd like to acknowledge also. So we appreciate, the floor is yours, we really look forward to your presentation. Thank you very much. Thank you Christina. And hello everyone. Thank you for giving me the opportunity to present the guide. I'm very happy and pleased to be here. I'm just sharing my screen. Okay, can you see my screen? Yes. Okay. Okay, so as it was already mentioned, the main objective of this guide is to share good practices and methodologies with everybody because as Christina was saying, the guide is a public good. And it addresses both capacity development managers and also instructional designer learning designers who want to develop specific skills on creating eLearning content. And also, all those that are interested in knowing about how to set up an eLearning course, an eLearning program. The content is based on consolidated theories and models from instructional researchers and on the experience of the FAE Learning Academy that for more than 15 years has applied all these methodologies to the development context. And as it was already said, this is a second edition where more topics were added, some topics were expanded and all the examples and case studies were replaced by more recent experiences. The next slide is organized into four sections. The first one is the introduction providing basic concepts while the other three sections provide concrete guidance on the different phases of an eLearning project. Let's go briefly through these parts. So part one is about the present the benefits of eLearning, the different types of solutions that can be delivered, and also the resources that are needed. So what kind of activities and professional roles are involved in developing an eLearning program. And what solutions, there are different types of content that can be used for self-paced eLearning, but can also be associated to social interaction tools. For example, we can have the simple resources like videos or documents, but also more comprehensive eLearning courses, test simulations, debates, these are all types of eLearning content. And they can be used in online facilitated courses, webinars or massive open online courses to allow learners to interact with other participants with the instructors with facilitators. So adding the social components to the learning. And also there is in this first part an overview of blended learning, which is an approach combining face to face and online learning. And since 2011, the FAE Learning Academy has delivered a series of blended learning programs at both national and regional level. They have an enhanced capacity of professionals to implement core programs in their own countries. And all these programs follow, apply a common model that FAE is using as adopted, and which is described in the guide, and you will also find a case study. The different aspects of one of this program, including the impact that the program had on the country. And another highlight is on mobile learning, as was already mentioned before, it's a way of providing learning through mobile devices like smartphones and tablets. It's also a way to join, for example, learners who are in remote areas and have limited connectivity, and also a way to provide just in time content for those who need to rapidly access information and content. So in the guide, there is in this first part, there is an example on mobile responsive resource for private investors on investing responsibly in agriculture, and which consists of small elements. In the introductory video, there is a self assessment tool and a series of short lessons that are quite suited for mobile learning. The second part is on the first stages of learning program and the analysis and design and these are crucial steps for any kind of learning project. Whether it is any learning or self-paced learning, a blended or a facilitated course. I just would like to highlight one method that we use, that is, we use to ensure that the learning is relevant for learners that they can use it in their job as well. So this is the task analysis, which is a way to identify the content of a course, looking at the job tasks that the learners should learn or improve. So starting from this perspective, we identify the content that should be included in the course. You will find an example on the series of learning courses on SDG indicators, for which we applied this analysis at the beginning to have at the end harmonized series of courses, which are organized in a similar way. And also the definition of delivery methods, instructional methods and evaluation methods, it's important and should take into account not only the content and not only also the technological issues and constraints, but also learners related factors like their familiarity with the technologies, their familiarity with digital communication, and also their previous knowledge and skills, also the time that they have available for learners and other elements. And these elements can drive then the choice of, for example, the delivery format, if it's a mobile learning course or a new learning course, and also the if we are using asynchronous communication methods. So having a different times, or if we are using synchronous methods like video conferences, for example. Then I was explaining related to evaluation, there is also the certification of competencies acquired through the courses. And this is very important because digital badges provide an opportunity for learners to share to show their accomplishments and for employers to have a granular view of the learner skills and knowledge and competencies. Digital badges, also called micro credentials or digital credentials are visual representations of the skills and competencies acquired by doing a specific learning activity. And they have these three main features, they are they are stackable, so that you can show a collection of the knowledge skills competencies coming from different sources coming from both formal and informal learning activities. They are shareable, so they can be displayed in professional social networking platforms like Facebook, LinkedIn, Twitter, they can also be embedded into web pages and in dignified signatures in emails. And they are also verifiable because they embed metadata that describe the series of elements like the issuing organization, the kind of activity that they correspond to, the criteria that have been used to assign that badge. Then the third part is really providing concrete guidance to create the learning content from the stage in which the designer worked with this subject matter expert to the creation of the storyboard, to the use of different instructional techniques that facilitate learning. So here the objective is to make learning clear and engaging for learners. So there are a number of techniques to use including the use of examples to clarify the content. The use of tests to reinforce the messages, the use of media and it's very important to use a right mix of media without overloading the working memory of learners and but to give them the attention to choose media that are functional to the learning process. And then a series of techniques that can be used according to the type of content like the use of pedagogical agents, which gives some human sense to the lessons, and other methods that are more related to the development of job related skills like storytelling is based scenarios. I will provide an example later, then the gamification which adds element that increase the motivation and engagement of learners and micro learning, which are short learning, learning resources that correspond to one learning objective, and that particularly appropriate for being delivered on mobile devices. There is also a chapter on the selection of authoring tools so providing some criteria when selecting an authoring tools for both e learning and mobile learning. These are two examples of a scenario based technique, which is very effective to teach a strategic skills and job related skills, because it presents a challenging situation where the learner is the main actor, and the learner has to solve a series of problems by making some choices. So it's really useful to teach skills that are strategic and that where the learner has to use different elements, together different elements to solve the situation. One on the left is an example of a course entirely designed around a scenario. And here the trigger event is the a bad evaluation received on on an agricultural program, so the learner has to somehow to redesign the program, and he will, they will collect information from different stakeholders and make some choices on the design. And, and the other example is a is a mobile responsive tool is an assessment, a final assessment of a course on responsible investment. And here the learner is presented with a case and can choose an avatar, so can decide if women or a woman. And, and then the information is presented through a series of videos. And the last part of the of the guide is about social interaction. So there is a description of how to prepare for an online facilitated course, which is a course where activities are organized. into chronological order and are facilitated by experts and are delivered to an online platform. And so there is a description of the different activities and components of these courses with examples taken from our experience. And also, an overview of the different communication tools and collaboration tools that can be used in my in a course. And some tips on how to use this tools for 11. And this is also completed by a case study of online training of trainers, which was supposed to be a blended learning program but then because of the COVID-19 restrictions was converted to a virtual course, using both live sessions and asynchronous and the other one is a massive open online course again, mixing different types of activities and involving more than 5,000 learners. And the last chapter of the of the guide is about is a let's say it's about technology. So it's about the different learning platforms that can be used to deliver a learning with a focus of course on open source solutions like moodle which is the platform that we are using at the Fire Learning Academy and other solutions for limited connectivity. So before closing, I would like to acknowledge all the colleagues who contributed to this guide. And so we'll start with the yes Mina Tizovic who authored the two chapters on technology. Chiara Nicodemi who provided the case studies of the blended learning program and the online training of trainers program. And Gouzen who authored the section on certification through digital badges. Then Sara Ferdante, Ilka Holt, Mariana Lapisani, Fabio Pichinich and Julia Ramadan, who provided examples and checklist on MOOCs and webinars. The entire Fire Learning Academy team for all my colleagues in the in the learning Academy team because all the examples are taken from from their work that they daily carry out. And all the reviewers who provided comments and suggestions on on the core on their guides. Claire for the editing and a special thank to Claudia, who made the graphical design that I think is very effective and very nice. That's all. Thank you for your attention. And here you find again the links to the to the PDF and also to the flip page version of the guide. And thank you so much. I hope you will enjoy reading the guys. Thank you. Thank you. Thank you very much. And actually, while you were presenting, I was looking at some of the questions. And so I would like to get some answers before giving the floor to our two, our two guests. So, some of the questions were related to. As I mentioned for us, it's extremely important to try to think of multidisciplinary competencies and this includes also soft skills and interpersonal competencies, which is also the capacity to negotiate the capacity to to communicate and listen to writing skills, writing reports, writing actionable recommendations. So these are also some of our courses also cover the soft skills. So this is to answer some of the questions. And then some of you were asking if we offer free learning courses. This is exactly what we do. We offer free multilingual learning courses available to anyone. And it's very easy to access them. It's e-learning.phile.org. So it's very easy. And some of you were asking about the technology. So in the guide, you have an entire chapter about the technology. However, if you're interested to know about what we are using, we are using the Moodle platform, which for us is very suitable for low connectivity areas and also for language purposes and because we are multilingual. And as an altering tool for the courses themselves, we use Storyline, so Articulate 360 Storyline. So we will be answering all your questions and documenting all your questions and responding and the documents will be available online on the FLU Learning Academy in the webinar section and also the recording of this launch. So I would like now to give the floor to Tom Wanbeke, who is the Chief of Learning and Innovation in our sister agency, the International Training Centre of the International Labour Organization. We are extremely pleased to have Tom with us here because they have also been part of all of this. So I would like to give the floor to Tom. Tom, thank you for being with us. Thanks a lot, Christina and colleagues. It's a pleasure to be here with you in this kind of official introduction of the FAO e-learning guide, which I had already the opportunity to sneak in and to see what it was. And I was thinking, what can I say in these, let's say the 10 minutes that have been allocated to me and I titled my input as I've called it the ripple effect that only will become clear at the end of my presentation. But looking at when Andrew was presenting the historical perspective, actually I was looking also on my own block and that brought me back to 2011 and this was an article that we have published in 2011, Andrew, the time that we were still young. You know, and I still remember very vividly Andrew standing somewhere I don't remember at what conference with what it was with this manual. You cannot see it because of my green screen but it was equally beautiful at that time and quite pioneering in let's say the in the field, because these are let's say large institutions making a very accessible document for let's say non e-learning experts that was something that was not done yet yet there were plenty of e-learning animals but they were all member of the I would call it using all kind of technical language full of abbreviations and both Andrew and me we are member of the AAAA which is the American association against the abuse of acronyms so we wanted to have something very accessible in there and the work of the team has been great into that now it's actually interesting because we jump from 2011 to 2021 so it has been already a decade that's the second thing that is quite unusual you know partnerships sometimes hardly survive a biannium. Here we are already working let's say 10 years together as professional colleagues also as friends after working so long time together. And this was a decade of action. I would, I would like to congratulate the FAO that already 15 years ago you were preparing for this pandemic, because a lot of other UN institutions got into a massive panic by way of speaking. When the pandemic arrived and had to go into a very rush into words this kind of everything was digital transformation in the last year while a very few organizations already have put the building blocks. Let's say a decade or 15 years ago. For us there was no panic that was actually the age of acceleration and all the hesitance and resistance that there was around E learning has now become common good and I think relaunching what you have done now the E learning manual is also strategic because I think we need to look towards the next decade, which should be also a decade of even more intensive acceleration, because if I look to different areas for example the current UN reform the views that are now being stressed on how are we going to organize learning and training in a world that probably will disrupted by more disruptions than just the pandemic that we have had right now I think we have the building blocks here so I would like to give you three images of inspiration on how we could further partner up because as I said when my training where my director at the time 11 years ago he asked me exactly the same question can you not design a manual for E learning I'm not going to design it there already exists one manual so I'm going to use that manual because reinventing the wheel is also something that within the UN is a common you know threats and actually reusing what you have been using and adding our synergies and complementarities on that was actually the beauty of this partnerships is basically SDG 17 translated into concrete action and that's what we also should do more in the future so what are my three IDs that I wanted to share with you.  And one number struck to me that was like you said we've reached out to 700,000 learners asked, you know, any other agencies in terms of numbers. Not many agencies or capacity building partners have reached scalability. Everyone is re is preaching scalability in terms of outreach and e learning, but doing it also effectively requires also a solid structure and a solid organization. I'm also quite impressed how specifically 10 years ago throughout with a minimum of resources you had like a kind of a maximum impact and this is also something that I would like to congratulate you for. So what am I'm asking with this. This has nothing to do with the recent putting my phone off. This has nothing to do with the recent launch of Richard Branson somewhere on the moon. But I think at this stage, it would be interesting to formulate some additional moonshots what you would like to do in the next 10 years and where you would you like to go and there's plenty of ideas that actually pop into my head where we could engage in interagency in relation on these kind of fields. Specifically, I remembered in the beginning Christina and also and he said it's really suited for FAO context you know really this is the thematic this is the mandate but if you look at the SDGs they're so interconnected related that only between ILO and FAO I can spot many let's say possible synergies specifically in the field of e learning but also in other areas which we have collaborated where we also use the e learning manual whether that was now on child labor or other topics I mean there's a lot of cross section points that we should elaborate further so I'm asking how can we do that moonshot thinking I was looking at the recent report from the UN joint inspection unit where they were basically looking into policies and platforms and support towards coherence coordination and convergence a note that was actually shared with the Secretary General. I wanted to see more of you know these kind of standards for me the e learning manual that you have developed should be a standard UN manual just to this is something that is cross sectionally can be used and to avoid the reinvention of the real it could be multiplied much more. What else would I like to mention there while there's a relevance and the question is here how can we create more multipliers we have been using the guide into plenty of training of trainers. We have seen also that throughout the new modalities that you have experimented with in the last 10 years. We had some unique scaling options I'm thinking about the massive online open courses which reach wide audiences. I'm thinking about the hackathons that you have been doing the boot camps and so on so that's definitely an area of doing more. The second element and this is also the beauty when I compare the first manual and now the revised manual there's a kind of strong connection between them. Most of the e learning manuals are always going to talk about the new technologies and what happens when you talk about e learning technologies you launch it and one year after it's already you know overdue because the new technology has it replaced. Your strategy has always been very much focused on on three things on design design and design that's probably why it's also called e learning methodology so that even your first manual is still relevant today and the manual that you have basically introduced right now will be relevant also a decade from now when we get together in a new webinar where maybe some of us will be retired already but at least this will be extremely relevant in 2031 when we actually make to the assessment of you know what happens with the SDG so that's definitely what the second element where can we invest in more innovations what I liked about the manual it was not only on self guided e learning and tutor based e learning you went really broad you know already the deputy director general mentioned the new trends in terms of micro learning in terms of hybrid learning and so on. I think there, we could do also more together because e learning is not anymore captured in the isolated cell of a few e learning specialist is going to become a cross section mandate of everyone who's involved into capacity building just to mention the manual we have now put learning innovation as a cross cutting strategic driver in our strategic framework of our training center that also results in having more access to resources that also results that now 20 regular budget based positions are working specifically on this topic which also would like to mention. Maybe the next thing and also would like to thank if you please Tina and the team for participating last week in our digital inclusion summit. And also here the manual is very incorporating you know not only digital inclusion in terms of you know accessibility and connectivity and making sure that you don't leave anyone behind but also opening up space how can be be more creative to marry innovation with inclusion and also there many more things can be done by on accessibility by on connectivity but also making open educational resources, giving access to mobile services and so on. And then the last point because I need to take the time into account and that's where I here come to my ripple effect. I think three things that are definitely work that we need to do jointly in this field to make it even more stronger. Years ago, all the question was yeah e learning is less qualitative than face to face learning that was the biggest cliche and mid that was out there. Now after 10 years we have enough data, I mean I remember throughout the project that I organized together with you. We had substantial data that a few actually of these learning projects were even more impactful than the traditional workshop factory that we usually do throughout the world. So when I think there, we need to invest in how can we capture that and there's a full field of learning analytics which is now widening it up. And maybe you also need to, you know, raise awareness that how we measure the impact of e learning is not using the same tools as we do in terms of face to face learning and that's probably the moment where we really can do it we just issue the study around it we can share it with you also later but this is going to show that's really worthy the ripple effect and the acceleration effect of e learning will take place. Also, not only on impact but on quality assurance I mean we were both partner of the, the you, the opening, open ECB check initiative, which made sure that our work was done at a high quality level over 67 different criteria, even more criteria that you would find in any face to this workshop out there and this is something that probably we would need to validate again but maybe adapted quality assurance frameworks also on the new realities that you are presenting in the manual. We are currently engaging in an ISO certification on there but there are many other ways to do it. And I see the initiatives that you're taking in terms of micro credentials and other elements all very much moving into that kind of direction. So these were let's say the three images that I wanted to, to share with you with lots of gratitude towards our partnership hoping that we can amplify multiply and that in order to generate more ripple effects, not only within FAO or within ILO but also in the larger community of stakeholders that we are serving and that's my contribution to the introduction of your manual. Thanks a lot to the entire team it has been a pleasure to work together with you and hopefully we can continue that for the next decade. Thank you. Thank you so much, Tom. We are also extremely grateful and it would be a pleasure as usual to work with you. Just before giving the floor to our colleague from the regional office in Chile, I just wanted to respond to another question which were related to the digital graph certification. And it was just to say that digital badges are well being used worldwide really I mean it is being used as a very successful method to try to match the competencies of individuals to the employment opportunities. So it allows to better match the competencies that you're able to acquire with the professional profiles and with the job opportunities that are out there. It has been extremely successful because if in addition to a university certificate or to a university degree you are also able to demonstrate that you have acquired specific competencies in the field and that you don't only know but you know how to do it, it has been very successful for increasing employment opportunities and also for talents development in organizations. We have noticed specifically related to the SDGs, you know that FAO is custodian of a number of SDG indicators where we help countries to collect, analyze, monitor and report on specific indicators. So this is the objective of the courses and then you have a test and if you pass the test you have the competencies in that specific indicator. We have also noticed that this is extremely successful also in many countries so because when countries need somebody to collect, analyze specific indicators and you have that specific competence, the competence that they are looking for. So it is really a way to better match and it is also a fair and transparent evidence based accreditation system so we are quite happy with that. So I would like to now give this door to Karina Crespo who is our colleague in the regional office of FAO in Chile, in Santiago, Chile and I have to acknowledge really the collaboration with our colleagues in the Nucleo de Capacitación because they have really been working extremely successfully with us in the language adaptations to Spanish in the outreach in the same, yes, so they have been supporting the entire capacity development effort together with us. So without further ado, so I would like to now give the floor to Karina Crespo. Karina, the floor is yours. Karina will be speaking in Spanish but you have the simultaneous translation. Thank you very much. Allow me to share the screen, let's see, there it is. Bueno, en principio comentarles que nosotros estamos muy agradecidos de esta invitación para nosotros es bien importante participar de esta actividad justamente por la relevancia que tiene la colaboración entre las distintas secciones de la organización y con otras organizaciones. Contarles un poquito quiénes somos, no somos un equipo que trabaja de manera transversal en el diseño y la implementación de estrategias de capacitación en nuestra región para América Latina de Caribe y desarrollamos propuestas que dan respuesta a las necesidades de los proyectos y los programas de nuestra región. Con orgullo queremos contarles que tenemos hemos llegado a casi 140,000 técnicos y profesionales de nuestra región y eso muestra también un proceso que hemos ido haciendo de crecimiento a través de los años. ¿Cuáles son nuestras funciones? Bueno, como han estado comentando los colegas, a partir de la pandemia han surgido, digamos, nuevas actividades, nuevas necesidades y también han crecido la función en responsabilidades y servicios que nosotros ofrecemos. Pero principalmente nuestra actividad tiene que ver con la capacitación técnica ya sea a equipos internos de la FAO como externos en todo lo que tiene que ver con capacitación de temática FAO. Pero además, estamos trabajando desde el año pasado identificando cuáles son las necesidades para la región y hemos llegado a la conclusión de qué es necesario diseñar e implementar una estrategia y política de desarrollo de capacidades para la región. Porque hay necesidades específicas y porque también es necesario aunar criterios, definir estándares de calidad, tener un mismo horizonte sobre qué queremos en el desarrollo de capacidades para la región. Y a partir del año pasado han surgido otras funciones que tienen que ver con la articulación, con diferentes organizaciones o con distintos espacios dentro de la misma organización y distintos equipos como equipos de Roma, como el equipo que coordina Cristina, como equipos también de África y de Asia. Y eso hace que se enriquezca mucho el intercambio del aprendizaje y por supuesto los resultados de las producciones son mucho mejores. ¿Cuáles son nuestros servicios? Nosotros tenemos, bueno, a partir de la pandemia también han crecido, digamos, las propuestas de estrategias de capacitación, pero fundamentalmente tenemos series de webinars con distintos ejes temáticos, cursos de auto aprendizaje que son masivos, gratuitos y abiertos. Nuestros productos son mayormente en español, pero también tenemos algunos cursos en inglés sin portugués, talleres y seminarios virtuales, cursos virtuales con tutor, con un acompañamiento más uno a uno con actividades grupales, individuales y con prácticas en terreno también. Diplomados que han resultado muy interesantes porque han permitido, en algunos casos, con la semipresencialidad, hacer intervenciones específicas en instituciones, por ejemplo, instituciones educativas con prácticas, con pasantías y con experiencias muy exitosas. Y últimamente estamos trabajando en la propuesta de desarrollar programas y trayectos de capacitación que sean más sostenidos en el tiempo y que permitan un nivel más profundo de aprendizaje. Con quienes trabajamos? Nosotros trabajamos mayoritariamente con los proyectos y los programas de la FAO, tanto a nivel de nuestra región como con los países, con secretarias y ministerios de los países de la región, con distintos equipos de learning de oficinas nacionales o internacionales con universidades, con centros de investigación y con fundaciones y ONG. Es bien interesante lo que está pasando con las universidades porque muchos de nuestros participantes son estudiantes de las universidades cuyos docentes recomiendan nuestros cursos, entonces también es interesante ver la llegada que estamos teniendo en ese sector. Proponemos mostrarles este gráfico como para tener una mirada de contexto de cómo ha ido creciendo la demanda de capacitación en nuestra región y vemos que desde el 2013 al 2019 fue en un crecimiento paulatino, pero vemos que en el 2019 al 2020 la demanda aumentó muchísimo. Entonces eso significó que nosotros tuvimos como que repensar las estrategias, adaptarnos a las nuevas necesidades todo en una vertiginosa velocidad, pero es una oportunidad excelente para identificar las necesidades y dar respuestas. Como para dar un ejemplo, nosotros en años anteriores teníamos una estadística, un promedio de producción de cursos de 20 a 25 cursos por año. Sin embargo el año pasado hemos llegado a 66 productos de capacitación en el año y este año incluso eso se está multiplicando, entonces hay toda una reestructuración del equipo y de lo que vamos a ofreciendo. Nosotros estamos centrados fundamentalmente en este momento en el diseño de nuestra estrategia de desarrollo de capacidades para unificar criterios en toda la región y para llegar a espacios más profundos de aprendizaje. Y para esto identificamos dos niveles de acción. Por un lado el desarrollo de capacidades técnicas a los equipos técnicos con los que trabaja la FAO pueden ser equipos técnicos internos o externos de los gobiernos y detectamos que había mucha oferta de sensibilización. Sin embargo no había tanta oferta de un aprendizaje más profundo que nos llevara al cambio de prácticas. Entonces este tránsito de la sensibilización al cambio de prácticas no se resuelve con un solo curso sino que hay que combinar una serie de estrategias para lograr ese aprendizaje profundo. Y en esa área, en esa propuesta estamos trabajando más profundamente desde el año pasado. Pero además vimos que no alcanza con capacitar a los técnicos sino que también hay que hacer todo un trabajo a nivel de sensibilización política para que los políticos también tomen esas decisiones y se refuerce la idea de las políticas públicas vinculadas a las temáticas que va proponiendo FAO. Entonces queríamos compartir un ejemplo de lo que estamos haciendo de manera muy general. Nuestra región se organiza en tres grandes ejes temáticos a los cuales le llamamos iniciativa regional 1, 2 y 3. Y bajo esta iniciativa regional se desarrollan todos los proyectos de la región. Entonces además los proyectos se unen o tienen en común algunos temas. Entonces, estos grandes ejes temáticos se subdividen en grupos de temas y hay varios proyectos que trabajan sobre eso. ¿Qué vimos? Vimos que los proyectos tenían estrategias de capacitación en su planificación, tenían recursos y demás, pero cada uno hacía su propio curso. Entonces como los proyectos son cortos o a veces tienen pocos recursos, siempre quedábamos en la instancia de sensibilización. ¿Qué es lo que se hablaba antes? No es necesario estar todo el tiempo reinventando la rueda, sino que queremos propiciar un espacio de conversación entre esos proyectos porque esos proyectos no conversaban. Entonces lo que hicimos fue juntar un grupo de proyectos que tuvieron la temática en común, que quisieran hacer capacitaciones y proponerles que con los recursos y con los objetivos que ellos se proponían en vez de hacer cinco cursos de sensibilización hicieramos un trayecto de capacitación que pueda ser más sostenido en el tiempo y que tenga diferentes estrategias pedagógicas para el desarrollo de capacidades a nivel más profundo. Entonces creamos este espacio de programas y trayectos de capacitación que se diseñan de manera colaborativa entre los proyectos y de esa manera ofrecemos un producto más profundo, más sostenido en el tiempo y que da respuesta a todos los proyectos que participan en los diferentes países. Entonces con eso, logramos ese trayecto que habíamos propuesto y queremos también empezar a trabajar en evaluaciones de impacto porque todavía estamos un poquito flojitos con eso. ¿Cuáles son los logros que tuvimos en el 2020 que ha sido un año de muchísimo crecimiento y aprendizaje? El aprendizaje, por supuesto, ha crecido mucho la demanda hacia nuestro equipo para el asesoramiento de programas y proyectos que tuvieran que transformar sus metodologías de enseñanza presencial a modalidades virtuales. Para esto es fundamental la utilización de la guía y todos los recursos y los instrumentos que tiene la Academia de Aprendizaje Electrónico de la FAO que constantemente está compartiendo con nosotros porque lo tomamos como un punto de referencia como es como nuestro punto de partida y de ahí nosotros adaptamos a la región. Enriquecimos mucho el modelo pedagógico, también hemos trabajado, empezamos a trabajar con micro-learning con aprendizaje interactivo, con materiales interactivos y toda la nueva, digamos, metodología pedagógica que requieren las nuevas épocas. Mejoramos la infraestructura tecnológica porque hemos migrado de plataforma, también eso algo que le debemos a Cristina porque ella nos acompañó en ese proceso. Crescimos en visibilidad interna y externa por la cantidad de demanda y el ofrecimiento del asesoramiento que hacemos. Mejoramos la gestión y la sistematización de nuestros procesos porque el trabajar de manera virtual, 100% virtual eso nos impulsó a gestionar mejor todo nuestro ciclo de producción, la organización de nuestra información o sistematizarlo y demás. Y también nacieron nuevas líneas de trabajo, articulaciones y productos. En cuanto a qué nos proponemos, qué nos queda por hacer, cuáles son nuestros desafíos, estamos muy centrados en el diseño y la implementación de esta política y les comentaba que sea regional y que tengamos una mirada común en cuanto a desarrollo de capacidades. En este caso también es fundamental el apoyo y la articulación con la academia de aprendizaje electrónico de la FAO, esta guía y todos los otros recursos que siempre nos ofrece Cristina. El diseño y la implementación de programas de capacitación y sobre todo comenzar a pensar en evaluaciones de impacto tenemos muy bien medido la cantidad de personas que se han inscripto, que han aprobado, que han certificado pero no tenemos mucha evaluación de qué aprenden a hacer y si lo aplican en terreno se han cambiado las prácticas profesionales. Sistematización de materiales educativos, hemos detectado que hay muchos cursos, muchos materiales, muchos módulos, sin embargo no están sistematizados y tampoco están difundidos, entonces creo que ahí el trabajo colaborativo va a ser súper importante, hay que organizar toda esa información y compartirla. Y también algo que nos parece muy valioso y muy importante en este tiempo es maximizar la utilización de los esfuerzos y los recursos, esto que les decía, que cada proyecto piensa en su propia producción y no conversa con los otros, sin embargo si abrimos ese espacio de colaboración todos podemos concentrar la utilización de los recursos y estamos haciendo mucho más efectivo el trabajo, mucho más efectiva la utilización de recursos económicos y recursos humanos y eso se ve reflejado en una mejoría para la cooperación Sursul. Así que bueno, eso en una línea así como breve y muchísimas gracias, la verdad que es un placer estar compartiendo este espacio con ustedes y creo que no va a ser el primero que van a venir más, así que muchísimas gracias. Muchísimas gracias Karina, thank you all very much of our guide, it was a pleasure to be with all of you, I would like to thank again our deputy director, the director of our division, also Andrew Nado, Fabio Picic for the organizations, our guests, Tom Wanbeke and Karina Crespo, and behind the scenes also the translators that have been with us and the technical staff and I would like to thank you all the participants for being with us. Thank you so much and come visit, we are fairly learning academy, thank you. Bye bye.


Hi, I'm Lavi and I'm Oli and this is our hero Bumblebee. Together we are attempting a Guinness World Record to become the youngest pair to circumnavigate the globe by motorcycle. Join us for season 3 here in South America. Bye bye beautiful camp, most beautiful epic camp in the world, good morning world welcome back to the channel it's day number 258 on our circumnavigation around the globe by motorcycle and it's day two here in the Torres del Paine national park in Chile where we are exploring with our friends Agnes and Glenn who are in the car behind us and we camped last night at this little campsite here by this lake called Pehoye Camping with like the most epic crazy view of these beautiful mountains in front. Man it's so beautiful. It was a pretty cold and windy place but it's worth it to be close to these mountains. Today we're going to be making our way right here right into these mountains in front because we're going on a hike. Hiking day! First we've got about 30 kilometers of dirt road to take us up close to these mountains and then we've got about an eight hour hike. Yeah I think it's 11 miles but elevation from like I don't know 900 meters up and then down and then across and yeah it will be a good hike get the legs working again. Oh man look at this view wow wow after our hike we'll be riding around the rest of this beautiful national park and we'll be going hunting for pumas in the afternoon so it's just going to be an epic day here in Chile. I can't wait. Going through the middle it's okay. Oh I'm not sure I should have gone through the middle there but I don't know if I could have picked one of those lines. I don't know. It was a bit it was a bit dodgy. So this national park is named after these guys just up ahead. Those are the Torres del Paine.  Piney means blue so these are actually the blue mountains the piney mountains and the Torres del Paine are the towers of the piney mountains. Yeah and this is where we're gonna hike too. There are three towers um let me see if I can remember the names it was the Torres the Agrestini. Torres central and Torres something like Manzano. I don't remember and this national park is home to Guanaco. We've seen Guanaco this morning but also home to pumas which we've been also looking out for this morning but we haven't seen any so far so it'd be awesome if we could see some pumas. Yes it would be absolutely absolutely amazing. So it's only a couple more miles up this road until we get to the parking and then we're gonna switch from our motorcycle outfits to our hiking outfits. In 10 hours the trail begins up to the mountains. We've started the climb now. We've taken off all our layers already. It's a beautiful beautiful sunny day today. Totally different to yesterday. So we are one hour into the hike now. We got quite up already and it's really really beautiful. Epic views from up here and you can see already how how the trail is going here. That's some fresh mountain water right there. Prost. What are you having? We've got cracker with mayo. Why not hey? Look at that. First into the hike now and still exhausting but I think we have probably another 30 minutes left and then we will have the views of our lives so we're all very excited about that. Baited down to the lake and now it's time for lunch. Everyone is excited to have some food. All right guys say goodbye to Torres Del Paine. Oh sorry Piney. It's time to make our way back down. Time to get reunited with Bumblebee. What are all these horses doing here? I don't think I've ever seen so many horses at once. We can finally see the end. Getting pretty tired now I must admit. It's been what time is it? Five o'clock. Five o'clock. Yeah so eight hours and 45 minutes. Oh that's on the limit of a day hike I tell you. But here we are at the visitor's center and back with Bumblebee in a minute. Yeah let's see if Bumblebee feels all right and everything is good. Oh yeah Bumblebee would be fine. Bumblebee just rested and chilled the whole time. Ready to go. Man I am feeling it. We haven't done a long hike in such a long time. Hey man it was hard work. It was hard work but then when you get round at the very top when you just come up over that lake and you see all of the towers in front of you and it just wow that was just insane of you. Yeah you forget all your pain when you have a view like that. Yeah. Now it was super super cool. I would definitely recommend it to everyone. Yeah I mean that was pretty much the first major hike we've been on since we started the trip. Normally we don't like to leave Bumblebee alone for that long. Yeah. But for those towers oh my god that was worth it. So now before we leave the national park we're going on one last mission and that is to hunt for some pumas. Where are you? So apparently we were told by the visitor's center that the area that we're about to do now we're going to do a little loop through this area that this area is the most likely place that you can see pumas in the park. So we're going to do a bit of a slow loop through there and keep our eyes peeled because they also come out in the evening and it's 6 p.m so conditions are perfect. Yes let's spot some pumas. Pumas where are you? Pumas. So we're trying to take this nice and easy. I hope the bumblebee doesn't scare them away. Keeping an eye out. Look there's a waterfall on the left. Oh there is a waterfall. Wow. Oh that's beautiful. That is beautiful. That's like bigger than the largest waterfall in the whole of Europe. Why isn't it? Oh that's super cool. Look at that. Very nice. Very nice. Tons of Guernico. The perfect prey. Come on pumas. Yes look they're all here.  Just come and get them. Should we go in between them and then pretend that we're falling and then laying on the ground and doing like this and pretending to be prey. I see what she's going for. Oh I hurt my leg and I'm a Guernico. We've got big, big, big views but not of the pumacines. The pumas they don't want to show them. They're just hiding. Oh I have tons of Guernicos here. Again here on the side of the road. Just over here. Cute. So unfortunately now we are back on the tarmac road leaving the Torres del Paine National Park without seeing a puma. But we still saw some beautiful landscapes and I think we would have had to be super super super duper lucky to see a puma as well. So I think we can be happy with our exhausting hike can't we? Yes I totally loved it. Now we are just on the hunt not for pumas but for a free camp so we will just keep our eyes peeled on this road here. Should something come up? Yeah you're not allowed to camp actually in the national park so first we had to leave the national park before we were able to find a nice spot to pitch our tent for the night. Because tomorrow we will actually cross back into Argentina. For like the fifth time I think. We've got some super cool places coming up on the Argentinian side of these Patagonian mountains so I cannot wait for that. Bye Anderson Glen. So those guys are heading off they've got to take their hire car back to Puerto Notales. They're going to stay in town for the night. We're actually going to meet back up with them tomorrow in a different town called El Calafate that's over the border in Argentina.  So we're just coming into a small village now called Cerro Castillo. There's a couple of spots on the Ioverlander listed in this little place. We're actually very close now to the Chile-Argentina border which is Paso Fronterizo Don Guillermo. You have to go to the right here on the roundabout. Oh no to the left sorry through left. Okay sorry. It doesn't seem to be like anybody here. I can't see like anyone. So go the next road to the right to the right here. I think it's this grass bit here. This is like a bus stop in the town. Okay and you read that you can camp on the grass next to the bus stop. I think so. Okay yeah I think that's what people said. Okay let's do it. That'll be fine for me. Let's see where there might be some good wind protection. Let's find the best spot. Okay let's check it out. We've had a little inspection around the bus station and we've chosen this little sheltered bit here. So we've decided that this is our home for the night. It's got some protection in case it rains. It's pretty sheltered from the wind and it doesn't seem to be anybody here at the bus station. You can see like papers on the table there. People commented on iOverlander and said that they they put their motorbikes here and camp for the night and apparently it was absolutely fine. So we'll give it a go. Good evening guys. I just finished cooking and we're having some red lentils, some brown lentils, some sweet corn mixed in a tomato sauce with some curry powder. Very nice. That's kind of like on the road tin can curry. That's what we'll call it. So we pitched the tent here inside this bus station and yeah I feel pretty sheltered. So this is great and Bumblebee's just chillin' there. Bumblebee had a pretty relaxing day today even though we are totally exhausted. Totally exhausted. Now it looks pretty promising that we have a good night here. Let's see and hope. Yeah and then we'll be ready to cross the border over to Argentina tomorrow. So that's it from us today. We hope you enjoyed the episode. If so please give us a thumbs up, subscribe to the channel, share the video with your friends and family. Comment below and we will see you next time.


A poem titled Revived, 1400 years ago a war was waged on Allah when they took Hussain to the burning lands we now kakarbala. They sought to dim the light of God not knowing they would fail. His head they took from land to land, his family kept in jail. The prince of light, the son of she, who knew what was to come.  She also knew no matter what their plan would not succeed. Man cannot disturb God's plan and what will come to be. Islam will live spread far and wide and hearts the truth will remain revived again and left to grow chanting Yah Hussain. Salah ala Muhammar wa ala Muhammar


Hello. Nice to see you. As you know, language in a strict sense is confined to humans. And the most important mode of human language is speech. Furthermore, language can be seen as a system of signs governed by rules. If we speak and adhere to these rules, fine. If we break these rules, we might not be understood at all. But then there are cases where the rules are fully adhered to, but conversations may be misleading, funny or even absurd. Such examples of language use or heroic failures, as we call them, are the focus of this video series. We will present these cases in a dialogue format. Here is an example. Can you tell me what time it is? Yes. And at the end of each heroic failure video, we will show the exact video reference, where the phenomenon involved is explained in detail. With this approach, we link up language use with theoretical linguistics. Maybe you like this approach. Cheers.


The PSTNs have seen success for a very long time and one of the key factors that has contributed in entirety to the success of these PSTNs is the presence of signaling network. In this module we shall actually see what signaling is that is effectively used by the signaling network, what is the scope of signaling as in signaling network and what are the variants of signaling used in these networks. So signaling is essentially an exchange of control information. Now this control information is shared between the interested parties which realize or in other words through the call. We can think of these control signals as special alphabets which are understood in exactly the same manner between the two parties. These signals could be either analog or digital. These analog signals are mostly the voltages that we see in the form of electrical signals. The digital signals are usually exchanged between the network elements we shall shortly see. The digital signals are in the form of bits and bytes, the packets and the messages. Now in order to understand the signaling we also should understand how far does the signaling work and what are the network elements which exchange signaling. We call this the scoping of signaling. Scoping of signaling is usually understood in the form of the network element and the customer premises equipment that is a telephone and its local exchange and from the local exchange to the other exchanges. If the scope of the signaling is between the telephone and its local exchange it is called line signaling. This line signaling is mostly done in the form of analog signals. If you recall in old PTCL telephones which were provided by a company called TIP Telephone Industries of Pakistan it was a telephone which would have a dial interface on it. Using that dial interface we would simply dial numbers. Using these dialing numbers through a rotational dialing mechanism we would generate different pulses. So that pulse would actually be sent from the telephone to the local exchange. Similarly for certain tone type telephone industries of Pakistan telephones do you remember when you would dial a 1, a 2 or a 0 you would hear different tones. Now these different tones were meant to signal some instructions or some control information from the telephone to the local exchange. Now the exchange of signals in the form of digital is usually done between the exchanges. This is called exchange signaling. Exchange signaling is only understood by the network elements, the exchanges. To fully comprehend signaling let's move on to another definition of signaling. The first type of signaling from another perspective is called channel associated signaling. Channel associated signaling is also known as per trunk signaling. As the name suggests this is the signaling that is associated to a certain user calling another user that is between a caller party and a call party. This signaling usually carries control information to realize a call between two endpoints. What is the purpose? The purpose is to make a voice call through. These channel associated signals are sent on the same telephone line or on the same frequency or within the same time slot as would the voice be carried into. It means that these channel associated signals are part of the same medium or the same traffic that would also be of the same medium that would also be carrying voice as the traffic. The other type of signaling is the common channel signaling. The name suggests that this common channel is common to maybe a group or all of the users within a certain exchange. This signaling information is usually multiplexed over a common channel and it carries important signaling information on behalf of certain number of users in a certain exchange to other users in another exchange. The very purpose of having a common channel signaling is that number one it is faster because it is doing the same activity that was done by the previous channel for a certain caller and call party pair. Here it is being done for more than one users. That's the first advantage. The second possible advantage is that in the previous specific channel that we saw in the channel associated signaling the signaling was sometimes known as the in band signaling. Here in the letter case in common channel signaling it is the out of band signaling. So out of band signaling has the advantage that this signaling can be initiated even after the call is established. As a quick recall if you just try to remember when you try calling somebody from your mobile phone or from your PTCL phone you actually wait for some time and you let the signaling and all that call processing activity to take place once the call has been established as soon as the call party simply takes the receiver off the hook the call is established. After the call is established you are no more in a position to affect the call because it has been established but using this common channel signaling while a call is on the signaling can still be performed. So if we have these variants of signaling schemes it means that we are now in a good position to understand a signaling network. A signaling network is a combination of network elements that work together to actually receive process and distribute the messages which are associated with signaling with an eventual goal and the goal is to control the behavior of the overall system. What is the system? The system is a telephone network that is meant to realize telephone calls between the parties.


In this video, my wife Alice is about to rock in and she's gonna announce the three winners of three major items I have been promoting on this channel for the past six months as giveaways. They are a set of Sun God pace breakers as prize number three. A magnificent Westwood road bike stand as prize number two and either cash or the Merida Scoltura 4000 2020 model as prize number one. Just to reiterate, prizes number two and three will be coming from my email newsletter subscribers and prize number one will be coming from one of my YouTube subscribers. Now my wife Alice will be coming in to announce the winners reason why she's doing this because I feel like I've become emotionally tied to the giveaway. Reason being, I've had a lot of people reach out to me either via direct message or email indicating how much they would love to win the Merida Scoltura, what it would mean for them and I can completely understand where some of those people are coming from however there can only be one winner across those three segments and in order to remove myself from the process I feel like it's best that Alice announces the three winners. So a couple of things before I get Alice in here. Number one is I plan to do more giveaways on this channel moving into the future. In fact, I hope they can get bigger and better as this channel grows. So if there are disappointed people out there wait for 2020 because I'm gonna have some pretty cool new giveaway prizes to announce. Number two is because this is a time forgiving and this channel has been tied over the last several months to the Mirabelle Foundation, I wanted to share with you all a little bit about this organization, Mirabelle, who worked with thousands of young kids here in Australia specifically addressing the needs of young kids who have been orphaned or abandoned due to parental drug use. Many of you will know that I have actually been donating 100% of the ad revenue on this channel to the Mirabelle Foundation for a major portion of this year. However, I will be concluding that moving into 2020 because some major things have happened in my life, personal things and career changes and I'm needing to reinvest that money back into something I'm gonna be sharing with you pretty shortly but I still wanna continue to share the Mirabelle message and if anyone else out there can donate even if it's a small amount to the Mirabelle Foundation before Christmas, I'll put a link below and the Nichols family has just donated $100 ourselves. So, before I get into this, before Alice comes in I just wanna explain to you how this draw has been done. For my YouTube subscribers I have created a job and hired someone with IT data extraction skills to help me pull a list of subscribers. For my email subscribers I have extracted a list from ActiveCampaign, that's my email software and put these into a Word document so I could copy and paste into a tool. So, the tool I used online is a mini web tool called Random Name Picker and it can deal with up to 200,000 names in one instance and it will pick a name at random. So, the names were completely random. I've got no idea who these people are and I did it on my laptop earlier today and I screen recorded the process which I'll share with you after Alice comes in and announces these three winners. So, Alice, can you come in now please? No, my mommy's gonna sit here. Here, we've got a dog and a... Let me see if you can hear me.  This is a really tiny microphone. Yeah, hold it up a bit closer. Like, no, no, it's like this, yeah. So, prize number three is the set of Sun God Postbreakers. They're pretty cool. This is the name of the... His name is Gabe and it's that guy who wears... Shed dress? That guy wears... He's gonna know it. Yeah, I emailed him today. All right, he knows. Gabe, awesome. He's Canadian. Congratulations, Gabe. This is gonna be epic during your Canadian winter season. Yeah, so prize number two. This is the magnificent Westwood Road bikes down. Oh, what? Yeah. You're giving it away? No, not this one. All right. All of this stuff you guys are getting, I've got nothing of this. Okay. James Rebelt. Rybelt. James. Rybelt at something.com. And if you really want to figure it out, you can type in yahoo, outlook, whatever you want to it. You can eventually come in. James is over here actually. Sounds like it. It's like James Rebalt. James Rebalt. James Rebalt. I already responded and so it's Gabe. So, prize... Yay! So, this is a YouTube subscriber. Here you go, prize number one. This is a bike. It's Capoli Cyclers. Capoli Cyclers. Congratulations, mate. How awesome is that? So, this is for... I'm in front of a chapter two. You don't get a chapter two. You get one. Oh, we believe you. Give it to me. I can read it. Capoli Cyclers. Have they made that up? Stop tapping on the screen. So, that's it. Congratulations to all the winners. Russi, congratulations. Come on. High five. High five. High five. Yeah. You're sitting on that. You're sitting on that. You can go. You can go and make it off. You can pull it out. It's all on. Thanks, Alice. Bye. So, congratulations to prize number one winner. How we're going to roll this is you've got 30 days to come forward. Leave a comment below and I will communicate with you below the comment. Everyone give them a thumbs up. Let's be really happy for this person. There's going to be more prizes on this channel moving forward into 2020. So, don't be too upset and I'll communicate with that person on how we will arrange next steps. We'll probably do it over email or something like that. So, that's pretty much it. I wish everyone a merry Christmas and a happy new year. I might squeeze in another one or two videos before then. Although, I'd probably need to give it a rest so I can just hang with the family and not worry about cameras and all that kind of stuff for the next week or so. And before I leave, I just wanted to point out that if anyone's still looking for Christmas presents before Christmas, a Prevello, I've got a code for their online store. I'll link to all that stuff below. It is an affiliate code so you get a bit of a discount and a little bit of commission comes back to the channel. They do Lycra and I'm really tired and confused right now. You can check it out below. And the last thing is, I'm going to leave you with this footage, is I recently got myself an Insta360 camera and I used it for the first time the other day and I've got some cool footage which I put on Instagram today which I'll share with you now. It's Alice and I writing and I believe they're doing some pretty good deals with the Insta360s as well before Christmas. I'll put a link below. I've also got an affiliate link for that. Good deal. A bit of commission comes back to supporting the channel. Appreciate everyone's support and I'll catch everyone in the next video. I'm just sweating. Thank you.


Streaming with the RONDO 3 is a really good thing to have, but I was listening to some music streaming off my iPad and the clarity of it was absolutely superb. It makes such a difference and being able to do that without netboats and wires and having to plug into everything it's a really really useful thing to have. The wireless charging feature is just very very easy to use you just get into the habit of sticking it on the charging pad before you go to bed. It's like taking your teeth out or something like that. You just get used to doing it and it's simply a question of picking it up pressing the button the light comes on and on it goes. I don't really know it's there. The lack of disposable batteries from an environmental viewpoint alone, it's brilliant. I have a pot of batteries and I used to fill it once every three or four weeks or something like that, take it up to the supermarket. I've probably not been for six months now. My favorite thing about the RONDO 3 is the difference in sound quality and the ability to separate out speech in particular. It's the way it filters out the sounds that it recognises a background noise and just allows you to hear the speech and the things that you need to hear. And the best thing is if Sadie's clattering pans in the kitchen it actually damps that noise down. I used to drive me mad but it's actually much much quieter because it spots the noisy almost painful noises and just damps them down a bit. So you can hear it but it's not annoying. The automatic change of programme isn't something that I notice at all. I can just hear which is amazing. It just does it for you. When we're sitting down and we're having a meal and again everybody's talking over each other and it's a lot easier to try and figure out if I'm talking to Betty for example and Sadie and Hala having a conversation at the other end of the table it's much much easier to understand. I can still hear them but it doesn't overwhelm. I can still understand and have my conversation. The way normal people do.