Hello everyone and welcome to this the second webinar in our national in the national forums webinar series, but our first webinar that's dealing with the topic of the agile curriculum. And can I thank everybody for their attendance we've had a really good registration for this it's obviously a topic that's really of interest to a lot of the sector. And I'm delighted to introduce our chair for the day, Dr Jim Murray from FIA and Jim is also a board member from the National Forum. So Jim, I'll hand over to you. Thank you very much Terry, and again just to reiterate warm welcome to everyone that's attending today and thank you for doing so. Today's topic is a very interesting one. It's a two words topic agile and curriculum. And their words I think are replete with meaning, and I suppose the purpose of today is to try and work towards developing shared understanding around this whole area of the agile curriculum. It's a fairly packed hour that we have had so I'm not going to speak very very much my main role today will be to keep things moving, but just to outline very briefly what we intend to do. So chair back, Vinnia will be doing a scene setting and context for us just so that we get a broad understanding of what we're talking about. And then we're going to have for lightning talks from the project leads of a number of HCI pillar three I'll introduce the speakers as we come towards them and similarly to for the third item on the agenda perspectives from employers panel will come together then at the end and we'll have a discussion. So, we might just move on then to the next slide. The webinar has been recorded to support this discussion on the notion of the agile curriculum, and we will have a publication on that coming from the forum. We very much welcome comments and questions via chat throughout the webinar. And, you know, all the sponsors and ideas that you can think of we will, we will welcome them with open arms and we look forward to a very engaged webinar. So, Spritely chair here moving on, and I would like now to introduce Dr Claire McVinnia from the National Forum, who is going to do some scene setting for us. Thank you. Thank you very much, Jim, and welcome to everybody and as Jim has said we will really welcome your responses and your perspectives on this topic today. I'm just very briefly going to give you a little sense of where this has come from and and the work of the forum is coming from in relation to the webinar today. We know that it's very difficult to define curriculum in higher education, other parts of the education sector. For example, at school level might have a set curriculum or a national curriculum that we hear about, but it's much more complex for us in higher education. And this has been well discussed and debated in the literature over many years, both in Ireland and internationally. But there is consensus, nonetheless, that curriculum is no longer just the syllabus or content or subject matter of our disciplines. And a sense that it is dynamic we have the text from some years back edited by Jean Hughes and Louise Tan called the dynamic curriculum. We've heard a lot about the connected curriculum from work in the UK that's been influential in Ireland in recent times. We've heard discussion of a co-created curriculum with students and that's been at the heart of a lot of work into Dublin recently. I'm thinking also about sustainability now in the curriculum. And since the pivot to online, we're more and more hearing about learning design as an essential part of curriculum as well. So all of these terms have been very important in our evolving thinking about curriculum. And it's also been the focus of intensive work across the sector in recent years. This slide is by no means representative at all. It's purely cherry picking a couple of projects people would be familiar with in the sector. We know the connected curriculum has been picked up and used in UCC, for example, we've seen the Trinity education project over the past number of years. Colleagues in the sector are partners or will have engaged with the ABC learning design project. And that's been particularly important since the campus closures with the emphasis on remote teaching and online. So there's a lot of momentum here for us. And we have this key question that we're addressing in the seminar today in the webinar. Why is it important to develop an understanding of what we mean by an agile curriculum at this time. So the HGA human capital initiative pillar three innovation and agility has seen a substantial investment in this area. So 197 million euro over the period taking us up to 2024. We have 22 large scale collaborative projects which have been funded across the sector and we're very fortunate to have the leads of four of those projects with us here today. And we'll be having subsequent projects featuring in the June webinar and agility has become an increasingly prominent concept and we see this in other fields that you're no doubt familiar with those of you participating here today. For example, in project management or in software development or an e learning and I'm sure you can think of many others where we we talk about agile responses agile development. However, we don't have that shared understanding of an agile curriculum in higher education just yet it's emergent and it's something that we can look towards now, starting with with conversations like the one we have today. And just to pick a few points from the original HCI pillar three call that speak to this, you know we're thinking about innovative methods of teaching and delivery, benefiting the learners the focus being on lifelong learning on responses to changes in technology and enterprise, and in the social setting in the community and what we need to do nationally to provide lifelong learning and upskilling opportunities. And when this call appeared we didn't know about the pandemic but the pandemic has thrown it all into even sharper relief as something that we need to to consider. So that's just to give a flavor of the thinking around this as it has influenced to the project and our thinking leading into today. I'd really like to hear your ideas in the course of today so we have set up an open Google document for people to contribute to throughout the webinar and we have two prompts. In this part of the webinar we'd like to encourage you to respond to the first prompt, which is just highlighted on screen here. What do you think are the key features in here in the agile curriculum. And later in the webinar we will come to the second prompt on the slide here. So I think Terry has posted the link through to the chat for you to access there now. And at this point, I'm going to hand back to Jim, and we'll move to hear from our speakers. Thank you very much Claire. So our four speakers today we're very fortunate to have them. We have Professor on led with from the University of Lumeric who's going to talk about the you at work project. Professor Denise Rooney from Manoos University who will talk about the virtual laboratories and higher education. Dr learn Ramsey from the Irish universities association is going to talk about the multi campus micro credentials project. And finally Dr Deirdre Lillis from to you Dublin will talk about convene project. So again, with the sprightly moving on. I'd like to call upon on to give our first presentation. Thank you. And so I work I know with only five minutes I work very quickly through this. So the, and I suppose the overarching team of our UL proposal, our UL at work proposal was to work very closely with industry to develop a suite of flexible programs for 4.0 skills or and digital skills data AI machine learning that whole realm of kind of jobs for the future. And one of the things that we were, you know, there were a couple of eyes was innovative that what we were defining as the unique elements of our program. The level of collaboration that we were planning and our, in fact, having very deep level of collaboration with industry, both in program developing and defining what programs were going to develop. And, and also in delivery and that that's something that we have done in patches across the UL for the last number of years, but we're going to formalize it as part of this project so it would be a very deep learning, deep collaboration with industry. And I think in these areas it's particularly interesting and we're involved in a couple of EU projects looking at AI machine learning and one of the problems that's been posed across Europe is the fact that industry is ahead of academia in a lot of these areas so how do we teach graduates. If we're not even at where they need to be to be in the workplace so that's one of the things that we will be one of the issues and problems we will be addressing. One thing we want to do is to increase our flexibility. So that, like, like other institutions we all have long processes for accrediting programs and they make a lot of sense it means we do things right we do things in time for the CAO in time for recruitment cycles. But those same cycles are not always the cycles that we need when we're, when we're working with industry and we're upskilling with industry so we want more flexibility that will allow us to move more quickly. And that will be achieved to a large extent by by learning blocks by breaking our learning down into smaller blocks and that's one of the things that we're working on now to set up the whole project so that we can start to reuse almost like Lego blocks to build different types of programs and bring in different flavors and bring in different topics. So we will also be looking at that as much more kind of an open structure so that we will be working with other content providers as well to bring them into our programs and our roles and I think this is something that we're seeing across the board or your roles as educators are moving from being content providers, almost to scaffolding and curating and bringing courses together so that's part of the kind of the one of the teams that we want to see within you at work. The other thing that we're doing and I'll talk about it a little bit more on the next slide are these unique challenge based degrees, and those are very exploratory so I'll just move on to my next slide. So in the media that you have just released these immersive software engineering degrees which are looking at a totally different way of learning. And it was interesting in the university and that there were two parallel paths. There was the conversation on the immersive software engineering, and we were working on our UL at work proposal. We touched at some point close to the end but we had actually arrived in a very similar place, working in parallel. So the idea of these is that they're going to be accelerated undergraduate degree programs. We have working titles. Again, it will be in consultation with industry that will actually fully define those titles, but the features are going to be different programs will not work on our standard 12 you week work learning blocks of 15 weeks semester where students go to lectures and, you know, take a whole pile of different modules. We're looking at a much more integrated approach to education integrated with industry and integrated throughout the curriculum. We're asking more of our students so the notion that you go to college to spend half your time on a summer job or part time job or in the pub is going to be different so we're looking for different type of students and a different type of learning. And we are hoping that the final year of this program will be spent in industry but continuing to learn while you're in industry so that's the overall structure of the programs. We're still under development I can't say any more about those with work on top of degrees which would be very close collaboration with companies we've done this kind of stuff before, and one of the key features of those top of degrees is that we will work to develop content based specifically on the needs of companies and I think, again with changing roles of university this is something that we're going to have to look at we don't own all the content we're not going to own all the content moving forward. Okay, so that immediately the first to the front ends kind of front loaded parts of the project is our new professional diplomas so we have a speed of seven new professional diplomas that will start in September, and a digital futures master so we're building those as we speak. And they're in areas that we've identified through consultation with industry we would be developing delivering them with industry, and those professional diplomas again it would become building blocks of the master's programs that would be for full time program for full time students. One of the challenges to us is how to integrate those two groups of learners and that again is something that we hope to to work on and move forward on throughout the duration of this project. So I think that's really all I have to say hope that was within my five minutes. Thank you very much and that was great. And definitely structure five minutes. I'd like to call on Denise now to make our contribution. Good afternoon everybody I'll try and share my screen. Thank you again and I'm very pleased to be telling you about our HCI project to integrate virtual laboratories in an experimental science. I think what's quite exciting about our project is we have five partners working on it. So we five partner institutions across Ireland and I think that gives us a curriculum advantage and the first advantage that I can see from that is that scale. We can work with a larger number and diversity of students that anyone institution could do alone. The second thing that I think is an advantage in terms of curriculum is that we are working together in partnership we are sharing our ideas. We're sharing our experiences. So we should end up with something that is better than if one institution was working in isolation. And I think that's a really nice feature of our project. An additional factor for our project is that we also have enterprise stakeholders. We're working in the chemical sciences and as many of you know the chemical sciences. It has a very big industry in Ireland so we're very fortunate in that regard. And our partners are going to work with us to help us design our curriculum where they're going to give us feedback as we go through the project. They're going to work with our students through seminar series and site visits. This is going well. Thank you. Sorry. Always works better in practice than in reality. That's why you need the virtual. So what is a virtual laboratory? A virtual laboratory is a simulated learning environment which allows students to either carry out in a laboratory experiment online or to study the concepts and theories associated with an experiment outside the physical laboratory space. So why would you want to do that in an experimental science? What is the educational advantage of that? Well, I just want to highlight a few of these to you. The first thing I would say is that the physical laboratory experience can be very overwhelming for students in which they have to learn a lot of things in a short period of time. Whereas if you can reinforce that with them carrying out the experimental techniques virtually, they can come to the laboratory more confident in their skill set and more willing to or more confident to learn in that environment and let with less cognitive overload. The second thing that you might think about if you're not doing an experimental sciences, that undergraduate experiments are designed so that they do not fail. We don't have the luxury in terms of time and resources to allow failure to take place. And that means it's not really like a real science experience. Whereas in the virtual world you have the resources to let the experiment not work to have the student repeat the experiment and to have to problem solve through the experiment. So they're learning a different skill set. The third thing I think that's very important is when you remove the necessity to come to a lab at a certain time at a certain place, you are allowing flexibility in access to the experimental science education and you can see that that could be of real advantage for our lifelong learners. So then you get to the hard part, which is your implementation, which is what we're talking about today, which is our design implementation and assessment of our student learning. And we think we are doing that in a very considered agile way. So the first thing that we are doing is we are piloting this with a small cohort of students in each institution. The feedback from all our partners on the program are enterprise holders or our staff and our students at each stage where in the moment are taking up our baseline surveys from our students to get a feeling for their experience of laboratories and what they are learning from them to inform what we do in our design Then we're going to refine our curriculum as we go through the years as we roll it out with larger numbers so that each year that's adaptive and flexible and we will be improving. The third thing that we are concerned about and I think everyone was concerned about is assessment. We are considering how we are going to carefully assess our program that we are actually improving the learning of our students. So, that is a very important consideration in any agile curriculum. So, the other thing I would say if you're thinking about developing curriculum and doing this in a really well designed way is to keep an eye on what are your outputs. So our goals of our program are to help our first years and second years in their learning by reinforcing their chemical techniques with this blended approach of in situ learning in the laboratory and doing those labs or related labs outside the laboratory so they can reinforce their skill sets or they can work as take the skill that they learned in the lab and then do a simulation to see how a chemist working in a hospital or an environmental lab would use the same technique to solve a real world problem. And so they learned the significance of the techniques that we are teaching them with our third year and fourth year master students we are going to work with get industry relevant problems for them to solve with partnership from our enterprise partners. We're going to get them to do that in a virtual way so that they can be problem solving and troubleshooting through this industry relevant problem and they can develop their team parking working skills. So we are hoping to our goal of this project is to have more work ready graduates. A final goal of our project is to have better links with industry in order to train our students so they have a better understanding of how we're training them. We have a better understanding from them what they need from our graduates to train the graduates of the future. So hopefully, I know there's no more time today but that's my email address and if people are interested in asking me any more about the project. I'm very happy to take any emails from people. Thank you. Thank you very much Denise. It's clear from the two speakers that we've had so far that the tests of flexibility, innovation, so forth are very much being met by these projects. It's very exciting to think of concepts like unique challenge degrees and simulated learning environments, to the extent that we are now thinking about them. So anyway, I won't say any more. We leave that to the discussion later, but I'd like to call now upon Lynn Ramsey from the IOA to talk about the IOA's micro credentials project. Thanks. Thank you very much, Jim and good afternoon everyone delighted to be here. I'll share my screen with you now. I've just a few slides to give you a sense of the project and our ambition. I'm going to start from the project. Everyone see that okay. Yeah, great. So this is the multi campus micro credentials project and the IOA are leading this on behalf of the seven universities so it's working across all seven of the Irish University Association universities and across a wide range of disciplines and enterprise areas. There's a diversity in this project and it's an ambitious project and one for which we have. In essence, we have four elements in the multi campus micro credentials project. The first is to develop a framework of multi campus micro credentials for all seven partner institutions, and that talks to a commonality in terms of nomenclature in terms of definition of micro credentials and looks at the range of the credit base for the micro credentials and also looks to how the credit credentials would be delivered, whether it's onsite in a work environment blended or fully online might depend entirely on the needs of the learner, the relevancy of the discipline, and or indeed the demands of enterprise at any given time. The second element, and one of the elements which I'd say is in common with all of the HCI, which have been awarded is rethinking the nature of the enterprise engagement. The enterprise engagement is supported for the project by an enterprise advisory group only four members of the enterprise advisory group but the thinking is to reimagine what a dynamic sustainable model of enterprise engagement would look like. Looking beyond that which is there in terms of data currently and looking again at the models of how we engage with enterprise so whilst our established large multinationals might have that piece really well thought out and have a mechanism for doing that. That's not the case for a lot of our indigenous industry, and we want to reimagine that in a very different way and there's very interesting models in private industry, and we're keen to learn and share for that and work with all our partners across the entire sector in those conversations. The third element then is to develop a really sophisticated communications piece around micro credentials. What we're talking really here is about a culture change and how learners engage and how we engage with learners and how we engage with enterprise and how we engage with social partners so whilst the development of a portal as a shop window if you like for the micro credentials is one of the key features. It's thinking beyond that portal and thinking as both what that portal looks like in a very engaged and understandable way. And if we're working with different groups of learners and working with learners in a lifelong learning space. What does that upskilling reskilling look like what does the learner journey look like what are the learning personas with whom we're engaging because it'd be quite different from a normal undergraduate student so that challenge around thinking about the cultural change of lifelong learning and then how you communicate in a dynamic way. And because there is no point in us developing a suite of micro credentials which look fabulous, but no one wants to engage with at the end of so that relationship with the learners and wider stakeholders and the communication piece, I think we need to think about that differently. One of our outputs will be a portal, but that's not the end of the communications piece. And then the final element is within each of the universities there is a project lead who works right across that university developing a suite of micro credentials. And as I said at the very beginning, those will look and feel different depending on the specialisms but depending on the priority pieces for for the university so they're ranging from FinTech to humanities to enterprise through to engineering in the professional bodies, which is a really exciting range of learning and a range of possibilities and also then different learners and different ways about engaging with the professional bodies and enterprise so those are the four key deliverables and I thought about Terry's and Claire's mandate to us to think about agility and innovation and what that means, particularly for our project because the projects are about the big ideas aren't they they're about what we leave at the end of it all. And I think for us that piece about reimagining lifelong learning is foregrounding a lot of our thinking. So we understand the learner to be a different concept so we need to drill down into that. We're thinking about what flexibility means in terms of program development. So obviously shorter pieces and in some cases maybe very short pieces, which are developed quickly in response to enterprise needs or societal requirements, but also delivered differently so not at a time that suits us in aligning with core times, and we're thinking over weekends and evenings and we're thinking online and blended and on site and on campus whenever that might happen again, and all combinations of those so it's thinking about what would be the models that would work well for all of those groups so I think we're reimagining the learner, reimagining the engagement and reimagining how we do things in a positively disruptive way. So apologies for the PowerPoint, but hopefully that's giving me a sense of our thinking in this space of multi campus micro credentials and looking forward to working with colleagues right across the sector, and we know that micro credentials are a part of at least 15 of the HCI so our plan is to work collaboratively colleagues right across the sector. Thanks very much. Thanks so much Lynn. Again very exciting to see what's what's coming through I mean with you know, and mentions the cycles for industry and the need to be responsive and then again you've picked up that team with no speed of development which is, I suppose, something that they're not famous for in he and maybe in the past but I certainly sense there's a big change foot. So, the final speaker from the HCI session is Dr Deirdre Lillis from to you Dublin.  Thanks. I'm ahead of computer science in a day job so I guarantee the technology is going to let me down let's say but just thanks to everybody. Thanks to Claire in the National Forum for the opportunity to present today. Convene it's a new way of working it's aiming to transform university enterprise engagement in that co created skills and innovation ecosystem it's picking up on Lin's point I think about how we work with enterprise. It's a partnership between to Dublin and the UCD Innovation Academy with 36 enterprise partners from seven economic sectors, working from tourism to farmer to ICT to creative and cultural.  There are two mine shifts I think needed in convene and to really in terms of how higher education works with enterprise. The first is, it's not about us. We've got to get out of that mindset. It's not about what we want to do. It's about what enterprise needs. The enterprise will tell you they want a cup of coffee and a quick solution but what they actually need is a longer term partnership for talent and innovation. The second mine shift really is to recognize that we don't have all the answers in higher education. There's a massive on tapped talent pool in enterprise itself for its own skills and innovation development and higher education I think needs to recognize that it needs to learn from it and it needs to learn from it. So convene and it means to come together for a purpose. You know that the innovations I suppose and the agility in convene are coming from three places primarily. It's integrating a pen university response to a sector needs so it's very much sector facing and that's really important distinction I think because if you're a tourism company with a digital transformation you're not going to knock on the College of Business or the School of Computer Science or the incubation center or the research center or all of them or none of them. You know that's the first thing. Everything convene will do is co-created with enterprise so there's an enterprise partner involved in everything we're doing. It's also embedded in our education research and innovation mission so everything is embedded in the curriculum on the education side. So I suppose four kind of key agilities then the first idea is to develop a kind of a Velcro interface with enterprise where there's lots and lots and lots of small frequent interactions between staff and enterprise and staff in academia. We're calling this the enterprise faculty and it's comprised of enterprise staff. Maybe as guest lecturers as mentors as all the other things we ask them to do for us working with academics researchers and innovators. The second innovation is global innovation teams. It's bringing enterprise into our universities embedding it in our curriculum basically student teams international student teams from many disciplines working together on enterprise challenges with enterprise and academic mentors. It's a really light touch low cost low commitment way for SMEs in particular to engage with us. The third is accredited talent development. If you're familiar with LinkedIn collaborative provision it's really an expansion of that and it's basically for us taking TU Dublin's reach out into enterprise and creating almost an enterprise campus. So it's where we accredited an enterprise company for example to deliver a skill solution to other enterprise companies so it's extending our reach that way. The fourth then and I think UL at work have beat us to this but it's basically to stop reinventing the wheel because there's a huge amount of really high quality online commercial content out there that can supplement our deliveries. It really should be freeing up staff to do the real value add of assessment and feedback to learners so I suppose in summary what does convene do or hopefully will do soon it's really to translate between the economic sectors and our core mission and there's a real challenge there I think between industries and sectors. It navigates what is a really really complex skills and innovation ecosystem who's doing what where why how can we connect the dots joint joint up and bring back one solution to enterprise not not 40 you know and internally you will act as a sort of internal incubator for staff can bring their ideas work in a supportive environment maybe for a semester and then go back home to their their faculty so that's a whistle stop tour really and some contact details there and be very happy to follow up with anyone. I would say one of the exemplars we're looking to is the way the National Forum organizes itself because I think the ecosystem it has created around teaching and learning for her education is is phenomenal and I'd be definitely knocking on Terry and in store to find out what the secret sauce was on that you know so. So thank you very much for the opportunity to present today and I'm sure we would be seeing lots of each other over the next few years so thank you. Thank you so much. Dear that was really excellent and I love the idea of the Velcro interface between faculty staff and enterprise. And again just to thank all the speakers for packing so much in on being so succinct in doing so. I think Claire wants to come back in now just with a general message to the. To the attendees. Thank you very much Jim. At this point we thought it might be useful just to just to visit the Google document very briefly I'm not going to bring it up live on screen and this will be very brief because we were going to move ahead. But I think thank you first of all everyone for the contributions, which are very rich in Google document please continue to do that. Emerging is a sense, actually a lot of the themes the speakers have raised, but if I can put that into a nutshell in a couple of seconds, the sense that we have pivoted in terms of the pandemic both that we might take that to mean a much wider set of changes that we can make that we can reflect agility in terms of the effects of technology on our sector, the options that learners will want to have into the future. And then was saying reimagining the positive disruption that we're going to see which would have been coming along and in any case but which has been accelerated by what we've experienced over the past year so please do keep contributing into the into the document and I'll hand back to Jim now for the next part of our session. Thank you very much Claire. Well we've, we've heard, I think enterprise mentioned in, in every segment and session of today's webinar so it'll be nice now to hear the voices of enterprise speak for themselves. So our two speakers are Dr Kevin Marshall, who is from Microsoft Ireland and Garth Lee who works for Screen Skills Ireland. So, without further ado, I'll hand over to Kevin. Thanks Kevin. Good morning and I haven't changed my, my appearance I've just gotten older and been away from the office so that's the difference. Thanks for the opportunity to be here. It's a very important discussion. So, just by way of background, I head up education Microsoft and that's why I didn't use a PowerPoint. I think it's safer and our interaction and work with the HCI initiative at the moment, we are involved as an enterprise partner in four or five projects so we are involved in DCU undergrad curriculum transformation. We're involved in or CSIs pharmacy project. We're advisory working with Lynn on some aspects of the microcontentioning. We are working on the convene project with to Dublin, particularly in Tala with Barry Feeney, which is ongoing long term collaboration and we're trying to scale that up and we're also working in various assets in very smaller projects with the UCC on particularly technology and the sustainability. So, and I think we're new we're new CD as well with the advanced product so we're in the mix and a lot of these things and it's, it's quite interesting as they get up and running. You get a real sense of the challenge, the challenge that that to change, and that's not just universities that's also industry as well. I think the pandemic has accelerated a lot of this change and can do because technology had to play a bigger role than maybe wasn't business and some of these. The tenders were due before the pandemic so a lot of the innovation, some that's already happened so now we get an opportunity to go even further which I think is a good thing. And that's not without its challenges. But I think just to step back for a little bit and go well what do we mean by agility agility and what do I think of it and what, what's important from, you know, an industry perspective. I think it's not necessarily speed, which sometimes is thought about as a do things quickly it's more about from our perspective is able to manage continuous change in a volatile complex and uncertain world it's what we're right now. And the way we prefer and like to engage across the board with academia is in constant dialogue about what we need, what you have, how can we work together and how do we co created. And like a couple of examples that have changed in, in say the last decade or so springboard is and was a fantastic program of work over the last decade in response to the crisis in 2008. My question in our thinking about the microcredentialing for example is that from a learner perspective, do you really want to spend two years in a HD is there a better way to do it is there a quicker way to do it. Is there, what's the balance between skill and learning. I think those are important discussions and they're the discussions we're having in the microcredentialing because in certain tech ideas. Not everyone would want to do a two year blockchain masters for example but maybe 12 week as a someone in the management level to get a handle on it, as they're running teams maybe way to think about it. I think that's really interesting. That's really, that's good but it's, it's complex, and we had a really interesting conversation last week on the advisory forum and listen to the work in DCU which I think it is. They just presented it was actually really interesting and they've a lot of thought there, and I think that's a great model going forward. And I think the other key thing about agile curriculum is this notion of assessment. One thing we do not do not what do not do well in this country and that's across the board. And if I look at leaving certain what happened last year and what's emerging now and what it's all about. We need to rethink that I think we need to rethink it in higher ed as well. And how that fits in to this kind of old triangle of learning, teaching and assessment and what that means for the learner at any particular space over lifelong learning. That's something I think we, this project should grapple with, because that's, it's not easy. It's, it's complex, but the old models of how we are assessing, we need to rethink what they could be in a world where you have all this cool technology and could do different things differently about it. And we could really reimagine the portfolio has learned experiences and things like that which I think now we can think about the other point I make is the notion of a distinction between learning and skills. And this is the time point issue. I mean, you do want other grads to explore all these great books and ideas, as well as developing skills. And I think there's a balance and we shouldn't forget that. And all about, I want the best data scientists coming into my organization. I want the best well rounded guy or girl who can think, and who's read lots of stuff, and can apply those learnings to a particular problem across multiple teams across the world and what they will come into, you know, so I think that we need to get that balance right. And the other thing is that in some regards the universities at one level will never keep up with the emerging tech. But I mean, we can keep up with the emerging tech to be honest. So I think that's not really the way I would think about it the way I think about if we're in constant dialogue about what is actually coming down the line what we see what we need. What can you provide how do we co create that course or that learning module or how do we integrate that in a timely manner, I think is is probably the way forward and I think that's the value and some of the stuff with the micro credentialing. And the final point I'd say is this notion of data and data literacy, we really got to think about what that means. And what we how we embed those particular skills in a way that we've never done before across the curriculum everywhere for everyone whatever subject you're doing and push it down into the leave insert notes up but let's talk about higher ed. That's something I'm giving all the stuff that's going on with data and vaccines I think that's the better we are we're thinking about data, the better we will, we will be. But that's I'll stop there. I could go on forever. But thank you. I appreciate the opportunity to share some comments, but we look forward. I mean the only way this is going to work for the country is we do we work in dialogue. There's no other way and I think that's the one thing. You know the good things out of the last 10 months or years that we can solve these together. And I think that's the important point. Thank you. Lots of food for top there. It's a little bit reassuring to know that Microsoft can't keep up with the technology. But you make some very important points about assessment and of course balancing balance between learning and skills. So our final speaker today is is Garrett Lee. So Garrett, the floor is yours. Thanks Jim, share my screen. Yeah, everyone see that. Yeah. Okay. So yeah, so my name is Garrett Lee. I'm the manager with Screen Skills Ireland and delighted to be here today to talk about agile curriculum from a screen sector perspective. Yeah, I only have five minutes so I'm going to crack on. So I think it's good to start with a bit of because we're coming from a sectoral point of view it's good to start with a little bit of overview and context so Skills Ireland is the skills development unit within Screen Ireland which is the development agency for Irish film, television and animation. And through the Skills Unit we support the sector in a variety of ways to continues professional development programs so in 2020 we rolled out around 84 CPD programs to over 1500 professionals. Of those 84 programs, they were all oversubscribed. All five of them were certified. And that kind of demand I suppose is constant and we've seen that over a number of years. We also have a role in terms of oversight of Section 481 skills development requirements so through that role, every production in Ireland that avails of the tax credit has to submit a skills development plan to Screen Skills Ireland for approval and through that plan, a number of participants on the production or people involved in the production, their skills development progress is tracked across the production and quality assured at the end. So it's a really interesting work based learning initiative that we're really involved in in this sense, and it gives us great insight into the skills needs of the sector as they're emerging. And, you know, from the front line, we also as an organization carried our own research and analysis of sectoral skills needs and we publish an annual report in that area as well. In terms of the sector overview there's approximately 12,000 people employed in the sector. The sector is growing and changing. It's more than doubled in size in the last 10 years. It's, yeah, it's, yeah, it's a, you know, I suppose it's a sector that maybe we haven't maybe shouted about, you know, enough I guess the other thing to mention is there's over 300 roles in the sector a lot of the time. The sector gets seen as you know there's directors there's writers producers but they're actually well over 300 roles and their roles in the creative area the design area business area technical area and so on. The sector a lot of those roles are very future skills focused, you know, in the areas of kind of creativity and communication and so on so they're a lot of those roles are quite immune to kind of automation in the same ways, you know, as opposed to maybe similar roles in other sectors. We also, you know, a huge part of our work over the last few years has been about developing more structured and inclusive sector and a big piece of work that we're doing at the moment is a competency framework for the sector for all roles and we see this is a really important piece of work because it will help with them access routes into the industry progression opportunities, but also will influence kind of curriculum design and development from a CPD point of view, but also potentially at the FE and HE level as well. And we encounter lots of perspectives to our role and I thought I'd share some of those today. And all of these perspectives obviously have to be taken with a pinch of salt but these are the things that we hear most often so I think it's useful to look at them and see if you know agile curriculum can maybe respond to some of these concerns that are raised.  And I think it's really important for us and this is some of the work that we do, try to drill down what that skills gap actually is, is it about specialization, is it about like that transversal skills, and so on. Also from the employers perspective we often hear that their experience of curriculum program development is frustrating, I think that's often down to, you know, red tape or, you know, the amount of time it might take to get something certified, or not having a single point of contact. And, you know, those kinds of things seem to come up quite quite regularly. From a new entrant recent graduates perspective things we often hear are I didn't realize this role existed. So, you know, sometimes graduates just aren't aware of the amount of roles or how their skill sets might fit particular roles within industry, within industry. I also say things like I learned so much in my first few months as a professional and I think that that kind of intense learning that happens within the workspace is really of huge value and I think the next point is interesting as well we often hear that modules and subjects that they felt were relevant maybe when they were in their certification environment actually became really quite relevant when they were actually in the world of work and, and maybe, you know, consideration around maybe within the work environment and true workplace learning. That's where those that type of content makes more sense. I think it's something interesting to consider. And then from a professional perspective, we hear quite regularly about, you know, people who've been in this in this in the industry sorry for a long period of time have built up huge amounts of skills and knowledge, but don't necessarily have any certification to show for that. And so to finish up then just some general observations about agile curriculum curricula from the screen sector perspective. First of all, I'd say there's a lot of quality provision already happening out there, the work that we do to true screen skills Ireland, but other organizations like the skill networks and many others as well. There's a scope for that quality provision to be certified potentially true things like micro credentials that were already referenced, but I also think that work based element dimension as well as a lot of quality work based learning happening that I think is, is right for for certification and quality assurance, true again true micro potentials in terms of he curriculum agile curricula definitely see all the things that have been spoken about before like flexible responsive but I would also argue there's scope there to link it more concretely to sector roles or groups of sector roles as well. And then I think it's come before already but agile curricula again from our point of you definitely needs to be more than just the what it's also about the who like a lot of the provision we provide and the reason why we built up a credibility around the provision that we provide is that we use people from industry to deliver in particular instances where that makes sense so you know who delivers how it's delivered when and where beat that in the work workplace or wherever I think they're all really important questions to ask about curricula to the other thing then just in terms of quality assurance you know do we need to reexamine what quality assurance means when you're looking at industry facing agile curricula is it different to quality assurance as it would be applied to, you know, a standard BA program or whatever. And then I think it's also been referenced a couple of times already but definitely we would see it as a two way street employers can do more, bring more to the table. But I think there has to be a realistic realistic expectation then on all sides, you know employers are very busy. So I think it's about making life easier for the employer in terms of their engagement and I think where that happens I think you'll find much better engagement and much more collaboration I guess. So the last point is just I do think there's scope for new roles and he you know industry education liaison type roles that link industry and education together. It makes complete sense that there will be, you know, a singular points of contact where where you know language difficulties or whatever are more easily dealt with and so on. So just, you know, like finish up with saying, and, you know, thanks for for having me here today do you think it's really interesting time I think there's great potential and more collaboration between industry and education and I think it can only really help empower students and empower professionals in terms of things like lifelong learning so that's it I'll finish up there. Thank you so much Gareth. It's very important to have that perspective of an organization that has its finger on the pulse of a sector that think there's a key role to play by organizations like yourselves in this whole business of developing a job curricula, because they often know more than anyone what an industry in the round needs. Okay, well I have failed miserably to keep everything on time but anyway we will, we will move on to our panel discussion. Straight away. I'd like to thank again just all the speakers for their very very very interesting contributions on Denise Lynn, Deirdre, Kevin and Gareth. So, will we start I don't know what Claire did you want to come in one more time to talk about the, the ideas, maybe for the next for the second session on this topic. Hi Jim, and it seems I don't need to draw people's attention because they have been contributing huge amounts into the Google Docs so if I can just ask you to continue and you've already been addressing that second point so please do continue, and we can move on to to our panel piece. That's perfect. Sorry. Okay. A question actually which other really is addressed to Anna in the first instance. One of our attendees is asked about the integration of the blocks across the sector, and would you well envisage coordinating this type of work throughout all of higher education. An interesting question. I'm not sure we could, because it's, but I think what we can do is we can pilot, and we can, we can show models of how things can work and how things can work differently. There are several universities across the globe or doing this kind of block teaching and we, they're part of our international panel. So I think probably the best thing we can do is that we can pilot and we'd be more than help happy to to work with other institutions who want to look at how it's going. It's early days yet though I'd wait, you know, until we've kind of a couple of years under our belts because I think one of the things that I like about the HCI funding is that we've got to consider it as an innovation fund sometimes in higher education we're afraid to try things in case they fail. And I think that that's what I really liked about this is that we're trying things, and I can't put my hands on heart and say this is the perfect solution this will work for everybody, but I can say we're going to try and we will come up with something a little bit better at the end of it Thanks very much. I have a question for for Kevin. You talked about embedding data at all levels. One of our attendees would like to know, could you expand on that. Part of the work in DCU is the notion of a transversal skills and one of the key things is data literacy so fundamentals around what is data, how you use it, how you manipulate it, how you interpret that because we find that a lot of the graduates that some come in are not necessarily skilled to the level that we think they should be in areas like that. But I think it's about putting a framework in place where you can access various different competencies around data and data literacy and if you look at the EU competency framework around skills and for professionals on the ICT sector, there's models of that that you could just pair back I think. But it's to be aware of it and go that we think that's a gap. I think that's a gap in the system. And, you know, without getting into the notion of what in terms of statistics and all that sort of stuff but there are some basics that I think we could build into a modern agile curriculum that everyone could have some sort of base on and I don't think that exists and that was the point in the work with DCU was to level that across every degree. And then at least you know you have some foundation if you get the assessment correctly well then you're okay but I mean you can't force everyone to do this but you can at least try and get a base and I think that's really really important because I think the amounts of data, the AI stuff, the machine learning stuff, even to understand where all that comes from is really important because there's some massive fundamental assumptions and all this stuff that I don't think everyone is clear about and I think we need as a society we need to become better at that around digital policy blah blah blah so the but the fundamental to me is let's start with data and build on it. And there's loads of stuff out there by the way and the university is a very good at putting this courses together and have loads of this stuff but it's it's more a systemic idea how would we put that across, you know, 20,000 kids that's Thanks very much Kevin. Yeah, no that's that's that's very helpful. I'm conscious here that we've kind of run out of road. And there's a ton of questions emerging in the chat section. And what we are going to do is we're going to harvest these questions and we will address them at the at the follow up webinar to this one. I mean some of the questions are really interesting and, you know, we'd need another hour I think to debate them, you know, the, the notion of having an agile student for an agile correct curricula and the ethical implications of that and the expectations that and how do how our students prepared for moving from their traditional expectations of of a curriculum to to this new paradigm. There's also important questions arising to around, you know, the quality assurance and how important that is for the credibility of qualifications. These are huge topics and we are going to need more time so I'm proposing that we will bring the session to an end. And I would like just to hand over now to the director forum Terry. Hi everybody and and it has been a very interesting session and we knew it would be and we knew we wouldn't get the conversation finished so we'd always planned for this for the conversation to continue. So just for everybody to put it in their diary the, the next webinars part of our national series on the agile curriculum is on the 23rd of June, and from 1230 to 130. We will be sharing will be asking other projects to actually share and what they're doing, but we will also be continuing the conversation we pull together the features that have been identified. And we pull a structure around some of the questions and issues that have been raised to their to debate further at the next webinar. Just just to tell you that that's on the end of June but Kevin mentioned the importance of assessment and let's tell you that on the 6th of May we're having the first of our two webinars on assessment. The first webinar on the 6th of May is tackling the thorny issue of final examinations. This is the future of assessment of learning through final examinations. And what we hope to do is to share and debate the prospects, the perspectives from a range of stakeholders. And the session I'm delighted to say will be chaired by Dr on you hey she's the register by president from monster monster technological university. And she's also a national forum board member so I would, I would welcome all of you to attend that I think it's going to be a very very interesting conversation. Thank you for chairing and so well thank you again to all our speakers, and I look forward to seeing you all on the 23rd of June, if not before at the assessment webinar. Thank you very very much.


Today we're opening Yu-Gi-Oh! packs that range from $1 to $1,000. What's up guys, we're back with another Epic video. Today we're opening 14 different packs that range from $1 to $1,000. So the second one we will have, we'll have a $2.50 pack. We'll have a $4 pack. This one will be around $8 USD. We have a $10 pack, a $15 pack, and these are all just going up and up. We've got a $20 pack. All these will be open in this video. $25 pack, and we're gonna keep them inside these sleeves to keep the mystery going. This one will be $40. This one will be $50, $75.  And finally, we will finish with the $1,000 Yu-Gi-Oh! pack, which you guys can leave comments down below. Guess what you think is in each envelope. But before we hop into it, we have a very large giveaway today. I'll be giving away all of these booster packs. First edition Soul Feature, we've got a couple of 10 of Ancient Battlepacks, and then 19 Maximum Gold First Edition packs. All you have to do to enter this giveaway is like this video, be subscribed, and let me know what you think will be in the envelopes, or let me know what pack you would like to see in the opening. Let's get started. I'm super excited for this opening. So the $1 pack, obviously you guys can guess. It's one of the lowest and cheapest packs you can buy in all of Yu-Gi-Oh! It's the Speed Dual Scars of Battle. So all of these Speed Dual packs are very cheap. It was difficult to find a pack that actually goes for like a one-ish dollars. So this is probably the cheapest Yu-Gi-Oh! pack you can buy. And the reason for that is, people just don't really care for Speed Dual that much. So we're starting off obviously at the lower tier with the Speed Dual, and we are eventually gonna get into some crazy packs. We have the Fortress Whale, Ally of Justice Core Destroyer, Spellbinding Circle, and there's only four cards in these packs. So a Command Night, just a Command Night on the first pack, but we have a long way to go. Let me know in the comments which pack you think will have the most expensive pull. You could say $1,000, but you never know in Yu-Gi-Oh! if you're gonna pull something crazy out of a lower tier pack. Next up, we have the $2.50 pack. So we're getting more in the area of, not great core sets and stuff like that. Oh, then this is a side set, Dualist Pack Dimensional Guardians. This is one of the worst sets ever in terms of what I can remember. It's not a good set. Dualist Pack Dimensional Guardians. That's why it's in the $2.50 one. So we have the Red Garden, cool. Cool to see that. It's a twill, a twill, a twill cyber. Red Wyvern, cool. Starleague Pal Dynamo, and the Fright for Dare Devil. I don't think I've ever seen that card, but that is a strange one. So we have gotten the worst two out of the way. Now we're on to, let me get you some good stuff. So far, not the most exciting packs, but let's see what we can get to. Number four, well it's number three technically, but $4, okay, here we go. Ooh, a Dark Neo Storm. So these do have the potential to pull the legendary Fusion Destiny. So this is a pretty nice one. We tried to open a lot of these on stream the other day, and you guys, if you were there, you know what happened, it sort of blew up. So Fusion Destiny is only a Super Rare. It's like $25. So you could get a $25 Super. Not bad for a $4 pack. Let's see, we got the Krialtar, the Implacantation Originator. Wow, Deuce Xcrawler. Deuce, wow, I'm just messing everything up. Salamangreat Phenic. And Neo Super Quantum Met King Blaster Magna. All right, so that's just a Super Rare. So far we have not pulled anything. Dino Wrestler Terra, oh, they have a Link Monster. Cool, I've never seen that. Okay, we're getting into the more expensive packs, the $8 packs. What can we get? We have, ooh, the Maximum Gold Eldorado. And you guys have a chance to win a lot of these. So let's see, can we pull the Access Code Talker? Still a very expensive card. Maximum Gold tends to have a pretty high value on their packs because they don't give you a lot of packs and the retail is pretty expensive for them. So let's see if we can pull. There's two gold rares in each of these. Magistis Phen, I'm excited to get to those top tier packs that we're gonna be opening. Ooh, a Rocket Tracer. I don't think that one's very good. Code Talker, Numeron Calling, and, ooh, Rescue Cat and a Firewall Dragon, the one we can never find. Firewall and Rescue Cat, that is not a bad pack right there. Onto our $10 booster pack. So what are we gonna have in the $10 slot? This is like our last low-ish tier. We have the 10 of Ancient Battles.  The Triple Tactics Talents and many other cool Ultra Rares in here. And plus there's a ton of cards in it which makes the value a little bit higher. We've got the Lantern Shark, Magical Broker, Awakening the Possessed, and got a Gigo Bite. Buzzsaw Shark, very cool. Dice, Dice, okay, Dice, Dice, Awakening the Possessed, Warning Point Super Rare, Noctivision Dragon. After this we should get either our Secret or Old, I think Secret. Ooh, Uriah Lord of Searing Flames, that's a funny one. Dark Beckoning Beast, and the Virtual World GGE. Okay, I don't think that was a very good pack, but still pretty cool, the Dracoon. But you do love to see this card, it looks very, very nice. Now we're onto some serious stuff, $15 pack. What will be inside a Tune Chaos First Edition Pack? Wow, look, this thing's like wrapped around very strangely, but inside you can pull some big collector rare cards. So let's see if we can get something cool like that. We have the Supervise. We can get Blackluster Soldier, Stardust Dragon, you can get Chaos Emperor Dragon, there's a lot of really good ones. Cyframe Gear Gama is very valuable in here, and it's like a $280 card on TCG. Solid Soldier, if you get, well this one, there's that version, but there's also the collector rare, so that's also very nice. Chaos Valkyria, oh Chaos Zoon Sangan, and Stardust Dragon. So nothing huge there, but this is still probably worth a dollar or two, so that's not bad. Now we are onto the $20 pack. What will be inside? I can't even remember what exactly all these are. Oh, Invasion of Chaos, so this is the reprint set, which makes it less valuable than the original, but still pretty valuable. Around $20 when they're resold on eBay, I guess, or wherever they're resold. They're more like eight bucks if you find them in store, but they are very tough to find these days. So we have a Pinch Hopper. Let's see if we can pull the Blackluster Soldier. You guys know what we're looking for. We've done it every time. Chaos Emperor Dragon, the Dark Magician Chaos, we've got Blazing and Patch, we've got the Bokehanean. So this will be, it will be the next card, so we're gonna go like this. So this will be a rare, I think. Yeah, because there's a rare antifoil. So that's not a big deal. Torpedo Fish, Terriking, Salmon, Ojama, Delta, Hurricane. Soul Absorption. Bokehanean? Oh! Oh, there is something, a reload. We got a Super Rare, okay. Not bad. It's not the best card ever. I think the value is pretty low on this thing, but still, that is a very old school card that people use in those weird decks where they're trying to draw a lot of cards. We have now entered $25 territory. So it's getting pretty expensive. $25 for one pack is a lot. We have the Crossroads of Chaos. So inside we could pull the Ghostraer Black Rose Dragon. The Black Rose Dragon goes for $300, $400. I'll pop the price up on the screen just in case we pull it, which that is the goal. It's a one in 288 packs to pull a Ghostraer though. So it is very difficult. We have one chance right here. Let's see what we can do. We've got the Iron Chain Blaster. Revival Gift. Riftronic Datatron. We've got the Gozen Match, which I just figured out was in the set like the other day. It's a very good trap card. And then the Mad Archfiend. Actually, I think it comes after this. I think there's also a rare. Ooh, Botanical Lion. It was a foil. Okay, we've got a super rare Botanical Lion. Very cool. You'll love to see that.  That's very interesting. Hints the Botanical part, but still pretty cool. We are only about like halfway through. We've still got a 40, a 50, a 75, 100, 250, and of course a $1,000 booster pack. So let's get into the $40. By the way, this video was inspired by my friend Poke Rev. I've seen a lot of his videos where he does similar stuff like this. So like, you know what? That would be fun to do with Yu-Gi-Oh card. So shout out to Rev. Make sure you guys go check him out if you enjoy Pokemon. Oh, it's not been anything. This is, oh, you guys have seen these recently. McDonald's Pack One. Hopefully we can get some redemption for that McDonald's Pack video the other day. Go check it out if you didn't see it. Now we wanna pull the Millennium Shield or the Cosmo Queen. So here we go. This is actually from, if you guys remember the video where I opened 47 of these, I had 50 and I opened 47 and kept three. This is one of the ones I didn't open. We did not get the Cosmo Queen. We got five Millennium Shields. Will this be the one that has the Cosmo? If it does like two years later, that's gonna be insane. So there's only two cards in here. I would take another Millennium Shield though. So very cool. I don't know if it's at the front or the back. I can't remember. Hopefully we can pull Millennium Shield, Cosmo Queen, any foil. Fairy's Gift. Okay, next card. Stuffed Animal. Okay, so it was not hiding in there for two years. So that's good to know. I guess onto the $50 Booster Pack. Here we go. What will it be? $50. Magic Ruler. This is original print. It's not first edition or it'd be even more expensive, but it is original print 2002 Unlimited. Let's see if we can pull a relinquished, a Blue Eyes Tune Dragon Serpent Knight Drag, which now I have that Serpent Knight Dragon PSA 10 and the Blue Eyes Tune. So I'm feeling good. I have a relinquished as well. All my favorite cards out of Magic Ruler I now have PSA 10 first edition, which is a pretty awesome feeling. So we have a Umi Ruka. There's still a lot that I don't have, but those are my favorites. Griggle. We've got a final Destiny, which discard five cards to destroy all cards on the field. You know, just Lightning Storm, but a lot worse. Penguin Knight, which I guess that's not every card, but pretty funny. Penguin Knight, it will be after this. Giant Rat, the rat foils us again. We got the Rai Uranula to see this, a vicious little dragon sheltered in an egg that looks deceptively harmless, deceptively, because he has 2,200 attacks. So yeah, he's definitely not harmless. $75 pack. Wow, we've opened some bangers today. $75, we're getting into the big stuff. This is a power of the duelist. First edition, not just first edition, Hobby Pack. And what that means is you can pull supers and ultra rares as ultimate rare. So you can pull like all the big cards like Dark Nios, Flare Nios, all that stuff as ultimate rare out of this pack. So let's see if we can do that. That would be very cool. Also Dasher, throw that out there. Destiny Hero Dasher as a rare is like very expensive thanks to Destroy Phoenix Enforcer, the engine. So that would be cool. You can't get the ultimate because that's a retail ulty, which is kind of a bummer, but that's okay. We can pull a lot of other good stuff. So we have the Wonder Garage, Baby Sarasaurus. We've got a contact. He only pull any ultimate rare would be huge. Any of the Hobby ones are really good out of the set. We've got a Crystal's Dolphin. Let's do the quick, the quick pack trick, whatever it's called, Crop Circle. We've got the Defender, Destiny Mirage, BitLion, BitLion, BiteLion, what am I talking about? Crystal's Dolphin and Spell Calling, just a regular rare. No, it was so cool though. We're down to the final three, $100, $250 and $1,000. Yes, this is a very expensive opening. So if you have enjoyed it, make sure to subscribe to the channel because we'll be doing more cool stuff like this in the future, $100 pack. Here we go. I don't remember what this pack is to be honest. Oh yeah, oh yeah. Legacy of Darkness, first edition pack. Inside we could pull Injection Fairy Lily. We could pull Tyrant Dragon. We could pull Yamada Dragon. We could pull so many cool cards. Aeronite Parshath is also an ultra rare in here. Some great super rares. Let's see what we can get. We have the Serpentine Princess, Spirit Ryu. Spiritual Energy Settle Machine. Super Robo Lady and now we do the pack trick real quick to go like that. We've got the Hunter with Seven Weapons. Lazard Soldier, disappear. The Puppet Magic of Dark Ruler. Super Robo Lady and here it comes. Here is the final pull. Shadow Tamer, regular rare. No, give us something please. Final two packs and yes, when you open so few packs, it's unlikely that you get something crazy. So if we do, we're going to lose it. We have a $250 pack here. Inside is a pack that I've not opened in a long time tournament pack too. This was actually sent to me by Jose to open up for him. So I figured we throw this in the video. This is a very, very rare pack because inside you can find the Morphine Jar. It could have a Jinzo Jar, which is an error where the Morphine Jar has a Jinzo printed onto it. It's even more valuable then. Let's see if we can pull it. It's an ultra rare. One in 108 to get the Morphine Jar. To get the error, obviously it's even less. So let's see what we can do. It's only three cards. So let's see. Well, is it at the front? I can't remember. Faith Bird, all of these comments are like crazy value because this is original printing for them. So insane, Faith Bird. Crawling Dragon number two, very nice. Isn't this the guy we saw at Rex versus Weevil in one of the first episodes? And a Dancing Elf. So not even a rare, but this Dancing Elf I think is over $100. So that is a, it was at one point. So it might be down, but it was a very expensive one. And I figured it is still very expensive because they have not printed it. Dancing Elf. So I think overall he actually probably got pretty decent value out of these comments because, you know, I guarantee to Rareg and I guarantee to Foil, but these comments are very, very valuable. So very good. And the final act of the video, $1,000 booster pack. Do you guys have any idea what could be in here? Take your guesses in the comments. What could it be $1,000 booster pack? We have first edition Legend of Blue Eyes. We have opened many of these on the channel. We've had some good luck and some bad. So let's see what we can do here. Any Foil we pull is a huge win. So let's see if we can do it inside. We could pull the Blue Eyes White Dragon, which in PSA 10 has gone up to $100,000. You could see the Dark Magician, which we pulled with Leonhart. Red Eyes Black Dragon, we pulled like three years ago at this point, start off the channel basically. And many other cool things like Exodia, which we pulled the Prime Style, all of the limbs, which you don't really want, but I would still love that out of one loose pack, et cetera. So let's see what we can get out of here. These boxes go for around like $30,000 right now. There hasn't been a lot of sales recently. So hard to know, but one pack of the 24. So somewhere around $1,000, we will see. I don't know if we're gonna pull anything, but we're gonna enjoy it nonetheless. You don't get to open these kind of packs very often. We have Fiend Reflection number two. That is a first edition common. Spike Sidra. The Mammoth Graveyard. We definitely need to do the pack trick for this. So let's go one more to the Fire Grass. Now let's do this. Go like that. We have the Mazurazame. Will the next one be Yame? Put it in the comments if you believe. Yame, Mazurazame, Yame. Very cool to see that these first edition comments. Have good value. I mean, they're not gonna make up for the $1,000, but they still have some good value. Witty Phantom. This guy is dressed in a night black tuxedo. This creature presides over death. Yeah, the Witty Phantom. He's pretty crazy. Kagamusha of the Blue Flame. Yeah, Kagamusha has some retrains later on. The original set. Fire Grass. Yeah, that guy, that's just a weird artwork. I mean, I never noticed these eyeballs up here until just now. And finally, a Dark Fire Dragon Regular Rare. Okay, so this is just a regular rare. I think this is actually one of the better ones because it's used in like goat format or something like that. So this is actually not terrible. We definitely took a big L on this, but I hope you guys enjoyed this video. All these old school packs. We now have the best polls this time, but in the future, hopefully we will. Make sure to subscribe if you enjoyed the video. Shout out to TCG Trust Card Stonefoil Show, Tomato Juice, Noah J, Stanley, Mike, Nancy, Mimigay, Kudulus, GameCards, Becky McFarlane, and G-Radar. Thank you guys for supporting the channel and I'll see you guys next time. Peace.


Hello everybody! E here. Welcome back to another book review. I don't want to be here today. I don't want to be reviewing this book. This is highly unfortunate and to the author if you and you will you send me this book for review. If you come across this review I have nothing but the utmost respect for you and I absolutely loved your novel hag. This, the lightning didn't strike twice. Let me just put it that way. I will try to be respectful in this review but I doubt you are going to like what I have to say. So on with the review, I read Devil. That's the pronunciation I guess in Gaelic for this. I'm not entirely sure. It might be another language but I'm pretty sure it's Gaelic. Gaelic and Navajo are used in this book. But yeah, it says back here a D I A B H A L is pronounced devil. So that's one problem that I'm going to go ahead and throw out there right now. Much of this book, not much of it. There's not whole sections written in Gaelic but there's a lot of Gaelic or Navajo. I'm not sure which as part of the problem with a lot of the passages in here are written in another language that I do not read, that I do not understand. This is not an e-book. This is not something that I could look up. Even when I got to words that I couldn't look up, I still had words that I could look up. I still had the problem. I don't know if it's going to focus but had words like that. If it doesn't focus then I will show you. I will put up a picture but there were big X's inside the words and I couldn't see the actual words and that's the formatting from the publisher. The publisher had a problem and the formatting is broken. This is an uncorrected advanced review copy so there's bound to be errors in it. This is not the finished product. I do not expect those errors to be in the finished product but I couldn't even look the words up and there were so many of them. There were at least nine that I counted. I'm sure there's others. There was at least nine that I found that I couldn't even look up what these things were called to look up the lower whatever it was and very few times did the author say this is what this means. There was a one point in time where I was reading with two other people, one of them quit the book and the other one ended up not liking it either. I was reading with them and the person who quit it said, hey, the world building here is where I can't figure any of this stuff out. I'm done and the answers to the questions about what those just two words meant didn't come until chapter 23 and she ended up quitting the book like chapter 10. So 13 chapters before any of that stuff was explained. The book does start off amazingly. I had a great time with the book for probably the first hundred pages and then something happened. As soon as we start seeing more of Kate's powers or whatever it is, as soon as she gets to the to the home and we start seeing what she's capable of, I started losing interest and I guess one of the reasons for that is because I didn't have anybody on the page to like. Nobody. I realized all of a sudden I don't care what happens to any of these people and that was highly, highly unfortunate because I had several people that I had to follow and I kept forgetting who whole people were. One of those things is because I know that I was mispronouncing names so I was just pretty much blowing through names so I didn't know how to pronounce them in my head and if it wasn't for another friend of mine, one of the other readers, the lady who did finish the book telling me that C-E-I-T is pronounced Kate in Gaelic, I never would have found that out.  C-E-I-T or C-E-I-T whatever. And that's just me, I'll be completely honest if that's on me that I didn't know how to pronounce that name but it just aggravated me because there were a lot of words in there that I knew that I was pronouncing wrong just because I didn't, like there's my stupid American brain does not look at this and see devil. I see diabol, something like that. That's what I see. Now that's my failing, not expanding my knowledge but also there needs to be something in here, you know, even if it's, I know you can't just straight out go oh and it's pronounced this way inside the book, maybe have someone mispronounce it in the book and have them explain how to pronounce those things. Another big problem I have with this book is there is absolutely no sense of place. This book happens in Los Angeles at no point in time that I think that I was in Los Angeles. This is a modern-day book at no point in time did it feel like a modern-day book. Everybody in the book talks like it's, you know, old olden days and then someone will break out a cell phone and I'll just be completely confused. There were some funny things while I was reading. I'm not trying to make fun of the book but my friend Tracy said, ha ha, cult de sac. I got a kick out of that because the book is about a cult that lived on a cult de sac and it's just something I smile at. I think the biggest problem here and the thing that upset me the most I think is the ending. We get all of this buildup and all of this promise especially on the back cover copy which I'm going to read here in a second. You get all these promises for certain things that, if I'm honest, the description writes checks the book can't cash or does not cash and one of those things is the ending. I was expecting some big climactic ending and it was all wrapped up literally in three pages. I kept on, I was like, okay I'm eight pages from the end, something's about to happen. Seven, six, five, four, nothing man and then finally there at the end it just gets slapdash just thrown together at least that's what it feels like and if I'm completely honest with you I got this for free from the publisher and the author. I'm upset because I had high expectations and high hopes for this one and this is nowhere near as good as hag. The writing isn't even anywhere near as good as hag. Now I can't talk about too, I can't talk about the writing too much because this is an uncorrected advanced reader's copy but there was a lot of stuff in here that I feel needed to be rewritten, like whole paragraphs, whole chapters that needed to be rewritten. It almost feels like a book that was written under a deadline and she just had to crank it out. I'm speculating but that's what it feels like and that's never a good thing with a book like this. Once again I have a great deal of respect for the author and I absolutely hate that we're here having this review, doing this review like this, it breaks my heart but I have to be honest with the people who follow me and the people who listen to me. I didn't care for this book, I'm sure someone else may, I'm sure there will be a lot of people who do end up liking it and most of those people will probably not be writers. There are too many issues with the build of the car, I should say, just the basic structure of the building is off for me and that was a lot of the problem. Will I go back and reread the final version? I'm not sure, I don't feel like I want to and that's unfortunate. Will I read another Kathleen Kaufman book? Most definitely. I'm all over her back catalog and anything else. It takes several books for me.  Another one for review? I doubt it man, but that doesn't matter because I bought Hag with my own money also. Have you read Devil? Did you like it? If you did like it, let me know exactly what you liked about it. If you didn't like it, let me know exactly what you didn't like about it down there in the doobly-doo, but until next time, I have been E, you have been U, this has been another book review. I'll talk to you guys later. Bye bye!


The President of the United States and Mrs. Reagan. Thank you, would you remain standing please? We'd like for you to remain standing for the invocation by Dr. Howard E. Short of the class of 29. When Howard Short graduated, he bequeathed his prized position as dishwasher in Wood Hall to an upstart freshman named Dutch. Dr. Short. That is Bray. Our father, we give thee thanks for the fellowship of this hour and for the occasion which brings us together. We remember before thee the years in Eureka College with our respective classmates and fellow students. And we give thee thanks for those who taught us and those who made possible those happy years. We're thankful also that we have been permitted to live, to continue to learn, and to serve. We ask thy continued blessing upon all of us, especially upon the one from our number who leads us all from the White House. May the renewal of our friendships this night strengthen our determination to be what we ought to be and to support those who carry on the college we love today. Bless this food, those who have brought it to us and make us worthy of such bounty we pray through Christ our Lord. Amen. We, our affection and our esteem, I present first the president of the class of 1982, Ms. Charlis Hall. Marked with a bronze plaque bearing this inscription. Presidential Shade Tree planted by the class of 82 in commemoration of the visit of President Ronald Dutch Regan as commencement speaker on the occasion of the 50th anniversary of his graduation from Eureka College, May 9, 1982. I fully expect to return to campus on the 50th anniversary of my graduation in the year 2032. And sit in the shade of that tree and remember, we would also like to say a very special word to the First Lady. Mrs. Regan, you must understand that for 50 years we at Eureka College have had our Dutch and we've always wanted a Duchess. Well, this is our chance. Very seriously, I speak not only for the class of 82, but for all alumni, for everyone in the entire Eureka College family, when I say how deeply we desire to include you with your husband in the circle of affection and pride, which is uniquely marked by the Eureka spirit. For us, the ties which bind all Eurekans are symbolized by the Ivy Ceremony in which we participate in graduation. Today we include you as a link in that precious chain by the presentation of this sprig of Ivy, especially cut for you from today's Ivy Ceremony. I suppose this makes you not only our Duchess first and last, but also you become a member of the class of 82. I thank you very much, but I just liked you to give a message to your class. I think this is the best graduation I ever went to. I never had so many kisses in all my life. It was wonderful. Thank you very much. Mr. President, Mrs. Reagan, Dr. Gilbert, Mrs. Gilbert, fellow alumni and friends, needless to say, it is indeed a great honor to be on this program today. One of the greatest joys of my life has been the designing, the carving, and now the presentation of this plaque to the college in honor of Mr. Reagan's 50th graduation anniversary. In designing this plaque, I had in mind three levels. The national level represented by the portrait of the president, the state level as seen in the 21 stars around the medallion, and the local level at the bottom of the plaque with symbols inspired by the college seal in the center. In the lower two corners, the elm leaves from our alma mater song, and in between on each side, the sprig of ivy recalling the annual ivy ceremony. It is my hope that all who view this plaque today and all who may view it in the future will see it not only as a work honoring one of our most distinguished alumni, one who has risen to the highest office in our land, but also as a symbol of our gratitude to those who down through the years have made the college what it has been and what it still is today. Mr. President, it is with the greatest personal satisfaction that I now present to the college in your honor this plaque. And in all sincerity, I assure you and Dr. Gilbert and all of our friends that the pleasure in this has been entirely mine. Thank you. This plaque will hang in the Reagan Visitor Center when it is completed, whenever the president tells us. No, we are planning whenever he wants the library and museum, it'll go in our Visitor Center at our college just in the next few months until that time when we have the permanent facility. See, I told all you people I was gonna do it in front of the world and now you see we're serious about this. But this will be permanently displayed. And it's been a wonderful experience working with Mr. Taylor in preparation for this. And thank you again for all these matters of attention. Now, Mr. President, we have a special surprise for you, the cherished Eureka College Athletic Hall of Fame presentation. And I call upon Mr. Craig Gerdas, the chairman of the selection committee and Mr. Coach Leo Tracer for the presentation. Thank you, Dr. Gilbert. Will all those past inductees and widows of past inductees to the Athletic Hall of Fame please rise and be recognized at this time. Thank you. The Eureka College Athletic Hall of Fame was instituted in 1970 to honor those college graduates and former students who distinguished themselves in athletic endeavor while at Eureka College and who have exemplified the Eureka spirit throughout their careers. Tonight we induct the 40th member of that distinguished company. It is my privilege to announce that Ronald Wilson Reagan of the class of 1932 has been selected for induction into the Eureka College Athletic Hall of Fame in 1982. While at Eureka College, Ronald Reagan participated in football, swimming, and track. He quickly established himself as the college's outstanding swimmer. He was also the coach of the team for his last two years. In football, he earned a regular position at guard by his sophomore year, lettering for three years under coach Ralph McKenzie. His career since graduation is known to all and at every level of achievement, he has reflected honors upon and expressed pride in Eureka College. Coach Tracer, I present to you and to these assembled Eurekans, President Ronald W. Reagan for induction into the Hall of Fame. The inscription on this plaque reads as follows. The Eureka College Athletic Hall of Fame, Ronald W. Reagan has been inducted into the Eureka College Athletic Hall of Fame. This date, May 9, 1982, signed Daniel Gilbert, President Craig Gertis, Chairman of the Athletic Hall of Fame. Mr. President, I congratulate you upon your election to this coveted roll of honor. Thank you very much. I will now call on again, the President of the Alumni Association, Bill McNett, for the induction of the President into the Golden E-Club. In 1980, the Eureka College Alumni Association established the Golden E-Club. The scroll signed by each inductee in which President Reagan will be signing reads as follows. Eureka College Golden E-Club Membership Scroll, be it known herewith that all Eureka College alumni, both graduates and former students whose names are inscribed below have been duly inducted into the Golden E-Club, which includes all that distinguished company whose classes have graduated 50 years or more and who have been officially inducted into membership by the President of Eureka College. President Reagan is the 196th signer of the Golden E-Scroll. Every Golden E-Club member wears proudly the lovely pin being presented here by President Gilbert. Congratulations, Mr. President. You honor us as we honor you. I thank just everybody. I've cleaned up a Golden E-Pin, a plaque, a bust in my honor, being in the Eureka Athletic Hall of Fame. I thought I had reached the pinnacle when the 1931 prism said that as President of the Booster Club, I received commendation from my part in managing the committees in charge of the homecoming festivities. You don't know how much I wish I could remember what I did. There are a few committees on Capitol Hill that need some managing right now. But Mac, this, if we could have gotten this many people to a football game on a Saturday afternoon, we wouldn't have had to wear the same pants to her three years. We could have had new uniforms. But I'm not quite sure whether I got this for three years as guard or for making some touchdowns for Notre Dame at Warner Brothers. I was interviewed just the other day before I came out here by a reporter from the Bloomington Patograph who came up and wanted to talk all about memories and Illinois here and Eureka College and all. And then he said, well, now there's a story going around about you scoring a touchdown against normal in the last minutes of play. And that just goes to show you how stories can get stretched. I can tell you about that touchdown. We were one point ahead as I remember. And it was just seconds to go. I'd been in the entire game and normal was passing, throwing bombs all over. And I had finally decided because, I know you'll remember that no one in our backfield was over about five, nine or 10 in those days. So our pass defense wasn't all it should be if anyone on the other side was taller than they were. So I used to charge against my man and then when I felt it was gonna be a pass, duck back into the secondary and see if I could help cover for passes. And I saw everyone sucked over to one side of the field and this normal fella, never forget that bright red jersey going down the field all by himself. And I took out after him. And pretty soon as he was looking back, I knew the ball must be coming and I turned around and here it came and I went up in the air. I got it, but by this time, as I say having been in the entire game, I knew that there wasn't anything left in me. There was a lineman's dream, a guard, way over in the sideline, about 75 yards from the goal line, but a clear field down that sideline. But coming down with the ball, I thought if I just juggle it for a second or two, he'll tackle me, we still win the ball game and I won't have to run. Well, I juggled it and I bent over and I juggled it and some more and nothing happened. And just as I started to raise my head, he put his arms around me and said, tag, you're it. At the same moment, I saw a substitute coming in for me, I knew, and I started with the sideline and one Ralph McKenzie, very serious of face, indeed angry of face said, what happened to you? And all I could say was I'm tired. But that I told the reporter, that was my touchdown that was never made, my lineman's dream. You know, one thing I've stopped talking about is that receiving Eureka Centennial Citation in 1955, too many people began to think it was my centennial. But I've spent the day in a warm flood of nostalgia as I'm sure a great many of you have. You must be feeling the same way. Eureka is in all our hearts and it gave me the greatest happiness today to be on the campus and to see today's students and to see that that same spirit and that same love is there among them every bit as great as it has been among us. They'll carry the memory of days at Eureka as abundantly and as warm as we have carried them. I got a letter a few months ago from Mrs. Lee Putnam, class of 50. Lee, are you here someplace? There.  Lee is the daughter of Professor Tom Wiggins, our English professor that so many of us remember so well. And she wrote me this letter about some of the memories that she had of her recollections of the 1930s at Eureka. Although she was the class of 50, she had to be pretty young in the 1930s. But she said they're vivid. Faculty tease before the fireplace, daddy reading, mother playing the piano, blue books being graded, having Carl Sandberg as an overnight guest and eating canned salmon, spinach and baked beans night after night. The college had an arrangement with the Happy Hour Canning Factory in Bloomington, which allowed us to order canned goods since no salaries were paid during that time. And that's right. We also received dairy products from the college farm run by Frank Felter. I was too young to be aware then, but the entire community must have pitched in to save Eureka College. And that is what happened. Day after day in those classrooms, those professors, just as if they were getting paid on time. I've thought about that sometimes when I see some teacher strikes lately. But I believe that that spirit is still at Eureka and the town, the faculty and the students. And Lee, I have to tell you a memory that I have of your father, God bless him. It seems that the late Bud Cole, God rest his soul. And I were declared ineligible if we did not take a makeup exam and it was the day before the homecoming game. So we went over to the gym that afternoon and we got into our football uniforms and then we went up in the Burgess Hall to the classroom where your father was there and he gave us each two questions and said, take your choice of one. And he said, I'll be in the administration building if you need me. And we finished the exam in quick time and went out to the field, convinced that we had passed the exam and we had and we're able to play the next day in the game. Hi, that's Spirit of Eureka last, not only four years but a lifetime and that's why there are so many of you gathered here this evening. And by the way, I want to thank Lee for writing. I don't know quite what to make of this but later in the letter she writes, my sister Barbara Cooper is a sergeant in Burbank, California police department and has met you. Wait'll the press gets hold of that. But I can't tell you how wonderful it has been. The only fly in the ointment, the thing that's really wrong is that today is over and now we turn back into pumpkins again because we can't even stay for dinner. It's the first time I've been a before dinner speaker. I've been an after dinner speaker many times but we have to go out and get in that airplane and be on our way so we have to leave but to be here among you again. Everyone in Washington that's in government should have to at regular intervals have this kind of an experience because there is a real difference between the real world and what's on the other side of the Potomac. So from one red devil to all the others, hail to maroon and gold and hail to our alma mater and I think all of us should pledge in our hearts that it will be there long after we're gone doing for young people what it did for all of us. God bless you and I wish we could stay and say hello to every one of you. It's been a very thrilling and exciting time for us and I leave greatly rewarded. I have one little story I just want to tell before I go. I'm having a hard time getting away from here. In my graduation speech, we had decided in Washington that I should make a speech on the world situation and our plans for attempting disarmament, reduction of nuclear weapons and so forth and they were talking about what would be a proper forum in which to make this speech before I go to Europe at the end of this month to meet with our allies and all and I said I have the perfect forum. I am making a speech in Illinois and I reminded them of Winich Churchill making a speech at a little college in Missouri some years ago in which he coined the term iron curtain. So I said we'll make the speech there but to those who were there today, I told them of a little story that illustrates the humor of the Russian people and their cynicism about their way of life and their government and I had to choose between two so I won't repeat the one that I told there today but the one I wanted to tell and didn't and this is truly the jokes. I've come to be a collector of these that the Russian people tell among themselves that reveals their feeling about their government and it has to do with when Brezhnev first became president and he invited his elderly mother to come up and see his suite of offices in the Kremlin and then put her in his limousine and drove her to his fabulous apartment there in Moscow and in both places not a word she looked she said nothing then he put her in his helicopter and took her out to the country home outside Moscow in the forest and again not a word. Finally he put her in his private jet and down to the shores of the Black Sea to see that marble palace which is known as his beach home and finally she spoke, she said lay on it what if the communists find out? We love you, we envy you being able to stay and God bless all of you, thank you.


The Nigerians have managed to join hands with the government to contribute their quarter in promoting conducive learning environment for students. This call was made during the commissioning of a toilet facility built by the Rotary Club of Oere for Girl Second School, Irete. The club says the aim of the project is to release open defecation among the students. Meanwhile, management of the school and the students express gratitude to the club for the gesture. I'm members of my club Rotary Club of Oere Cosmopolitan and we thought it wise to come over here and build up a two-unit toilet facility. The board of directors approved it and today it's a reality three months after. And we are using this to commemorate one year in existence. Our club was chartered on the 23rd of April 2021 and today is exactly a year plus two months that we are chartered as a club. And this is our mega project that we're celebrating where there has never been one. So indeed it's a wonderful day for us in Rotary because we are fully one of our core areas of focus for the children who from now have been going into the bush and going into the dangerous areas to relieve themselves now have a modern facility to build. So I thank the residents of Rotary Club of Oere Cosmopolitan for first finding out this need because where it is it's quite localized inside. But we fixed it out, we saw this need and today we are answering the call of Rotary. I'm very happy because it's a good thing for the project Irete and we want to tell the Rotary Club that the club shall continue to grow. Rotary as much as possible to always make sure that the toilet is kept clean to avoid any form of infection and disease. Okay so Hello hope you enjoyed the news please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.


Dynamic remodeling of the extracellular matrix, ECM, is essential for development, wound healing, and normal organ homeostasis, but can lead to life-threatening pathological conditions when uncontrolled or excessive. Fibrotic diseases and cancer are examples of such conditions that arise due to ECM remodeling, accounting for over 45% of deaths in the developed world and over 90% of cancer deaths, respectively. Understanding and quantifying the impact of environmental cues provided by the ECM on disease progression is crucial for discovering novel therapeutic targets and treatment strategies. This requires appropriate in vitro and in vivo models to mimic disease and technologies that enable accurate monitoring, imaging, and quantification of the ECM. This article was authored by Thomas O'Cox and Janine T. Ehler.