Hi everyone, welcome and thank you so much for taking time to watch this prerecorded presentation, Fostering a Culture of Academic Integrity with Open Educational Resources. My name is Rainne Beager and today I'm joined by my colleagues Laura Bastion and Bailey Dobbs. And today we're hoping to share with you briefly about our cross-campus collaboration to create some resources and supports for academic integrity on our campus using open educational practices with the hope that these practices and resources can be reused on your campuses too. On our campus we found a need early on in the pandemic to reshape the conversation around academic integrity and in some ways proctoring and surveillance technology too. From one that was focused on monitoring and reporting student misconduct to a conversation and a culture focused on supporting students and understanding their role in the scholarly conversation and their responsibilities to act with integrity. To do this we created a set of open educational resources that can be adapted and further customized, along with a set of open educational practices that invited students in to be co-creators of the resources and to share authentically about what these concepts mean to them and why they matter. We'll share briefly about our campus context and the need for the project, what research and values inspired our work, our process and key collaborators, what resources we actually created and what we've learned so far along the way. We invite all of you to use and adapt our work and we'd love to hear from you on how it may also be supporting academic integrity on your campus. So our institution might not be that different perhaps from the one that you are at if you're at one. The landscape of academic integrity here was not the centralized one where we had a number of units already working together that we might have hoped for. Instead, like many institutions we had folks doing important things around academic integrity, but frequently just in their own units and departments. So the context in which we started making these modules was also a context of the pandemic. We had instructors who were really concerned about academic integrity, particularly those faculty who had proctored exams. We had students who were engaging with homework help websites like check, where they actually weren't clear in some instances even whether that was an ethical resource for them, or actually something that was enabling cheating and academic misconduct. And we because we didn't have a central message centralized resources, we were really relying on instructors to be doing that communication and that communication differed across units. And instructors themselves said please we'd like some more centralized resources and communication. This is a significant challenge that we're facing. What we just described as our context is a context we also saw in headlines across the country. It's still a major topic of discussion for many universities and many units. And so we wanted to ask ourselves, what's the research behind how we can bolster academic integrity and what are the reasons and contributors for academic misconduct in higher education. The research that we most appreciated was actually the handbook of academic integrity edited by the late Tracy Brayte. And we particularly appreciated that it was global in scope. It was very comprehensive and we were able to ascertain some patterns between the different chapters and research that folks did. And one of the patterns that really stood out to us was that academic integrity has traditionally been framed as a moral judgment you do it and you're bad don't do it so you can be good that for students was not effective. We also really heard that students increasingly have experienced genuine confusion around what constitutes misconduct in part because of the rise thankfully in an active learning and students not being yet able to ascertain is this something that's collaborative or actually is this something that would be seen as collusion. Students wanted more supported practice around citation methods and at our institution it's not yet something that we're giving abundantly and in many institutions that's not something that's centrally provided. And the research indicated that students are more likely to engage in misconduct. When any of the following conditions are met. The first one was really big. Students are engaging in misconduct. And we see that increased tension when there are branding curves, other kind of scarce resource mentalities. We see an increase in academic misconduct when stress levels are high we see that for people whether they're students or not we make different choices with those high stress levels. And then we see an increase in academic misconduct when students don't perceive meaningful repercussions for their actions. And in the research, we then thought, alright, how are we going to build something that will align with that research, and also with our values as educators and values with the institution also has. So we really built the core of these modules on top of a press book, the quantum polytechnic universities, academic integrity press book that we appreciated greatly. And so this OER is a great one. And the things that we see here, the intent and inspiration was was really built in and added on to what existed. But those things that we built in included really foregrounding a ton of respect for students for their work and an assumption of integrity, striving for that centralized message that we noted. And here that's also a culture shift so all students all ducks at the University of Oregon practice academic integrity and we all talk about it this first year. We're really offering the interactive scenarios that feel authentic to students where they can practice applying the student conduct code, and then centering their voices so it matters not because it's good or bad it necessarily but it matters because your peers say it matters. And this is what their direct wording might might how the direct wording would be persuasive. I also wanted to emphasize the resources that are here when students are stressed and really normalize accessing those resources as part of being a really successful student. So this entire project became a collaboration between a number of individuals across our campus. It was important for us to include a range of collaborators so we could shape the conversation and keep the emphasis on academic integrity. And it also helped anchor it in information literacy, each collaborator had different complimentary expertise and access to different stakeholders. Collectively there was expertise on information literacy technology and course design points of confusion around academic integrity for students on faculty concerns and goals and on campus processes and regulations already in place for these issues. The main collaborators span five different units on campus. We had you libraries are teaching engagement program or tech you will online. The Office of the Dean of Students, particularly their unit on student conduct and community standards and student orientation programs who put together the various orientations known as introduction for incoming freshmen and transfer students. Additionally, we have the assistance of student employees who provided advice feedback and content for the module. We'll talk more about their contributions in just a bit. So what did we create. We ended up with two different modules. The first was an optional module that instructors could use in their classes. This module was largely based off of the live guide our colleague Bronwyn maximum created, which was informed by the ACRL framework for information literacy. And at the time it was the only support we knew available for instructors and students on academic integrity on our campus. We converted we converted the live guide into a canvas module so that it could easily be imported and integrated into existing course module structures. We provided faculty to make disciplinary customizations and or to reach out to TEP and the libraries to collaborate on additional instruction and resources. We condensed and revised the live guide to break it into four main parts for the module, which including content on the scholarly conversation, academic honesty, attribution and citation, and copyright and fair use. The second module we created was a learning experience that all students go through as part of their online orientation would be getting their studies at the university. We have a series of orientation programs that all incoming freshmen and transfer students must complete as part as part of introduction. This format allowed us to include much more in depth content, including active learning and assessment. It largely draws influence from the KPU press book and adapts the press book into an interactive module for students submit work and facilitators can monitor students completion. If you're interested in checking out the module content will provide information on how to access it at the end of this presentation. One of the things we've most benefited from and making this OER is the contributions of students. And there were several ways and two different general stages that students were able to make contributions to this module. One of the ways was to give us really helpful feedback, both in the draft stage and letting us know how the navigation was or how long it took to move through the module, or how effective the scenarios were for them how realistic they might be. But also to give us feedback after the module was complete that required module that Bailey mentioned so that this can be an iterative process. The other primary way that students were contributors is by literally saying, yes, I'm going to check a box, please do include what I think academic integrity is meaningful. Why is it meaningful to me? Please do include that in a future iteration of this module so that students could see what their peers said and really feel that impact for themselves as well. So we have several key design elements that we have spoken to but we want to just highlight again. One is really low stakes interactives to check comprehension and part of this was in the existing press book that we built into, but really amplifying and making content context specific scenarios as well. Highlighting those student voices was a key design element, and then really thinking about inclusive content, whether that be in the examples or in the imagery that we provided. Those opportunities for student feedback were really meaningful design element, and then making sure that we are centering accessible design so that all of the incoming students can actually interact with the module, and then of course openly licensing the module that we created. In terms of how many students we know this has impacted so far, we had over 4000 students last year take the module as part of their introduction experience and over 5000 students are taking the module this year. So just raw numbers alone we know that over 9000 students have experienced the module and all students on some level have read and applied the student conduct code. As Laurel referenced within the module students were invited to reflect on a couple of questions to help us see how the module shaping students thinking on academic integrity. We had the opportunity to indicate if they were comfortable with responses being publicly shared, both as part of a resource that we provided to faculty to hear from student voices, but also as content for the module moving forward. So in this way we were able to incorporate some open educational practices and involve students as co creators of the learning experience for themselves, and their peers that would take it and subsequent academic years. So we compiled the responses as part of an interactive padlet that we provided back to faculty and they can explore, and we selected some specific responses to include as content in the module. So in this question here we can see that students were asked what academic integrity means to them and why it matters. So here we can see a student responding with to me academic integrity means acknowledging and respecting the work that others have poured time and resources into learning and sharing with others. In exchange for learning from those people, you need to credit them and when you use their teachings, because without their work you would need to pour your own time and resources into learning what they did. So here students were also asked to think through what supports they would lean on in times of need, especially in times where they may be more stressed, and we're acting with integrity may be much harder for them. So here we can see a student respond with support from my professors directly and your library will come in very useful when I'm becoming stressed. I imagine myself asking professors directly about their academic integrity codes because it may differ from course to course on certain things like when to work with peers. Between last year and this year 266 students completed an optional Qualtrics form to provide some valuable feedback on their learning experience with the module, where they were asked both what benefited their learning and what detracted or was missing from their learning experience. More than 50% of student comments expressed appreciation for the interactive components of the module, such as the scenarios that were provided with multiple choice fill in the blank activities, which were created with H5P reflective questions and being able to hear from all of their peers in the student responses. A significant proportion also appreciated being much clearer about the complexities to academic integrity, such as when it's appropriate to work with their peers. As part of this increased clarity many students mentioned the real life scenarios being really helpful to them. Students mentioned the benefit of resources that they could turn to when they're stressed and in need and several mentioned appreciating that the module acknowledged historical power issues around citation. Overall students were very positive about the design choices and noted that they felt like the module was very navigable. They found out what was missing from the module or anything that felt counterproductive to their learning experience. Some students commented that they found it overwhelming or repetitive in terms of their prior knowledge or other resources they had been given in the past. And some of this feedback focused on just using less text in the module and more multimedia and more concision generally a goal that we have moving forward. Students identified things that they wanted us to add to the module and the two most common requests we got were more student perspectives and video where possible. Students wanted more practice with two main things one being citation practices, which we didn't address extensively in the module, and also collaborating ethically with their peers, and how to push back on a peer if they are attempting to engage in this conduct. Students also highlighted pedagogically important practices that impact academic integrity and faculty need to consider in their course design. Here a student commented I would note that the module doesn't acknowledge the possible issues that a curriculum may have. If a curriculum is so unoriginal that a student could feasibly use their work multiple times that curriculum ought to change. There could be a connection to textbook affordability. There could be something in here about the issue of textbooks assigned by various courses students may hope to save money by using outdated versions of textbooks, or pirating current editions online. This course could speak on how such things relate to academic integrity. So as we're at this point in our cycle of looking at student responses and thinking about how we might want to revise. We've also been thinking about what the lessons are that we might want to take from the process. And so some things that we've noted internally. One continuous improvement is a challenge when that improvement isn't attached to a particular role. So here we don't yet have a specific owner of the process. We have people that have relationships and do work together. But having a role where that's part of the total time that that role might spend, or a more formal formal centralization of stakeholders would be supportive. We also keep coming back to the difficulty to define and assess whether this module is successful without yet a more centralized institutional plan to support academic integrity. And we really don't that the work is not yet visible to instructors in the way that we had hoped it would be. And we hope to take some steps in this next year and try out how we might make it more visible and more useful to instructors within their individual courses. In this project we created OER modules and we employed open educational practices to invite students into the conversation around academic integrity, both to elevate their voices and allow them to hear authentic reflections about why this matters to their peers. We know that academic integrity is essential to the scholarly conversation and the academic community being able to build upon the work of their peers. And in this way it's also essential to open educational resources and being able to adapt the work of others. In the module we invite students into and encourage them to see themselves as part of the scholarly conversation and start to support them in developing some digital literacies around sharing their work with their peers online. Consent seeking and being explicit about student choice was central to our design. The University of Saskatchewan sums this up really nicely. Choice not only promotes engagement and the student's sense of ownership but also decreases cheating and plagiarism. We think that if students are engaged authentically and co-creating a shared understanding of these concepts and a shared understanding of the cost of misconduct as they characterize and express those thoughts. It starts to shift the focus away from grades and towards more authentic learning, learning that doesn't rely on one answer. Thank you so much for taking time to listen to our presentation today. Here you'll find a QR code where you can learn more about our process and our project along with helpful resources and research cited. As well as an OER Commons QR code where you can explore and download the module for your own use. Please be in touch if you have any questions or want to share about how you're using the resource and thank you for your time.


Well, so we made it we've done for today. We have tomorrow remind the two additional round tables on the Implementation of the technical or technological solutions We we saw today and also on how the systems interact Between them so that we can see the sector coupling Tomorrow Fernando will not be with us. So he will be the closing remarks for today. He has prepared a beautiful Okay, insights or what we got lessons learned from today and he's going to leave the land Prepared for the discussion tomorrow. So I leave the floor to Fernando Okay, so I was preparing Some notes here, but the first word I think is gratitude gratitude from all of us to all of us I think it's been a very enriching day I guess most of us came now with a new perspective on a challenging and complex issue We were Ruth and myself taking notes in the same time We were trying to facilitate the progression of one session after the other. It was not easy and on parallel two or three people are taking detailed notes and we have a several I mean several pages document almost there, but it's very very kind of draft and preliminary to be read as The conclusions we try but it's really to detail The document will eventually be converted into a more formal conclusion sessions and so my last words and this kind of conclusion take us more kind of food for thoughts more than a Excessive detail a collection of what has been said today because there are many many ideas That my only my only flow will be basically from the beginning to the very last moment of today We began with the communication by mr. Jobet He presented Chile as a humble country in terms of contributions to emissions and he was representing also the tensions in that country that made all the Implications to move the cop to to Madrid He mentioned many different aspects and and presented things that went later on Taken by by other speakers as well the fact that no country can do this alone He was presenting the political wills know after that we we got the lecture of professor Sacks and obviously he Communicated many many things he knows about this issue has been working on this issue from many aspects in for decades And and one of the things he was trying to be very synthetics in what is the greatest challenge in the Decarbonization and it was only one word basically was knowledge knowledge on what to do pointing to the facts like Corruption greed power the lobbies the inertia as problems, but the solutions will come with the identification of a plan and From his talk you can actually envision three is the e of economics the e of ethics the e of engineering Too much diplomacy in his words too many lawyers too many negotiators and too little practicalities So he was presenting the conference of today as an opportunity to put the engineers and Scientist and technical people up front no country can do this alone again was mentioned and Collectively we have to set and build a road map Every region needs to collaborate with the region that is nearby But also in a global world where the things are move around at large scales the contribution Even of the harmless country can be can be crucial We need answers no more theory and he finished with this alarming message of emergency Then rector Cisneros made a Strong point on how local things can be important and he was presenting the commitment of the University and the CV the curriculum that has to be Already incorporating the notion of climate change and how to go to reduce the emissions from the very Education of the of the people and how this university in particular Was not only supporting this conference, but is engaged in a long-run commitment in this in this way After this we enter in the session of road map the session of road map in itself Presented many many aspects. It's very difficult to summarize. But for instance, Kobe Mention an interesting Play on words from partnerships to partnering This idea is basically That partners has to be more active. We tend to distribute roads. Okay, you do this I do that More kind of passive. No, you have to actually Partnering to engage into roles that perhaps nobody is covering and to incorporate to the roles that you were assigned before hand Maria for instance identify the fact that is a little Well actually Passing because in academia in engineers in the in this in these areas we have the knowledge But actual data in most cases come from the industry so we have to make a better communication and flow between the data and the knowledge and not only a plain a The theory on one side and the practical practicalities in in the other side. Also, it was very interesting to see The vision of circular economy in a very broad perspective not only focusing on the carbon cycle It's a it's a cycle about people. It's a cycle about many other things about materials about Resources in a in a in a general perspective. No the fair transition Involves people and it's not only because of a question of ethics, but also is a question of functioning So the road map was very inspiring continuing with the with the sessions of today With an enter with Manfred who said after 27 years Politics have not delivered Now we have to work in the how and then the sessions on the how we started You may remember this afternoon evening We had to and before lunch we had another two on the how how to do things the technology Many aspects many details were presented some of them were known by some of you But the overall perspective just Ingredient pieces of information know that we all suffer about the limitations on the batteries for instance So we need better and cheaper batteries urgently the important of a companion mandates with a accompanying measures with with with Understanding the market the the transition of the economy of the new technologies John John Herrera said something like Well, he presented several questions that were Shocking he was trying to provoke. No, for instance, he said should we take away gas? From our lives especially in temperate zones City territory packed Requires a new dialectic between countryside and the city Look at the way we arrange the the sessions today actually the cities are something well The cities are surrounded by a countryside and the two kind of systems requires probably closer connections the French conflict Was a good example presented saying that look how complex the things can be and with the best of the intentions to reduce the carbon emissions then you get a social conflict that is now Expanding and and hard to really find direct solutions to it Well, we also saw interesting little examples like the city of Rosario in Argentina Daniela was bringing Interesting local visions on on how they were Making the energy more efficient how proud they felt about having a certification of the houses that were Efficiency in terms of energy Despite all of these she was recognizing that only 9% reduction of emission was at the reach so the capacity was all the way up to only 9% but it's worth the effort or at least in her words And I think in probably in the mind of all of us We traveled to Indonesia and we saw some of the challenges of a place with a hundred islands the distribution of energy That is something to to think and not to Immediately do as you do in other places In Spain, we don't have a hundred islands the things goes in a completely different way Don't export what we work what works here try to think here and Locally and this connects with another interesting concept that is more about thinking than doing is the identification of bottlenecks bottleneck logistics Where where there is a point in which all the systems really? Becomes very intensive in in carbon We heard the intentions of the aviation sector It's interesting how much they can move into the technological way and to the technology Areas, but there are many other aspects associated to this way of transport that probably requires a very honest Discussion in the society as a whole We also Address in the session of transport the issues of long-haul navigation How hard is to obey this and what are the current technologies apparently again? One more speaker was saying that some technologies are there perhaps not at the right scale yet, but The the technology is opening opportunities Some word of cautions were presented by FIBE saying that not much on Synthetic by your fuel because of the environmental risk sometimes the technologies must be revised Not only in terms of carbon, but also in terms of other environmental potential impacts Jose Manuel Vasallo presented an interesting paradox or a trade-off or whatever you want to call it two things that tend to go Opposite ways along the human history the reduction of mobility Versus no compromise of the quality of life So the reaching this equilibrium of reducing the mobility But keeping the quality of life in good terms is really an ambitious goal that might be and is probably likely to be important in the in the agendas What else well many many things is really How to synthesize the session on on industrial processes those those steel concrete fertilizer things No, there were many many many points. We know about how intensive they are in terms of carbon And they are there are warning words interesting also to consider if we move away from fossil Fuel's then we are consuming land and water So probably again, we need to reach an equilibrium and we need to see more than one perspective not only carbon, right? We saw many many examples I'm not going to enter into details probably you may you may know even much more than I about Hydrogen ammonia or the hydrocarbon decarbonization possibilities we've been exposed to for instance the fossil free fossil free steel and the possibilities of implementing this in actually a Large-scale in a couple of years by the example that the Martin brought today There are many many things that can be said and and regarding the last session on cities I better don't ruin the image that you have is so it's so recent that you are probably Have taken your own mental notes much interesting and more lively than than the ones that I can bring today I think it is it is very interesting and stimulating to see key progresses on zero carbon cities all over the world So for tomorrow, there are two sessions waiting for you This the the day of tomorrow will be from 9 to 12 and the two sessions instead of being very topical Will be more cross-cutting issues will be promoting the necessary discussion among different sectors that typically presents Conferences talks and workshops independently Finally as a little play I was Making a list of words key words I think we we most of us came to this conference, especially under the tense International situation in many countries actually in one of them that push the cop to Madrid So we have all these in mind in addition to the problems of The climate emergency we came with words like complexity Commitment emergency crisis problems, and I think after the sessions of today We may now have another list the list can be alliances countries people actors technology ready opportunities hopes decarbonization Land water ecology and finally solutions actions plant and above all together Thank you


Yeah, the band March is on. Here we are. I think they're kind of given Tuesday. This time we're Pat Sullivan of Oceanit and we're talking about technology. Think Tech Tech Talks. Pat Sullivan been involved in technology in Hawaii since the 80s since he took his PhD way back when and he's still doing it and he's running a successful company called Oceanit which is downtown. It keeps on trucking through thick and thin, through ideas, through innovations and through change. Hi Pat, thank you for joining the show. Thanks for having me. This is definitely an interesting time to be talking about this. Yeah, so we have a book, Intellectual Anarchy. Let me see if I can get that there. Intellectual Anarchy. It just came out. In fact, this is an advanced copy that you gave me and I find it a very interesting book, especially about you and Hawaii. Intellectual Anarchy, the Art of Disruptive Innovation, breaking the bonds of normal, to solve the impossible. Patrick K. Sullivan, why did you write this book Pat? Well, it answers a question I've been asked over and over and over but it really goes back to several years ago there's a guy we worked with at DARPA who was visiting and he was in the office and he said what you guys do is so different. He said you're like my special forces for tech. Nobody does the things you do. No one takes on these hard problems. He said you've got to have a book and I said what do you mean? He said you should have a book because there's nobody doing this around the whole country. He said I work with everybody. So I thought, well, that's an interesting idea but I don't write books, right?  But then what happened was as we've explored these different models to bring technology to market, corporal co-development in particular, things other than just private equity. Private equity is a model that has worked really well in Silicon Valley and Boston but it's really available in maybe four parts of the United States and it isn't available in other places. That's most of the country and it isn't available in Hawaii. And so then the question is why can't we innovate the impact of finance? Why do we have to only do it one way? Why can't we innovate that? Because when you really look at the history of finance, lots of innovation. Going back to the days of, you know, I think how do you buy a home? Well, they created these ideas of mortgages and these financing products that you could get to buy cars or houses or other things. So innovation isn't limited to technology. Innovation has to cut across to business, business models, finance, how you work with people. It cuts across pretty much everything. And what happens is as methods and materials change, what was maybe not even thinkable or possible becomes possible. Things that were not practical become viable. And I think, you know, those opportunities are there. They're among us today here in Hawaii. But I think it's hard to see them because we're so wrapped around one way of thinking. What I refer to as a group think and talk about it a little bit in the book.  And they all talk to each other using the same words, the same language, the same ideas. It's kind of like saying, okay, the world is flat. But this guy says there's mountains. I've never seen a mountain. I don't believe it. How could there be mountains? Our world is flat.  And that's all there is. So let's not waste any more time talking about it. We're doing a little bit of that here in Hawaii. So in every community is at risk of suffering its own group think, we find it, for example, we're doing a lot of work in the energy space. We're in Houston, but we're not in the energy business. And that gives us a huge opportunity to think outside of what normally people think about. Same thing in the Beltway, we've been in DC for years, but we're not really a beltway bandit like a lot of companies. So we're thinking outside of the Beltway. And that idea of group think first came to me from a guy that was he spent about four hours in the labs here in Honolulu. He was he ran the entire portfolio of all research and development for Department of Defense. And he's now the senior VP at IBM.  The way you think about what to do is not anything like what we're used to. He used to be at the CTO of Lincoln Labs at MIT before he took this other job. So he was used to a certain way of thinking. And here we created something different without necessarily realizing that it was different. We didn't know why we couldn't. And so we Well, you described that in great detail in the book, you talk about design thinking, which has been a favorite thing of yours from back in the day when Stanford came up with it, you have design thinking people populating your company.  I find that very interesting and important. But you're you're essentially giving up your secrets here.  Ocean is unique. It's, it's probably, to be generous, you know, in the legal sense, it's in its own category. And my question is, why would you give up all those secrets? Aren't those secrets important to you?  And here you are, you're telling everyone in the world, how to do that at a tech at your own expense, no? Well, that's one way to think about it. But we came to the realization that what we do is hard to do. And it's hard to do because most people are socialized into thinking about technology and everything else differently. And so what we discovered was the question that happens over and over and over from these companies we work with is how do you do this? And so we spend, we kind of mapped out what we do. So we work with like a lot of Fortune 100 companies, some Fortune 10 companies. And it goes through this process, it always starts out with disbelief.  And so we work with a lot of big companies that are actually advocating for us, which I find hard to believe sometimes. It's wonderful, I think. But what happens is the the time it takes to go through disbelief is a lot of time and effort. So we thought, if we can reduce the amount of time on disbelief, to get your credibility faster, we can move faster. So the whole idea is how do we go faster? How do we accelerate and what we're doing and scale it? So we believe what we do, we can scale faster. And so my thought is, okay, if we talk about what we've learned, and we try to share it with people, some people will pick up some of these things. And there's an infinite number of things to innovate and problems to solve. So it's not like there's a shortage of things to do. So it's a bit of a blue sky, kind of an environment. Because see, a lot of, like in Silicon Valley, a lot of, you know, one guy's got an idea, 50 guys chase one idea. And that's the business model they put together, because Silicon Valley really excels at finance and creating wealth. That's their number one innovation. It's not really technology, although they get a lot of credit for that. They're really good, though, at the methodology they put together on finance and exiting, going IPO. You see the edges of that cracking with companies like WeWork. Because they're a real estate company. They still are a real estate company, like A&B and a lot of other companies. But they said they're a tech company, and they kept repeating it. And at some point, people started believing it, and they were going to go public in an enormous valuation. And all those investors would have had a massive payday. And then all the people that bought stock would of course lose their shirt. But you know, that's a model that Silicon Valley has perfected.  But the fact is, there are innovations going on in Silicon Valley and in places all over the world, and in Hawaii. The real question is how do you bring them to market? So we thought, okay, the book is something that we share with people we work with. And it also helps to create brand awareness for Hawaii a little differently than just visitors. Because then the question I get, and I've gotten over and over, if you're so smart, why are you in Hawaii? Why aren't you in Silicon Valley? Why aren't you in Boston? Why aren't you some other place? Because that's where all the smart people are. Nobody's in Hawaii. And you know, I take exception to that question, because it's bigger than that. It's really where you want to live. It's about who you are and what you care about in a community you care about with people you love. That's what life is about. That's what Hawaii is to me. But see, if you really drill into it, it's not new. This idea where, for example, Bill Gates moved from Los Alamos, New Mexico, when he started his IT company to Seattle. If you looked at Seattle back then, timber, Boeing had gone through some ups and downs. Schools were not that great. The economy was not that good. But he grew up there. It rains a lot. But it was home. That's why he went there. And whereas Los Alamos had probably the more computer scientists supporting the National Lab than Seattle had by any stretch, but it wasn't home. And home matters. Well, you know, but years ago, I remember, and not that many years ago, say 20 years ago, I'm sure you were there.  They like to have their the objects of their affection within a stone's throat. They like to have them in in San Francisco. And Hawaii is not an object of their infection, their affection. We'll talk about infections in a little while. Hawaii is not on their radar because it's too far away. They're not going to come out here. They're not going to they can't monitor. They can't supervise, you know, the companies in which they invest at such a distance. And as a result, we strive, we struggle to get capital from San Francisco and in the in the odd years, we never really got it. So yes, I totally agree that now technology can be anywhere. It is everywhere. In fact, you remind me of all those Israeli companies that are incredibly innovative. They come up with stuff nobody comes up with. And they're able to, you know, market it to the world successfully. And I would love to see Hawaii do that too. I'd love to see you do that. But query before you get mine to market, don't you have to have capital? Well, so it depends on when you need capital. So what we do is we reduce risk as we move toward the market. So for example, we're working on a test in potentially a therapy for COVID-19. The risk we're taking is built on risk we took over the last six years, way ahead of COVID-19. But we created a platform to be able to do this. I was reviewing some of the notes the other day, because in February, I believe, we had a team in Washington presenting to an off-sided DARPA on using grammar to address HIV and cancer, which then DARPA presented to National Institutes of Health as, you know, somewhere down the road, this is a technology that's going to have a place because here's how you can bring causality to biology versus correlation, which is where everybody focuses. So that is something that an investor would never fund, because there's no clear economic outcome in the next couple of years. I mean, a VC wants to make a 10x in a few years. So they put money in to get money out. Period. That's what it's all about. Now, as we're developing this, for example, we got some really good progress yesterday. One of the guys, he's a virologist.  I was in the office, he was in the lab, and he runs upstairs and comes in, bangs on the door and he says, look, I've got it, right? And so he shows me the fact that this test that we had outlined, which is a designer molecule would in fact link onto this protein, like the COVID 19 protein, specifically and uniquely, so that it only links on that and that it produces a signal on the signals readable. And that was a big milestone. Now, as we further reduce the risk, at some point, then we get into this question of scale. So we're already talking to people on scale. So if you look at the report that came out from Harvard last week, I think you need five to 20 million tests a day. And we're building what we call a spit in a cup test, you spit in the cup, you mix it, pour it in this thing, and it gives you like a pregnancy kit. So you can, you know, sell them at longs, a lot of places that be cheap, you can mass produce these things. We're not ready, but we've already started talking to people that could throw in a bunch of capital. But they want to put in capital when there's no risk. See, it's totally contrary to what people think venture capitalists do not take risk. They want to make money. And there's different kinds of risk. There's technology risk, execution risk and market risk. So half of the risk is in the market, roughly 50%. Execution risk, you could argue maybe 15%. The rest is in technology. So a lot of people focus on technology risk. And they don't really understand how to address execution. And of course, market risk. And in this case, there's a market that's there right now, and it'll be there for the next couple years. So if we could get up to this number, you could calculate the return. That is a financial deal. But the technology that we're doing now, very, very few people would even consider that something worthy of taking a risk on. Doesn't mean there isn't like Gates Foundation and a few organizations trying things. But what we happen to do is we took up a plan that I had mapped out in December for a platform for digital medicine, literally kind of put this whole thing together as an idea. And I was looking at long term institutional funding in DC that would reduce the risk. It's easily a 10 year stretch and maybe $100 million. And when this thing happened, we took a pivot and said, let's take what we learned. And let's look at this one element, one element of the whole platform. And can we do this? And we had kind of mapped out roughly five years. And we said, okay, can we do this in a few months? If we just focus on this, if we just put the team and focus on this. So we have a dozen super talented, bright people focusing on this one thing. And I was talking to somebody just before this meeting. And he said, yeah, we're looking at one of the results yesterday, where we literally have a designer molecule. And we would have normally taken almost a year to do that, just because it's a hard problem. And it looks like it's it works. Now, we got several steps to go. But we pivoted because of the crisis, which we also see as, for example, in Hawaii is an existential threat. If you can, if you can measure if anybody's expressing virus when they get on an airplane and when they get off an airplane and get a result in a matter of minutes, and you could have them for peanuts and do this on a daily basis, you can significantly reduce the risk of anybody infecting anybody else with COVID-19 until a vaccine is ready. Vaccine is probably 18 months to 24 months out. I've heard it could even be longer. So right now it's a missed risk mitigation. And we think this is a tool that can be used in reducing risk, but not just for Hawaii. Anybody in the travel industry, it's roughly 10% of global GDP, 300 million people work in that industry. It could be a big help for the rest of the planet. And on top of it, with a designer molecule, we think we could also develop a therapy, but that'll take a little more time. Wow. Wow. What is a designer molecule? It sounds like a designer molecule comes out of design thinking, eh? Well, design thinking, yeah. I'm just playing with the words. No, no, no. But it's it's safe. See, the way medicine is done is, and you got to step way back in history to Plato and Aristotle. Aristotle was really more about, you know, you fast forward to today, modern medicine, modern medicine is all about correlation. If I get a million people, and this million smokes, and that million doesn't, and I correlate the data, I get a statistic that says you're going to lose so many years if you smoke, and we make decisions on that. And that's a tool. Plato argued that there's a causal connection, that there's, there's a, there's a mathematical connection in how things really work. Well, that isn't used in medicine like this. So when we started this program six years ago with this new kind of AI, the idea was to, to deal with small data ambiguity, a general intelligence platform. And then we started applying it to things. So the DARPA program, for example, was really driven by this idea of causality in biology. And why can't we cure cancer? Because it's totally random.  And, and so why does this happen? And so we're thinking, okay, is there a causal connection? So what we developed with our AI was in the, in the, in the sort of biology piece is grammar. So the grammar of, of RNA, basically. And with that, you can then calculate things based on a set of rules, kind of like building a sentence using grammar. So grammar generalized to science versus just language. So we, we literally put that together. And the idea then is to say, and kind of stepping way back and say, well, look, Einstein did this amazing thing, he said, energy equals mc squared mass times the speed of light squared. Yeah, there's three letters. And now you know, energy. Okay, if you want to do that with correlation, you might measure thousands of experiments and come up with lots and lots of plots and data, a lot of work for statisticians. But he was able to come up with a causal connection. And the causal connection makes it simple and elegant, easy to calculate and fast and easy to use. So we thought, why can't we do that in medicine? Why is it that, you know, in medicine, what we do today is we, we just don't know. So you try something, try something else. So now back to this question of the molecule. So the way it's done today is they discover the molecule. So how do you do that? Well, you look under a lot of rocks. So the machine learning that's used today is to look at the science that we know that works for all kinds of applications. We first got into this conversation years ago with NASA on this question of mission of Mars. And so they wanted an AI medical assistant. And we argued that, okay, so the lookup table that you're going to build works great on Earth. But on the way to Mars, you got a whole bunch of different conditions, you're gonna have medical situations you've never even seen before. So how the heck can you look up something that's never been seen? That's exactly what we have today. We have a virus where there's no cure. There's no vaccine. It's, it's a new it's something quite new. So you can't just look it up, you actually have to either experiment through hundreds of millions of trials and things, or you have to design something specific for the outcome, which is what we're what we're doing. Okay, well, that's very exciting. So this teacup thing, you have you have virus in the teacup, or rather, you spit in the teacup. And the designer molecule looks at what's in your spit. And it turns, it turns pink, or whatever. And it tells you that there's some virus in there's some COVID virus in there. And then, of course, then we can plan a whole whole community, a community response using that information. And that would be immediately, that would be like a pregnancy test. And so then you could have people coming off a plane, people in any population. And you can find out immediately who's on what side of the coin. And that includes people who are completely asymptomatic, because it's looking for the virus only on a molecular level. Exactly. You know, Pat, I hope, I hope, after you do this, that you'll still talk to me. Well, thank you. You know, I think what this demonstrates demonstrates tremendous creativity. It demonstrates that yes, here in Hawaii, you know, we can do things. It reminds me of Ed Cadman's dream for the medical school that would be surrounded by a big pharma, and it would become a kind of San Diego doing big pharma, an ideal. And but you know, it's always that there's one idea that could change everything. It could change the way Hawaii works. It could change Hawaii's reputation. It could change Hawaii's economy completely. This one idea. And it sounds like, you know, this is a fantastic opportunity. I wish you well on this. We all do. We're all behind you. This is it's a it's a culmination of all of your effort. If you can take this opportunity and make it happen, Pat. Well, it's we realize it's a moonshot. As I told the guys, this has never been done like this. It's a really hard problem. But it's the right problem for us to do what I call a worthy problem. See, you only have so much time to do anything in the world. And we have the luxury of focusing on things that we believe are worthy problems we care about that are interesting and important. That's how the stuff starts. And that's something that it's more than just a job for people when that happens. There's a connection when the heart and the head come together. The way they focus is more than just a resume. It's much more powerful. And we're very fortunate to have people that connect like that. And I think those people are here amongst us in Hawaii.  And I must say, you have a way of finding people who are capable of tremendous science right here, laboratory science. And this is an example of that. It's an example of being nimble, and appreciating, you know, the times in which we live, and the needs we have, not only locally, but worldwide, to deal with problems that can be resolved by science. So we only have a minute left. And I did want to get to your book a little bit. So intellectual anarchy. How can I get this book? It's loaded with creative ideas. It's loaded with stories and tales of daring due at Ocean and over all these years. It's loaded with the possibilities of other inventions and scientific discoveries. It is really the kind of a Bible for somebody wants to get into the same same thing we've been talking about how do I get this book? Well, it should be available on Amazon, later this month. It's would otherwise be in bookstores, but I don't know when that's going to happen. The whole book business may get pushed back, but we were planning to have it in some local bookstores in a few cities as well around the country. But but Amazon will be able to take orders. It's also available on Apple, the nook. There's a bunch of electronic versions you can get as well. electronic versions. Yeah, that would be better than buying in the bookstore these days when the bookstores are not necessarily open. So could you, you know, you have a lot of, you know, important quotable statements in this book. I mean, it's loaded, if you will. And those the important statements have symbolic words that, you know, this in the world in which scientists and engineers and entrepreneurs live. So they're all touch points. But I was hoping that you could find a sentence or two or a short paragraph in the book that you particularly like that you can leave with our viewers as a pathway to the future as a point of wisdom that you would like to impart to them about your thinking. Well, what I tell new folks that join the firm that join Ocean it is that there are no rules. There's just moral and legal. So we need to do what we believe is morally correct. And we need to have a conscious a sense of values and of course be legal in what we do. But the idea that there's rules you live in a silo you only do certain things that's not how things really work. And so you can work across any fields or any areas. That's usually where the most interesting ideas come from is this collaboration of people from different fields. And we're just talking about this yesterday with one of the we got a guy that's just outstanding. He was at CDC and NIH for about 15 years local guy was a virologist. But over the last couple years, he's been working on a lot of we've done some big chemistry scale ups. And we there's a military project where we create this nanomaterial and they want more and more.  Now we're looking at a big facility on the mainland. You know, he can do all kinds of stuff. But it turns out, he's also really good in virology. So we also got pathologists who's doing something, we're bringing in, like to work on this problem, physicists, computer science, linguists, mathematics, virology, pathology, probably the bigger group of aerospace. It's learning to learn and working in this collaborative mode, because one of our guys, this is going back last year. As we're pushing this stuff with with DARPA, there was a discussion about this had more to do with with cancer. And this guy who's spent a career in NIH and CDC, he says, this guy's asking me these questions.  The fact is, these theories that we use in medicine fail all the time. So that's fair game. And so the guy asking the question, he's kind of pushing the limits of where the edge of thinking is. And realizing, guess what, we don't know. So let's create a theory. And that became some of the underlying theory that is what we're doing today. But but it's interesting because we said, look, respect each other. You can talk about anything and any field, you know, but you're going to be able to defend your ideas, you got to be able to debate, you got to be able to discuss, because that's where really interesting things happen. Yeah, very, very interesting country you've built over the last several decades at Ocean and calculated to bring out the best in people, the best in thinking, and that nimble as I talked about, you know, I mean, I wish there were 100 ocean it's maybe 200. Then Hawaii Hawaii could be a center as we have often hoped. And maybe it will be now. Thank you, Pat, thank you for coming down really appreciate the discussion, really appreciate the book, the message, the value of it. And and your thoughts and your thinking and I hope we can visit back with you again and see how you're doing on this and other projects that address that the problems that need to be resolved not not only in Hawaii, but around the world. Pat Sullivan, the CEO and founder of Ocean, thank you so much. Thank you.


Yes, the question again was, have you ever googled your own name or searched your own name on the internet using whatever search tool. Okay. What you find there is really kind of the foundation of what your digital footprint is right. And you don't have to answer the question but you think about this. What did you find. And are you satisfied with that is that okay for you what you found. Okay someone just did for the first time I love it. That's great. Okay. Jerry what I always say whether it is positive or negative. It helps you. So we shouldn't be afraid of what people say and what people think and post, because if it's not true it keeps you honest. What if it's something that might negatively affect you. What I can't control that it's very costly to have to do so. So you have to deal with it. And as I said, it will help you. And I think most of the time though this is dictated by what you have posted yourself right so. Not necessarily some of us at school we are public figures. You know, and sometimes there would be documentaries or news items about events that we have hosted, whether we're classroom teachers club coordinators events coordinators. And I mean once, once it is recorded and posted it is a digital footprint and like we tell the students ourselves. We have no control over that anymore. Once it's out.  And if they speak the truth about whatever it is they say that's okay and if they've lied or misconstrued or said something negative which you know isn't factual. It's on them that's mighty. Okay. That's mighty because I cannot control it. It will stress me out trying to figure out what everything is what what everybody says or what anybody says about me. I know, I know me and every one of us here we know ourselves. If it is something that you know that that can definitely be taken up, then you have the police to help. You have the it unit you have lawyers but then in our society. It's really taxing so you just don't bother. And that's my mindset. Okay. And a couple of things that just popped up, you know, kind of relates in the in the chat here which are good points. And I'll look at the comments here in the second. But one of them was from Evodia. I hope I'm saying that pronouncing that correctly, before I knew how to use privacy settings all my tweets and Facebook posts were coming up. That that is directly talking about how we are managing our digital identity how we're managing our digital footprint. Big knowing how to use those privacy settings how to manage what is going to show up in a in a search right. Someone else Augusta said they found nothing. So it's sometimes good. It's sometimes bad. Maybe you shouldn't have posted some of those photos that you know from the, you know, night out that you might regret later. Sometimes you find nothing because you don't really have a social media imprint or or any of that, and that's fine or sometimes having nothing. You might want something and try to build that in a positive manner right. So different ways to look at it. Yeah, no good point. Turberry that's good. Yeah, what's on the internet now it's on the internet. Okay, so let's. I know we need to move on a little bit here but I want to just check in with you self assessment so do you know, you know, think about these, these are just props for you to think about. I know how to interact communicate and collaborate through digital technologies while being aware of cultural and generational diversity. The reason this is important is because you know, if we're working with students who are not in our same age bracket right, you know, generally I have worked historically with adult learners so it's not as prevalent there, although there are generational things that we still with adults. But these are some of the things that we need to be aware of cultural diversity. Think about how we might tailor ourselves and our communication and how we collaborate while being aware of those diversities. Okay, digital participation I know how to participate in society through public public and private digital services and participatory citizenship, and I know how to manage my digital presence identity and reputation, bringing it together. Okay, how you will talk about communication and collaboration using other using appropriate digital tools, and I know how to manage my online identity or footprint as a part of being a good digital citizen. The concepts all are represented and we'll get into this in a second here under the elements of digital citizenship. Raise your hand if you have are familiar with the generally accepted nine elements of digital citizenship. And if not that's okay, because we're going to talk about that. So this is sort of an overarching lens to look at all of these, these elements. Again, within this part of the framework. Quickly to talk about the competencies here that that we're referencing, we're referencing interacting through digital technologies. So you'll be able to find resources below. I'll add some more to this padlet. As I find them. Talking about communication in this case tutorials about how to communicate in a business setting, right. How to use email effectively and appropriately. Okay, so you can look at these. I'm not going to dwell on these because of the of the time, but you can go through each of these sub categories of the competencies and find all of these resources as usual this is the same format as the as we've been using in the past. So I'm just going to move through these, but those are there for you. That's going to bring us to our activity. Okay. Today what we're going to do is a digital citizenship scavenger hunt. All right, and I hope this is. I hope this will be fun for you. This is, we've got a lot more participants now so we'll be able to break out into our groups. Pretty well. So to start with, if you're on a computer. I would suggest that you open up both of these links in a tab to have them for reference okay. They're both related to digital citizenship and and they're really good resources and you can kind of springboard off of those to find the rest of the information that we want to use for our our activity today. Jerry, while you show the activity, do you want me to create a breakout group for each? I already did. Oh, you did. Okay. Yeah, they're ready to go. Okay. Yeah. I'm hoping that it might self sort, but I'm not sure what that that function I couldn't test that in the, when no one was there. But they should be there if you click on breakout rooms. Okay, so what are the other tools that we use today? Well, actually, let me let me just pause there. Let's look at the activity and then I'll kind of give you a recap after we're done. If you click on this, we're going to go into another padlet. It's like a padlet section I call it when we go from padlet inside another pack. What we're going to do today is we are going to, if you open up those resources, you'll see that there are nine elements of digital citizenship. And some of them relate to what we're talking about today. And there's more, right? So what did we talk about? What are we talking about today? Communication and collaboration? Well, communications right here, right? So we're going to go into section four. Edit digital etiquette plays into that. Oh, let me let me put the direct link here for you guys, in case you're not coming from the padlet. Okay. And everyone in this, anyone that's accessing this padlet has full edit rights, just because of the way I designed it so just be careful as you come in. We're not going to change anything yet until we all get broken out into our groups, okay. So you can see that some of these things are related to the topic we're talking about today. And there's more. And that's why I wanted to kind of expand this a little bit so you get a broader picture of what we're talking about when we talk about some of these elements of citizenship and how they work with other elements that we might have not have talked about yet. For instance, digital safety and security, we'll talk about that in more in depth next month, but it's still related to other pieces that we are talking about or have talked about in the past such as digital literacy, digital access perhaps. And so, just so that you have kind of the mindset that these things are holistic right that they work all their interchangeable or they have interplay right and they work together. Okay. So this is how it's going to work. Going to set up these breakout rooms and you're going to be assigned to a particular topic one of these nine elements. Okay. So once you get in there, what I'd like you to do, and this is going to be, you might have to have someone take the lead in your group that you're going to edit or comment on your column only on your column. Okay. So for instance, in definition you would open up definition, find the definition, or you can create your own definition based on the definitions you find, and put the text here. Okay. Replace the image here I'd like you to replace that image, you're going to remove the image and replace it with something that represents your topic. Okay. You can either do a search within padlet if you have something that you found before that might work. You can upload it there's many different ways of padlets so flexible in that way that you can find resources to use okay. And then go ahead and replace that image. And then you know leave definition there. Okay, video similar. So if you're in a group to find a video that's related to the topic and it could be short long whatever something that's going to help relay the message of your of your topic to an audience. Again remove the image and put a link or you can search YouTube directly within padlet to find a video as well. Excuse me. What are the resources I'm I put at least three. I'm going to say add up to three online resources due to time that can help others understand this topic. You can just put those in the comment here. Okay. This is something to discuss with your group. What are some ways that you can integrate this digital citizenship topic into your subject area. And add a top out of comment there so discuss and just post at least one idea that you can integrate this this topic into your subject area bonus if you finish quickly. Use the I can't draw feature of padlet to create an image that represents your topic be as creative as possible and have fun. If you haven't used the I can't draw feature. So here you add and go to the three dots there, and it's called I can't draw, and you can just type in here. A description here just like this, they put in an expressive oil painting of a basketball player dunking as just as depicted as an explosion of a nebula, and it created this image for them. Okay, really fun. I used it just today and actually was able to create these two images. This image here was using the prompt, a colorful digital art expression of the concept of digital citizenship as imagined by Picasso, it gave me six options and I chose this one out of the six, I think it looks great. And this, this image here was an expressive vapor wave style image of digital tools being integrated into learning in a Caribbean island setting. And this, this came up so have fun with that but go ahead and jump into the scavenger hunt and let's do the breakouts now bear with me here I need to. I have probably about three people per room, and I'm going to assign you now. So something should pop up on your screen there. As you're being assigned. And so just go ahead and accept and enter the room. Okay, almost there. Okay, great. Okay, if you're still with me in the main room please accept your invitation to the breakout room. We've got a few people left in the main room, if you can join your breakout room that'll be great. Or if you're having trouble let me know. I'm going to dump your mic I've got Turbri, Patricia, Sherilyn and Edith. Okay, and I have Karen.  And you can do. You can go ahead and join that. Okay, I will be back. I'm going to join. Folks in this room if you're still if you guys can hear me. You've been assigned to a breakout room so hopefully you can join let me know if you're having trouble. I've got Sherilyn Turbri, Verna Lee, I believe, Patricia, Michelle. If you're having trouble go ahead and open up your microphone and let me know. Yeah, I have switch devices so I'm heading out to come back in. Okay, Michelle, do you have a room you were assigned to. Yes, I was with Marvel and I forgot the next lady's name. Okay, do you can you still join it or do you need to read. So I'm actually going to get the next device now. Okay, all right. Thank you so much. Okay, Patricia hi. Yes, I was saying that I suspect that it is a technical issue on my end with my internet because for some nights now it has been given trouble it keeps loading and nothing happens so I am continuing to try to enter. Okay, well I'm going to assign you back. Do you remember which group I had you in. No, I don't. Okay, I'm going to send you to one that has only two people and okay so digital commerce okay I'm going to send you there. It might be a case it might be a case where I cannot enter because I have to go to the provider to see what's wrong with my internet at nights it does that. Okay, well give it a try it'll give it a try if not don't worry just hang out until we're done will be done. All right, thanks. I'm going to give you access to it but if it doesn't work don't worry about it. Okay, hi Michelle do you need me to move you back. Yes, please how did you know it was me. I saw you come back which were you were you said you were with Marva and live. Yes. Okay, that is just alright so okay I'm sending you there now. Thank you. Okay, there you go should have the have the access now. Okay, Jerry I'm not getting through so. Okay. I'm just like you said, that's okay and so you can just if you have. Can you look at the padlet. Are you able to access the padlet. I will see. Because then you can see kind of whatever one's doing. Follow along. Let me get the opposite link for you in the chat okay. All right. Thank you. So it's there in the chat now. If you want to follow along on the top padlet. Okay, so I still have. Cherileen, Turberry and Patricia, are you, are you there. Can you hear me. I'm seeing the padlet now thanks. Okay, great. All right. Okay, welcome back everyone. We don't feel welcome because we were battling with this thing too much and we didn't get to do what we wanted to do. I think it's back to the room. Okay, we're back in the main room now. We're back in the room and we feel defeated because we did not get to add our image. We had our definition, our image and our video we didn't get to upload it. Well, that's okay. And I know that, you know, we're always running short on time. I think in these sessions, there's so much material to cover. But I think this is really kind of a great way just to introduce some of these things, some of the things that we've worked on today. Sorry, at least I'm going to me. Some of the things that we've worked on today might be new to you. The structure of some of the tools. Really what I wanted to do was introduce kind of a concept for you in the time allowed so I may have asked for a lot of things to be complete maybe we can scale that back in the future but I hope that you found that somewhat interesting and kind of got a little bit of an idea of what your topic was. I don't know I wanted to have a little bit of time for shareouts but I don't think we're going to have that. If you have the chance you want to still add you always have access to that pad let please add more content to it and if you want to learn more about the other topics. Hopefully, you'll find some resources there. If not, you always have the resources that I provided before. And I hope that you started with those, at least to get kind of acquainted with the topic of digital citizenship as a whole. Okay, in this presentation, or in this activity what I use the digital tools that I use to bring this all together padlet of course I use a web browser to find a lot of things. I use Google search within my web browser to do that. I use the Google doc for building out the activity outline, and I use chat GBT to help me brainstorm some ideas for an activity to do. I ran it, talked to it a couple of times to see what ideas that were out there and I came to start working on this scavenger hunt based on some ideas that chat GBT and I came up with. I hope that you have a new idea on how to integrate some of these digital skills into your instruction, whether it's you're just starting out and building in using some tool like maybe padlet or even just having students search we don't even need to get into chat GBT yet. You know we really are hitting the wall on time here. I welcome any feedback from you. You can always email me or you can put something in the chat if you'd like right now. That's always always welcome and I hope that you had a good time and I hope that you found it a useful use of your time here. Let's see here. The new framework is up for you. And so I think someone was going to speak on that I'm not sure if they're they're here or maybe Jeff if you're. No it's still done. Hi. Oh hi. Hello. Hi Jerry skill though. Hi Gilda welcome. Please. Hi everyone. Okay. All right. Hello, teachers we know that our colleagues we know that in the education system, they are the fundamentals that we require learners to develop, whether it be literacy or numeracy. And as times change as requirements change we have to adapt our practices. And this is where the digital skills competency framework comes in. And this project, the project team along with consultation or with review of other competencies frameworks which already exists. And this competency framework for use by the Ministry of Education, right is basically a document and it features six components with the first one being digital sorry devices software and digital inclusion and basically it's very important that users or technologies whether it be the hardware or the software have this fundamental knowledge of how to use devices and how to care for them. So we see this as being ground zero and following from ground zero. We have number one, which is information media and data literacy. And Jerry has covered some of the competencies in his presentation so you could have a look at some of the recordings and I will make them available in the group. So those who have not yet had a chance to do so can do that. So as part of information media and data literacy, you basically focusing on browsing, browsing for data, how do you work with the different types of media, be it video, be it images be text, and becoming aware as to the various techniques that you find data that is suited for your task or your research requirements. I also speak to evaluating the data when you find the data is similar to one was speaking about earlier your digital footprint. How does one validate that information found about an individual is correct. Will they check multiple sources or is that information only retrievable from one site. Can it be cross reference. So, as part of that competency data obtained on the internet should be able to be evaluated for accuracy and reliability. And when we have all this data what do we do with it how do we manage it in on our laptops on our devices. So having all of these being able to do all of these forms part of working with data. And today we worked, or we looked at communication and collaboration, but today we focus basically on communication but competency number two speaks to communication and collaboration how do you interact with digital technologies. How do you share through digital technologies and today we use outlets. The breakout groups presented the information I was found using the digital technologies net equates, as well as digital identities, all of these forms part of communication and collaboration. What's big now is digital content creation, and in our region, and specific to send Lucia in our education circles we do not have what we can really say is content created by us by our students. So we believe that the one of the competencies is being able to create digital content, knowing what are the fundamentals what do you should you consider what are the copyright copyright licenses that can be used, and as well as some amount of programming. All right, so these are some of the topics covered under the digital content creation. Following this we have the fourth competency of safety. With all of this technology being immersed in these virtual spaces, how do we protect our devices, how do we protect our contents, how we do, how do we protect our health and well being. So with this information, as a user of technology with the necessary digital skills, you will be able, if you have those have developed those competencies that will more or less say that you are literate not necessarily you have an understanding and awareness of what it takes to have digital skills and to use them appropriately. This takes us to the fifth competency which is problem solving and lifelong learning. A little bit here can attest to lifelong learning, because even from our activity to activity today, I can guarantee that most of us may have learned something. And just as our educational system requirements is ever changing, more so for technology, because now we have chat GPT and AI, right. And these are things that we cannot run away from, and it speaks to how we can use those technologies and what we learn to solve problems that may exist in our various space. So, basically, the adoption of this digital skills competency framework is more or less fundamental to creating a citizenship, or a citizenry that is digitally literate or has some basic functional digital skills that can help them exist and contribute effectively to their environment, or to the ecosystem that they exist in. All right. The digital skills framework is shed on your screen and as I was quickly because I know we have had a long day going through the competencies Jerry was dropping in the chat the various webinars that have covered some of the competencies as well as the the remainder of the webinars in May and June, and the topics that they will cover. So just like this webinar and other spots, I don't think you want to miss the other webinars as they will provide an even greater in the view of the competencies and what they entail. Okay, so we entertain three questions. Do we have time. Jeff, any questions. Yeah, we're over but we can take time if people have questions on this or. Another option is there's a pilot available I will share it in the group, and this will give the teachers the opportunity to post feedback based on the competencies. All right, in the interest of time that might be the best option. Okay, great. Thank you, Gilda. The framework there is in the padlet is downloadable you can click on that and download that that there as you see. And yes, I think that's that is it. I hope that you are able to add any remaining items to the padlet activity that we had today I appreciate your, your participation at these webinars I really look forward to them every month. And I hope in May, thank you so much and have a fantastic rest of your evening. Jerry, thank you. Thanks Jerry. Yeah, Marvin if you have a question go ahead. Oh, I thought I thought Gilda was placing a pilot to post questions. It's posted in the chat actually. But I will also send it in the, the WhatsApp. So you could also access it from there. It's just, I like the, the, the layout. I'm a big promoter of health and well being for students, especially where it relates to protecting themselves from possible dangers in digital digital environments, example cyber bullying. And this is a big issue at our schools. I was hoping that that there would be some aspect of collaboration with, with, with the, the law enforcers to and educate and have more, more awareness of what the, the legalities of misuse of computers. So that contribution marvel, and I do agree and it is something that the principal's association, and maybe even the teachers union, as well as organized groups of teachers can take on, as we seek to become more empowered. So that we deal with the challenges that the use of the technologies might present because we cannot run away from the fact that we will have to continue using them, because they do add to the education process, learning as well as teaching. So that's a very good point. Thank you for that again. Thank you for your response. I think that's a journey. Okay, thank you. I'm going to end the webinar now if there's a number of questions and if there are please put them on to the padlet which Gilder will send out. Again, I appreciate everyone joining us. Have a great evening.