Okay, so we are approaching the time when we will need to start our session in a minute. And we are very happy that people are joining us from all over Europe and the world. My name is Irina Volongavichene. I am from Lithuania, from Vytatas Magnus University, and also from Eden Digital Learning Europe Management Board. It's a great pleasure for me to open the session that is dedicated to discuss and answer some questions aiming to achieve our vision on how to support teachers and how teachers can become open teachers and open educators. And this is the session dedicated today specifically for the Open Education Week that Eden organizes for the sixth year already. And this week is the Global Week, the Global Week of Open Education, and these events in Europe also contribute to global events dedicated to open education. And moreover, I would like to take this opportunity and to dedicate this session and our discussions to Ukrainian teachers in higher education in schools and also school teachers and school children and students and to demonstrate the great sovereignty with Ukraine and to support these teachers in the best ways we can. So actually we prepared this session together with the colleagues that I will introduce very shortly. Thinking about the discussion that we would like to hold with you, the session participants and also teachers all over the world on how school teachers and teachers in higher education could take better advantage of existing possibilities to open curriculum, to use open educational resources, and to contribute with their teaching towards open education in general by co-creating learning content curriculum through open professional collaboration, as well as co-creating knowledge together with their learners and students at school, at university. And we want to discuss the enablers of teachers to become open educators, including digital competencies needed to create and share digital content and open educational resources, as well as to discuss the challenges that teachers face when they are contributing towards opening up schools and universities. And it is my pleasure today to have such great colleagues around the table, if I may say so, together with me, that I would like to introduce very shortly to you. So first of all, I would like to introduce Elena Kaldirola, director of eLearning Center at the University of Pavia. Elena has been working as director of the Center since 2010 and Elena actually is also taking very important roles in co-imbra group, task force, firstly with the eLearning task force and then with the education innovation group since many years. And Elena Kaldirola is also a member of executive committee in Eden UK. Thank you very much Elena for joining the session. Also with me today, I have the pleasure to invite and to greet here colleagues from Widotas Magnus University, Dr Stella Dukciene, who is a researcher and also a researcher in various European projects, but also with an academy of education and teacher trainer for online learning at the Institute for Study Innovations at Widotas Magnus University. Her research focuses on virtual mobility, technology application in classroom, online teaching, open educational resources and practices and digital credentialization. Stella is also the president of the Brazilian Association of Business and eLearning, which unites about 50 Lithuanian education institutions. Thank you Stella for joining. As well as associate professor Elena Trepule, a researcher from Widotas Magnus University and also a researcher in Lithuanian Research Council projects, a lecturer at the Education Academy and Elena's research is related to technology-enabled learning, digital competences of educators and digital and micro credentials. Welcome Elena. Also together with me here you have Jochen Ehrenreich, a senior researcher at DHBW, Heilbrunn from Germany and Jochen research focuses on concepts and enablers for digital and open learning and teaching. Erasmus Plus projects like OEPAS, Microechie, ECHO, EDECO, with Jochen's contribution developed European approaches to micro credentials and digital credentials. Jochen built his expertise in the fields like university governance, quality assurance, lifelong learning, research-based learning through hands-on project work and implementation at various education institutions. Before joining DHBW he developed a new approaches to technology transfer and lifelong learning at the University of Freiburg and was responsible for study program accreditation and quality assurance processes at Esslingen University of Applied Sciences. Welcome Jochen to our team. And then I have great pleasure to introduce a group of researchers from University of Aveiro. So first of all Professor Antonio Moreira as leading specialist and researcher in education, having authored several books, chapters, articles and educational and research software. In addition to different teacher education programs he coordinated the Nonio Circulo 21st, I'm sorry for our pronunciation, Local Competence Center and the Digital Contents Laboratory at the University of Aveiro, in which he was the founder and was the director of specialization training courses and master's course in multimedia education. Antonio supervised internships and several master doctoral and postdoctoral thesis and dissertations and is a leader in research and project work with a scope of cognitive flexibility, hypertext in learning communities of practice and random access instruction. Welcome Antonio to the session and also to your team that is Anna Balula who participated as a researcher in several scientific projects and the main research areas of Anna are e-learning, b-learning, the use of digital technology in education, e-assessment, evaluation, open educational resources, collaborative online international learning, English for specific purposes, foreign language, dialectics and intercultural business communication. Anna has also been a member of scientific committees of international congresses and journals and is currently involved in Erasmus Plus and Horizon 2020 projects focusing on innovative practices and digital competencies. She's an active member of Collab, collaborative platform of teaching, innovation and higher education. A digital platform whose goal is to establish an interactive and collaborative educational resource center open to teachers, professors in higher education. Welcome Anna. And the last one at the least, Sandra Vasconcveloz, also from, sorry Sandra for the pronunciation of Portuguese, also a researcher from the University of Aveiro and in addition to teaching English for specific purposes, Sandra is a member of e-learning and pedagogical innovation unit of the Polytechnic of Porto and an advisor for distance education at School of Hospitality and Tourism and Polytechnic Institute of Porto, having an active role in the development and implementation of teacher training workshops that promote innovative methodologies and pedagogies. Sandra is in research projects with a scope of tourism, education, e-learning, b-learning, English for specific purposes, informal learning, interdisciplinary practices and the use of digital technology in education. Thank you very much Sandra for joining us and now I introduced all the presenters and we start our presentations immediately following our agenda and we will have short presentations up to 15 minutes. Then we will invite the presenters to answer the questions from the chat or question and answer session so please attendees be active in in discussions and the posing the questions and then if we have time at the end of the session we will come back and re-discuss what is still not answered maybe in the session. So it is my pleasure first of all to invite Elena Calderola from University of Povilla with her presentation on resetting education, resetting teaching, challenges and perspectives for an open approach. Please Elena, the floor is yours. Thank you very much Irina and thank you very much for reading European digital learning for this invitation. It's really a pleasure for me to stay here together with you and together with the participants to this webinar. Now I can share my screen. Okay and in presentation mode. That's perfect. Okay so my presentation is challenges and the perspectives for an open approach. So you can see from the first slide that the focus of my presentation will not be just or only the teacher, the professor, but the approach. I really think that this is a very important way to see the context because it is I think it is very very difficult to be an open teacher in a closed context. So my idea is that an open teacher can be an open teacher in an open context. Okay so just to start with a smile in this turbulent and tremendous time. It was my pleasure here to identify a couple of comics. Sometimes just in the first comics it is so funny to learn that sometimes when we think at the teacher we don't think at the teacher as a work or in the second the comics is okay the education is the backbone of civilization. That's why in our school the north is a chiropractic. So it is true in this last time education training and the role of teacher is changing so quickly so rapidly and the idea is that now is the time to reset to rethink and to put down a system for better undertake the best learning and teaching system for the best citizens of the future. Recently I had the opportunity to take part in a very very interesting training week organized by the a new european project called E-Note. A european network for teaching excellence. It is a project funded by the european union on erasmus strategic partnership framework and combined around the partnership that you see below so university of laden of coimbra of carlo of praga university of praga and carlos five university of Copenhagen and the global governance institute three main points so interesting about the goals of this project the first one please i want to remind you my first sentence open teacher in an open context so this project bring together not only teachers but university managers teaching faculty support staff phd supervisors students and education experts so please look at the education at the process of education look at it as a team of people working about the topic of teaching and learning second the project is project addresses core issues related to teaching excellence in the post covid context including best practices in physical online and hybrid teaching realms of course all of us know that the covid was really a great and a great and incredible point new point of view about how to look at the process of education and the third and very very important E-Note seeks to prepare a blueprint for a european certificate of teaching excellence this project has as a as a how can i say previous experiences in europe to very important european project and a report from the university of coimbra group the first european project is promoting the european dimension to teaching announcement so a feasibility study from the european forum for an asset collaboration in teaching effort project with really the production was a very important and relevant documentation but you have the link and then you can search for yourself which is the the results of this project another very important project from the european agency the european agency for special needs and inclusive education the teacher professional learning for inclusion and third last but not least a very relevant report prepared by 33 universities from the coimbra group that is the response to the covid crisis what have we learned so far from the crisis of covid and key messages for recommendation coming from this 33 university the coimbra group is a group that keeps keeps together more than 33 universities they are long-established prestigious multidisciplinary university in europe from jokin cups the coordinator of this training week um there are some interesting view what about the teaching excellence we can look at teaching excellence in so many how can i say relatives competence which is the teaching excellence competencies or quality or effectiveness or impact or engagement or inspirational teaching or enhancement or successful each of this item contributes to the a good shape of teaching but uh to do this to do this we have to consider best practices policies outcomes at different levels different levels it means individual departmental national european so not only the single professor not only the single teacher all of this can contribute to the desirable student what learning outcomes of course so just to have a very short and simple and easy definition excellence can be an end state but more often is an aspirational goal and such an aspiration every day is changing because it of course come from a peer-to-peer inspiration and continues improvement so excellence every day is to face with the real time with the time that we are together living in education processes of course it includes well-being consideration and inclusion for staff and for students for this reason the report coming from the Coimbra group of university is strictly linked with the research of your king cops because this report uh was prepared and to focus uh on eight main uh topic and you can see them here listed down but uh as a final remarks uh the creators of the report noticed that there are horizontal issues across the the eight dimension uh understudy and the horizontal issues are here uh evidence put in evidence the main horizontal issues are these four we have to focus our attention on the professional development of the teacher the well-being of the institution sorry the professional development not only of the teachers but of the entire components of the academic communities so staff governance students all the people that together uh give the contribution for academic community then we have to consider the well-being the well-being of the academic community and the factor of inclusion please think at reality when you turn on tv and you look around you what is happening in the world about a state of no inclusion and no well-being status for a lot of people living in this world so absolutely of course education especially after covid have to keep in consideration these two paramount factors inclusion and well-being and of course post-covidition of it post-covid 19 sorry the digitalization the factor of digitalization these four factors are acting together in order to transform and these four facts factors are horizontal around a lot of other topics that the report uh had as under force main challenges flexibility and willingness to adapt to do to new learning and teaching environments generally speaking environments they can be physical environments or virtual environments or mixed but the idea is that this environment have to be flexible and there to ensure willingness widespread use of blended teaching and learning solution so no more the idea to stay in presence or to reach university abroad but to create the combined solution for this continuous professional development for all the people that give a contribution in academic community for education internationalization is another very important point with more internationalization probably we will be able to understand we will be able to speak we will be able to share we will be able to include people so absolutely today education post-covid 19 and seeing what we are we are considering in this incredible war in Europe we have we have to to underline the goal that's internationalization and inclusion is a very very paramount factor for us and human resource dimension in leadership in college or discussion in peer-to-peer exchanges between teachers in interdepartmental meetings for example and in supportive teachers-student interactions because we have to underline another time that education first of all is an agreement in agreement between an institution teacher education and students so the idea in my mind and in the minds of the organization of that week is that we have to consider an open staff an open institution approach only an open staff a known an open institution can create an approach to the open teacher this is the way in fact teaching excellence is an aspirational goal linked to a continuous open-minded process of self-improvement but at all levels if this is not the case the overload will be on the shoulder of individual instructor and this is not correct because this is not a matter of one main show this is a matter of an effort of an entire institution and not only institution but an effort from state and an effort from Europe because we have expectations in this as a community as a civil community and the second the strive for teaching excellence need to be supported at all levels while to adapt to changing needs changing needs of a community of a civil community changing needs of students and core stakeholder because the world is changing and is changing very very quickly so moving forward and this is the the second European project that I mentioned promoting the European dimension to teaching announcement the effect project how to realize this because okay words words words words but we have to find some tools we have to find some instruments we have to find a roadmap in order to effectively put on the table this this reforms so the idea is to create and this project type do it an institutional strategy support package you can have an idea in have a look to this project and you will find 10 principle this 10 principle focus from the project put the focus put the focus on what is nowadays the meaning of education at higher education level which is the meaning which are the goals why we should think at the importance of education and training why so this project the creator of the responsible of this project was able to create to write down 10 principle with this 10 principle there are for each principle some guiding questions the idea is this is the principle these are the questions and the idea is how your institution is able to give given the proper activity to this principle is your institution on the way to so the idea is a sort of exercise in which people from the governments teachers students can answer to these guiding questions and write down a roadmap in order to be able to achieve them maybe after my presentation if there will be time we can see together the 10 principle but for these 15 minutes I would like to limit my presentation to the main to the main goals of the presentation if there will be time we will look at them together so we can in a certain way to write down a sort of to-do list in four points in order to promote and foster this new meaning of education in Europe the first two funding are required and not only for teachers but for the development and continuation of more sustainable systematic institutional approach institutional approach because it is very very difficult to be an open teacher in a closed institution you can imagine because this only means that the single teacher have a lot of workload on his shoulder and for example in Italy to fight against the rules of the ministry so we need a systematic institutional approach for learning and teaching allowing the higher education institution to develop structures and policies for innovation announcement to collaboration at European levels but not only at European levels for example create peer-to-peer group create European project create like the Inota project an idea of a European certification so the idea is to collaborate in an open approach in order to give a contribution and create the big picture of this the last two disengagement is explored practically in a lot of project in in the Europe everywhere and there is a trend to enhance it to provide a more systematic way another time the word systematic or system as a Sun sister are ahead there is a good opportunity here for exchange and mutual learning in fact if you look at the documentation of effect there are some countries particularly advanced in the order to recognize an answer in teaching I can mention for example Netherlands and Norway and other countries that have a lot of load a lot of road to to walk on walk to in order to achieve the same result so maybe the countries with the better setting can help open show how to create the best systematic environment in order to open and be open-minded and last recognition of teaching as a part of the academic careers this is very important it's very relevant because till the teacher is evaluated only for research any effort will be perceived as a new school and so this is a very a challenge for for the system but we are calling to a reflection for this also in view of a wide range of task and academics perform behind teaching and research and we have of course to remember that the best research maybe come from a best teaching or vice versa and this at the end and to finish my presentation not just for a theoretical idea or some how can I say academic inspiration but after COVID-19 after the globalization after all the things that are happening in the world there is an entire world that has expectation in order to change education in order to change the meaning of teachers so we have to go along this path to meet social expectation of millions of people in the world so this is my idea to go for open to go for excellence to go for a new settings to go for a resetting education because we have to do this for a better world so thank you very much I will invite you to the to the next conference in talent of digital education Europe and I agree absolutely with the as in digital learning statement that absolutely to ensure solidarity and support the sovereignty of Ukraine thank you again Ayurina for your kind invitation and thank you to all of you for your patience to listen to me in this presentation thank you thank you very much Elena that was really a very impressive opening I would say presentation was really a very wide scope of considerations I don't see questions so far in the chat and I encourage people to to post their maybe reflections comments or questions but and I see congratulations from the chat to you so thank you very much may ask a short maybe question to you that raised my interest it is regarding the needs from the students you mentioned that actually of course we understand that the needs of the students become priority for for teachers and institutions in terms of opening up did you maybe you have some reflections on the discussions in Coimbra group or in the project that you mentioned you mentioned several dimensions including environment including enhancement and collaboration and recognition which of these dimensions were more relevant for students which of these dimensions were reflected in the students needs I think them listen to them in in that very interesting training week was the idea to yes to stay together in peace there was there were a lot of students coming from the University of Leiden or Copenhagen but staying there coming from all over the world and the idea is to create a map of inclusion so how we can study together and share the same environment and learning together with the teacher that is considering us as in an inclusive way this was the main engine that I hear from us not the career not the competition not to be the first but the idea to create a well-being community it is so important to hear this and to underline and to stress it because these want young people to stay together in peace to learn together in peace to share culture internationalization for example and it is not so important to be present to be in presence or online but the idea is to be considered as people as person not as a number not in large group but the idea to have an exchange with their peer or the professor this is the main goal thank you thank you very much Elena a really big applause for me unfortunately we need to move on now with with the other presentations and I would like to invite now the second and the third I think speakers to speakers from the Dota Magnus University Estella D'Occigena and Elena Drepule who will introduce research results on the and the answers to the question how to increase the openness and readiness of teachers to share and become open educators please Estella the floor is yours okay thank you a lot I would say that of course there are probably a lot of ways how to open up and how we discuss how each of us can open up and to become an open educator what I will be presenting is our research that we have done several years already ago but which was very rich in the results that we can share and mainly the background what we did is that we had in the university we had a project where we participated we were not developers but we were a piloting university which had to pilot the open educational research platform called Slide Wiki and together with this pilot testing of this platform it was an idea to provide our teachers our university teachers with an idea that they can create their slides that they use for their courses they do their blended courses or online courses that instead of regular slides they create slides as open educational resources in the Slide Wiki platform so we come up with this kind of idea we suggested our teachers we trained them we presented them on the platform how to use it on how they should proceed and out of this idea we also did research researching on how this or your creation or transferring their courses opening their slides changes their attitude towards their pedagogy and towards open educational resources how it changes what they do in the course and are there any changes in how they understand what are open educational resources and what changes so mainly we did this design based research and we had the research methods we applied we provided a survey for our teachers before the trainings about open educational resources and the platform to assess what is their initial attitude towards open educational resources we used the scale that was developed and validated by other authors and we just did the survey first of all before we started the activity then we measured their attitude changed after they have created these open slides and once again what if there was any change in their attitude towards who we are after they have piloted those slides with their students and also after this process we did semi-structured interviews with all of those teachers who participated we have totally 15 teachers who voluntarily participated in this kind of research and testing of platform but also with their real input as creating open educational resources and now some of our research findings first of all of course we thought that it would be a change in their skills because they have developed we have introduced them how to develop open educational resources and they did this creating open slides and in the scale we also saw that they increased their skills they know more better how to create those open educational resources but what was surprising that in the interviews we found out that it was not only the change in skills that they have improved it was their confidence that after this kind of activity they knew what kind of skills are necessary and most of them even said that we had those skills even before creating open educational resources but without ever thinking that we are creating them and without knowing if we are doing right we didn't think that we had those skills so it was mainly what we found out is that their confidence that they are able to create open educational resources was the main thing that we also never thought about what tell us from those surveys that we presented with them on how their attitude changed using the simple activity like opening up their courses with open educational resources or open slides first of all the biggest probably change was saw that before those green columns numbers are how they saw it before development open educational resource the light green is after development and the darker green is after testing those open slides with the students so the biggest change probably was that even after this kind of simple activity they saw that open educational resources fulfill the needs of their students okay they this kind of idea that never come probably never come up for them before and also they saw it as their responsibility to create those resources they saw that they increased the population but the other maybe findings we saw the strategy changed the it was increased in all the lines what we researched on but mainly they saw it as opening up and making seeing making more available also contributed the thing that we are contributing to their organizational reputation and promote collaboration and out of interviews we did the 15 interviews with the teachers semi-structured interviews what we found how the simple activity in your slides we saw that it might change your pedagogy and how you teach first will change what teachers draw attention to was that of course revising their slides it had an impact on their curriculum creation process and this led to most of the teachers or half of the teachers even reviewing assignments they even thought or changed their assignments in thinking about that students can also create open educational resources okay so in they also saw that this led to more student-student interaction and the possibility in the platform they could provide comments and they could provide they could redo the slides this is the tool provided them so they saw that students were also checking those slides they were commenting on them they were engaged in these kind of activities that you usually don't see in just regular slides but as they were accessible openly and the students could connect and could comment or add on their ideas they saw that students were more engaged in this kind of activity that came from open slides also what teachers mentioned what was required from them to do first of all when they had to the idea was that we let them choose what kind of slides they want to make as open educational resources so the first thing that they indicated it required the revision of course topics because not maybe not all course topics can be made as open educational resources it required the revision of the whole course topics it required also presenting the idea for the students what are open educational resources and embedding this as one of the course topics because if you want them to do something with open educational resources they have to understand what it is so even though that teachers only changed their slides to open open slides this led to changing a lot of other things in the course and also what teachers mentioned a lot that it required revision of the slides content because if you want to so it was like kind of inventory of what kind of slides and what kind of learning materials you have prepared and which of them can be made open and also it required revision of the office the of what kind of resource they are quoting if they can make these slides open depending on the resource they are using okay so it was a lot of additional activities that might not even be seen before you start this kind of activity and also teachers what stressed and what they quoted that they felt more responsible when they made their slides as open educational resources they thought about each word which maybe they were not exact or not precise and they are regular teaching activity when they were just preparing the slides for the students also they mentioned that this kind of revision and updating was necessary because if you create an open resource it's not all topics are good for this but also you need maybe sometimes maybe to make it broader so it is more understandable for other people not only your students or you need maybe to make it less broad maybe more narrow where more specific or more concrete in explaining this so it is understandable for not not only specialists of certain courses and what else it can be those yes responsibility from teachers the accurate citations the revisions of topics the revisions of selected resources and to checking if you can really make it public or sometimes even you have to choose another resource if it is it can be used you know with some closed platforms but if you want to make it public maybe it doesn't allow this kind of activity and once one more thing we also looked at what kind of challenges those teachers faced so in this opening up of course may or most of the teachers said they had to overcome this openness barrier because in the beginning they were you know stressed and not sure if they are doing the right things and sometimes even some teachers even said that they didn't thought that they had this kind of barrier but when doing this kind of activity they found out that they had to overcome so in general they were happy with this opportunity to overcome this barrier but they also saw that this opening up was a barrier for the students as well as there were still some students who could not overcome and who could who would still ask if they could do just regular slides not the open slides not to make them public so it was a challenge that was overcome by most of the teachers but not by all of the students also teachers said that this change this opening up changes a lot of things and sometimes not all students understand it perfectly even with activity when students created open educational resources not all teachers were sure that their students understood what it means and understood what kind of challenges you meet when you create your work openly so it means that it depends on students in the field probably the students studied and one more thing that we found out and which was also a challenge for the teachers it was the platform itself just to making up a conclusion I would say that a user friendly platform to create open educational resources or a platform that is user friendly to share those resources are really necessary as the issues and challenges teachers faced they were a lot related to the platform which was still piloted which was still not finalized and it was annoying for the teachers and they even mentioned that this might lead that I won't be using it in the future but if it is really a good platform I if it the bugs are fixed I would use it in the future so a tool it means a lot it's very important so that the tool is user friendly because it will help teachers to disseminate and to open up so briefly these are the results that we found found in our research and that we wanted to share with you thank you very much Stella and also for the time keeping very well but that's maybe why you have already a couple of questions from the audience so the first question is did the teachers mention the change of the workload being bigger when going open for example how did you or how did they solve that problem if this was noticeable well they did not mention the bigger workload they mentioned that the responsibility in preparing the slides was bigger but they had already like prepared slides before and you as a teacher usually prepare for each lesson okay so this was like an additional work to prepare for the course but we took it during the summer so they could do these kind of slides during the summer so they were not focusing on some like additional work to create slides as open educational resource they more mentioned that the needs of the skills that they thought that they were not able but that then they found out the more that they can and and how what kind of impact it had but not the workload itself the other two questions I think relate to with the collaboration and and did you notice any solutions here regarding collaboration of teachers to to to to co-create such open educational resources it's a difficult maybe Elena wants to answer maybe thank you Stella for your explicit presentation of the results regarding the cooperation of teachers and co-creation of of the resources particularly in that platform teachers were creating their own slides each presenting their own resources but I think it was the exercise of practicing openness in in creating materials what was very beneficial to teachers and it's like you may not start swimming if you do not get yourself into water and when you get into water then it's when you may start feeling that the water is getting you up and that you may practice some swimming so these teachers they practice creating open resources and that created both confidence for them and also their awareness of how they are to behave being in in open and also answering Johan's question about licensing yes they were rethinking I do have this very good picture but I'm not sure where have I got it and what is its license so maybe I'm going to or to search for pictures that are free to be used and then perhaps I show at the end of my slides the source where I was using my pictures even though they were free so it was a new experience of responsibility and I think for many teachers it was a new feeling and the same to be said about technical challenges they were also an experience of well all platforms have deficiencies but it's not my problem so I just need to learn navigating it's what we learned during covid when we juggled with so many tools and we understood that it's okay that I do not know all the platforms perfectly I will try and I will learn and this is also increasing your openness in in co-creation of resources for example in Moodle in our university we have many courses that are being shared by several teachers and I think we have to learn how to tolerate your colleague contributing to the content and thank you very much ladies for a very interesting presentation unfortunately we need to move on and if you have questions don't stop asking them and also answering them in the chat because I hope that all presenters stay there with us until the end now I invite Jochen with the with the next presentation actually a little bit shifting the topic but very interesting focus so Jochen and then right from DHBW presenting at DECO learning maturity model for digital education competence Lysia Henry-Floris yours thank you Irina for inviting me and giving me the opportunity to talk I will present the EDECO learning maturity model which is based on dutch competitive some of you might have seen some of the results already but of course we have progressed in the past year EDECO is short for supporting development of digital competencies of educators the project started two and a half years ago and first we created a learning maturity model for digital education competencies and it was based on a review of digital competence frameworks for educators and mainly the digital edu framework and tuning color here descriptors currently we are developing a self-assessment and recommendation tool and a directory of learning opportunities and open educational resources and we have already identified over 500 OERs for digital education competence development so we base our work on dutch competitive because it is the european standard and we have added several competence areas of micro credentialization and recognition in the assessment area gamification in teaching and learning while we had some discussions that gamification in fact is only a method for teaching but we considered it important enough to be a separate category agile working and then a new category health with the subcategories dealing with health information and health conditions interaction and intervention and improvement of conditions and prevention other digital competence frameworks have been updated as well and we see quite some similarities between our thinking and our developments and the developments of those frameworks so when we what we then did is we developed descriptions of knowledge skills and attitudes for three levels of expertise explorer expert and pioneer and and I will switch now to the browser so you see that ditch comp edu has six proficiency levels ditch comp has eight proficiency levels we reduce them to three explorer expert and pioneer and as I mentioned we described them in knowledge skills and attitudes categories these are the new dimensions and then a look at the dimensions themselves gamification to use gamification elements such as challenges competitions points badges and leaderboards to make the learning experience more enjoyable and the learning outcome more sustainable the explorer level is knows what digitally supported gamification is and how it applies to specific samples skills is able to apply a digital digitally supported game gamified process in teaching and learning situations to improve students involvement if he she is provided with the technology and attitudes general interests in digitally supported gamification processes and then we also have expert and pioneer levels for micro credentialization maybe the description is to design batches credentials that contain all the available information to facilitate recognition of intermediate achievements maybe here I will pick the expert level for knowledge has advanced knowledge of the processes of designing micro credentials on the levels of micro and micro curriculum level and is able to explain the links and metadata between the credential and digital curriculum in a virtual environment skills uses and explains the credentialing system to issue digital credentials consults on the process of designing digital credentials and peer reviews micro credentials developed on the micro and micro curriculum level and reviews as well as updates the metadata for credentials on learning outcomes assessment method EQF level and so on from IT systems such as digital curriculum in a virtual learning environment and attitudes curiosity towards digital and micro credentials as a means to support the principles of learning outcome and recognition and ECTS transfer among the European higher education area in recognition to judge information provided in a learning credential and additional information to recognize skills and competences towards a larger credential let's look here the pioneer level knowledge knows and improves the institutional guidelines and tools and in the light of recent discussions and updates of the relevant principles and regulations for recognition of formal and non-formal learning skills explains creates and implements continuously and and implements and continuously improves institutional procedures and tools for recognition and so on at attitudes commitment to ensure that the same level of criteria for recognition is applied across the institution and to further develop recognition database within his and her or her institution agile working defined as to empower learners in an interdisciplinary team to collaboratively develop rapid prototype of problem solving that creates value for the user by employing agile and iterative methods and then the health categories which are especially important as Elena has also mentioned to be aware of the health impact when using digital technologies and to be able to communicate interact or intervene with regard to physical or mental health of learners as well as oneself being educated to discover prevent potential hazards and contribute to improvements and then we have the subcategories dealing with health information and health conditions to be aware of the health impact and to be able to explore health related information to monitor own and learn a situation and apply evaluated information for framing meaningful meaningful use of digital technologies and learning processes category 7 to interaction and intervention to support the healthy use of digital technology and maintain a positive interaction with learners or peers regarding health issues to offer or seek support of evidence if evidence requires and then finally improvement of conditions and prevention to explore discuss and implement measures and improvements regarding learners health learners and own health to foster own and learners ability to employ digital technologies for the sake of health and then I will switch back to the power point so the conclusions from two and a half years of working on digital education digital competences for educators is there's no single correct model for digital competences but on a european level there's a convergence of approaches towards knowledge skills and attitudes and and of competence frameworks on the basis of ditch comp or ditch comp edu or related frameworks on a national level approaches and models can differ substantially we observe that small countries tend to be early contributors to and adopters of european concepts concepts while large countries tend to develop their own national discourses and approaches this is sometimes a bit frustrating for me in germany that we have a very strong german language discourse that is sometimes decoupled from european developments and other conclusions are that health and safety are emerging as important new categories and there are plenty of open learning resources related to digital education but many are outdated or not well maintained and many are difficult to discover so maybe it is more sustainable to publish an open access book or a pdf than an open course that will not be maintained in two years time so these are the learnings that we had from our work so far so the questions thank you johan i was following and that actually it was me who was posting the questions to the chat so still looking forward to to to reply if any you really introduced a very interesting approach that smaller countries usually really adopt european concepts where larger ones establish national models and try to have their own models for that i don't see questions right now in the chat but it would be really interesting what the audience think about new proposals for competence areas and and let's see my question to you johan would be how would you see the digital competence areas in terms of the best potential for opening up i think what stella was presenting might do with the with the resources digital resource competence area but teaching and learning was not touched upon and you introduced also interesting areas that were introduced in educo do you what kind of potential do you see here for for the opening up maybe resources for teacher training or or something else are there any challenges related with the opening of these resources let me answer in a different way so i see that we we come from a higher education perspective and we we and and the teacher training is often at different institutions so a challenge is that those activities so continuous professional development for teachers in schools and for higher education educators have very little contact points but they could benefit a lot from from exchanging their approaches and ideas and and maybe this would be one of the areas where the new european digital education hub could be active in fostering dialogue between competence development for higher education teaching and competence development for school teaching and bringing those cultures and and concepts together thank you and i hope so i really hope so it's a nice initiative and i hopefully will find the link there between the two and levels of education thank you very much you received warmest regards from romania thank you for for these regards and now we have to move on and i invite then the team from university of avaro to share with us how university of avaro is enhancing and supporting teacher collaboration the title of the presentation is collaboration for open teaching the case of the collab platform at the university of avaro so please colleagues the floor is yours thank you very much idina i'll just try to share my power point with you hopefully you're already seeing it and i'll try but i'll try to start by introducing the team well our our presentation antonio will kick things off and afterwards i will jump in and send it at the end so okay um well good morning everybody and uh thank you for uh inviting us to this event well as idina unveiled we are going to share with you on the topic of collaboration for open teaching the case of the collab platform at university of avaro this presentation uh is uh it's going to be done by myself and and by anna and sandra response so when you you think in how to become an open teacher the question is that uh one's got to be flexible enough and be open minded enough so as to accept co-planning and co-teaching as one of the aspects that um is important to keep in mind uh this in in its turn brings a boost to academic rigor and increased understanding of student outcomes uh as at the same time it allows you to increase creativity and planning and classroom management and therefore reduce teacher isolation through communities of practice and these are important elements that i now give the floor to anna so that she can continue our community of practice okay uh sorry the community of practice is uh usually regarded as a group of practitioners of whatever profession here we are thinking in terms of teachers uh who share a common concern a set of problems or an interest uh a topic and who come together to fulfill both individual and group goals shared practice repertoire of resources experiences stories tools problems uh anguishes whatever that is available in terms of being a topic for reflection and co-reflection the focus of communities and communities of practice is sharing best practices and creating new knowledge to advance a domain of professional practice so interaction on and on an ongoing basis is an important part of this endeavor the purpose of a community of practice is face to face meetings as well as web based collaborative environments to communicate connect and conduct community activities anna actually i think it's me and within the setting in which collaboration openness and co-creation they are very very important these communities of practice that has as it has already been said are essentially groups of practitioners working together and in a way enabling each other these groups these communities they can actually become catalysts for open teachers and going back to one of the key topics of the panel they can also become catalysts for the creation and the development of open educational resources but going back to the to the slide so how can we or how do you come about creating these these communities there are different guides and guidelines that outline the the core principles of communities of practice all of which underline the importance of fostering a community environment promoting collaboration and having an open platform which will be able to endure over time and be sustained by the different members so these communities have a life cycle lifespan with different stages different steps that on the one hand they can help the community grow and open up but also sustain it over time because this sustainability and this endurance is also very or are also very important so the first two steps in creating and fostering the these communities of practice will be to inquire and to design the actual community as you'll have to find common ground establish a common vision that can motivate and keep the community together okay this will help define activities decide what technologies you you are going to use and also clarify the different roles within the community we'll have to decide how you are going to communicate who are you bringing into the community who your partners will be and eventually you will be ready to test or prototype the this this community so in terms of prototyping or piloting what you what is usually done is that you check the waters you check and confirm that the community is in fact viable you prove the design you use pilot audiences preliminary tests pilot events and this will help refine the community build a stronger identity strengthen the the structure and which this will ultimately evolve and result in the launch and the growth of the community which are the two following following stages so your community will will reach a wider audience with new people joining in spreading the word generating this sort of organic engagement gaining momentum always bearing in mind the concept of openness co-creation active participation different people will be working together focusing on shared goals having shared interests and as the community grows it will eventually level level off and hopefully be able to sustain itself by continuously drawing on its on its members and reflecting about its own role and what it wants to achieve so this will require critical mass and hopefully it will continue to evolve and that being said we now have an example platform that can actually help create and develop communities of practice thank you Sandra well actually I have to start by thanking Irene as well for the invitation and in particular because from what I heard until now this our last presentation somehow brings together several ideas that the panelists stressed and it shows that we really are going on the same path so starting with the project that we have here at Availu I will try to show you this is the the project's initial website and in fact its goal was to enable collaboration and sharing of innovative teaching and learning strategies especially addressing higher education but in terms of how it works its practices I think it generally applies to other levels as well so within this project a platform was developed and this platform that is now available it was just launched a few weeks ago so we are still in that step four kind of moment and it was structured in a way that as I was saying meets some of the aspects that Elena at the beginning but also Stella and Jochem pointed out especially because the idea is to bring together teachers researchers from all around the world and start discussing and developing shared co-created practices so the platform is structured in three different levels so we do have hubs that are at the macro level where we define the topics after having some kind of survey or making or making sure that people are really interested in the topic afterwards we have groups and we also we can also create discussions as we will present later on so the idea is to ultimately share not only information but also our competences in the creation of something new so I think I still have some time and going to one of the hubs for instance this one is moderated by me that's why I feel so comfortable presenting it and it really connects with what Elena mentioned as to the internationalization of the curriculum this is one of the key aspects that we are considering now at the university and collaborative online international learning is a way to develop it so how do we create this hub first of all we went through step one, two and three we tried to check if our community was interested in this it took us about one year, one year and a half to fully explain and collect our peers points of view as to if it was a good opportunity to bet on so we do have information on how it works we started already sharing resources that are mostly in open access and not only from the conceptual point of view but from the practical point of view because this is what people are really looking for seeing how other colleagues are doing it peers and actually if you sign in and registration is already available for all of those that want and sorry if you sign in we would like to show you what we did until now very shortly within the hub that I just presented to you we started by stating the goals of this partial community even though everybody can be in every other hub and this is very important there are here two aspects in this post that are key from our point of view when starting a community of practice setting the goals and call to action so we started by defining the goals according to our initial survey and the results we got and also to call to action as to inviting participants to comment on what they would like to see discussed but then we also created groups and these groups can be public or private just to give you an idea we created a private group a very good team for coil where well I am so sorry it is in Portuguese exactly because it could be in Lithuanian or any other language but it is exactly to have a corner where we feel at home and we can actually discuss further action and here we also decided to define the goals of this group within coil hub and here we have an opportunity to see what our peers are interested in and to actually think of matching possibilities which universities are they interested in and how can we somehow help to find the perfect match to develop coil projects in the end we also would like to show you a discussion and this kind of opportunity is different from the ones above because it has a starting date and a due date and in this case we decided to open a call for chapters for a book that we're trying to publish on that will be used kind of a showcase of coil projects so you are only invited if you want to jump in or if you have for instance examples but here in the other hubs you can also find other calls for for publications in the pedagogical area and other information that you you can find I don't know if you have any that regarding this but yes this is the link that you can use I don't know something if you can copy it eventually and share it with our audience in the chat or I can do it now while you for sharing the link it's there thank you and just to wrap up our presentation of course what better image to use in this kind of connected image image and based on the whole concept of communities of practice and the discussions we had this morning becoming an open teacher is a process and going back to that step by step kind of a knowledge and image you can start small and if you're patient and you let your ideas breathe and sink in and take shape and if you trust yourself you trust the process you trust you trust your peers you can actually go a long long way and just to reinforce this idea of collectiveness and of community so first of all we would like to reinforce the invitation to take part in the evening's open week I think the invitation is in the in the next slide the official invitation because I mean this idea of community we can go further together that's one of the messages we would like to stress and finally also just to finish things up just to express again our solidarity with everyone in the in Ukraine at the moment so we have to save the date here for the conference and again express our solidarity particularly to those who continue to teach even in such harsh conditions so thank you very much for your attention and now we will be available for your questions thank you so much for the very very warm and really summarizing I would say ideas presentation I see that still people are very interested to to to have a link to collapse space so to yes thank you for reposting it and also thank you the team of Avera also for reminding and inviting people to eat an annual conference that will take place this year in Tallinn I also give you the link here for for more information now we almost complete our session we still have one minute or a couple of minutes left taking this chance really I would like to say to express my gratitude to people working in the area of teacher education and taking care of the policy education policy but also working in the front of European projects living projects on teacher skills on teacher collaboration on opening up of education teacher training and also many many other things that contribute to our potential to collaborate in the open space and to give new competences new experiences and of course recognition so before closing the session I invite maybe all panelists to say the final let's say what in the session towards reaching our overall aim and objective in the session we already heard wishes and maybe recommendations to take small steps but now maybe each of you would like to give some express some some idea or some comment or some reflection that we can take with us after the session so please I can call you by names but I can also maybe allow you I see Anna now in the big screen so for for all of us to be open and to help our teachers to become open what would you wish well in fact I think we have to bet more on being open minded being open to to what we are not used to being feeling comfortable to to to leave our comfort zone and I think if we can actually get our peers to think to consider more being open to the world in a very general sense that will be a great step in higher education thank you Anna thank you colleagues I think that we have to be united in the open minded so I can take the good words from Anna Balula and I like her I think that open minded is the correct movement open minded and be united we can now show to the world how Europe can do a lot of things if united it is not just a matter of one person or a sector or but be united all together to be open minded just in this way maybe we can give our contribution for a better world thank you very much Elena yes colleagues I'll just maybe say one sentence that I would just encourage everyone it's never too late to open up and there are a lot of ways how to do it so let's start with ourselves and of course we will see results soon and seconding to Hestela it's it's about practicing you may not grow if you do not practice and get into your unknown from your comfort zone and the more you practice the more you open thank you Elena your hand please well I believe that educators who have not yet adopted open practices have good reasons to do so so one is the copyright issue of the resources that they're using for which there might be licensing agreements on national level but if they make it available openly then on the wider net then they don't have the license and also another issue is the confidence of their own teaching that they then make available invisible where where they know their own slides their own concepts still have room for improvement and then they it takes a lot of courage courage to be an open educator yeah thank you again and we have Sandra and Antonio left please well let me find my well one of the things that I would say in a nutshell and which comes in in line with what was being said before is that you should not be afraid of taking risks taking risks is one way although it might sound a bit frightening at the beginning if you are willing to take risks and keep steady on the path of going more open more flexible then you are on the right track to success I should think thank you Antonio Sandra too much pressure to have been the last one but just you know taking in everyone's contributions and words of course being open minded this idea of being willing to take risks I would probably round it off with this idea with this old saying that if you want to go fast go alone but if you want to go far go together so just to kind of have this idea of support and community that's a good message that we can take from today's session maybe thank you very much all of you yes I really think we all are under pressure being perfect but we need to decrease a little bit expectations from ourselves and from the audience and I think support each other in this in this challenging but very interesting and rewarding way thank you for your openness for your sharing thank you very much for the attendance and your comments and appreciations we complete the session today we will have one more session in Eden Open Education Week please follow the information on the website and looking forward to see you in Eden events thank you thank you bye bye bye bye bye and thank you to all bye thank you bye bye thank you


Thank you for watching this video, I'm Wu Chenghai from Northwestern University, and in this video, I'll talk about our paper, Better concrete security for half-gauge garbling in the multi-incidence setting. This is a joint work with Professor Squashen, Johnston Katz, Wang Xiaowan and Yu Yu. First, please let me review Yaskarbo circuits. The Yaskarbo circuit is a two-body computation protocol. It allows two parties to jointly compute functions without revealing anything beyond the output of that function. The Yaskarbo circuit represents a function as a Boolean circuit with AND gates and XOR gates, and encrypts the computation gate by gate to maintain the privacy. Over the years, there are many optimizations for the garbo circuits, including point-and-permute free XOR and garbo-zero reduction. Another important optimization is the half-gauge. It is the state-of-the-art garbling scheme. As we know, the garbo circuit has a huge burden on the network communication. Before the half-gauge, the free XOR technique has made the computation of the XOR gate free, and the half-gauge reduces the network communication on the computation of the AND gates. It is also compatible with all these optimizations. Another important optimization is the fixed-key AES-based garbling. It was first appeared in the Yaskarbo scheme. It makes full use of the hardware support to instantiate the hash function in the garbo circuit using the fixed-key AES, so it reduces the overhead of the computation. We pay attention to these two optimizations because we find that when the hash function in the half-gauge is instantiated with the fixed-key AES, there could be a compromise of security. In this paper, we gave a systematic study on the concrete security of the half-gauge. First, I will show an attack on the current half-gauge implementations. Then I will point out where the deficiencies are, and it is directly caused by the inappropriate instantiation of the hash function based on the fixed-key AES. And also, there is a lack of concrete security on the previous papers, and mostly they just focus on the asymptotic security bond, and that's also the reason that people ignore this attack. At last, I will give a new abstraction and construction of our hash function. It is called the multi-instance tickable circular correlation robust hash function. I will provide a new and better concrete security bond, and at last I will show our implementations and its performance. The weakness of the half-gauge implementation mainly lies on the fixed-key AES based hash function. In our attacks, the attackers succeed in running time proportional to the 2 to the k over C. Here, the k is the b-length of the gavel label, and the c is the number of the AND gates in the circuit. If the circuit generator gavels the circuit with 80-bit label, and the number of AND gates in the circuit is 2 to the 40, then this circuit can be completely broken. And the attack in time would be within several days, and if we run the attack in the cloud, it would just cost several dollars. And the circuit with the b-length of the label, 128, and the number of AND gates 2 to the 40 has only more than 80-bit security left. And we actually implemented our attack, and the result of the attack is consistent with our analysis. And also, this attack can be extended to multi-instance case. It means that when the adversary receives more circuits, it can apply this attack on all of them, and there will be a higher chance for the adversary to break one of the circuits. Before we step into the details of the attack, let me introduce the half gate protocol. In the half gate protocol, there are two parties, one is the circuit generator and another is the circuit evaluator. When gaveling and AND gates, the circuit generator will prepare the labels for each wire. For example, in this wire, WA0 is the zero label, and WA0xOR is the one label. And this R is the global delta. It's a correlation between two labels, and it makes it compatible with the FriggaxOR technique. Then the circuit generator will construct a gavel table consisting of TG and TE, and then sends the gavel table to the circuit evaluator. And the circuit evaluator at this time has two labels for the input wire. It will use these two labels and the gavel table to compute the output label of this output wire. And here we need to pay attention to these two elements. One is the TG in the gavel table. It's a linear combination of the hash of the zero label and one label, and another is WA label in the input wire. Here is the details of the attack. After the evaluator receives the TG in the gavel table, it can compute WA which equals to TGxOR, the hash of WA and J. This J is a gate identifier. It's just a number indicating which gate it is. And it equals to this. And PB is just a random bit. So there is one half chance that PB will equal to zero. In this situation, this term is canceled and the HA equals to the hash of WA, XOR and J. To look into more details, we need to know how this hash is implemented currently. It's a little bit like the MMO compression function, except this pi now is a fixed key block cipher. It means that it has a fixed and a public key. And K is the combination of input X and the gate identifier J. So in detail, this HA equals to distance. And here, the evaluator knows WA label. It knows circuit identifier and it knows this block cipher. The only thing that the evaluator doesn't know is R. So if it happens to know a W star, where the hash of W star, which according to the implementation of this hash function equals to this HA, then it can reverse this term and guess R. R is the thing that keeps the privacy of this circuit. If the circuit evaluator knows R, then it can break the whole circuit. So for each AND gate, the evaluator knows one of these pairs. Then for the whole circuit, the evaluator can collect all these pairs and make it into a table. And here is how the attack goes. When the evaluator is controlled by an adversary, the adversary will randomly generate a W star. Then it puts this in this hash oracle. And the oracle gives an output of this H star. Then it will check if this H star happens to equal to one of the HA here. If it does, there is a chance that it can reverse the term we just seen and guess R, then it just breaks the whole circuit. And we actually implemented this attack. Here is the result of our implementation. From the level figure, we can see that when we collect more number of AND gates, it would take the adversary less queries to the oracle. It means that it takes the adversary less time to break this circuit. And it means that the larger the circuit is, it is easier the adversary will break this circuit. And at the right side, it is we tried to break the circuit of different belays of the labels. We tried at most for a large circuit, which has the labels of 64-bit. And it just takes a couple of hours to break it. If we interpolate this line and when the size of the labels is 80, we predict that it will take just 200 and 7 machine months to break this circuit. And if we run it in the Google Cloud, it will just take around $3,500. And because this attack is highly parallel, if we set out more machines, for example, 267 machines, we can break a circuit in a month. After knowing what this attack is like, it's time to think about how to fix this problem. The first problem comes from the fixed key AES. Because the key is fixed and public, the adversary can continuously carry the oracle. Do the brute force attack and guess the pre-image of the hash values. The second problem comes from the lack of the concrete security bond. The asymptotic security bond is not solid because the circuit size can be very large. And the first step we need to do to get a better concrete security bond is to design a new abstraction for the half gate protocol. And which can guarantee the concrete security of the half gate protocol. The next step is to design a new hash function which can satisfy all the security requirements from the abstraction. This is abstraction designed for the new half gate governing scheme. It's called multi-instance tricable circular correlation robust hash function. It takes three inputs. The first W refers to the input label. The second I refers to the gate identifier and now we call it a tweak. The B refers to that random bit. And clearly it models the use of the hash function in the governing scheme. And the output is a hash of WX or global delta R with tweak I and a linear combination of the global delta. And the security definition of this hash function requires that this hash function should be indistinguishable from the random functions. And there are two additional requirements for this hash function. First that we assume the attacker is given new instances because our attack applies to the multi-instance setting. So we take it into consideration. And another requirement is that the queries of this form should be called for at most mu times. And it also means that this tweak can be used for at most mu times. This is the hash function that we designed in the sense of the abstraction. It's called MMOE and it has two inputs. The first input X is the input message. The second input I is the tweak. Here the sigma X is the linear automorphism. It has two properties. It is linear if sigma X X or Y equals to sigma X X or sigma Y. It is automorphism if sigma X itself is the permutation. And at the same time sigma X X or X is also a permutation. There are many ways to realize the linear automorphism and we choose one that is simple and friendly to the hardware support. Here the E is modeled as an ideal cipher. The key is this tweak I. It means that every time we change this tweak I we have to do a key scheduling for this E which is ideal cipher. It's different from the previous insecure implementation where they use fixed key AES as the random permutation and they just have to do the key scheduling one time before the gobbling. After the design of the hash function we embed the hash function back to our abstraction and derive a new concrete security bound. Here the mu is the maximum time that a tweak I can be reused. P is the number of queries the adversary can make to the ideal cipher E. Q is the number of queries that the adversary made to other oracles. This row is the entropy of this global delta R. This security bound can guarantee the concrete security for the single instance case. But when we consider the multi-instance case actually this mu can contain a little uncertainty because when the garbler garbles the circuits it can garble different circuits. It can reuse this tweak for multiple times so this mu can be as large as this Q. So how do we fix this problem? There is an easy way to do this. Instead of starting this gate identifier i from one we can start it from a random point. Every time when the circuit generator generates a new circuit it generates a random point and starts this tweak from the random point and then there is a low chance that this tweak will be reused and this can be proved using the boss and beans game. Putting all these efforts together we can derive our ultimate concrete security bound. Here the mu is times that a tweak can be reused. It has been bounded by starting the tweak from a random point and P is the number of queries to the hash oracles and C is the total number of AND gates in the circuit and K is the bit less of the labels and L is 128 because we instantiate our hash function using the AS 128 and now even regarding to the practice this bound can be negligible. From that bound we can get two important instructions for our implementation. If we guard both circuits with 80 bit labels and the total number of AND gate is less than 2 to the fourth 3 then we can get 78 bit of computational security. If we guard both circuits using the 128 bit label and the total number of AND gate is less than 2 to the 61 we can get 125 bit of computational security. At last I will introduce our implementation and performance as a reminder this is how we construct our hash function. This is a super random permutation so we implemented using the AS 128 with AS9 instructions and this sigma x is a linear sum of them and we implemented using the SSE instructions from Intel and because it's a keyed random permutation so we have to do the key scheduling every time before we call it and it will cost some time so we find that Gron has efficient implementational batch key scheduling in their CCS15 paper and using their muscle we can batch eight key expansion together and maximize the efficiency. This table shows the original half gate performance and our new protocols performance and you can see from the security side we enhanced the security from the 89 bits from to the 125 bit when we used 128 bit label and for the efficiency when the network manualizes limited the performance are the same because in this situation the network is the mean bottleneck and when there's enough network resource our implementation is just 35% slower than theirs and after this paper is published we further optimize it now these numbers are 20 so in summary we enhanced the security but made little compromise on the efficiency and all of this code has been published in the EMP toolkit and this is a link to the codes and also there's a link to our full version of the paper and that's the full content of this video, thank you


Welcome folks, we have our investors trading up 1, Nasdaqs up 124, S&Ps up 16.5, Gold contract down $8.90 trading at $18.32 an ounce. We have Silver down 35 cents, $21.03 an ounce, Lightsweak crude, $455.84.68 a barrel, that is a beaten. Notes and bonds, a 10-year note, up 14 ticks, trading 107.03, the 30-year up 26 ticks at $11.15 and $Kingdala, $Kingdala is down 200 ticks trading at 106.801, the euro is out here at 105, the yen is at 149, the British pound is at 121 to 1 US dollar. We can overtake a look at the spy first folks and what you have out here, you know, bottom line is that we'll see how this shakes out. You know, yesterday you had some volume on the way down, we get down to this 4.2018, today we get down to 4.2056, you're going to have a contraction of volume down here, so we'll see, you know, how this messes around down at these lower levels. The cues which had volume, higher volume yesterday going up, today you got that dropping off.  But the bottom line is that you are inside the range. The range being, it took out the swing only one day, got above it again, bottom line, you're above it right now. We go to the note and bond market. So the note and bond market, both of them rejected lower price out here today. And that's why you're seeing, well, you know, the dollar is down a couple hundred ticks, that's why you're actually seeing some action out here, meaning green action. So the 10-year today hit 10603.  Looking at that 10-year, there's no doubt about that. So when we take a look at the yield structure on it, you can see it's been a one-way move up.  But that being said, we did hit 4.859. That is one number. Now let's go look at the yen, because the yen overnight, okay, and the bank of Japan has the markets guessing, okay, did they intervene or not last night? You know, and you're going to see more of this, okay, because the dollar is getting so strong. You see, what ended up happening is that the yen, okay, you talk about getting stronger, that thing went down to 148.73. Now it bounced right back, but the real trip is that, okay, the bank of Japan is claiming that they didn't intervene, you know, each time they have it hasn't worked, but we'll see where that shakes out. Stay right there, folks, coming right back.