I like PowerPoint because I like official pictures, you won't have a lot to read on the screen I don't know. Hi everybody. Hi John. Hi John. My name is John Mayer, I'm the executive director of Cali, the Center for Computer System Legal Instruction. I'm really glad to be here.  So Cali is a non-profit consortium of law schools. I get my money mostly from law schools. 211 law schools are members of Cali. I'm not even going to talk about the thing that we're most known for which is our Cali lessons and over 800 of them that were used over almost a million times this last year by law schools in the country. 32 years, something curious. You can go to the website to find out more about that. No but I want to talk about his case books. Sorry. I hope it's not going to be that boring because I think there's something exciting to this crowd and about the future of case books. Because there it is, an exciting case book and I've stripped off all the identity information so it's not to appear to favor or it's a particular publisher. But really what the future of case books is, well I've got some case book readers with me and actually I discovered that I've got five of them. So I've got my Kindle here which I can use to read books on. I've got my iPad with the best app on here being the Alice in Wonderland app. Because it's not only what you read but it also has interactive elements to it, little swinging watches and stuff like that. Just received yesterday my Edge, my Hunter-Roch Edge which I understand which actually has an Android on one side and a Kindle on the other side. I think Pepperdine is going to give these out to all their one-ells next fall. No kidding. I don't know anything about that. I've got half a dozen book readers on my phone. Of course the fifth one I've got my laptop which itself is a reader. So this is the future supposedly of case books or books. It's Kindles, it's iPads or G-pads, it's iPhones or androids, it's also laptops and it's also this. It's your iPod because if you've got a casebook or if you've got a book that's in a digital format well it's easy to turn it into something that can be listened to. At least it should be if that information is available to you for you to turn it into or if the publisher has provided it. This is also casebooks and I put that up there because it's perfect bound because it might come from a print-on-demand like a lugu which is in which you can get extremely cheap printing done. Or in some cases it might be coming from one of these machines. That's an Expresso print-on-demand machine where you're going to start seeing those in, not in Barnes and Noble I don't think they're going to do it. I think Borders though is looking at this.  Now of course why would you want a book and paper? Well because paper is an interface. This is also a book, it's a blog right? In other words you could publish your book on WordPress with the idea that collaboration would be easier. So you read on there and you can comment and other people can comment and this is where we start to get out past the idea of just a simple book. Now we have to talk about it as a book or as a casebook because that's what law faculty and law students are familiar with but I expect that very quickly we're going to get away from that. We're going to start being very confused about what it means to be a book because it's a social artifact. It's got a built-in social group which is the class that takes it and all the classes that take it and all the people that are interested in that topic area. So the book would also be able to, if we were on a blog at least in this page from this article, portable to different devices. Because I've got a Kindle and I've bought some books but Kindle's got something called Whisper Sync and so sometimes when I forget to bring this I can grab my iPad which has got a Kindle for iPad app and I've actually sat there just because I like to do this. You know I sat there and read a few pages and then put that down and picked this up and opened the same book and it said, oh I noticed that you've moved ahead a few pages on your other thing. Do you want to sync? I'm like, I sure do. Let's do this and both of them beat back at me. That's too much of a thing. It's not that that's just funny. It's also that that's an amazingly powerful thing because as a geek I realize, there's a communication system there. There's a network underneath there. This and other information decides the mere updating of what's the next page that I'm on. There could be all sorts of things. As I highlight things, you know, you could be telling my other devices, here's the highlights that you put on that device. And as long as it's in the internet, sorry, as long as it's in the network, you know, why does it just have to tell me? Why can't it tell everybody? Why can't it have a social network around the book? What's your daily, every year or every few months? Actually, I don't even know what he's done lately, but Chicago used to have one book per, what was it, even called? Everybody reads the same book or something like that. You know, how cool would it be if we could be commenting on it while we're reading it and seeing each other's comments or something like that.  That's compelling. But if you're all in the class together, maybe you want to share notes or maybe you want to see the notes that the professor has laid there for you, like little landmines for you to find as you progress in that book. All right? This is another book. Now, this is a comic press. It's a plug-in for wordpress. And the idea here is the book is up on the left and on the right is a collection of comments that are linked into particular paragraphs or to pages or to the entire book itself. In other words, you can sort of comment at different hierarchical levels. So if the material of the book, the date of the book, is able to be put into wordpress, then it could be put into this model where you could have an entire planet of people all commenting on the same thing. Think slash dot for books or think, you know, any of those sorts of ideas. Maybe on that big scale, it doesn't make much sense. But if you think of this down onto everybody who teaches a class has a blog that has the book in the blog and alternatively available on Kindles because some of the students are going to buy Kindles and on iPads because some of the students are going to buy iPads, not everybody's going to buy all the same thing. That's a problem, right? But if the data underneath it is in a compatible and open format, then some of these possibilities can occur. This is the sort of ultimate version of that, WikiBooks, where it's up on the web, it's open content textbooks, and anyone can edit it. Now that's really scary, right? You don't want just anyone to edit your textbook. Well, think of this as the ability that anyone can edit it, but it's a series of forks. So if at a point in time you want to teach from a book, you can freeze that copy, and you don't have to accept anybody else's additional edits or something like that. You know, some faculty think that a Wiki is something that gets changed all the time. JFK was assassinated by Martin Luther King, and so I don't want to be teaching that, you know, only the Texans want to teach those types of things. So, you know, there has to be the ability to go back to an authenticated or a, you know, a canonical copy of the book, which has to remain static for at least the three months that the class is being taught. It actually may be forever, because ten years from now you might be going to say, you know, I want to book something up that was in, that took the class, and if it was a book that I was pulling off a shelf, it was the same book, but if it was like trying to copy, you wouldn't want it to have been changed in that mid-time, in the mid-time. Now, unfortunately, this is what you are at present getting from most publishers when they say e-books. Now, it's not always a PDF. A lot of times, but it almost always is something that's going to be locked down. And I totally understand that. If it is something that was in an open-access format, well, then they would sell one copy and then a million, you know, they would just be shared out on Napster or something like that. But the rest of my talk is basically to argue that although that's a problem for publishers, it's, we got to find a solution because otherwise we're not going to be able to innovate in the ways that we want in education, and that's very important. So let's look at this. So here's our casebook, and the casebook is made up of lots of pieces. I've only pulled out a few of the cases, some analysis, problems, articles. Certainly, those cases should be free and open, you know, so that a faculty member who wanted to assemble their own casebook could. Well, three, four years ago, I was walking around and everybody and everybody trying to find a collection of cases that I could put into a database so that I could save a faculty, come build your own casebooks. It was very hard to find. No, it was impossible. I wasn't able to do it. All right? The reason why we're looking at casebooks, of course, is because it's Christopher Columbus Langdell, but the name of the project is E-Langdell because we want to update his idea that faculty would construct their own casebooks for their students. All right, so let me tell you a little about this. So here's the idea. All faculty are constructing their own books, but they're not going to construct them individually. They're going to share into a larger database. There would be this universe of faculty all contributing to the same thing. Of course, this is a digital database, and they're creating digital books because from the digital books, you can go to multiple devices or to a paper device. And what would students think? Well, students would say, cool. And the main reason, and I've said in lots of conversations that I've read every article I could find about student reactions to pilot projects and things, and the number one reason why students want electronic books is... What do you think? Wait. They want to lighten their backpacks. I mean, it always shows up on all the comments. Look, I'll pay you the money. Just make it lighter for you or something like that. Cash certainly comes up, I think, for you. The other thing is you can't lose an electronic book, because you can always get another copy of it. You can search a book. I just use Google as a verb there. I should maybe use a small key. You can highlight it because, of course, students must turn things yellow. But those highlights would be E highlights, because then maybe I could share them from my kindle up to my whisper net to other people who are on the blog reading a book through some other format. And those are searchable. And, of course, it would be cheaper. Hopefully. Yeah, I'd hope that this would result in some savings along the lines. So why would faculty want to be involved in any like this? How do I convince them? And so for that, and we passed around some of the things we're offering, Cali's offering essentially a stimulus project. We will pay faculty $500 to write a chapter. Now, I think this is a mistake. I think we messed up. Because I was already thinking ahead that what I want to do is disaggregate the book down into chunks. And I wanted to do what Linus did with Linux. I wanted to offer to the community the ability to create or to contribute to the project in small enough pieces. If you ask somebody to write a book, I'll say, sure, I'll be back in a couple of years. It takes a long time. If you ask them to write a chapter, you might get something in a month or two or something like that. And so that's where I set the price point for that. I said $500 a book. But it turns out that $500 doesn't excite people. It also doesn't solve a problem for them, really. Because my definition of a chapter is the amount of reading material that a student has to do to prepare for one course. Sorry, one class. So a 16-week course meeting three times a week for an hour, that would be 48 classes. Which means I'm willing to give people $24,000. Now, maybe not all those classes will have reading material, but actually $20,000 or something like that to write a book. So that's out there right now. This is going to mail that to all faculty in the country next week. And we've been talking about a little bit in places. I expected this flood. So I wanted to just sort of whisper it and see if it would go viral. And what's the opposite of that, right? When you whisper it, nobody listens. It's dead. No virus there. Don't worry. Okay. So that's where we're at. Of course, we're going to take that material and stick it into a commas. I'm going to give that $20,000 and I'm going to buy the copyright. Now I don't want to keep the copyright myself. I'm going to assign a creative commas to it of license so that I can turn around and give it away. But I've got to get the copyright out of the person and we're hoping that $20,000 is sufficient amount of money. I believe it to be more than most, more than what most casebook offers get now. I doubt most casebook offers $20,000 off their book. Now it's not just money and it's not just the big currency in this space is not one it's actually the reputational points you get for having it published. And the third thing is the ability to teach exactly what you want because no book ever matches exactly what you want to teach but that's the point, you write your own book. So this is about free. We would give these books away free to students but it's really about freedom to innovate in education. At least that's our goal. There's a little bit slow there. We would expect that there would be groups of faculty that might get together. Maybe they're not going to have one person collect that $20,000. They're going to get two or three of them together and form a team or a law firm or list of people on the book. So a bunch of people that have a particular way of thinking about the law or the law or something special. As a matter of fact, it's in the dog law weird areas where there is no good casebook or the area is changing too fast cyber law should be ideal international law should be good comparative law things that are like the law and the forces we can imagine all sorts of use cases where this would make some sense the Carnegie report says that legal education has to change and if legal education has to change that means the materials that are being used in legal education have to change and if we wait for the publishing cycle to catch up which is a 12 to 24 month cycle then we're going to have to basically only change well it's too late to change this year we're going to wait 12 months oh we've got this great idea a whole new curriculum we need a whole new set of books and access will be ready as soon as they're written because basically writing is publishing in this new media right? I've talked to a lot of faculty who've been going on trips to China Mary Rose Truby just got back from Baincock, got out of there alive and some of the conversations we're trying to teach others about the American law system but our books that we would use to teach our students are inadequate because of cultural problems because we don't want to teach them the same things we basically want to take the book and pare it down and add some other things to it there's just a whole different educational approach well if it's a DRM paper book they can't do that if it's an open access digital file then they can do that and they can even experiment and iterate on how to do that American Bar Association section on legal education has been pressuring or is coming up with reports soon about outcomes they would like law schools to measure whether they are succeeding in their teaching that's a good thing that law schools would measure that but obviously that would be maybe they would change the way you teach in order to improve the teaching so that would be a statistic that would be trying to make it go up and that would necessitate a change in materials we are only as nimble or capable of change or incorporating things as the materials that we use and so if those materials are DRM that's going to be a problem so I thought this was a great idea but the ghost of Elaine Dell however contacted us and sent us this video because he wasn't too happy with this so we are going to be able to get the sound of this let me try so okay we have a little bit of fun with that you get the idea so anyhow everything I just said about casebooks I hope you realize it obviously doesn't just apply to casebooks it applies to anything that might be involved in legal education as a material so code books, statute books CLE materials books written for the public for paralegal programs for criminal justice programs I noticed a billy code was mentioned half a dozen times and so I decided to look that up and find out it's a 2009 Chicago billy code for $329 I want to it is online by the way Chicago billy code is finding it online it's a little hard to find though so in conclusion let me wrap this up with the file everyone is a citizen everybody can agree with that and as we found from what Professor Stock was saying everyone therefore is a lawyer because every citizen can represent themselves in the court of law and unfortunately sometimes do that means everyone is also a law student so open access to the law well that's just the beginning of legal education for everyone so we've got to start there before we can go on to greater things so let's get it done so that that can happen John that was really a very creative and engaging understanding where you're headed but in a way you're creating or arguing for the creation of a book or an e-book that basically replicates books today it's just text where are the features that make it engaging graphics where are the pictures where's the video by the way where's the audio that opens up the experience and really transforms legal education I didn't I think of that that's a great idea absolutely once you're in a digital realm you can link videos in you can link audio you can link simulations you can link Cali lessons those are pretty neat to attach to the books and things like that I was trying to first of all keep it under a half hour but also stick to that which is relevant to what people understand today a book is because you start from where they are and you let them or they or you let the you move beyond that as people can sort of accept the change but I completely agree that that would be part of it hold out the vision you don't have to do that you can still take your text and move it into a digital environment but expand their vision the law school faculty seems in my limited experience seems terribly focused on what we did yesterday or 20 years ago or 100 years ago just fine for doing what we have to do tomorrow but if you just nudge them a little you may actually say I think I'm going to be radical here and add something else add pictures to my chapter that will move them along let me say for 20 years I've been trying to get law faculty to radically change the way they construct their curriculum and it doesn't work to excite them I know all the radical law I know all the radical law professors in the country they can fill this room or they want to do things that are even beyond they want to do really complicated stuff that's what I would call self-program very individualistic, expensive and some of them want to get grants to do some really cool amazing things what a lot of these projects didn't do was get permission to redistribute the results and so they did their one off they can use it nobody else can they didn't go through the electoral property gone so in some ways my goals are more modest so that we can bring everybody along but I would anticipate that absolutely we would want people to participate in all sorts of matters so that's a very compelling vision of the future of the casebook either with audio or giving up their copyright or the raw materials that you need are those available today or does government need to do something different in order to let you build on top of that not yet they're almost available your car ball dump last year was a huge step forward but that was only the Fed stops right I have the state supreme court cases I don't have the district court materials I have a lot of the with lii I've got us code but there's all sorts of other things as you saw in my little picture of a book there's also a lot of new articles that people want to take actually what they want to do is go out of the nexus and just grab articles out of that and drop it in I can't create a commons an article that's been grabbed out of Time Magazine or New York Times or something like that so that has to be dealt with which is to say, explain to the users in a way that either a sufficient fair use can be done or you just don't build freely available stuff with that inside of it it just becomes a link to the outside of that right your name? oh, Walt Tom from the default brand law library hey, Walt do any of you think this is a course management software like Twin and Blackboard and there's a new one coming out can you provide an opportunity to put stuff together in a way you described? there's a couple of prototype systems that are like essentially book authoring systems textbook authoring systems and there's even a couple of startups Flackworld Knowledge and the Institute of the Books got something called the Sophie Project but even that's I think you're trying to we looked at that as well but we don't have to solve the hard technical problem here no writer blog can get it to us in word format we'll take care of all of them for conversion and we'll start by just doing it manually and then as we ramp up we'll build automated systems that basically you know, you drop one format in it outcomes, you know, all the formats that you could possibly want you got a little bit of chicken and the egg thing you take a bunch of many stuff and you check out the rest of it it's a past it's absolutely a chicken and egg problem but I'm hoping they can bribe people but it's not I mean it's not a bribe I think the single biggest problem I have is I'm not west I'm not Aspen and not Lexis I don't mean the companies but I mean the imprint of their presence you know what I mean and so I shouldn't start calling this E-Lingdell press so that but the problem is the people that really care about that already have casebook contracts so it's not like they're going to extract themselves from one of those contracts and come to us we actually have to go find all the people that don't already have casebook contracts and there aren't many of them left because the big three have been signing up everybody who wants to write a casebook giving them enough money or giving them at least the reputational points for doing it I don't think there's a lot of people out there that have casebooks so I either have to overpay or pay a lot of money or I can get people to write chapters at a time the chapters I thought would work or I still think it might work because I want people to select either the class that they wish there was a better casebook chapter for or their favorite I really love teaching Rule Against Perpetuity so I'm going to write the most doing it and I'll share that with everybody and they can become the God of teaching Rule Against Perpetuities Jerry? I understand he is that the used book market is the real bane of textbook publishing and the best way to kill used books is to produce an electronic version of a new version every minute so why aren't the big three competing against each other in this domain? Is there some collusion there that they don't want to invest in these technology because they're making plenty of money with the old it would seem to be obvious that I'm sure they have a capital investment in their printing plants that they're amortizing but that was an old issue my estimate is that the market is about 100 million bucks for the communication textbook market about 20% of that's going to these are just pulling it out of my ass frankly but I have to do a lot of reading about other markets and things like that 20% of that's going to book stores 20% of that's going to the printing costs 20% of that's going to the overhead there's 40% left 35% profit 5% going to the office maybe 10% if you do an eversion of that you save the bookstore you knock out the middle man you save the printing costs so you can drop the price 40% right there so $100 book becomes a $60 book instead and it weighs a whole lot less typically though you'll see that they'll price ebooks at exactly the same or only 10% less instead of $100 it'll be $90 or something like that and it's heavily DRM they don't want to just sell one that becomes shared


Everybody forced here rip in 2023 prism baseball hobby Six bucks number 10 pick a team a to D with the Giants Chris F. Cubs a's Dodgers Colby C. Guardians Daniel Y. Braves David T. Blue Jays Edward P. Red Sox Cardinals Eric J. Astros Francis H with the D backs Orioles Padres Reds and Marlins Glen K. Rays twins Jeremy J. Rockies Jim L. Rangers John W. Tigers Keith J. Metz pirates Matthew B. Nationals Randy are with the Phillies and Mariners Roy M. With the Brewers Ryan B. Has the Royals Ryan M. White Sox Sean F. Angels Tom C. Yankees Let's get started everybody. Good luck. I'm excited. I'm excited to on the way back find a cookout to stop at We've been missing out in that restaurant apparently Been hearing about that place for years Yeah, like I'll drink I'm looking to eat Oh Man as soon as I pull on that hotel money now I'm like, where's the bar my liver light's gonna be blinking red Red Jacob Barry to 199 for red Barry for the for the Marlins there cracked ice bedro Purple ice stagial for the pirates. Oh, we got a hot box then right? Yeah purple ice stagial and all evil You got the top of a little bit here. It's two per pack on the hot box the purples Hot box Don't get any idea. I know what you're thinking John Silver Jackson holiday Orioles got Ruby waves that netto angels Who doesn't am I right this is great, huh? Look at these cards that purple ice a luller and LeJoy Yeah, who doesn't? Who wouldn't enjoy this right here? Got mojo that is a Joe at Tinker for the Cubs number to 25 Pulsar Mick Abel Purple ice lighter and Dick Williams Yeah, it's only some that's all you need that if someone asked you to prove it. I got you. I got you. I feel safe Green scope whitey Ford for the Yankees number to 75 Cracked ice Chuck flying Purple ice Bob feller do what is this guy doing the Guardians of what is this? In zagging for the Rockies That's how that guy threw a baseball I could bunt 250 feet off of that Silver Owen Murphy for the Braves Ruby wave is Larusa for the A's Purple eyes Barreira blue jays and Flores tigers. They sell alcohol at the show Orange wave Karoo for the twins number to 50 You buy very expensive drinks in the show if you want Pulsar lefty Williams white socks at the end of the day I guess yeah Purple ice Flores tigers grace for the Cubs. There's no I gotta be working like It's a pain God Griff McGarry to 75 Phillies auto Griff McGarry That's an old school name right there Griff McGarry purple ice is Zimmerman Nats and our taiga giants Yeah, exactly Chris. Those guys are pitched like that. It would pitch eight innings every game every like three days Silver Elijah Green Nationals got a red Jordan Loller Diamondbacks to 199 Hyper Walker for the Cardinals purple ice Pucket twins and one gone Rangers Silver Evan Carter pot of gold Rangers Purple ice Ryan Texas. I need grow for the Reds I need grow So all timing names are funny Little redemption Masataka Yoshida Red Sox potential penmanship. Let's go Red Sox Masataka Yoshida There he is Purple ice trammel tigers and Carlton Phillies lefty. Yeah, Yoshida has been killing it sober Rick Farrell. I think that's senators and gold Tom Glavin. Hi said Atlanta six of ten a gold Glavin hyper Collier Reds Purple ice and Mason when Cardinals Molliter Brewers Rick Farrell, I believe is gonna be the senators as well Yes senators, which became the twins so senators on that Rick Farrell silver the twins and a 75 Rangers auto Owen white Oh And white the 75 Purple ice Jay shung and Berger Jenkins orange wave Drew Jones for Zona Number 250 you got cracked ice Locklear for the Mariners Silver Andy Rodriguez Pirates review wave is Melton for the Astros Melton next Thursday Walking across the street Mariners Ken Griffey Jr. On the blue prism the 149 Pulsar Kumar Rocker Rangers 1500 points a lot of points in some of these in some of these boxes We'll random that at the end everybody green scope coming Silver a manual Rodriguez twins green scope is a Jordan Lollard Diamondbacks 75 Hyper Horton Cubs is sports betting legal in Illinois Macaulay, Ordonia is auto to 75 white Sox Does anybody know I'm just curious is it like semi-like legal? You're like certain places like pretty restricted something like that. I bet we're close to a casino. There's one up there Yeah Berger Jenkins blue for the Cubs number to 149 color match cracked ice Al Simmons Phillies That goes to the A's you're like that guys up Philadelphia athletics stays with the A's Is it everywhere there's just have to go be done at sports books I can download like Draftkings and to get there and just Or fangirl or whatever silver LED like who's Reds? Ruby wave can air go white socks. Yeah, like I think every state has it's like an extent at this point outside of like a couple purple Taj Bradley for the rays number to 99 Pulsar for called Dodgers After casino gotcha. Okay, I guess, you know Okay, that sounds interesting Tim 75 Mason our auto for the rays So you have to go to a casino and then oh, that's kind of that's interesting a lot of places you just have to be there Silver mark grace for the Cubs got a red Wakefield for the Red Sox But 199 hyper Soto Reds Sub Jackson Jackson what up color blast Cal Ripken Orioles, that's awesome the MLB's Iron Man Cal Ripken on the color blast Love it silver Yoshida future stars Red Sox All right, let's get basketball filled up. We've got revolution coming up soon and chronicles later on as well Matt's live on channel two with personals as well. Got all the bases covered for you tonight 9-9-10 there's 10 to go. Here's a link for Chronicles the brawn is gonna be in attendance at Messi's debut So Jonathan Rich making some money a silver drew Thorpe for the Yankees Ruby wave Pedro Red Sox Anybody watch the fanatics live debut that we had yesterday Blue Prism Ventura Ventura to 149 for the white socks. Yes. Oh, oh, Mr. Schicka dance I thought you were somebody else Pulsar Raffaella Red Sox Probably James Wood Nats base auto you're nationals And what is that? They do though Silver Valera Guardians purple Eddie Murray Orioles Number 299 hyper pages Dodgers Okay, Kevin Alcantra on the Cubs autumn We're leaving early morning Monday morning. We'll be there by Monday night. It's at some point Monday night evening Yeah Evening at best I would say well. We also gain an hour though We're going to other time zones. That's kind of cool That kind of helps us a bit We'll be tired as heck, but I said, I don't know if we're rotating it won't be terrible Oh, yeah, man. I got good time. Red Vigio to 199 Astros Cracked Ice Jacob Barry Marlin, so to probably use it at a time My wife and I had to drive across the country in separate cars Over like the course of like two and a half days You're driving like let's what 12 hour days and he's every single day is 12 hours. Don't I mean that gets tough I'll be locked in, you know, it's over Lugan Dbex Ruby Wayne McDougald What do you hate so much about it come on I'm not pulling for it I'm not like. Oh, yeah, let's do that because I'm a man Okay, blue Miguel Blase the 149 Red Sox Pulsar Pedro Red Sox Sean's a man's man you guys clearly Here's Sleven sports Got a Gordon Grisepo Cardinals base auto hookah. Yes, for sure. I don't think I've ever had one Yeah, we'll get it at some point. It's I'm not the biggest fan of it, but like I don't dislike it I mean, I just won't try from there Yeah, so we're a snelling Padres, it's also a good thing that'll fill you up super fast You like two slices and you're like done Green Scope Robert Moore for the Brewers number to 75 Hyper Fred Lynn Red Sox No, we'll be fine what Tuesday will be like we'll set up that day, but it's not gonna be like a heavy lifting like Like setting up is not gonna take us that long especially since everybody else gets there like early afternoons So yeah, silver is seaver for the Mets We gonna be alright plus then you have like Wednesday morning as well because the preview doesn't start Like we have to be ready to eat like some of us have to be ready to do certain things But like the booth itself doesn't have to be like fully operational until like early afternoon Wednesday because the preview starts at what like 530 or 6 so Tuesday There's nothing orange wave win for the Cardinals to 50. It's just set up set up, and then what we're doing that night Got atomic Meyer Red Sox, but there's no like this show is not open Tuesday. Yeah, it'll just be a lot of people setting up their booths So that's why it's nice to get there and get set up everything get everything at least two year Yeah, that night, but by the end of that night then Wednesday you just finish up Last year we set up starting on Wednesday that was We're supposed to break all day too. That was that was something Silver Brandon font for the Dbecks Ruby wave is Warren spawn that goes Braves. That's Milwaukee Braves It'll be good after a long day at the National. I'll tell you that a slice of deep dish Just gonna find I don't even know if there's a malnadi's closer there Got a red Jim Rice Red Sox out of 199 Pulsar Brian Ramos for the White Sox. I don't know if they like the liver how far I have no idea Maybe have to make a run or something It shouldn't be too difficult Ramos Dodger's auto plus. I don't know anything around there. That's like gonna be like divey local Because it's not like people are dining deep dish all the time, so it's over a loose and I'll coon your Rangers blue prism is Tucker tommy for the blue jays the 149 hyper big hurt Man, I don't even want to know what you're gonna say next Silver pot of gold is Jim tommy for the Guardians or sorry, that's Billy's tommy Billy's tommy Shane you're gonna be there every single day, right? Shana UVIP Purple Pedro Martinez Red Sox number 299 a time exact gal off ace You know, it's funny is the Cubs play at the White Sox that we so you like interleague entered of inner inner city rivalry Got silver Edward Julian twins Ruby wave is goose gosson That goes to the twins Washington senators goes twins Okay, cool.  There's some things we have going on at night But there's an I might be a good night to hang out. Yeah, there's an I'm gonna be a good night I don't know what time I'll be done at the show that day because I got that meeting now That came up that red jerk for the Cardinals the 199 Pulsar how you leave Phillies and we got that one thing to go to Well, Shane has my number and I'll give it to you too, and yeah, we'll definitely lock something down We're gonna be all over the place, man Kim Collier reds on the atomic auto. I think the there's a big trade night Thursday somewhere I might be a good place to meet up And a lot of stuff a lot of stuff. Yeah, it kind of stinks. It's not White Sox at Cubs That'll be a little more fun of an event to attend silver Paul Wainer pirates. Let's meet at a bar. Oh, yeah No, yeah, for sure. I'm not just saying like she's got to find the right place blue to 149 Marachal giants hyper Larry Walker Rockies I'll be at the bar putting out the vibe. Oh, yeah, for sure Kid me You got a Robert Hassel to 99 nice Nationals auto won't be burned out. It'll be all right Tuesday. I'll be a nice We'll be working but it'll be slower paced Purple Cole young for the Mariners to 99 That's Sonic Javi Lopez for the Braves Heck yeah, we'll have to do our best to like Find out what and when Yeah Wednesday night after VIP preview might be a good time to do it as well that might be a good time to hang out with I don't know who else will be there, but at least Shane So I don't think we have anything that night because the preview goes into like what is it 830 or 9 Shane Shane Probably knows it more than I do But that's not too late No, Fergie blue to 149 for the Cubs atomic Brennan Davis for the Cubs From Vegas Silver Dell Murphy Braves Ruby wave is Elijah Green Nationals Yeah, especially when you see knows they don't have no windows because they want you to stay I don't want you to see the Sun come up so tired Purple Taj Bradley for the rays so with 99 Pulse our rocker Rangers Sounds good Shane. Yeah, the VIP preview Wednesday starts in the evening sometime like I think I don't I think it's like six to nine or Something like that Yeah, 900 points ran everybody at the ends. What is with prison baseball and like the high point amounts? They usually want It's like a box number that be looking for a silver JT again for the A's Red Hertz dog for the Cardinals to 199 Hypers of all the Rangers Receipt yeah, I probably just order info I guess I've never done it with Panini Yeah, I should know these things but Shane he's getting close and he pages auto Dodgers It's another good question. I will look it up. I'm trying to I'm gonna he's finding out when the VIP thing is it's it's Wednesday evening. It's just yeah early access kind of Blue netto to 149 angels atomic how new house or tigers Plus VIP is nice yellow VIP section grab ball of water and sit down It's like one of the places like seats in the whole building outside of boots and The very few tables out like a concession area, you know silver Espino Guardians Ruby way Paul wainer pirates Hey, that's what a lot of people do rich a lot of people do Green scope is Walter Ford Mariners is 75 Whole Sar just a more no twins. It's a huge place. I'm sure there's still tickets available for Certain times just do it. Let's go rich. We gotta go Yeah, it's beers bring some money by some cards some trash Sean doesn't know that we're going to a card show. He just thinks we're gonna go hang out there, buddy Taj Bradley Otto for the race Yeah, so doesn't know actually gonna have to do some work He doesn't actually have to do some stuff It's gonna have to be my bodyguard wait till you see the paparazzi in this place, you know, I'm just getting this over cool Papa Bell What the random that that is not that st. Louis like homestead or something He was not an MLB player We're random that at the end as well red Fabian Orioles number two one that a nine hyper opericio white socks For next year I think next year's in Cleveland. Oh I think we got a manga Yeah, we do manga Babe Ruth Yankees on the short print Baby Ruth baby Ruth With a truffle shuffle Do it a lot. I love the candy bar this guy made one of the best Yeah, it's all I can remember important awesome candy bar for a short print here, baby Baby Ruth baby Ruth second to none Tom Steve or silver I'll have to watch that tonight USA women versus Vietnam cup opener. I have a feeling they're gonna score like 10 goals Right next to Nolan Ryan. What's up? Six?  Oh, no, sorry. I was talking trash about Heinz Ward. Oh Yeah, so that got him going.  Yeah, no basketball Prism needs manga's dude silver prismatic Jordan Lollard d-backs. I Want them to get they don't have to make it like just exactly football, but Selects basketball and prison basketball needs something to like It's like take it up a couple of notches Blue prism is Rodriguez for the twins here to 149 atomic would jet the Mets.  That's true Jake is 21 he can stay up till four and he'd be fine Cartaya auto for the Dodgers Probably like I wasn't really that bad this week. That's what everybody says and they're always like top three Purple hair Harold Baines White Sox to 99 dude Sean's like Santa Claus. He sees you when you're sleeping He knows when you're awake. They got atomic Tory hunter twins Silver one gone Rangers Ruby wave is sit on Raphael the Red Sox Yeah, exactly famous last words exactly. Yeah, I think Kyle's say that every week and then he'd be like top four So he stopped saying it He's still top four but At least he's not fooling himself anymore at least he's being honest two randoms here one for points and One for any non MLB cards Which is mainly I think just as cool pop a bell Um So the points totals will do there's 1500 and 900 top spot gets 1500 second spot gets 900 Second random whoever's up top will get cool pop a bell silver and any other I think there's a few base that you would get for non MLB three and three six times on both two points first one two three four five and six nationals and then Rockies and For the non that will be up top here one two three four five and six tigers Don't it was aggressive last night Paul. You gotta you gotta let me know you gotta let me know To cover up You're on autos of Cartaya lighter Madden Bradley Pages Hassel Collier Jose Ramos Gordon Graceffo Calvin Alcantra James Wood Mason our Maglia Ordonez for the White Sox Owen White Gryff McGarry manga Babe Ruth Baby Ruth Ruth got colorblast Cal Ripken and Redemption or Red Sox potential penmanship Masatake Yoshida Very nice six-boxer. Thanks getting buddy number 11. It's coming up next


We're here at the International Forum for Water and Food in South Africa and we're playing the Happy Strategies game. We have a group here, Justice from Zimbabwe, MK from Zimbabwe. My name is Alan Duncan, I'm working in Ethiopia and we have Jens who's based in... I'm based in Nairobi and looking in and out. You're working in and out? Okay. Good. The strategy game is about putting together different rainwater management practices within the landscape to develop an overall strategy to improve livelihoods and to prevent environmental degradation. So we had a discussion trying to identify some of the issues around rainwater management in this hypothetical landscape and we came up with things like erosion as a problem, soil fertility as a problem, low yields, low access to markets, problems with storage of water for the dry season, deforestation as an issue and so on. And then we had a series of these cards which are practices, for example this one is woodlots and we tried to split the landscape into three zones, the highland zone, the midland zone and the lowland zone. So what we came up with was in the highland zone, there was a suggestion that it might be possible to introduce fruit production in the highland zone based on orchards and maybe some timber production as well but that would require quite a lot of technical input and also some fairly specialised inputs. In the midland zone obviously erosion is a big problem and soil fertility is a problem so combinations of bonds to prevent soil, to prevent runoff and soil erosion but combined with measures to improve soil fertility. And then the lowland zone which is prone to flooding, there was a suggestion that we need to establish some microdams and potentially some ponds. And then, so that's all very well, these are the kind of practices we identified but then how do we actually go about bringing these in? And it was clear that there was quite a lot of system failures so one key issue is that a lot of these interventions require collective action and that's not really happening at the moment in the landscape so the real need for in terms of intervention is some kind of farmer organisation or development of cooperatives. Those would help to link farmers to markets, they would help to provide clusters of farmers for training, they might help to introduce participatory approaches. The key for developing these farmer organisations is the incentives for farmers to get together and we thought about various incentives for building these farmer groups including economic incentives where input supply was based on group formation, perhaps introducing some self-help group models or credit and savings models because a lot of these interventions are quite capital intensive and for all this to happen there would need to be some serious NGO involvement with experience in building farmer groups and that was the strategy that we came up with. The game, I was just saying, we did this game in Bahadar a couple of months ago. This landscape was based on an Ethiopian landscape and we had the only person in the group who had experience in Ethiopia was myself and we found it quite difficult really to work out what needed to happen in this landscape partly because we all come from very different landscapes so it was less easy than when we ran the game in Bahadar I think. Some useful discussion and we learned a lot through the process. It was very useful because this kind of thing almost all the strategies that I needed in any person was the problems that are in this particular hypothetical situation seen to apply almost all the business, including the business that we actually come out of. All the approaches we need to invoke the concerned stakeholder that is the farmer and some of them have been involved from the whole side of the project. As I don't honor it and create sustainability was that if the ownership is built then the program is sustainable. I want to learn a lot about the strategies, not the strategies but the intervention measures we were discussing. Different opinions whether they work or not from the different basins and that was quite interesting. This tillage thing was interesting and the staffs. Sabine said something that worked very well in the Walta which was didn't apply at all in the Ethiopian highlands. I know it was the help desk. Participation of the community that she thought as given and that was our main problem. So there's a lot of things we take for granted coming from a particular basin whereas people coming from another basin might have a very different perspective. So that was quite an interesting outcome.


2-1 England, Stirlum. Who do you think is going to win at golf, gollum? What's your come up here? Ball and keep still. Can't be having no chance. 2-4 ball. Hasn't he got it yet? I'm not sure I have. Quick swing of that. Oh, you cranky. Yeah. My jossie is in a bit. I'll go and put one of the ball down. Good to go. Hello Andy. Check your bike. How's your drinking? How are you doing at golf? How are you doing? I'm fine. Just in time for your caddy to be here. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Lovely. Cane late winner, 3-1 England, 3-1 England, 2-1 England and horrendously, horrendously. Cheers lads, is that you yeah horrendously? If I hit it well, I'll take it. Please keep head with me. I got four shots. Tell you what, it's straight. Little free one. Yeah, oh turn last minute. I can't wait for the cooks to serve my tea tonight. Hit it, take it away. Can I have that one? Need pressure. Do more seconds and we're going to swap legs. Whatever stretch you want on the way through. Bit of break, bit of break, bit of break, go on. Whatever stretch you want on the way through. Really go for it a little bit on exit, yeah? We're not going hard hard, but we're going for it a little bit more. Go on. Where's your arms when it's chasing? Bring left, left, left, let's go on. A decent enough session today, with our little passing drill, five holes. Usually at the end here there's a fire, some double fire doors that are always open, right to the far end of it. How do we go that way? Some detail about that. Half on Astro. It's just hard. Yeah, yeah. What day could win this? Yeah, not just one. If he sends me a new driver. Two sets of eight on each leg. Nice one, lads. Step on to the next one. Halfway, so just step out, sit back into it. Four or five each leg. Change when you get halfway. Okay, we're going to go single leg on a switch this time, so in ghillie position, it's normal. We're going to go single leg on the ghillie. It breaks it up, doesn't it? Change your scenery. Get your chat out. Stop, chopstick time's going to be a shuffle. I'll be stood halfway and it's going to shuffle for me. Come on now, come on.  Okay, guys.


Hello everyone. Good afternoon. Thank you for joining us today and welcome to this webinar organized by School Education Gateway European Toolkit for Schools, which is running a webinar on promoting inclusive education and tackling early school living. So my name is Ina and together with my colleagues, Ismini and Leonora will be we are delighted to support this first webinar of the series, which will be dedicated to family participation. So today we will focus on how schools can involve families in successful education actions and to improve students learning and social and emotional development as well. In this sense of educational emergency that we are living right now, it's extremely important to reduce the already existing learning and social inequalities. So we will also look into some practical questions today, practical examples from several EU funded research projects to see how families can be effectively involved in supporting their children education. So here you can see our speaker panel today. And so it's Rocio Garcia Carrion. She's a research fellow at the University of Deusto and her research includes inclusion of marginalized groups, family and community involvement. She has contributed to identifying evidence based actions for inclusion and social cohesion. We also have Blanca February Lopez and she's a secondary education teacher at the Sagrada Familia School, where she puts into practice different successful educational actions with strong family participation component. So I'm very curious to listen to our speakers today and they will share some interesting practices. And before giving the floor to our first speaker Rocio, I would just like to point out that the session will be recorded and the recording will be available on our web page together with the slides of our speakers. In the meantime, if you have any questions, feel free to post them in the group chat and we'll try to address as many as possible in the end of the presentation of our speakers. So I will just give the floor to Rocio. Thank you. So good afternoon, everyone. I'm delighted to introduce this first part of our webinar focus on family participation always matter, even more during the COVID-19 pandemic. So I'd like to start to tell all of you that we all know the challenges and the threats that the educational emergency is seeing from the health crisis has posed to many schools, teachers, families, and in particular to many children worldwide. But many of us do also know that even in the most difficult times like the one we are living by now, research, science bring us hope and knowledge that is absolutely essential to improve people's lives. So today we want to make the most of this webinar to share with you some educational research that has achieved educational and social improvements against all of the earth. What is more important that research is telling us at this moment is that with no questions, however, is that learning and social inequalities that many children face worldwide can be preventable and can be reduced. For those who are involved in poverty, they are not doomed to fail in the school, so they can succeed, they can overcome those inequalities and family participation always matter. It's a crucial issue. But so what the research specifically is telling us and I will introduce in these three parts of the presentation is why should we involve families and communities in children education, why is that important, why that matters and for whom. And if we acknowledge that that is important, how we can do it effectively across the schools in Europe and beyond. And even in the most challenging situation like the COVID-19 pandemic, we can transform difficulties into opportunities as Blanca will let us know later on. So we start from what scientists telling us regarding this topic, even in the most difficult situation. So we know from educational research that from decades, family involvement, family participation can make a real difference and can improve education and children's lives in many diverse contexts. This is that the work of Joyce Epstein and John Hopkins University show many evidence on that, but the research of many other colleagues around the world told us that involving families, family involvement can improve children's cognitive and emotional development from early years, can improve academic achievement from many diverse schools, including children belonging to ethnic minorities and with minority background, and can also develop socialist, contribute to the development of socialist skills for those children. So there is a consensus on the importance of that impact of family involvement. So the question here is if we know that that's important, and if some schools are actually showing that those results can be achieved, the critical question is how, how we can do it, how we can make the most of that family involvement to make a difference in children's lives. That poses a critical question in terms of not providing those benefits from one kids and leading others out of that opportunity. So if we look at one of the most relevant studies in the field, one of the most cited and greeted in the Cambridge Journal of Education, that was awarded with the best paper prize. That longitudinal study conducted by Fletcher and Soler show that even Roma families and their children were, which are one of the most systematically excluded populations in Europe and beyond, engage successfully in a school during years and over years sustaining that improvement through dialogic learning. What that school did, what is that research show with that study, that opening the school to the entire community and engaging families and children in transformative interactions using dialogue to offer them an opportunity to learn and to flourish together, gave that pathway for transformation in terms of reducing inequalities and improving academically and socially. What were the main results that they achieved in doing this research? So they show that ending with a school failure was possible by reducing and basically eradicating drop out, as you can see in the graph on the right hand side, well increasing the enrollment of the students in the school. So in a period of a year when looking at the results in the standard evaluations, all the children from one year to another achieve higher than the average in those standardized evaluations. So those kids were most of, most of them Roma and most of them living in poverty and those results are remarkable, that improvements, but beyond the numbers, there were hundreds, thousands of children that benefited from that research. They were children like Maria, this girl, when before the research, she was 10 years old and she was writing and reading with difficulties. But the dream in her school when she was 10 years old was doing well, was graduating, graduating in secondary education in a situation with a father who spent eight years in prison. Even in that context was basically imaginable that that could come out from the prison thanks to the collaboration of the teachers, of the head teachers and the social workers to support him to come into the school, to come into his children's class and volunteer in learning mathematics, in learning languages, in learning English. All the subjects having a real participation at the core of their children's education, of his children's education and after six years, she was graduating and making that dream in secondary school. The result of how this was achieved, how that participation of that father among many others were engaged in a school. That was the process of the research that we conducted across all Europe that was the included project. The included project was the only research in socio-economic sciences and humanities from the sixth framework program included in the list of the 10 success stories in European research highlighted by the European Commission. The result was included there because those results like the ones we saw in Maria in the case published in the Cambridge Journal of Education were replicated across hundreds of schools in Europe benefiting thousands of children and achieving a remarkable scientific, political and most important social impact that once the results of that research were implemented in that schools across many other, they achieve consistently those improvements in academic achievement but also in social cohesion making those systematically excluded part of an education that was actually making a difference against all the odds like that community was suffering. So this way that we will look at in depth in the second part of this presentation was replicated showing that was possible placing immigrant and minority family and community members at the heart of the school, at the center of the children's learning process. That was done across schools in Europe and elementary primary education, but maybe we have also teachers with us that are in secondary. So we show that with the similar patterns of involving families in those successful educational actions. We provided evidence that was possible to reduce early school living among secondary students and from that that was one of the main results of the project to identify those successful educational actions in which families and communities are engaged through dialogic learning through dialogue and interaction and was replicated achieving the best results across many diverse contexts from European schools to rural context for example in Colombia and across Latin American countries where they have shown to improve mathematics or languages among others. But having an impact on teachers who were striking for them having experienced that amazing commitment of parents and children when they had the opportunity to be involved in the learning processes in the in those issues that are crucial for improved children education beyond a touristic or for clarity participation beyond going to the parties beyond going to the informative meetings. So that approach that's a successful educational actions are bringing those improvements currently to more than 9000 schools in more than 10 countries across the world showing that can those learning and social inequalities that this health crisis and this educational emergency has raised can be reduced and can be prevent. That is one of the most important messages that science is telling us that not all types of family involvement are equally successful have the same impact but that we have the knowledge we have the research knowledge to involve families and communities effectively. But as researchers who we work towards social impact to improve people's lives we know that to know is not enough. We need to have that impact and we need to identify and provide the citizens the society the teachers the families without how they can do it effectively. So we will move on to see some of the key aspects that this is cool that any school in the world can do even in the most difficult situation to engage those families effectively one of the key evidence that we have in the international scientific community. And there is a consensus of for example show by the center of developing child from Harvard University is that is crucial for learning and development the interactions that children have with the adults who care for them. So others who care for the children are not only the teachers in a school they the interactions they have with the families with other adults around with the community have had so important to transform those early interactions for years and that we have an impact across life span. So that has been defined as serve and return interactions those reciprocal interaction that build responsive relationship caring relationship for those children and they are so embraced with the learning process. The schools that implement those successful educational actions open the opportunity for families to engage in those transformative interactions because we also know that many of them. Those especially living in poverty are having their children exposure to 30 million word gap 30 million words that of exposure of the children who are living in poverty than those from academic families. So and we we want to work for warranty that right of education to every single child without differentiating and perpetuating that gap that we know from classical studies that is already there. Good news is that is social that is part of the children's social context schools can make schools communities interactions with families can make an enormous difference to bridge that gap. And that is what what these schools like the one we will listen later and all the schools we have been doing this research are showing that this is possible to open those classrooms where parents say they really like the idea to participate in their children education because they gave up the opportunity to have a real impact on children educational outcomes. But as we said and we know not all interactions are equally effective. Authoritative interactions impose power relationships between teachers and families can be a can hinder families participation. Instead, what we are analyzing the research and we observe in small groups when we were with parents supporting their kids when learning mathematics when learning languages when learning music is that they interact through a egalitarian dialogue one of the key principles of that dialogue in learning which is a enormous and merrily merrily school to engage those families so creating those spaces supporting the children from giving arguments giving the reasons making them critical thinkers and learning and sharing that fashion and that motivation for being part of the everyday life in the school in the important things in the learning in the classrooms had an enormous impact on learning mathematics for example for those kids that show that opening those classrooms and those schools to the dialogue with the entire community to create the dialogue in the classroom as this project in the FB 7 framework program in the European Commission showed was giving a message that we need to open the school to the dialogue with among the children with the families with productive and articulated reflections that engage in meaningful and supportive relationships to create those supportive relationships with the families among the children. We need another critical aspect which is introducing help and solidarity interactions to create that supportive and secure and safe learning environments in the classrooms. We know that having diverse diversity of adults coming and volunteering promote inclusion of every child and success for all but especially for those those most vulnerable like the ones belonging to ethnic minority or to immigrants from that study published in the Cambridge Journal of Education we obtained those evidences we knew that from those in most vulnerable situation those interactions were crucial but we replicate those learning environments those dialogic classrooms opening to other parents and families with from middle and higher socio-economic percentages without any particular problems and again we observe that in those contexts when they engage in those productive and meaningful interactions behaviors of solidarity and of friendships were significantly improved regardless to those who didn't have the opportunity to participate in those classrooms. So what we see is those successful educational actions are bringing those improvements to those most vulnerable but also to schools in Cambridge in England across many other contexts with no particular problems in socio-economic issues but why that is happening what kind of interactions we need to offer not only to the children but also to the families. What we observe recently is those help and guidance interaction having the others guiding the children in the mutual support in their collaboration and learning was definitely essential for achieving those improvements. That cannot be done without engaging those families in trust and based on confidence relationships. So more recently to bridge that gap for those families who are disengaged who have been suffering themselves from a school and who may feel that they don't have the tools or the skills to support their children we have we have in the research the opportunity to provide that framework for the schools as a teacher. We know if we work in a strong collaboration through that egalitarian dialogue among us as a teaching staff and communicate that approach to the families we can move on building trust based relationships building that confidence that establishing that common goal which is for the schools providing the best education for all children so that the teachers the same education that we want for our own kids is that education we need to put to offer to other people's children to the children we have in our schools because is a way to put in the logic learning into work for all to learn and flourish that is the opportunity that this framework give us and how that can be done not only involving families in their children education but offering opportunities for mothers or fathers to engage in educational processes that can have an impact on their own education. When the school is open to do to read and discuss the greatest literary works in literature like the Odyssey Romeo and Juliet or the Arabian needs, we have to observe in that research that interactions between a school and home and transform Children and families discuss at home about the books they are reading in the school so the mothers can improve their motivation to help the children and they are they themselves can are empowered and feel more confident to support them. So those transformative interactions regarding to academic issues in the school coming to homes entering into the kitchen into the dining rooms and the conversations the interactions start to change so in a situation like that like the one we have now those schools who were already engaging those processes so much more opportunities and they have much more tools to deal with a crisis like the one we have been facing. So this man say during the dinner they speak about those books and they she explained to the children to the husband some of the debates she has the impact of these transformative interactions that make people in power and committed to the school to their children's education has led them to dream and dream bigger even those Roma families who were engaged in this process like Raquel she's a mom of three kids. She let the school when she was young and then dream to come back to university to higher education the first in her family in her story and dream to go to medical school. Now she is doing medical school she's being a role model for the young kids coming coming from a very poor background and being a Roma woman. So what what research was science is telling us and if we put the families at the center of the educational processes and engage them in those successful educational actions in those spaces in classroom and beyond. We can dismantle some of the educational needs that have been unbending and excluding children for so long just because they belong to a families with no academic degree or just because they come from low socioeconomic status and that has been perpetuating the inequalities when we know now that are possible to transform. So now is the time now we have the entire opportunities to transform difficulties into possibilities. Even during this COVID pandemic that has had implication when schools have been closed and children have been without resources confined at home and families were facing those poverty, illness or violence even though this introduction has been moving from schools to homes through the digital tools through many pathways towards transformation to continue building the skills that all adults need for life. As our teachers maybe we can be very worried about only thinking about our work is our children. Other people should care about adults, but the key message from Saiyan is that if we want to transform learning and human development, we need dialogue and interaction, but we absolutely need to put into practice those strategies, those actions with the families. If we want to have an impact on the children, we need to care about how we work with the adults that are important for them because otherwise we couldn't achieve those objectives and those results that every teacher want for the students to achieve the best. So the two key messages we can pay from here is those processes of transformation and strongly embedded in the social context and depending on dialogue and interaction and now we know how to provide those egalitarian spaces, those trust based relationships engaging in those solidarity interaction where families and communities can improve, can transform the interactions at home and in the community to offer the best to all the children. So just to conclude, Saiyan is telling us that with that approach, as we have been seeing when monitoring the impact of research as Ramon Fletcher was hired as the chair from the European Commission to evaluate and to design the indicators for all sciences to see how these research can actually have a social impact and can improve and move us towards achieving the sustainable development goals to ensure high quality. In addition to high quality education for all, we have been seeing that that is possible for other projects across Europe and through tools that are already in our hands like the European toolkit for schools that are providing us with those evidence to make the dreams of many children like Maria to come through even in the most difficult situation. That's the message of hope and of knowledge that can actually is improving people's lives and now we will continue with Blanca who will let us know specific and concrete examples from the schools that are making this real and possible. Good afternoon. I'm Blanca February and a secondary school teacher. I will speak only about the work in my school. I will also present some examples of different schools from the network of schools and teachers that are represent here. This is a group that is very diverse. I'm going to tell you the experiences that these schools have had during the COVID-19, including families for the improvement of education. We live in challenging times and we need more than ever to join forces to continue extending the quality of education because how can children foster social skills where they don't have the necessary social interactions? Or how can parents choose among learning different learning environments when all the options have clear downsides? These concerns and choices are even more difficult for parents of children with disabilities who are among the most vulnerable students and who are at increased risk of regression, especially during the school disruptions. As Rocío has just explained, interactions not only with the students, but also with the entire educational community are essential to achieve the quality of education that every single child deserves. With the aim of dialogue and transforming difficulties into possibilities, a group of teachers, researchers, principals and headmasters and other people from the community, we have been working together to identify those actions that have contributed to fulfill these three goals. On the one hand, increasing learning and providing quality education for all, including vulnerable groups, even when education was being 100% online. Secondly, an attempt was made to encourage the creation and sense of community. And finally, to overcome the violence that can emerge even more easily than before. So the first question is how can we improve learning involving families? Schools which know that the promotion of context of interaction has a radical influence on the quality of learning have tackled a very important challenge. These schools already had established dialogue strategies in their schools. Some of them, for example, my school, were participating in Erasmus Plus programs to enlarge successful educational actions through Europe. So it was much easier to move these into the virtual or into the online. And when this happened, we found out that we were open indoors, not only to the students, but also to the families. Families that had never before been involved in these dialogue spaces began to share these spaces with their children, teachers and the community. So these dialogical spaces were even more diverse and rich. The children in this photo are participating in a dialogic literary gathering. In them, they read the best books of the universal literature. Here, for example, they are reading around the world in 18 days. But they also read books as Romeo and Juliet or the Odyssey or Don Quixote. And then they share their meanings, interpretations, arguments, reflections, following the seven principles of the dialogic learning. If we want to impact at home, we need to connect with the homes that make this possible. And if we want to connect with them, we also have to give them voice. They have to know that they are very important for us, that they are very important for the education of the children, and that their opinions matter. Families report how the preparation and the participation in the dialogic literary gatherings have a strength, parent-child bonds. We can see this in these two quotes. For example, Dani, a child, said, I like that he, his father, tells me. Because sometimes I learn things from what he says, I ask him the meaning of a word, and I also learn things from what he explains to me. And Maria, a mother, says, from the first moment you have to sit down to read a story, starting with the bond you have to create as a mother doctor to prepare it. Then you can integrate those explanations into your conversations with your children, and that's good, because it helps you to talk more with them. Another example was carried out by some schools, all of them in Valencia and a high school, that is San Juan Bosco, that is in Murcia. They are all of them schools which implemented successful educational actions before the confinement. So they started to move them into the online. So they promoted what we call dialogic workspaces online. They are small groups of students and they are connected through video conferences and they are working together to solve some activities or homework with an adult person. This adult person can be or a teacher or a volunteer. This adult develops a fundamental role. On the one hand, he facilitates the interactions among students to promote that they solve the task together and helping each other. On the other hand, he or she ensures quality and respectful interactions. This that could be an individual work in most of the schools becomes an open space with classmates, with adults and with other persons from the community. So they can work together in a shape and supportive environment. And all this generates important improvements of children. For example, this mother told us about her son's improvement. Marta, the mom says, I am very happy to participate. I think we are doing a very good job together. I like it very much how you have organized the program of the school without the school. And I think that my son, Pao, is maturing a lot, you can imagine. He has reached a lot of autonomy. A clear example of how these actions work in vulnerable groups is this school. They have about 90% of Romani students, all of them at risk of regression. It is called Santiago Apostol School and it is located in the Cabanal neighborhood in Valencia. The experience was published in the web of European toolkits for schools. This school managed to connect with the community and through the creation of the logical context of participation. They were able to create synergies with the community, with teachers, with social services and with the whole society. And they achieve devices for all the students, but not only the devices. They also achieve a connection to the internet. And once that they were all connected, they could continue recreating these dialogic spaces that are the basis of their learning. This is another very interesting school that belongs to the network and it is a specific school for children with disabilities and with very special needs. They also have some Romani students and it is located in Cheste near Valencia. During the confinement, more families were participating. The families who were with them in the dialogic, the literary gatherings underlined the great benefits that these virtual dialogic spaces have had for the children. The fact of being online may have provided them the opportunity to open up and to express their opinions without shyness. An example that one of the teachers, Eva Tolas, was Eva Otsagel with special educational needs who did not use to participate in dialogic literary gatherings when they were in a face-to-face class. But when they started to be online, the girl was involved and gave her opinion much more frequently. Eva, the teacher, told us, I have realized that maybe as everyone is at home in front of their screen, they feel more confident and children who did not use to participate so much in the face-to-face classes, they participate a lot now. The same observation is expressed by her mother. Luisa says, I think that the days when I can participate in the DLGs, she interacts more, she feels much happier. This is another example of how to transform difficulties into possibilities. This is the voice of a headmaster. She is Monica and she works in Catalonia in a school called Ciudad del Jardín. They know that these contexts of interaction are the key to better learning. Many schools have chosen to stop doing them. However, they have chosen to do them but with maximum security, sometimes online or sometimes maintaining social distance, but they continue interacting as much as possible. And Monica said, we try to introduce a lot of security in what we do. We transmit confidence to the families. In this way, we have even more family participation than before and no more cases of infection than in other schools. I believe that the key is not to stop doing things. We have to do them by transferring it to the online world. We are creating synergies that did not exist before and even changing relationships for the better. What is also relevant from this school is that they train the volunteers who participate at the school. Not only on how to promote quality interactions, but also in health COVID-19 prevention. And they have also created a mixed commission with manages the COVID-19 issues. The next question would be how to promote a sense of community. In some of these schools, as for example schools, a school called Jaume I de Catarroja or Cam Turia in Ribarroja, they are both located near Valencia. There were already mixed commissions. These mixed commissions involve students, families and teachers to improve the school in any way. But during the period of confinement, new ones appear, especially COVID-19 committees. These volunteers, most of them were family members, contributed to many tasks, including the ones we have here in the slide. These families were in touch with other families just to check that everything was going well. And they gave information about the grants and financial aids. They also tried to check that the students had the necessary devices or if they didn't, they tried to get some from the school. And they also were checking that they had access to supportive relationships. And this is the story of a teacher who works in a school which has approximately 80% of Romani students. She at first could only make contact to the students by phone or by WhatsApp. After talking to a Romani girl all week, she could see how her opinions had changed for the better. She received a photo the first day and then she received another photo the next Friday. In the last photo she was clean, she was well dressed and she seemed happy. And this was in great contrast to the first day. Laura said, at first I tried to keep in touch through WhatsApp, by telephone. I began to establish contact with families and students. One girl wanted to send me a photo on Tuesday and then another on Friday. In the photo you could see everything. There was a big difference between the photo she sent on Tuesday and the one on Friday. And I was very excited because you could see the change in the photos, the brightness on the face, how good she was feeling. She was happy, pretty because we were in touch again. Many families had lost contact with the school and therefore did not have access to the aids. This teacher helped the families to fill in all the necessary papers to apply for the aids. In other schools mixed commissions did it. They helped the families and these actions made the school more meaningful again for them. And in this way more families participated from these dialogical spaces. This is also the voice of a headmaster who has managed to increase community participation in times of poverty. Perhaps the key to transforming difficulties into possibilities is this, that with maximum security not to say no to anything. She says, we have not said no to anything. We have simply asked ourselves how we can do this in order to continue to implement successful educational actions. What do we have to change to maintain the interaction between the educational community? And the third question could be how can we prevent violence in this online context? Possibly the key is training families and teachers to create these shape environments. Dialogic pedagogical gatherings with teachers and community have been the key in promoting this shape dialogical spaces free of violence. In which research papers published in the highest journals have been read providing the educational community the necessary tools for interactions to go in the same direction. Because we know that sometimes at school we say something and then they listen to a different thing at home. So when this interaction goes in the same direction we have more impact on students. So this is the explanation of one of the participants. It is an action that help us to learn and transform our educational practice. It is a very important moment because we share the learning we meet and reflect on how to improve our actions at this time. Now we have read the chapters on the prevention of violence and friendship from one of the guides of the Child Study Center of Yale University. We were able to think about the importance of doing these actions very well if violent situations arise among our students in their families during confinement. It is also very interesting that from different associations that defend evidence-based education, dialogic pedagogical webinars are being attended by teachers, families and volunteers all over the country. People from different regions of Spain have been participating and more than 400 teachers were registered. The dialogue has taken place around research papers published in the best journals to address current problems derived from the COVID situation. In the poster we can see the webinars and their topics. For example, in the first one we read Harvard's recommendations to promote a safe return to school. One of the participants in this webinar commented, it is important to make plans in case of a new confinement in order to guarantee equity at all levels, food, internet connection, sanitary material. The second we read was the effects of the use of technology on children's empathy and attention. And we will continue. The next will be schools that open doors to prevent child abuse during COVID-19 confinement. And we will finish with this one that is promoting safe sexual relationship among adolescents in the 19 era. Thanks to all this training. Different groups of families, teachers, lunch monitors and volunteers who know the importance of promoting violence free environments. Were in charge of fostering a sense of community to fight the isolation of some families. They do this but by energizing the social network with positive messages of solidarity. By organizing online activities such as, for example, debates or films clubs where films were discussed. The teacher of this school that is called Las Colaica, Sarah, explained that through this group they want to promote relationships of support and friendship to ensure that no child was left alone. And to conclude, I would like to do so with the quote from Magda that she is the principal in the specific school that I was telling you before. I think that this is a clear example of how to break with the language of complain to move to the language of possibility. To create new actions that a school incorporates after the experience of confinement. To continue to take steps in working with the community. She says for us this confinement has been a gift. To be able to participate with all the families at the same time. Having the opportunity to do the LG's with another school. I never imagined that we could do this from home and with their families that we could be interconnected. And now I think about it and I say why not? It is so enriching and I think that this does open up views of a good future. We love each other so much and we put up the barrier that we are far away. We have other tools so for this is to for these tools that are the new technologies we can go virtually to our school and forget about the pain of the distance. We can have virtual volunteers, virtual families and to take the LG's outside the school hours. And we will do them at the time that everyone can and we will meet again. Thank you very much for your attention. We are expecting some questions to our speakers so please feel free to post them in the chat box. In the meantime, I already have one question to our speaker which sounds like how the school can be a hub to make science closer to the families. It's always important but even more during the pandemic. Anyone wants to? Rocio, would you like to answer? OK, I can contribute and then Blanca can can say also. Well, it's definitely an opportunity and even more important this time that if the schools like the research we have presented and all the examples that Blanca has just said. When the teachers access to the research, which is an open access and can be easily discussed by them and integrated in their everyday practices. Opening the school and involving the families and sharing with them the arguments. Why that is having an impact and making them aware and power them as also contributors and protagonists of that process. They can be one of the more important allies that we have to extend from the science that we have been incorporated in the schools and these are an amazing movement of schools and teachers across Europe. Then to extend beyond that. One of the movements that is currently representing this approach in Europe is one of the project I mentioned very briefly, but I would like to share with the people which is steps for CS, which is making steps for successful educational actions and every teacher, every family can register in that and and join that and can be getting closer to real examples that are already doing it. So that would be my point on that if we have time for other questions. Thanks. Thank you so much. Yes, we have a couple of more questions coming in. So the next question is who are the schools and what kind of training are they given? Well, the schools are a network of schools. We belong to a network. All of us belong to the seminars on the shoulders of genes. And in these seminars, we are trained reading the most important pedagogical books written. So that's why our names is on the shoulders of genes. And we also do it through pedagogical, literally pedagogical, dialogic gatherings. And in here we discuss about these books and we also are trained in aspects. For example, the importance of friendship and to prevent violence and other topics like that. So the most important is that we read these research papers that are the best published in the journals. And we are trying to talk always around these important research. One aspect on that point that Blanca was commenting on the training is so important. The partnership that we do from research from universities with the schools together to bring the best empirical evidence that we have so far to extend and to share that in the teacher training. So unfortunately, as we know the most effective teacher training programs are those who are based on evidence based education. And luckily now we have a lot of resources on that. So the commitment of the research as we collaborate and work together with the teachers is in professional development workshops from that dialogic approach and bringing those evidence we have provided to report social impact. Not every research can be very descriptive or can be just commenting on what is reproducing what we know. But the approach of the trainings provide those evidence which have had social impact and doing collaboratively involving as well the families in the teacher training in the training themselves to make a stronger collaboration. As Blanca was saying in the discussions and in sharing that common view and that common purpose of what we are doing. Thanks a lot. Thanks a lot to both Rocio and Blanca for your answer. And we have a next question. So one of our participants says it's very inspiring and thank you very much Rocio and Blanca. And I was wondering if teachers show barriers to the participation of families and vulnerable families specifically. And if this is the case, how can it be overcome? Yeah, that's a very important question. Maybe I can share what we know from research and then Blanca can add something from the experience. Yeah, I mean we have been experiencing sometimes that barriers to deal with and to open the class for traditionally schools have been in many cases and still across many countries close to that because of that fear and teachers are sometimes reluctant to that. But it's important to think one, bringing those scientific evidence. If they do, if they try and they have and now we have plenty of data and plenty of experiences as the network we mentioned in Europe that teaches who they're to open their classrooms to there to change their interactions and to it implies we need to review to check what we have been doing so far and how we have been approaching families. Sometimes teachers said, how can I involve families in my class if they don't come to the meeting? But then we need to rethink how we are approaching them inviting them just to listen what we have to say as a teachers or are making them participants in decision making for their children lives. And most importantly, when the teachers see the impact of those actions they improve the real improvements on the kids and on the families. That is a turning point. That is a changing. These practices and these evidence we have reported are possible because there are improvements. So that views always in children improvements, in children improvements is something that can contribute to overcome the resistances. So to show the teacher that this is possible, as example what we face, and then once they do according what the research has shown, they can experience themselves, those little successes that can become enormous as we have been seeing. From my experience, I would say that the most important thing is training and once we have this training and when you dare to open your class, you don't change it anymore because we really need help to attend the diversity that we have in our classes. So we need to open them. We need the help of the families. We need them. I think that we can open those doors in very different ways. We can give training to the families. We can have them as volunteers. For example, in some of these schools, we have been training the families because they have difficulties with the technology during the confinement. So one of the ways is to open the school just to train them. So they could be trained in this that it was a need for them. And we also have opened the school, for example, to lend them some devices and some materials because some of these students didn't have these devices. And we have also kept in contact with them by telephone or just trying to be connected to all of them. And I think that this is very necessary because we need them at the school and they are very important for the improvement of the education. Thanks a lot. Thanks a lot, Rocio and Blanca, for your answer. And we are running already a bit late. So I'll just address one last question because I see there is a strong interest in the topic. So the last question is who are the volunteers that worked for the projects, families, retired teachers, what are they? Well, the volunteers, most of the volunteers that we have are families. But sometimes, for example, in some schools, we also have ex students that come back to the school now as volunteers because some of them are in love with the project. And we also have training teachers sometimes, or other people from the community, people from the neighborhood also participate in these dialogic spaces. Yes, Rocio? Yes, as Blanca said, the more diversity we have in the volunteers, the better for the children because they engage to interact with many diverse people in different ways of talking or feeling or communicating emotions. And we have seen that diversity of volunteers in the way that the community is mobilized. But any person once committed with the project and bringing those high expectations and that willingness to improve children's lives can be a volunteer. So it's in a way to reducing stereotypes and to teething down elitism to the adults that are living around the children. So as Blanca said, that diversity and volunteers is really important. Excellent. Thank you so much. So I think we will draw this webinar to the end. Even though it was a really, yeah, it was really a really fruitful webinar and I truly believe that our audience enjoyed it a lot. And I could see very positive feedback in the chat box. So I want to thank our speakers and all organizers for making this webinar such an interesting contribution. So thanks again for joining us today. Thanks to speakers for such a great contribution and for our audience to be together with us today. Thank you so much and have a wonderful evening. Goodbye.