Hello everyone. My name is Carlos Macaneta and I'm an Android developer at Southeast Asia. And today I'll be presenting about education app with the HS2, which is called a semi-skeptchier app. For this presentation, I've prepared some introduction. I will be introducing you what is semi-skeptchier. I will tell you about the features and challenge the way I face it during the development and implementation of this. This app was designed with HS2 platform and this app has been implemented to many countries. This app aims to collect and report data from each individual person. The implementation of the system will allow the users to collect the data, improve the ways how the data is collected and managed by each country, which is using MEs for education. In this way, this can help the way the information is managed by each country about education, giving more reports and aggregated data for each student, I can say. I think you need to share your screen still. Oh, sorry, I thought that I was already sharing. No worries, no worries. This is a good introduction anyway. I'll be sharing. Perfect. Thank you. Yes, I will let, as I said before, I was saying that MEs stands for education management information system, which uses the HS2 platform. And it has been implemented in several countries. And this application aims to, in order to improve information management system, management information for taking decisions about the collected data. The implementation of this system will allow the information to be collected and improve data about the education in a certain country. For instance, this information will be aggregated or be reported, how the information will be collected to improve the management of data in each country and that countries that has implemented EMS. So you can be there asking yourselves, what is EMS? In other hand, EMS is an extension of the HS2. As we already know, the HS2 is used for health sector, but the HS2 has decided to extend to education system too. And they will be able to collect analysis and visualize individual data and aggregated data for educational institutions. As you can see, several countries has already implemented HS2 for education, such as Uganda, Gambia, Esotin, Togo, Mozambique and Sri Lanka. Talking about the app features, I'll be introducing you how you can install and the source code will talk about the architecture folder structure, how we can set up this environment of EMS and we will have a little demonstration. But talking about the source code at all, the source code can be found in the Github. We have created the, we have forked a HS2 core CAPTCHA app repository and we have created a module into the core to implement EMS. So the EMS is already integrated with the CAPTCHA app and we have the link that we can share with you to download the repository and the code and you can also see how it was developed and how it is structured. So as I was saying, EMS was created as a module, the HS2 CAPTCHA app already has modules different we can say we have, for instance, stop use cases, commons, form, they are all modules and the EMS works as a module. It's not a long app, but it works together with the, of the things that we have been thinking as a benefit to create EMS as a module. It was about the scalability and usability of the app. Once we use the EMS as a module, we can be reusing some components that we have created, those we have created components that can be reused at the projects. We can say to, let's suppose we have another project that we want to reuse some components that are located in use case or EMS, it's possible to take it and reuse in another module. As I was saying, I was already listening to the benefits of EMS as a module. It, we have been talking about the architecture. We, we have implemented MPVM architecture to develop this application. One of the things that made us implement or choose this architecture, it is because this person dates the implementation of testing. If you want to implement unit testing or another kind of testing, it's easy to implement testing with MPVM and it's easy to maintain. MPVM also has the well-structured and defined structure that can facilitate the devs or the users, navigates into the, navigates into each package to interact with or to take a look about the code and they can contribute with their opinion, ideas, etc. About the libraries that we have used, we have, we didn't use a lot of them. We have used it. The popular PHH2 to collect individual data. We use the PHH2 in the background to test our database and we can take this data to and we can implement the same, the same structure that we have with the corrupt, the synchronization, the upload, etc. That's why we, we use the PHH2 SDK and we have healed for devins injection, JSON, which is JSON parser and we have data store to store user preferences. We have a setup, a future setup. A future setup is something that we need to do before, before using the mobile app. We can configure our programs, we can create our programs, etc., but we need to do extra configuration to make it work. This setup configuration is used using the AMIS configuration application. This application builds a configuration model that we have created to make the app dynamic for some purposes. As we can say, the filters management, for instance, line listing, and some programs that we want to have some extra configuration with them. So we have this application that makes us configure this metadata that can be used in AMIS. It's mandatory to make this configuration because if we don't, we won't be able to use the app properly. Here I'm going to show you how the app looks like. As you can see, we have here the illustration of the UIs. I have here the splash and the login. It's still the same as we have with the core app and the login and the synchronization are the same. And the programs view here, the home view, we have already the same view, but it changes when we choose the student program for this. A different interface for attendance. So for attendance, we have this interface which we need to select or apply the filters. We select the filters we want. We have the period of academic year. We have the school. We have the grade and the section for class. Once this filter and we have a summary of how many students we have for this grade and class. After that, we will face this attendance and attendance view. We will face this interface, which the user can update the attendance status. Attendance status, as you can see on this side, we have three different status. After this, I'll be showing you how it works. I'll be demonstrating you how we can, for instance, set up the process of setup of the data store configuration that we need in the app. And then I will show you how we can use the app. I'll be showing you the mobile application. Okay. As I said, EMS configuration is an application that wasn't, here we have the EMS configuration. If we select this, we will open the application. For instance, we already have some configurations made here. If we go to details, we can see that we have the attendance. This mobile mock-up that we have here illustrates the program. If we select the program, it illustrates the configurations that we do here. If we apply filters, it will don't scroll this background. It will show the background with the filters applied. Or if we configure line listing, it will show the line listing. It will be illustrating the line listing in this view. I'll do a demo of how it works. For instance, I have here a program. I can set up, for instance, save. For filters, I will create one filter. It is organization unit, and we set the level of this organization unit. Save the rate, for instance. It can be section attendance, for instance. Once we create this configuration, we will see this displayed in this section. For instance, for the programs as we saw before, we will have that view with these details I will show you. For instance, we have these details right here with the line listing and the programs in the setup. We will have this interface. Once we create the program, filters, or line listing, this is to guide us how we can show how this works. For instance, if we click the filter, we have school and class created. Basically, it illustrates what we chose in this configuration. Once we create this configuration, we can start introducing our credentials in the app, download it, and all will be set up. Now, I will be showing you how it works in the mobile site. In the mobile site, I have already jumped in the process of login, etc. I will be showing you directly how to take attendance for each student. To take attendance, we will have this interface. We have the program. Once we select the program, we will have the periods, we select the periods of the current year, or we can choose according to our needs. We have this school tree. This school tree loads all the spools that you roll into this user. While we're still waiting for this, this is one of the filters that we have to apply, and then we will follow to grades and sections, which we apply and we get a list of students. We can also search for grades and sections. Once we apply the required filters, all fields are required, we get the list of students. After getting this list, we press attendance to take attendance. As you can see here in the top bar, we have the current in the calendar. We will set the attendance for the current date. We can test something like select another date, for instance, Tuesday. The status is updated according to each date. For this green check, we have present, for this block in orange, we have late, and for this red cross, we have absent. When we select absent, we have to select the resource of absence. Before we save completely, we have to make sure that this summary is the attendance that we talked before. When we take attendance and we try to save, we will have, this summer will be launched to make the user confirm if he wants to save or cancel. Once he can cancel, he completes, he will have these stats. He will go back to this view and he will be able to see these stats. If we change the date, for instance, for the current one, you can see that the status is updated because we didn't take attendance for this current date. Or we can go to also update our stats. As you can see, the summary has been updated and we save, and Macamish Meralda now is late. So this is the process of taking attendance for each student. Now, I'll be keeping after the demo. We have faced some challenges right here. One of the challenges that we have faced was to integrate the EMS into THS2 capture app. Integrated EMS into capture app was a big challenge because we have tried from ourselves just import module because we have created this app standalone before. It was standalone. We tried to import it as a module and we had a lot of issues which most of those issues was about the capability of libraries and dependencies. This app was created in Jetpack Compose and the version was ahead from the current app. We had problems with the THS2 and we had problems to make it collaborate with Degar as we know that the THS2 is using Degar at all and we wanted to integrate the heal, etc. And we had those problems, dependencies, bugs in the build with HPE, etc. To solve those problems, we had to make the ambulance a little compatible with the current app. We needed to integrate some dependencies to make it work and we started thinking in a way to not face this problem in the future if we want to create the EMS into the THS2. And one of the solutions that we found we had to do that was create, we made a fork in the THS2 capture app and then we created a simple module into this world. So creating a module, it makes it easier for the next time creating another module. It will be renaming only the module name and the packages to start another project in the future. This way, the only thing that we need to do is only to keep updating. Once a week, once a month, we start updating only our fork to make it compatible with the current app. That's it for now that this is quite basic. And now I would like to hear you, your questions, your thoughts, ideas, but before going to questions, ideas or doubts, I would like to dive into the code a little bit to show you how it is structured. Sorry. Going to the code we have here the EMS module. And we have the structure of our code as shown before. In the structure, we have data, DI, UI, and utils as our main packages. For the DI, we just created to implement the dependency injection of the app and data. In the data package, we have our app repositories and we have our app module. And UI, we treat everything about UI, all the states of UI, your models, et cetera. And components module that is into UI package. This is for generic components that we have created once to reuse them in another views because we have some repeated components. So I'll be showing you as an example. We have an identity screen in the app that we have. Sorry. Stand for this screen. This screen is an identity screen. So to build this screen, we have created a generic component that we have metadata, metadata item. This is this item that shows the information of the student that's showing the name in this code. So what we have done here, we have implemented the actions. As you can see, we can implement actions or another field that we want. So we have only created this item separated of the put on actions because we can set different actions in this component. In this case, we have created, I think there's buttons. Only the buttons that we have used to set the status of attendance. So in this view, we have here the component that we set up the actions. The actions, as I said before, can be present, absent, and late. So this is responsible of checking which attendance state was selected and which is the status of each one. Because we have here, for instance, the colors. We have the container color that can change when the user makes a selection for user selections at all. So this is responsible for that. I can show you how we, for instance, in the code, we have how we get attendance for instance. Here in our code, we have used coroutines, not the Rx Java. For asynchronous, we have used coroutines. And we, as you can see here, we take the events. For each attendance we do, we are making an event. We are doing an event. It represents events in our modern data. So we load the data according to some information. Once all those information is the date, the user is selected, the program, and we send the list of those students we want to guide the attendance state. Basically, for attendance, this is what we have. For this application. Thank you. Now I would like to hear your inputs, your doubts, ideas, and etc. Thank you. Thank you, Carlos. It was a really good presentation like the app. Some nice responses in the chat as well. There's a question that just came in. And I'll read it. That is, how can we make the app for a new DTSS2 instance with a lower DTSS2 version and Android capture? And what's the effort required to complete that? Sorry, can you come again please? So it's also in the chat so you can also read along. But how can we make the app for a new DTSS2 instance with a lower DTSS2 version and Android capture? And what's the effort required to complete? Right. For this, to make this lower, for this version, we have created this app from DTSS2.8, I guess, or 7. I don't remember at all. But I think that we can start using from DTSS2. I don't know if we can upgrade the version to be using this app because we have started. I don't know if that is higher. I wouldn't be recommending to, for instance, to upgrade the version, the app version to make it compatible with the DTSS2 instance that is lower than 2.7 or 2.8. Okay, cool. I mean, lower versions are generally not recommended if you can avoid it. So if it's a new instance, I would highly recommend just keeping it as high as possible. And then a question from Kasim. What role does the DTSS2 community of practice has in the future of the app? And how helpful did you find the COPD during development and anything in particular you would like to recommend to the community? I think that the practice of using COT, I would say that was easy. Around using Jetpack Compose, we have used Jetpack Compose in this app. So Jetpack Compose itself facilitates us to create COPs or components that can usually use it now or in the future. One of the things that we do is try to update the project, the penises, for instance, to make it compatible with the newer versions, etc. So we don't need to be worried if the app will be compatible with the new penises or in the future or not. Basically, some of the components that we still have here that we have created can be turned into COP to be reused in other modules, for instance. So we will be developing in order to make it reusable. Those components to be reused in other apps and making sure that each component that is created by us can be reused in key and can be maintained as long as we develop the app, making sure that it's not incompatible with the older versions or newer versions. So we'll be using stable libraries to make sure that it works in the present, in the future, or even in the past. Awesome. That wasn't exactly what I asked, or what was asked, but it was a good answer nonetheless. But the question was about the community of practice, which is also COP. So if the community of practice has helped you in any way while developing this app, and also how you can use it in the future for this application. That's probably the question. You want to say how the community, which is the role of community to collaborate in the future, is something, was that all? Yeah, the community of practice. So the RTSU community that we have. Well, about the practicing that they've been using, I think that we have been using practice of the DHS2 corrupt. We had an experience before with them and we tried to follow the same practices that they have implemented in other projects. I think that can make easy to the community collaborate or get into the app. I think, yes, we have been using the DHS2 corrupt practices. Okay, great. Yeah, so Victor gave a clarification in the chat about lower as a DHS2 version, which is that the Android SDK takes care of different versions. So it can go up down to 2.30. So that's, it's good clarification. Thank you, Victor. Let's see any other questions. So I also have a question and is this application currently used in production for a large group of people or is it still a trial? This application right now is being used as a test and with a great amount of people, they are using but we didn't make an official release, for instance, because they is being used as a test for those people. They are still testing the app and we are getting some insights and inputs about what can be performing to make it public to release it to everyone. Okay, great. And are you looking for more testers or are you happy with the current test group? I think that it's great over this current amount of group because we have a lot of people testing this app. We get great feedback and we get great feedback to improve and perform this app. I think that's okay.


Well, I don't know who I am, I don't know where I'm going, skinny, but I'm no man, just can't kill someone that's broken. I'm trying to make it to the promised land, with a mirror filled with smoke and I'm not even sure those doors are open anymore. I can't see how you tell your face down the floor, but the pain lines up and down, the good man from the back, the human heart and the pain. Sometimes I have the love of yours that I've had so far in you, and that was waiting for you to change. And I'll never let you walk down to me, as if I were the man for good. Well, I don't know who I am, and I don't know where I'm going, skinny, but I'm no man, just can't kill someone that's broken. I'm trying to make it to the promised land, with a mirror filled with smoke and I'm not even sure those doors are open anymore. I can't see how you tell your face down the floor, but the pain lines up and down, the good man from the back, the human heart and the pain. And I'll never let you walk down to me, as if I were the man for good. Well, I don't know how you tell your face down the floor, but the pain lines up and down, the good man from the back, the human heart and the pain. I don't know who I am, and I don't know where I'm going, skinny, but I'm no man, just can't kill someone that's broken. I'm trying to make it to the promised land, with a mirror filled with smoke and I'm not even sure those doors are open anymore. Well, I don't know how you tell your face down the floor, but the pain lines up and down, the good man from the back, the human heart and the pain. I don't know who I am, and I don't know where I'm going, skinny, but I'm no man, just can't kill someone that's broken. I don't know who I am, and I don't know where I'm going, skinny, but I'm no man, just can't kill someone that's broken. I don't know who I am, and I don't know where I'm going, skinny, but I'm no man, just can't kill someone that's broken. I don't know who I am, and I don't know where I'm going, skinny, but I'm no man.


Let's check it out. Are we there? Are we there? We are indeed. Nice. Hi everyone, this is Chichou. Welcome to my channel and welcome to another live stream. Construction sounds. Today is March 27th, 2023. And it's our first patio live stream of the year of 2023. And I figured we'd do the live stream early on this year. To a certain degree early on, still a little cold, chilly. Certain parts in my area actually got snow like last couple of days, which was weird or last week anyway. But I figured I'd show you guys what the patio looks like before we start doing some work here. Lark Park, how are you doing? Hey, hey, you all in Chichou. Salutations, salutations. So we're just going to do two live streams in a row today. We'll shoot this way. So you get a feel for what the patio looks like. I'll step back and show it. And then tomorrow we'll shoot in this direction. Okay. Sheen, how are you doing? Long time, long time. Plutonic plurus. Pivot comrades, friends and plants indeed. Private? Private comrades, friends and plants. How are you Chichou? I'm doing good Chino. Thank you. We're going to have a little drink today, smoke a cigar today, first cigar of the year of the season really. I bought the cigars yesterday. Most likely we'll smoke one tomorrow as well. So we'll have a cigar today just to break in the new year. Jay Dotty, 52-52, first time Chichou. So pumped. I finally caught a live stream. Finally, I would love to get your opinion on bricks if today is a good day. For sure. It's open discussion. Here, I'll do this right now, just to let people know anybody watching this on SensorTube. If this live stream is less than, you know, hour 45 minutes, two hours or whatever it is, that's how long they're going to be doing a live stream for. We had to cut it because people wanted to talk about things that we're not allowed to talk about on the censored platforms, the technocratic platforms, the ones that keep people uninformed or programmed or indoctrinated. So if this live stream is shorter than let's say an hour and a half, then the full live stream is going to be available on Bichute, Rumble and Odyssey because we're going to talk about whatever. This is a cigar and check out what I got, check out what I got. I wouldn't pick this up. Glen Leavitt, single malt, Cognac cast selection. We're going to crack this open and drink a little bit neat first and then we'll put it on the rocks and have a smoke. And the cigars we got today, we got Hoyodo Monterey number two, commissioner selection and we've got a Sancho Panza torpedo. This is a Sancho Panza, this is the not Hoyodo Monterey, H. Oppmann Monarch. I went for the H. Oppmann Monarch but they didn't have it. It's out of stock. I haven't been able to get H. Oppmann Monarchs for years now, right? But H. Oppmann number two. Okay, so it's a lighter cigar. H. Oppmann's are lights so we're going to break the new year with a light smoke and then we're going to hit the Sancho Panza most likely tomorrow. As for the bricks, let me get caught up with Chad and give people enough time to roll in. We'll pour ourselves a drink and talk about the bricks nations and stuff and see where it's going. But as far as bricks goes, we're going out of a monopolar world, a western world. The western world is collapsing hard. People don't really appreciate what it is. I mentioned a few months ago. I might as well talk about it now. A few months ago, I was in Vancouver with my partner and we're talking about, you know, we're with a friend and the friend has Italian roots. They like traveling to Europe and stuff like this. I go, well, you know, get your traveling in because Europe's not looking good. It's an verge of collapse. This was in 2022, right? She actually got pissed off at me. She got pretty angry. What do you mean Europe is collapsing? Europe is not collapsing? I'm not collapsing Europe. I didn't do anything. I'm just giving you the news. Before you hear it from the corporate propaganda, Europe is on the verge of collapse. It's collapsing, right? Europe's not collapsing.  What do you do? Don't shoot the messenger, man. I didn't do it. They did it. They did it themselves, right? So, Bricks is pretty big deal. Pretty, pretty soon to bring any wrong, right? Really big deal. Really big deal. Really big deal. Crafter, how are you doing? Hello, hello, Jelen. Let's get it. How are you, friends? Indeed. I hope you're doing well, Jelen. Ghost phase. Looking like a badass. Am I? Nice. It's a little chilly. I might put on my jacket. We'll see. Panic, new one, Chicho. Are you familiar with the practice of eating? I don't know what ortolons are. I don't know. Maybe. I knew what they were. Put down a curse. My first stream on a mobile phone. Nice. Hope to have a larger machine again soon. Nice. Cheryl, how are you doing? I'll be there in seven years. You want a 20-year-old. But this is the thing with whiskey and cognac. Well, whiskey and cognac can spurious that need, that you can age. Once you put them in a bottle, it doesn't matter if it's in a bottle. It's not going to age anymore in this. It has to be aging in this casket. This thing is 14 years in the casket. Not casket in the casket. Let's pour a drink. Oh yeah, let me do my introduction. We got construction sounds gang. My apologies. I didn't know they were going to be tearing. They're doing the construction the way they did last year in the same location. Again, I'm doing something else. It's crazy. It's the clown world. Clown world. If we thought it was, yes, our favorite Armenian prep streamer is looking 60s, 90s, see that? How are you doing? Bricks. B-R-I-I-C at Saudi Arabia. Saudi Arabia is not going to join yet. We'll see if they'll be allowed to join. I expect Saudi Arabia to have some serious problems. CIA style, right? CIA style. Bricks, maybe it's a new name. If Persia and Saudi Arabia would join, indeed, Iran is in. Iran will join, no matter what. And Iran is crucial to the alliance. Brazil is in deep trouble. Brazil's gone Lula. Brazil's gone, whoa. Brazil's a WF puppet now. Brazil might be out. We'll see. I don't think they'll go out, but they're not going to be a significant. Brazil is in civil war, in my opinion. Jalen, you ain't going to be chilling when that whiskey hits, brother. Maybe it will warm me up. It is chilly. I'm going to put on my jacket, I think. Panic, chicho. I used to be a French delicacy before the birds started being on the edge of extinction. The practice consists of force-feeding. Oh, you're talking about pate, bird, and then drowned alive in brandy. Whoa, wait a second. I don't know if that's pate. That's not the type of pate. The practice consists of force-feeding the bird and then drowned alive in brandy and eaten in one bite, bones eaten in one bite, bones and all. People would cover their faces with a cloth before eating them to hide from God due to the inhumane practice. It's quite an experience. I assume it gives you an overwhelming sense of power. Yeah, no, I haven't eaten that and I won't eat that. No, I won't. My philosophy is treat everything with respect, with dignity, especially not just property, not just not just not like especially things that are alive, especially when you you have authority power over them. That to me sounds like psychopaths, in my opinion personally. I stopped eating pate in large part because I found out they were force-feeding the goose, geese to get the liver really big. I just went no. So pate that I started buying was and I haven't bought for a long time is ethical pate. It was hard to come by. I haven't bought for years. So no, I would not touch that. That to me, I wouldn't even dine at a table when they're doing that, to tell you the truth. If I knew people that were doing that, they were eating that. Just say, no, thanks. See ya. Slick-nick. In a world with so much hate, greed, corruption, tyranny and acts against liberty, I have a question and maybe it's not an easy one, but how do you smile and stay happy and calm in today's world? Glenn 11, 14. No, no, I'm just kidding, of course, right? Look, the veil has been lifted. The veil has been lifted, right? Oh, okay, hold on. I'm going to zoom through this. Patreon, Twitch, Twitter, blah blah. Soundcloud, we're not recording on the Palm Mike. Video platforms, join our Gilded Server, right? For those of you who are supporting this work gang, thank you for the support. It is in large part because of your support that we're able to do what it is that we're doing. Okay. Aside from that, let's go to the question, which I think is quite important and the question is this, how do you smile and stay happy and calm in today's world? Slick-nick, I don't stay calm all the time and I rip a new a-hole for people who push the party line. I've lost a few friends during the last three years, throughout my life.   Like the person that I gave the message to saying, oh, last year Europe was on the verge of collapse. She got freaked out on me.  I didn't do it. I'm just telling you what's happening. If the Titanic is sinking, I'm not going to tell you everything's well. All is well, all is well. Like in Europe right now, the guard, all the leaders, everything's okay. Déjà vu, people. If you believe in reincarnation, which I personally don't, right? But if you believe in reincarnation, if you've come back to this life and you were alive on the Titanic, right?   Simple as that, right? So to answer your question, I'm not happy all the time, only lunatics, insane people are happy all the time, right? And calm, I'm pretty calm, right? In general, unless, unless it is required not to remain calm, okay? It's seldom now, it used to be a lot more chaotic when I was younger. So age, wisdom, picking my battles, but realizing that all is not well in the world, is quite important to know. Be aware, right? Be aware. Let's crack this baby open gang. Glenn Levitt, 14-year-old, Cognac cask, selection, single malt. I've never tried this one before. Looking forward to it. Looking forward to it. Where's my knife? Let's go, void!   Yeah, you put the whole thing in. Pull it up. Treat everything with respect. Indeed, indeed. Treat everything with respect. And everyone, right?   Let's go, Nick. Yeah, Nick. We're gonna have some. Oh, it's not a very strong smell. Let's do a little neat action. Okay. We'll pour it in this one so you can see beautiful color to it. Whiskey, right? Gang. Salute. Salute. Ooh, that is fine. It's got a Cognac kick to it. Very nice. We'll do a little bit more neat as well. And then we'll have a little on the rocks. Let's put this baby back in there. And while the tongue appreciates it, let's light up a smoke. Booze. Plutonic Plurus. Alcohol is great, but we need other drugs too. Imagination enhancers, maybe? I agree with Plutonic Panics says there are so many other drugs that are better. Substances, herbs, foods, uh, allies. Drugs is a weird word. I call pharmaceutical drugs. I don't call entheogens drugs. Anything pharmaceutical. I've got a cutter here, but I'm not going to use a cutter on this one. Let's see if we'll get a focus on there. There we go. Hopman, Habana, Cuba, Conosso, number two. And this is, uh, it's larger than a robusto. Robusto is usually about this big. This is larger than a robusto, and it's larger than the Holy of the Monster Epicure, number two. I should have looked up the size. I don't think I've smoked this before. So it might be a new cigar that they introduced. I don't remember Hopman, Conosso, number two. Maybe I did, but I didn't, uh, smoke it before. Ha-ha, elder god, hope you're doing well. Wet it a little bit. Never share a cigar. I've had people smoking cigars they want to share.  Wet this thing. I don't want. Play with it with my time. I'm not interested in sharing that. And then push it in to your teeth and then cut.  Just throw that away. I'm gonna spit it out. That's fine. I've got a torch lighter. Okay. Phenomal torch lighter. It's old. Sometimes it doesn't pop right away. It's not popping right away. Come on. I need to get a fresh one of these. So what I did, I brought out, I brought out the regular lighter. There we go. Hey, what's going on? How come this isn't ready? It's on max. Yeah, it should be on max. Uh-oh.  Again, I shouldn't have done that. It was working fine before I filled it up. Slick make. Okay, Chichou, thanks for the words.  I kind of tested this as I'm living here. Yeah, Slick make. It's gonna get worse. It's gonna get worse. Okay. Nests in four. Happy spring, Chichou. Happy spring to you as well, Nests. Nets. Nets in four. Looking forward to more of your patio discussions as the weather warms up. Blessings to you indeed. Me too. I love... Come on. Let me check this out. Oh, you can't look at this. It'll blow your eyes out. Aw, it was working so nicely before. Maybe I should have given it a clean, actually. The thing that's going on. Pirate and Pluto. Yeah, picking your battles is definitely a good point. I love spending time with my family and that's when I'm happiest. But I just need to avoid talking about certain topics with them. Yeah, sometimes you got to do it. Oh, well, we're using regular lighter, unfortunately. We're going ghetto style game. Our torch lighter is not doing well. It could be because it's so cold out here right now. But really, I need to put my jacket on, I think. We'll see what the whiskey does. Maybe it'll warm us up. This is like sacrilege lighting it with a regular lighter. A chopped man. Very light. Very light smoke. Elder God, but whiskey has no smells. Whiskey has no smells. No, there's a smell to it. It could be because the cognac cask. Really nice drink. Very nice drink. No notifications went out. Boo, boo. Add three drops of water. I don't have a droplet. I brought some water. Is that what you do? You add a little bit of water to open it up, Cheryl? I didn't know that. Maybe that's why I like it on the rocks. We'll put ice in there. Okay, I put one ice cube in there. That'll open it up. Right? Sacrilege, some people. But I do like a sharp. Without the ice. B wiser, reject visor. Plutonic blurs. Hilarious. Hilarious. Panic. I don't agree with water in single malt whiskey. I use a touch of water for bourbon, though, because it is usually three to four degrees stronger. Really. So panic. You don't... You only drink whiskey neat, not on the rocks. You don't drink it on the rocks. Cheryl, too panic. I'm not even talking about a splash. It's amazing what literally a few drops will do. I gotta try it on the next time I'll get a dropper and go... With the ice right now. It's really nice. Really nice. Send fire to G-Dro. Thanks, Elder Gods. Thank God I brought the other ones. Let's check this out. Is this gonna light? It's not doing it. No. I gotta fix it. Or buy a new one. Nagushka, how are you doing? No, Chicho, how are you personally maintain a high level of psionic defense while drinking alcohol? I've had a lot of practice. I've had a lot of practice. I don't recommend. Regarding the whiskey, let's keep on reading this conversation between Panic and Cheryl. Yes, I understand. I'm just not on board with it when it comes to single malt whiskey. Really? Okay. I only got Chicho. Is this a sobriety-breaking whiskey? No, I've had some drinks. I went to a couple of parties and gatherings and stuff like this. I had some drinks in the last two, three months, but this is the first drink we're having during live stream. But I did really cut back. I really, really cut back because I kicked it up a notch before this, before cutting back. So once I kick it up to a level where I'm becoming too comfortable with alcohol, I shut it down, right? So I know how to deal with my own vices, I guess, if you want to call it. So once I become too comfortable in a vice, I shut it down, right? And I take a break and then maybe go on waves, just like life. Everything is a cycle. Do not think that everything does this or everything does this or whatever or everything does is really low. So if you're really down, depressed, don't think you're always going to be that, right? If you're always high, very high, very high, very high, don't think it's always going to be that, right? So I follow a wave. I believe in cyclic nature of life and I try to behave accordingly, right? Panic. No, all whiskey has smell and it should have. It's best vodka that shouldn't have a smell. Yeah, yeah. Some of the best, very minute smell. The smell of vodka should come out when you're drinking it, right? And when it's frozen, when you bring, like I store my vodka in the freezer. Vodka, you're, when you're drinking, comes out of the freezer. Whiskey, not whiskey, unless I'm totally mistaken, but whiskey. On the rocks is good. Neat is good. In coffee, hot tea, coffee is good. Cognac straight up neat. You don't, I don't put cognac on the rocks. Cognac with tea and coffee is absolutely amazing and just heated up a little bit is phenomenal, right? And the beauty of it is when you get a little bit of ice melting in there, maybe this is what Cheryl's talking about. You can see the sort of wave of the two liquids sort of mixing. I think that's what it is anyway. I haven't looked into the science of it. Full tonic pleurus. Did the Irish bring whiskey to Scotland or the other way around? Good question. I think the Scots would say Scotland brought it to Ireland and the Irish, the Irish say Irish brought it to Scotland. Vagabond Maximus. Yeah, it brings out the flavors it does. Cool, cool, cool. Chino, Chicho, do you think the US will enter a recession soon? I think we're already in a recession. It was already a recession before they decided that the definition didn't apply anymore, right? There was two quarters of negative, right? I'm going to put on my jacket. Let me show you guys the patio. Let me show you guys the patio. Check this out. Okay, so we got a good look on it before it's all built up again, right? I bought some more chicken wire that I'm going to do some work around here again, close up some stuff and build up some other things. Chicken wire, this type of chicken wire, I think this is one inch. Really comes in handy, okay? I use a lot of this. I'm going to to support the grapes that you see on top here, the canopy. I'm going to go get some wood and put a post up, okay? Tie it to this. That's solid, right? And then have a two by four maybe, not two by four is too big, two by two or something like that, going across and then tie it to the wall here, okay? That way it gives support to the grapes. The grapes have reached a level where they're getting heavy, so the rope is not going to be enough, because I haven't, for three years now, I've had it just connected to the wall with rope, and it was given a fair bit of grapes, so I'm going to have to fortify it a little bit, okay? We have some chard and a planter over there. We've got some, here's some parsley from last year that survived the winter, so we're going to grow this. We're probably going to grow more parsley, Italian parsley that made it, okay, through winter. And then we've got, in the planters, we've got some chard that made it through, some chives that made it through, and stuff. We've got another planter here, okay? So that's the look of the patio right now, before I start working in it, okay? This is a great smoke. This is a really nice smoke. It's getting stronger.  So at the beginning, it may seem a little light. H. Altman does. Bolivar is rare that they feel light at the first smoke. Very nice smoke. Let's try their torch lighter again. Not the only one. I think in general, the western world is going into a recession, period. Big time recession, period. That's why they're trying to kick it up into a war-based economy because they think that's going to bring it out of recession. Now, I don't know about you guys. I don't want to go to a war-based economy, so we need to get rid of these world economic foreign puppets. Vote them out. If you can. Nice. Very nice. Elder God Panic. I have done the Scottish Highlands tour. Many of the best were silent in smell, but God-like and taste, really. Elder God, same. Same as me, Chico. I wasn't sober. When I read it, sober, sober between 1994 and 2007. Yeah, I'm older than you. So there was periods. Yeah, it's just, it is what it is. Do not recommend. Do not recommend. Party Chico would be interesting to experience.  I kept my beats and it was just fun. I'm a fun part here. Finally, Chico. Yes, I only drink it neat. Even one cube of ice dilutes a lot, so I would rather just chill it a bit in a fridge. However, ice can work well if the ice cube is very big because it melts very slowly. Yeah, I usually, in general, use big ice cubes. Very nice. Beautiful, beautiful drink. April 1st in Canada, alcohol prices kick up because of taxes. So government has been spending money like mad. Like basically future generations and my generation as well. In terms of government. So they're kicking up taxes on everything. They're kicking up taxes on everything. Gas, alcohol. I know people that smoke cigarettes. Cigarettes right now, a pack in Canada, the people I know, they're buying it from reservation. They're buying it from the indigenous, right? Because it's too expensive, local places to buy, but a lot of people don't have those hookups, right?  It's crazy.  The Scots are often credited with the invention of whiskey and there is some evidence to support this claim. In 1494, a Scottish friar named John Carr was granted a patent for a process of distilling spirits. This process was later refined by another Scots, Scottish clergyman Robert Boyle in the early 1600s. Thank you very much, Aldegard, for the history lesson. So Scotland would be it. Nagrish Kalk comes in right after. Irish for sure. Hilarious. Wars have been started because of this dispute, I think. Maybe going through England across the sea or maybe not up top. Wales is the bottom. We keep on confusing. I have an open bottle of Glen Fetish 21. Definitely the most expensive bottle of ever owned. Haven't opened it yet. I have it for over 40. Nice, nice. This stuff is getting crazy expensive gang. Crazy expensive. I'm going to dump the ice. We're going to go neat. I'm going to leave, I'm going to do this. That way we get a little bit of water in there, as Cheryl says, right? And then we're going to pour the whiskey in there with a little bit of water, right? So we're going to get rid of the ice and another glass I have. So I got a little bit of water in there, right? Where is it? There's a little bit in there. You can see, right? Should have made this a five hour stream. Gang, nice smoke. Salutations. Salutations to our loved ones. Salutations to those who can't be with us. Salutations for those who might be on their way out from our existence, from our reality. Okay. Salutations to you. Salutations to freedom. We're drinking this neat. Might even smoke two cigars today. No, maybe. Who knows? We'll see. Plutonic pullers. So 15th century is the first officially recognized date for whiskey. According to Elder God, the history. Wow, there's a fair bit of chat. Gang, I'm going to scroll down and before we do, before we do, let's do our public service announcement for humanity. Free Assange. Free Assange. Free Assange. Julian Assange, a publisher and journalist that has been crucified for trying to be transparent in accountability of capital as power to humanity. Something that me and you desperately need in our societies. For more information, see WickedList.org, Defend.WickedList.org, or countless resources available online. Salutations to Julian Assange. Huge, huge respect.  Ours all died. Really, yours all died. Ours, no. We put them against the wall of the house. So maybe a little bit warmer. Yeah, it survived. I was surprised. I was surprised. I was surprised. I'm scrolling down again. I'm scrolling down. Cheryl, now our Anais Hysaps, Hysap, is starting to come up already. So it's a wash. Nice. Gaining goods. You've grown up. Any of the Devil's lettuce this year, autos, or just feminized seeds. We're definitely growing again this year. We're going to grow every year. We're going to grow every year. We've got to get the seeds. We haven't started them yet. We should be starting them now. So my partner does the starting. So I'm going to hop on it. Get her to hop on it and do the seeds. We're going to do for sure. We're going to do for sure. For the record, Devil's weed, I guess it's called cannabis. I call it Angel's Blessing. I just came up with that, but it's cannabis. I call it cannabis and we're going to grow cannabis indeed. And maybe tobacco. I should just be starting the tobacco seeds as well. We lost the ash. That was a good smoke. Rank. How are you doing? Hello, Chicho. How are you? Always nice to catch your last stream. Sometimes it's hard because of Europe. Timezone for me. Recently fell in love with rum. Nice. Or rather, Cuba libre. I've drank so much Cuba libre in my life. Cola plus rum plus lime. The variety is amazing. Example, Jamaican rum are more fruity while rums from Barbados tend to have a higher sucrose content that results in a caramel richness. You can get good stuff for 20-30 euros per liter here in Germany. Nice, nice. For me, I drank when I was younger, a lot of Jamaican. Some, not Barbados, but I drank a lot of Jamaican. Some maybe Jamaican mainly. But as I got older, I almost exclusively only drank Cuban rum. And Cuban rum is phenomenal, phenomenal. And I love rum. I love rum. But I stopped drinking rum because of the sugar content. And rum can be messy, just like whiskey. It can be messy. But the danger with rum versus whiskey is this. Whiskey, if you drink high-end whiskey, you're drinking it neat around the rocks. So you know what you're drinking. With rum, the problem is you do a lot of mixes unless you're drinking high-end rum where you do neat around the rocks, like whiskey. So the low end, not even low end, like mid-grade rum. Really good rum, actually. When you start using them as mix, you're not really 100% sure how much you're drinking. And I make my drinks heavy when I do make them. So it can get quite dangerous, quite dangerous. Salute. Can we still load this on sensor tube? Are we still okay to load this on sensor tube or should we kill it right now for sensor tube and say, gang, if you're watching this live stream on sensor tube, full stream will be on bitchoo rumble. We'll see. Let's see what else is coming up. We're not in a censored world yet. Panic, Chicho. I remember some family friends putting like five, six ice cubes in like 10 milliliters of whiskey. The color was close to white, literally. The only thing that could taste was water and rubbing alcohol. Now that's a hilarious, hilarious. Every now and then, if you need a little hit, why not? You don't want it to be too heavy. But man, it kind of, like, yes. And this and open conversation. You can't mess that up. Lark Park, Chicho, do you think they ever get rid of Justin Trudeau? Yeah, for sure. Trudeau's on as a way out, man.  Really, there's a lot of brainwashed. Okay, gang, if you're watching this on sensor tube, I'm sorry. What time is it? 45 minutes in. We're done. Full live stream, bitchoo rumble Nazi in the description of this video. Okay. Thank you for being here. If you want your conversation censored, you're done. You can join us. If you don't want to censor, you can join us and kill it. Aside from that, we're going back to the whiskey and the cigars and an open conversation. Yeah, Justin Trudeau's fucked.


As we take a look at the sports match moment of the game, and it's a lovely bit of skill was there from Tobar Thompson. Good night, Barrington Price. The finish was wonderful, too. Just brilliant to watch.


Now, let's look at the residuals or what's left over in the data when we remove this regression line. We can use the regression model tool here to find the residuals. Regression we've done is where our independent variable is year, and our target variable, our dependent variable is temperature. We can run that regression here, and that gives us two things. First of all, it tells us the autocorrelation in the residuals, which as we can see is pretty small. This value down here. It's minus 0.11. And if we look up the statistical significance of a negative correlation of 0.11 on the order of 107 degrees of freedom, we'll find that it's statistically insignificant. So that means in this particular case, it doesn't look like we have to worry about the added caveats associated with autocorrelation when our residuals do not look like uncorrelated white noise, but instead have this low frequency structure. Now we can actually plot these residuals, and I'll make a plot here. We'll go back to plot settings. I go down to model residuals, and so I'm going to plot the residuals as a function of year. I no longer need a trend line here, but it will keep a zero line, and that's what we have. So when we remove the trend, we count it for a statistically significant trend, and when we remove that trend, this is what was left over. These are the residuals, and they look pretty much like Gaussian random white noise, which is good. That means that the results for our regression are basically sound. We fulfilled the basic underlying assumption that what's left over after we account for the significant trend in the data looks random.


Our study found that if lower and lower middle-income countries had received the same amount of vaccines as high-income countries, then up to 50% of deaths could have been prevented. Additionally, even with the same number of doses, these countries would still require other measures such as non-pharmaceutical interventions to reduce the spread of the virus.


Hi there, I'm Debbie Ferris. I'm the Assistant Director for Distance Learning here at the School of Library and Information Science. I'd like to welcome you to the school. Glad that you're going to be starting your studies here. In my capacity as Assistant Director, I work with faculty and students to help improve the quality of the online experience. I help faculty as they present their classes online and I help students, particularly through Library 203, which is a class that you'll all be taking, help students to get the technology skills and also the personal skills that they need to succeed in that online environment. I also teach at the school. I teach classes such as Library 240, Library 246, that have to do with web technologies. I enjoy seeing how people can use technology to connect with other people and build communities in the online environment. I'm a graduate of this program. I very much enjoyed my classes when I was a student here and it's been a pleasure to continue to be associated with the school since that time. I want to welcome you, I hope that you enjoy your classes and I want to wish you the best for success in your online experience here.


Good morning everybody. Welcome to a webinar devoted to introducing open educational resources or OER, The Big Picture. My name is James Glob, I'm here with Una Daily and we're very, very excited to be able to speak to you folks from Michigan here on October 22. We're with the Open Coursework Consortium. We'll talk a little bit more about that in just a second. Before we dive in, we want to make you aware of a couple of technical aspects of our interaction today. In the center of the screen, of course, you'll see the slides and information that we want to share with you. We'll be advancing through those as we go. On the left-hand side of the screen, you'll see, in the middle of the left-hand side, you'll see a list of participants. You'll see your name there, hopefully. You will see below that a chat window to which you can type in that your chat message will be displayed for everyone in the room to read. Also, back up where you see the list of participants, just above the list of participants, you'll see a series of emoticons or icons, a little smiley face, a raised hand, a check mark. If everybody out there could do me a favor right now and click on the check mark, that would be very helpful just to know that you can hear me and to know that you can locate that check mark. Click on a little check mark if you can find that. Just above the list of participants, there's a series of emoticons or icons. Can everybody see that? Sherry, I wonder if you can see that, or Collab or Jim, if you can see the icons. Rhonda, let's see. Collab, are you hearing us? Greg can hear us. Sherry can hear us. Collab and Jim, I wonder if you can hear us and indicate that you're hearing us by clicking on the green check mark. Jim does that. Great, thank you. And hopefully Collab, you'll be able to locate that if you could indicate in the chat if you can hear us. Okay, thank you, Luna, for helping us work through that. Okay, then you can uncheck that as well. Okay, we're going to get going then. Again, welcome to Introducing Open Educational Resources, or OER, the big picture. We are your hosts here. You can see my picture on the right-hand side of your screen, James Glap of Growth Clikes. I'm an academic dean with College of the Canyons, which is a community college in Southern California. I was telling Rhonda earlier it's in the 80s out here, and as somebody who grew up in Chicago, I'm very jealous of the snow and the cooling temperatures that you're experiencing there. I'm also, I also have the honor of serving as the president of the advisory board for the Community College Consortium for Open Educational Resources. We are the community college voice within the larger open education movement. And Luna, do you want to introduce yourself? Oh, thank you, James. I was busy mesmerizing about that snow out there in Michigan. So James and I run the Community College Consortium, where we promote the use of open educational resources to create awareness and expand access to education. We have monthly meetings, and we have where we get together and collaborate with other OER leaders, faculty members within the community college system. And we also have monthly webinars, which you are more than welcome to attend. They are free and open to all of our colleagues, and we have community college leaders who speak about topical areas. In particular, we have one next week about open textbook adoption and sustainability, and we're going to have three speakers from statewide efforts. We'll have a speaker from California speaking about the California State University. Affordable Solutions will have another speaker from Florida who is speaking about the Orange Grove OER repository. And finally, we'll have someone from British Columbia who is speaking about their open textbook project up there, where they're creating 40 open textbooks for their highest enrolled courses. So I'm really glad to be here this morning with you, and I hope that you will continue to participate with us. Very good. Thanks, Eun, and the last thing I would like to share with everybody about our background is simply that we understand the work that you do and the value of the work that you do and the difficulty of the work that you do in advancing student learning through distance education. Eun and I are both experienced online instructors and administrators at online programs. So we certainly understand how challenging things can be, and we hope that what we're going to share with you today will help make your job a little bit easier in terms of supporting faculty innovation and expanding access for students. One word about the Open Courseware Consortium, of which we are a part of, this is the global professional organization for open education. We're pleased to say that Michigan is in the process of becoming a member. We're very pleased about that. Thanks to Rhonda Edwards. And also, I should just say thanks to Rhonda for inviting us to be here today with you. The Open Courseware mission is to advance around the world formal and informal learning through the world by sharing and use of free, open, high quality educational materials organized as courses. And you can see indicated on the map where members are located all around the world. So I think we're up to about 300 institutions now in 46 countries. The community college group within the Open Courseware Consortium is devoted to promoting the adoption of OER to enhance teaching and learning, because of course teaching and learning is what we are all about in the community colleges. In the larger open education world there are a lot of member institutions that come from the research perspective. And that's a valuable component of course of the higher education landscape. We are focused specifically on supporting community colleges through using OER to expand access to education. We support professional development through webinars such as we're doing now. And as I mentioned before, we have other webinars coming up. And we overall hope to advance the community college mission of access. Here on this next slide you see a visual representation of our membership. We're a bit heavy in the northwest and the west coast. The state of California, actually the community college system in California we're proud to say has recently become a member bringing in 112 community college members. The state of Florida is a member and then you'll see we're slowly filling out the center of the map there trying to get the middle part of the United States on board as well. What we're going to cover today, we're going to spend a couple of minutes talking about true or false in regards to OER. Then we'll underscore the importance of access to education and the role that sharing plays in that. We'll present OER as a solution or one of the solutions to the challenges regarding access to education. We'll be careful to define our terms. So for those of you who are saying what the heck is OER, I think I know what it is, but really tell me what it is. We will tell you exactly what the definition is and provide plenty of examples. We'll talk about who's funding the bigger projects and then we'll give you some tips, some practical tips for adopting open textbooks. And we hope we'll have time at the end for some questions. So moving on, let's dive into some true or false and please go ahead and indicate in the chat window or with the green check mark if you believe the following statement is true. Textbook prices have risen 82% in the last decade. How many of you think that's true? Greg agrees, Ron agrees, Tim agrees, Amy agrees. Okay, and Jim says even more. That's very possible. So yes, certainly that's true. That's the baseline number. So definitely that's true. Thank you for that. Now, how about the next statement? OER or open educational resources are all in the public domain. Or if something is OER, it's the same as saying it's in the public domain. Is that true? Tim says false. Good. Caleb says false. Ron says false. Gloria, excellent. Good, good, good. Most of you are correct. That is false. If something's in the public domain, it means that there is no copyright claim on it. The ownership has either lapsed or the owner has given up its rights, his or her rights to it. So for example, the King James translation of the Bible or Shakespeare. They're in the public domain. There are no ownership rights on that material anymore. OER could be sometimes in the public domain. So if OER, if learning materials carry a particular type of license, which we'll talk about later, a Creative Commons license, then the creator certainly has ownership over that, but the creator is saying, I own it, but please feel free to use it. I want to share it. I reserve my rights as owner, but I want you to share it. We'll talk a little bit more about that legal schema later. How about the next bullet? All open textbooks are peer reviewed. Is that true? Open textbooks are peer reviewed. That's correct, and most of you are correct. All of you who have responded are correct. That is not a true statement. Some open textbooks are peer reviewed and some are not. Some open textbooks are things could be a textbook that I've had sitting in my desk drawer for a decade. I digitize it. I put it out on the web. I say, hey, everybody, please take it and share it. But nobody's peer reviewed it. That's certainly possible. However, as Udi notes in the chat, more and more open textbooks are being peer reviewed. The open education community has, certainly from the very early days, recognized that quality control, quality assurance is key to driving adoption. And there are an increasing number of workflows within the open educational world to provide peer reviews. How about this next one? MOOCs. We couldn't have a webinar on open education without mentioning MOOCs. Are MOOCs the same thing as OER? Who would think MOOCs are the same thing as OER? Not true. Very good. I'm very impressed. Rodney, you've got a great group here. I'm very impressed. You've prepped them. You're disseminating a lot of good, accurate information out there in Michigan. That's true. MOOCs are not necessarily open educational resources. The O, one of the O's in MOOCs, massive open online courses. The O stands for open access in the same sense that a community college is open access. Anyone can take a MOOC. Anyone can register for a MOOC. Typically, they're free. But that does not mean that the content is liberated in the sense of free to move, free to be shared, free to be repurposed. If you look at the terms of use of the larger MOOC projects, Coursera, Udacity, et cetera, if you look at the fine print of their terms of use, you'll see that pretty much you're prohibited from reusing the content. And you're oftentimes prohibited from using that content in connection with one of your courses. So the O, the open in MOOC is not the same as open in open education. And finally, publisher-produced material is better than OER. How many of you think that's true? By default, publisher-produced material is just going to be better than OER. How many would agree? Gloria says no, that's not true. False exceptions exist. Absolutely. Jim says exceptions exist. That's kind of a tough one, isn't it? It's kind of a tough one. What do we mean by better? And what does the publisher-produced material get us? Publisher-produced material gets us oftentimes all the supplements, the test banks and the PowerPoint slides and the links on the website, that whole apparatus. Also, publisher-produced material has a pretty cover and it has four color illustrations. It has pagination. It has indices and so on and so forth. So that's pretty expensive to produce. It's pretty time consuming to produce. So if that's your definition of better, well, that's a tough call. However, if we're talking about the quality of the learning interaction or the quality of scholarship behind the content, the quality of thought that's gone into making the material effective and engaging for teaching and learning. Well, maybe that's not really the case that publisher-produced material is always better. So that can be a toss-up, but it's not clear cut. So thank you for that. I really appreciate that. And with that, I hope we've got you warmed up and that you've got quite a few questions already in your mind. So we're going to dive right in and talk about the relationship of textbook prices to the ecology within which we all work. So let's take a look at this slide. Textbook prices, we agree. Rows 80 have risen to 82% since 2002. On average, a 6% increase per year. We know that's two to three times the inflation rate. And on the average, not sure if this is true. Well, this is with colleges across the country, not necessarily community colleges. On average, a student spends over $1,000 annually on supplies. I apologize that I don't know this. How much would a typical semester or a typical year cost a student in Michigan? Or what's the unit price of a classic three-unit lecture course? What would that unit price be in Michigan? In other words, how does the $1,100 that a student spends on supplies cost of your courses? Do you have any numbers out there that can tell us what a typical course cost a student in Michigan or a year-long course of study? I can tell you that in California, let's see. I understand $750 for your son's books and supplies. So that's getting close. I'm thinking tuition, Jim. Good question. What would tuition cost a student? In California, and I know in California community colleges, we have a notoriously low student fee structure in California. One unit costs a student $46, so a three-unit class costs $108. So if you take an introductory history class or an introductory sociology class or psychology class, that's going to cost a student $108. So if we have a textbook that costs $200, both is twice what the tuition is. So Rhonda is guessing average tuition might be about $3,000, which tells us that the around $3,000 per semester annually. So the cost of supplies could increase the overall cost by up to a third. So that's a pretty big chunk. So what can we do to help reduce that price and that burden? And for that, I'm going to turn it over to Una, who's going to walk us through thinking through the relationship between textbook costs and student success. Una. All right. Thank you, James. Can everyone hear me? Yes. All right. So our friends in Florida at the Florida Virtual Campus who are members of our consortium, they do an annual survey with their faculty and students, and they share this with the community. This survey is about digital textbooks and open textbooks, which open textbooks, of course, are a subset of that digital textbook pie, if you will. And they ask students, how does this affect your ability to take courses? And of course, not too surprisingly, 60% of students report that they don't purchase textbooks at some point due to cost. 35% take fewer courses due to textbook cost. 31% choose not to register for a course due to textbook cost. So what we know is that only our students trying to take courses without the correct instructional materials, which is likely to affect their success, but we know that they're also going slower through the system. So they're taking fewer classes. They're extending their time to graduation and often their completion rate. So the textbooks are a big issue in terms of providing access to our students, which of course is one of our core missions at the community college. And I think overall, it's one of our societal values is providing that access. So I think most of us are faculty or we're administrators, and we know that education is about sharing. And the price of textbooks and instructional materials does definitely interfere with that. If we can't have students have access to those textbooks, they're not going to have a good learning outcome, or they're going to have a much more difficult time. And so faculty have trouble sharing their knowledge freely in this sense. And so what is one of the solutions? I think you know where I'm going with this. One of the solutions is open educational resources. This provides online access to those instructional materials on the first day of class. I think many of us who've taught before know that students don't always turn up with that textbook the first day of class. Sometimes it's money related. Often it's money related. Sometimes it's just that students, their lives are busy and getting over to that bookstore to get the book. It takes a while. And so with an online open textbook, students on day one have access to the link, and they can start using the materials. If they want to purchase a print copy, as we know that still many students do, like having a print copy, most of the open textbook repositories have a low cost print on demand option. Students are also free to print chapters or sections themselves if that makes sense financially for them. So an open textbook allows that. And finally, the quite important one, which I think James was alluding to, is open educational resources can be adapted by faculty for their students. So if there are materials in there that are out of date or perhaps are culturally not appropriate for your students, you can adapt those open textbooks and make those more appropriate for your students. To get to kind of the technical nitty gritty, open educational resources of which open textbooks, which we'll talk about are an example that we're going to talk about in some detail later on, are teaching, learning, and research resources that reside in the public domain, or have been released under an intellectual property license that permits their free use or repurposing by others. So you can see we're getting back to that original question about, is it the same thing to say public domain and open educational resources? And we know that open educational resources is a super set. And I want to talk to you about that other pieces. So before I do that, though, I want to give you examples of what OER could be. We've talked, of course, a little bit about textbooks because that's something we really understand well from a faculty perspective and our students understand. So it really could be anything that supports access to knowledge. So the Khan Academy videos, the open courseware that's available, could be lesson plans, could be images that you use within your PowerPoints and your lecture materials. So those can all be openly licensed and freely reused. So why open? Why is openly licensed such an important concept for this particular era? Well, I don't think I have to tell anybody that the Internet came and changed our lives about 20 years ago when it started, and it's only accelerated in the last 10 years. So all of our resources today, our educational resources, are born digital. So we use a computer to generate those. We're not sitting with a pencil and paper or a typewriter anymore. And so digital enables this editing capability, which means that if you have an open textbook you're using, you could add chapters, additional chapters that your students need. You could remove chapters. Often as faculty, we find textbooks where we want to use some of the materials that the students end up having to buy the entire textbook. But with an open textbook, you can remove some of those extra chapters that may not apply and kind of get in the way when you're teaching. You can adjust reading level if that's an issue for your students. Perhaps some students come into community college without a real college level readiness. You can adjust reading level in your chapters if you need to. And then copying and distribution are free online. If your students have access to the internet, distributing these materials is free. And this continues to be an issue in rural areas, but there are ways to distribute via PDF and more and more now with mobile devices using EPUB. So we've come to the point where digital is becoming the norm. And so I'd like to ask you if you'd share with us what the cost of textbooks are that you have in your classroom.  Or if you're using an open textbook already, please let us know that. Type that in the chat window for us. Do we have any teachers out there? All right. Well, thank you, Amy. So Amy says that the textbook that she uses is 130.  And Greg says that his anatomy and physiology textbook costs 260. And I'm not surprised. Yeah. Thank you for that, Amy and Greg. And last year somebody from NMC, Northern Michigan College, said that last year their textbook cost 125 and it was a Microsoft Office textbook. Yeah. And Jim says that one particular textbook in January, $237 plus 45 for electronic homework. But all electronic, no print. OK. Thank you. So we know that they're very expensive. And often when you add in the homework systems, they become really quite expensive for our students. And so I thank you for that. For sharing that, I want to talk to you a little bit about an open license and what that means. So what that means is an open license sits between copyright, which you see there, which is the little C in a circle on your far left and public domain. And it means that a material that you use or you create yourself that has this Creative Commons license, which is what we call the open license, is free to access online and it's free to print. And you can redistribute it. And one thing I think that's really important to specify is that Creative Commons sits on top of copyright. And you still as the author, if you're the author of the material, you still retain your full rights. But you were saying, I am releasing this version of my materials, my work, my creative work, with less restrictions so that people can reuse it freely. And to get into a little bit more detail about what that means is essentially there's three conditions that you can specify when you're creating a material. And that means that the license requires anyone who reuses the material to continue to attribute the original author. So you have to continue to give credit to the original author. If you want to look at these three icons that are on the right-hand side. And I'm going to start with the one that's attribute, which is the little person figure within a circle. So you have to continue to give credit to the original author if you take those materials and re-release them. And non-commercial is the next one and that is the dollar sign with the cross-out. You can optionally say you may reuse this material but you may not sell it. You may not sell it for a commercial value. That is something that many educational institutions do specify. And it's a condition that you have to think about whether that makes sense for you. And finally, the last one here, which looks like a little upside down capital G, I guess, in a circle, is the share alike. And with that condition, if it occurs on the license, and it also is an optional condition, says that if you reuse my materials, you must re-release them under the same Creative Commons license as I did. So the only actual required one is the little attribute one. And then the non-commercial and the share alike conditions are optional ones that can be specified by the copyright holder. So if you have any questions about that, please feel free to pop those in the chat window. And James and I will do our best to answer those. But if you go to the creativecommons.org, which is the URL here at the bottom, you'll get a lot more details about that and exactly how things work. So here, for example, is a textbook. It's an online textbook introduction to climate dynamics and climate modeling. It actually comes from Belgium. And it is a Creative Commons license. If you look at the bottom left, you'll see the Creative Commons license there. You'll see the little CC, you'll see the little attribute person there. And you'll see the dollar sign crossed out. So this is a Creative Commons license, attribution, and non-commercial. So you may reuse this freely. You still have to give credit to these folks here in Belgium that created the textbook. So their names need to reappear on whatever you re-release. And you may not sell it because they specify that. I hope that helps a little bit in understanding what a Creative Commons license is. And Creative Commons licenses are unique because not only do they have this human readable piece, which is what we talked about earlier and that's the one in green here. But it also has a machine readable portion, which allows this to be read over the internet through your browser. So that provides searching. And then finally at the bottom, it has legal code. And so within the United States, we have a set of legal code that works with the Creative Commons licenses. It does vary from country to country because copyright code is different in each country. I mentioned a little bit about search and discoverability. Because Creative Commons licenses have this embedded code, you can go to your web browser and you can either use Google Advanced Search and you can search for materials that way.  Or you can go directly to the Creative Commons site and use their search capability, which is search.creativecommons.org. And it allows you to go to about 10 different image and video sites and search for openly licensed materials. That can make it quite easy if you're trying to bring those into your classroom. Translations and accessibility. What an open license allows is the ability to translate these materials. And this has actually been happening for quite a long time with the open courseware materials. They have been transferred about 25% of the open courseware courses that started within North America have been translated into Chinese and Spanish. And some of the ones in Spain have been translated into English. So that is an open license allows that ability to really share worldwide. And also, as we know, accessibility for our students is very important, too. Expanding access to education will not be well served if our open educational materials don't support all our students. And so Merlot, who the open courseware, they're a partner of ours at the open courseware consortium, they have created a teaching commons around OER and accessibility. And we welcome you to use this resource. You can see the URL is at the bottom there to find out about what it takes to make materials accessible. And finally, customization and affordability. An open license allows you as a faculty member to customize open materials that are out there and make them available for your students freely. And here we have an example of a collaborative statistics open text book by the community college consortium back in 2008. And it's in a repository called Connections at Rice University. That's a very large OER repository. And there's many versions of collaborative statistics in there because it's been very widely adopted, both in the United States and throughout the world. And cost savings, once again, is probably the overwhelming reasons why faculty and administrators look at open text books to start with. Here we see an example of collaborative statistics here, which is available at the Connections repository. Digital access is free. A soft bound version is available for $26.20 plus shipping and handling. An equivalent introductory statistics textbook from Amazon is $171.25. That's a huge difference. And I thank you all for sharing your numbers in the chat window. The Anatomy Enthusiology textbook was a particularly good example of that. And James, back over to you. Yeah, thank you. And speaking of the Anatomy Enthusiology book, Greg, I popped a link into the chat window and it will take you to an either no cost or low cost A&P textbook that has been produced with four color illustrations and pagination and so on and so forth. It's a recent production from OpenStacks College, which is connected to the Rice University Connections repository. There are so many different players out there. It can kind of get confusing. You need to score cards sometimes. But suffice it to say, it's a very legitimate, very highly respected organization. And the A&P textbook is available as digital access for $0 and a soft bound book is available for a low cost. I'm not sure if it's $26.20, but it's a low cost. So check that out and it will give you a good sense of what's out there in your discipline. I just wanted to add one thing, James. I think we'll be coming back to talk with you next month about the OER repositories. Connections is a large one. So today we're kind of going over those lightly, but we'll go over those in a lot more detail next month. That's right. Thank you for that reminder. Good. And also while you have a chance, if you could share in the chat the extent to which you're using any open educational resources already or if you're familiar with any OER projects at your institutions. And we also understand you might not be sure whether what you're using counts as OER or not. But we'd love to learn more about what you might be using, what you think you're using, whether it qualifies as OER. So take a second and type that in the chat. We'll check that out and talk about that in a sec. And while you're considering that, let me share with you some of the background of the OER movement. Who is funding OER is an important question that comes up again and again because you have to think, holy cow, for individual professors to contribute a chapter or two out of the goodness of their hearts. That's one thing, but for large scale projects to produce large scale open courseware or high quality textbooks, that's a whole different set of resources that need to be involved there. Jim shares that their library is developing a database for faculty to support OER initiatives. Excellent. That's a great first step, making sure that people are aware of what's going on out there, creating that community of interest on your campus or throughout your institution or even throughout the state. So here you'll see on our slide, going back to our slide, you'll see that over the past decade, private foundations have supported OER to the tune of $100 million. That's not only $100 million going into writing textbooks or producing textbooks, but that's also an awful lot of support for local databases as Jim is describing for professional development. Much of the work that Una and I do is supported by the Hewlett Foundation. We should say that we really want to acknowledge that the Hewlett Foundation has been a real leader in the open educational resources movement, the open education generally. The Bill and Melinda Gates Foundation has more recently become interested in open education. The U.S. Department of Education as well as the U.S. Department of Labor have become very interested in open education. Some of you might know that the outgoing Undersecretary of Education, Dr. Martha Cantor, was a former community college chancellor here in California. She is a great champion of open education and she in fact founded the Community College Consortium for OER before going to D.C. So she's taken that interest and commitment to Washington with her. In fact, that interest has become apparent through the tax grants, the Trade Adjustment Act, or big Department of Labor and Department of Ed grants. I think many of you are familiar with these grants. The federal government has committed to investing $2 billion over four years into economic development, workforce development, projects at community colleges through committed grants. The exciting and really, really historic aspect of these grants is that a requirement of all the grantees is that any content or curriculum created with the grant money must carry a Creative Commons license. In other words, the federal government is saying if you're creating something using taxpayer money, guess what? The taxpayers have a right to use it. It's a wonderful and really significant example for the rest of the world and for many states around the country. Again, saying that if the taxpayers are paying for something, guess what? The taxpayers should be able to use it. So that's creating an entire ecology of content related to workforce development that is available to all of us to use and adapt in our own institutions. Here are some examples of tax-funded projects. There's the National STEM Consortium that is being led by Anne Rundle Community College. Rhonda knows that we have a good friend there who really is leading the charge in a lot of interesting areas at Anne Rundle, including this National STEM Consortium project. There's a Help to Professions Pathways project that's taking place in Ohio. Missouri has a large-scale health project called MoHealthWinds, MissouriHealthWinds.org. The examples go on and on and on. I hope that you're all familiar with the tax projects. I can see there's some chat going on about the repository for the tax rents. That's kind of a never-ending story, I have to say. Originally, we all believed that there would be a centralized repository for the tax projects, to my knowledge, and I think Moon is confirming that. That has not come to fruition. That's certainly one of the big challenges I think the open movement faces generally. Once we create all this stuff, how do we make sure that we're not recreating the wheels so that we're all leveraging the work that's already been done? We want to point to a wonderful example of work that has been done. We want to point this out so you don't have to go out and recreate the wheel. In the state of Michigan, in the state of Washington, their community and technical college system said, hey, guess what? We're spending a boatload of money every year with our state aid to students being used to buy textbooks over and over and over again. What if we invested in building the best darn courses for our students that we could, and we slapped the Creative Commons license on them so that they could be updated, reused, remixed over and over and over again? Would that help learning and would that help the taxpayers? Would we no longer have to invest state aid year after year after year after year into paying for an English One textbook? With the support of state tax money and the Gates Foundation, the state of Washington undertook to produce the 81 highest enrolled lower division courses. They're peer reviewed. They very, very carefully designed their project. They have had librarians involved, instructional designers involved, content experts involved, and they created actual courses. So the courses have syllabi, calendars, lectures, as well as equivalents of textbooks. Not necessarily all the textbooks, but enough content to add up to the equivalent of a textbook. And the highest enrolled lower division courses in Washington, I bet you they're pretty similar to the highest enrolled lower division courses in Michigan. Let's take a guess. It's English One, History One, Social One, Psych One, et cetera, et cetera, et cetera. So those courses already exist. You can go out there right now and grab those courses, pull them into your learning management system, and rebuild them, pull them apart, add to them, subtract from them, and you've got a pretty good start on free content that can be localized to your context. On the next slide, you'll see the argument that was made in Washington State for the taxpayers. Washington figured that there are 55,000 enrollments a year in English One. On average, the English One textbook cost $175. The great majority of students in Washington State were using state aid to pay for those textbooks. That came up to almost $10 million every year that the state was giving an aid to students that the students were turning around and paying to the publishers. They said, whoa, let's see what we could do with that much money. They didn't even invest $10 million, but for much less than that, they were able to produce the 81 high enrolled courses. It's a great project. The last company had 40 plus courses done. I don't think they've released their second round yet. I know UNA will correct me if they have released their second round yet. UNA is telling me the original grant was $1.5 million. So I know that they earned back in savings for students who earned that money back in the first year of having those courses up. But again, the important thing I think for you is today, tomorrow, you and your faculty members can go into the open course library and start pulling out courses that are complete. And you can remix them as well. And again, in the chat, if you're familiar with any other OER projects besides what you might be doing in your courses that are going on at your institution, please share with us in the chat window. We're very interested in hearing about those projects. And with that, I'm going to turn this back to UNA who's going to bring us across the finish line. All righty. Thank you, James. And watching the chat window, I know a fair amount of you are aware of the tax grants. And of course, every state has received those. And some of you may be working in consortiums. Gloria, for instance, quite correctly pointed out that there is no tax repository as of now. In talking with folks who are involved with that tax grant, there is a plan to have an identified OER repository by the end of the grant, which is the first wave. Whether they will build their own or use one that's available, it will be interesting to see. But if you are working on any of the tax grants, we'd love to hear about that. You can type it in the chat window for us. I just want to do a quick overview of the OER adoption process. And we'll go into a lot more detail on this in our November webinar. But we kind of identify four steps to OER adoption for those of you who might be new to this process and haven't gone through this before. So, of course, finding and selecting the highest quality OERs that align with the learning outcomes for your course is critical. OER reviews is a big part of that. And all of the OER repositories that we'll talk about next month have some method of peer review, either a rating system or actual peer reviews. Or sometimes it's an endorsement lens, which so a discipline specific professional organization will endorse certain text books or OER modules. Next, there's the adoption process. And, of course, this includes the adoption process that exists at your college, your institution. But in addition, open licensing adds some other twists and turns to that. One is that you can customize your materials. And finally, feedback and research is really important with open materials because your students, faculty, and staff are always going to provide you with wonderful feedback. And because the materials are openly licensed, you can actually act on that. And step number four, of course, is that because revisions are going to be necessary and you're able to do them, you should plan that in when you start your adoption process and not be surprised at the end that that's a piece of it. So here are a number of really good OER repositories to visit. And, of course, we've got the Orange Grove Text Plus, which is Florida's up there in the top left. BC Campus has, as I mentioned a little bit earlier, is working on 40 open textbooks for their highest enrolled lower division courses. And many of the textbooks that they develop may be applicable to your courses. And, of course, you can modify them if they aren't. So a good place to look, Minnesota, not too far from you guys, the University of Minnesota is running a website on open textbooks. And they're really encouraging faculty peer reviews. So check out their site. The OpenStacks College, I'm kind of going around here in a circle kind of clockwise. OpenStacks, we talked about, has released five very high quality textbooks over the last two years, which I recommend you take a look at. It is at the Connections Repository, which means you can actually customize those using the authoring tools at Connections. Merlot, of course, I assume many of you have heard of Merlot. You can use Merlot there. Use Merlot before. You can in the little checkbox if you have a little green check mark. Merlot is another wonderful repository. Thank you, Greg and Rhonda. They have over 2,000 open textbooks listed there. As you know, Merlot is more of a listing site. But some of those are peer reviewed and they also have accessibility reviews. So do take a look at that as well. There are additional repositories, which I don't have the time to discuss right now. We'll go into those in more detail in November. We'll go visit some of these online so that you can take a look at them directly. And once again, as I mentioned, all of these sites have some kind of a rating peer review or endorsement mechanism to help faculty to find the best resources. We can't really emphasize enough that collaboration is necessary when you go down this path. If you do adopt an open textbook, of course, you have to talk with your curriculum committee. You should also try and involve your peer faculty within your department if at all possible. They may not choose to go with you on this journey. However, their students may at some point talk to them about that. And the fact that you're using an open textbook and their materials are free. And another faculty member is using a textbook where it's high cost. Don't forget about students. They're a really important piece of this. The college bookstore is another place. Naturally, college bookstores have to know if you change. If you change from a commercial textbook to a digital textbook, but there's options for college bookstores to get involved as well, which around print on demand. And they can even stock some of these softbound open textbooks if that makes sense. Librarians are a really big part of finding OER and making that available to students. And so the list goes on. And finally, OER sustainability. I talked a little bit about revisions. So open is all about revising and continuing to update things as needed as you learn more from other, as you learn from your students about what works and what doesn't work as you learn from other faculty who might be using the same materials as you. So in general, promoting open practices at your college and open policies where faculty feel supported in their use of OER. This might be offering workshops to faculty such as we're doing today about finding OER. And this might be offered by your professional development people at your college. Or it might be offered through the community college consortium. Or your librarians might offer workshops for faculty to find OER, but that's making that easy for faculty to find it. Getting student input in there, students may say, well, I love these open textbooks, but I want them on my mobile device. And so that will help tune the resources that you go after. And as you're creating materials yourself, whether it's PowerPoints for your lectures, et cetera, openly license your own work. It's very simple. You go to CreativeComments.org. You can choose the right license for you. And participate in the open education community as you are doing today. You'll learn so much from each other so you don't have to reinvent the wheel. If you need help getting started, we can help. Here are some of the things that we offer at the community college consortium. Finding an adopt open textbook workshop. We're doing that online today. If you're interested, I'm going to just move along here. We have some webinars coming up. We already have one on the second, which is archived and available on YouTube. But it's on our archive page. And we've got another one coming up next week, which I mentioned. And we'll have two additional ones this fall. So we'd love to have you come to those.  If you would like to join our Google group and have announcements of upcoming events such as these webinars. It's a fairly lightly trafficked list. Please do contact me at my email address there. And let me know that you'd like to be added to that list. And it's a list where you can remove yourself at any time or you can ask me to do that. And we should also add to that. Please watch your emails for Rhonda's emails because Rhonda is part of our group. And she gets our announcements. So look for Rhonda to forward those on to you as well. Yes. Thank you. And so once again, I want to thank Rhonda very much for inviting James and me this morning. We're very happy to come. And I think we can stay here online for about five minutes and answer questions if you've got some. So please use the mic. You can click on the talk button. Patty just came in. Patty asked whether this was recorded. We're sorry that you missed the previous part of the session, Patty. Yes, we are recording the session and we will provide Rhonda with a link to the archive. The archive is a recording. It also has captions on it so that it's fully accessible. Yes. Hi, this is Rhonda. I want to thank James and Una and also remind you all of the November 19th webinar that they will be doing for us on open textbooks, how to find, select, and adopt an open textbook. And look for more emails from me on the upcoming OER Commons or not OER Commons. The CCC OER webinars that are coming up in the future that you're all able to access as well. And if any of you will be fortunate enough to travel to the ITC eLearning conference in February, there will be a pre-conference half-day workshop devoted to getting started with open educational resources. And then we know that throughout the conference there will be a number of sessions sharing various projects around the country that are focused on OER. Yes, thank you for that, James. And this webinar will be available in a YouTube format for you within a week. So it takes about a week for us to process that. But yes, so Patty, you'll be able to hear it in its entirety, we hope. And thanks to our captioner for captioning it so that it can be watched with the sound off. Any questions, anybody? Rhonda, you got a good group here. They got most of the true and false right, but they were primed. Yeah, it was hard. We couldn't stump the chumps. Thank you both, James and Una. Thank you. I look forward to our November 19th webinar. All right, Rhonda, I'm going to go ahead and turn off the recorder, but we'll be here for a few more minutes if you've got questions. You can just type those in the chat window. And thanks, everyone, for coming.