Well, it's so nice to see you and to have some activities after the vacation and this difficult situation we are living all around the world. But we will try to do our best to give some insight to all academics and practitioners in the world of distance and e-learning. So we have still people joining. Welcome all and good afternoon or good morning or good evening because we have people mainly from Europe but also from other places. I will share my screen so we can start with the introduction. Well, welcome all of you and first of all, happy new year and thank you for all the speakers for accepting our invitation for this first webinar, ADIMNAP webinar in 2021. We will start the series of ADIMNAP monthly webinars with this one and the focus will be about social presence and interaction in e-learning. And we decided to choose this topic because it's despite the model, the framework that Terry Anderson will introduce has some years now, more than 20 years. This pandemic situation has put it into place again or more than before because many interactions now are happening online also in traditional universities. So we wanted to raise this issue and present some framework and some studies and some practices related to social presence and interaction in e-learning. And we have four presenters and here you can see the overview of the topics we will talk about. We will have the first brief introduction about ADIMNAP, the organizer of the webinar, then the four presentations and some questions and answers and please use the chat for your comments and your questions. And we will continue afterwards in the Twitter with ADIMNAP chat as in other times. And the network of academics and professionals is a part of ADIMN, of the European Distance and e-learning network. And it is conceived as a networking space for promoting collaboration between individual ADIMN members and to share knowledge and practices. And one of the main activities is this webinar. This is an activity that has been taking place for some years. And last year the ADIMNAP steering committee was renewed but we have clear that we will continue with this activity because it's very, very welcome. The ADIMNAP and the ADIMN chat. Here you have the current steering committee members and this webinar is co-organized by Francesca Amenduni and me, Ines Jaurena and we will be moderating. So let's go directly to the first presentation. And we have Terry Anderson, who is a very well-known academic in the distance education field. And he's also a member of Eden, Eden Senior Fellow. And he has been working at Tabasca University in Canada and also related to different initiatives such as the Ayurvedic Journal. And Terry, when you want, it's a pleasure to have you here. Great, well, thank you Ines for this opportunity and thank you so many people. I'm really quite thrilled. Now, if I can just find my PowerPoint slides here, where there we go. So hopefully you can see this opening screen, Introduction to the Community of Inquiry Model. I'm really glad to be able to talk about the COI model although I must confess right off the bat that as I've gotten more into mass distance education, I've seen some limitations on the Community of Inquiry Model. So I will introduce it and then I will just briefly end by talking about what I think some of the challenges are with the COI model. So let me go to the next slide. And first of all, the Community of Inquiry is a model and you've all seen drawings and illustrations of models and the value of them isn't that they explain everything but they make it so it's intuitive so that a person can get, oh yeah, here's the various elements that are interacting in a complex situation. And I think that's one of the strengths of the COI model is it isn't that sometimes these research studies come out with models with arrows going left, right and center and then getting so confused that even researchers can't make much use of much less practicing teacher. So a model leads to exploration, explication and its application in a teaching and learning environment. So you've probably seen, if you've been in the field for very long, these three, the Venn diagram of the social presence, cognitive presence and teaching presence. And this was developed by Randy Garrison myself oh in 1998, 1999 and we published a number of articles on it, on each one of these separately and all together. It's really quite amazing to me how popular that model has become. It's really, it is the most cited model of online learning in this century anyways. It's used by researchers and you can look there's thousands of research articles that have used it as a basis. But I think more importantly, it's used for professional development by faculty developers who say to a situation well online learning is different. It still has many of the same quality indicators that you have in a face-to-face environment but the context has changed quite radically. And if you look and take care of the social presence of the cognitive presence and the teaching presence you will have a better course. And what we were trying to do was to have empirical ways to verify this and I'll get into those in a minute. We needed to show that online learning can be a social experience. You got to go back 20 years ago before we had even much video conferencing much less social media where the distance education was perceived then as being basically a transmission model where you would have perfectly designed texts and maybe videos but there would be very little social interaction if any.  And we needed to be able to distinguish between good and poor courses and we needed a mental model for developing that quality teaching. So why community? Even the term community inquiry, we didn't invent that. It was just taken from a face to face studies. But there is lots of evidence about the value of community. It generates commitment and belonging. It's a building block for future friendships, social capital sorts of things. And it leads to persistence and motivation. One of the big problems we have in online education was even worse in the earlier days of distance education was low completion rates. And one of the things we do know is that when people become adapted to and start leaning on and benefiting from the community then their motivation, their persistence increases. Finally, we're starting to hear lots more these days about the need to have diverse viewpoints and to talk about, we're sharing one globe and we have to learn to listen to each other, talk to each other and question each other. And I think a community is a safe place to do that in or some communities anyways. And yes, and then of course in COVID times there's a lot of people who are socially isolated.  And I think that that sense of community has been denied to many of us in COVID times. So how does the model work? There's the big three, social presence, cognitive teaching presence and then we developed what we call design elements or sort of the major features of it. And then we finally got to as you'll see in the next slide for each one of them we developed indicators. And this is just an example, this is social presence. And we talked about three kind of larger groupings cohesiveness where we're talking about a group as a group, so we talk about us and we and we use fattics and salutations, high class members, that sort of thing. And then we looked for interactive behaviors where they were picking up on a thread from somebody else or quoting their somebody else's messages. Again, these were originally developed for a computer conference async and x-based environment. And they have been updated for more real-time interaction as well as for use in classrooms and face-to-face classrooms as well. And then affective behaviors, expressing emotion, humor, self-closure. So we went through for each of the three social cognitive and teaching presence and do note that we always talk from the beginning about teaching presence, not teacher presence because we felt like the community members start to teach each other as well and that sometimes they're formally requested to do so and sometimes they just do it informally. One of the challenges we had was trying to measure this with the naive assumption that all the interaction was now laid out there in text through the interactions and in a threaded discussion, which was the medium that we were using when we developed this medium. I say naive because really we know that learning doesn't only happen in what you punch into the computer conferencing. It happens when you're studying for a test, when you're talking informally, when you're on Facebook and other social media, of course nobody was in those days. So it made it simpler. But we had a challenge because it's really hard to, something like one of the indicators of social presence is use of humor. And trying to find a joke that everyone thinks is funny is really challenging. And when we were after replication and being able to get it so that we had consistent marking was really challenging. And so it was helped a lot by scholars who developed a student response so that they had to use a Likert scale survey to look at each of these elements and give a one to four rate whether the instructor clearly communicated important course topics, et cetera, et cetera. So that gave us an instrument that was certainly much easier to use to assess the community of inquiry can be used by teachers or by researchers. This is, what am I in? But the big problem, one of my biggest problem with the community of inquiry model is it is a constructivist learning model. And we haven't been able to scale them much above 30 or 40 people. I know some courses have gone up to around 50 but I think the quality starts to suffer. So one of the big problems is it focuses on student-student-student teacher and a little bit of student-content interaction. But in order to scale, we have to bump up the student-content interaction. And that was done through MOOCs where a teacher would often record on video. And then what used to be student-teacher interaction became student-content interaction where the content was the recorded voice of the teacher. And there's other ways. This was from an article at Randy Garrison and I wrote where we talked about the need for teacher-content interaction and content interacting with other content. We see that happening now more with the semantic web and artificial intelligence where content is updating other pieces of content. And I think we've got to start looking more because what I got more interested in ways to reduce the cost of higher education. And the community of inquiry model for all of its power in taking a small classroom and making it work at a distance, it doesn't scale to the hundreds of thousands of students that are necessary for some areas in the world. There's been many people who have written, factors, whole articles on additions to the COI model. People saying, oh, teaching social presence, it's just not enough. We got to have emotional presence, technical presence, communication presence, and a whole bunch of others. And none of them have really carried, really had a lot of traction. I think Randy Garrison once said that he made his whole career on Venn diagrams and Venn diagram by definition can only have three components. But the one that I like is introduced by Peter Shea called learner presence. And because no matter how good we get those other three, if the learners are not there, if they're not attentive, if they're not motivated, we're not likely to get much learning happen. So I think when you add learning, then you come to maybe a learning model rather than the COI is currently mostly a teaching model on how to teach effectively. So just to end, this is the COI site. There's many of the papers there. There's the copies of the tools. Sort of it's a central hub for the COI model and I encourage you to go there. And it's all open access stuff from Athabasca. So to conclude, it's very widely quoted heuristic and research theory. It's a simple model, but it's helping to guide but not restrain. It's based on constructivist educational pedagogy and just leave you with a couple of questions to think about. Does it speak to learning in your course contents and can you see or have you used it as a way to develop or to research your learning? So thank you, Ennis and Eden for this opportunity to talk and I will look forward to the other presentations and stop sharing. Thank you very much, Terry, for this overview about the so relevant topics you raised, including the critics or the limitations of the model, which is still a very widely used. We ourselves at UNED, we did a translation into Spanish and validation of the service to use it in our environment. And it's true, there are lately many publications still revising and using and adapting the model. So I think the issues of scalability is very relevant. And relating to that, the next presentation comes from my same university, the Spanish Distance Education University, which is one where scalability is an issue because we are one of the so-called mega universities, one of the bigger universities in distance education universities. And the next presenter is Adriana Kikowski. She's a professor at the Faculty of Philology for Language Studies in the Distance Education University in Spain. And she participates in a teaching innovation group, the same as me. We are colleagues in this. And she will present a recent study we have developed at UNED when you want. Adriana, thank you. Thank you, I would share my, yes, okay. Okay, okay, I will start. Well, firstly, thank you very much to the organizers of this webinar. It is really a pleasure for me to be here this afternoon. And as Ines just said, I'm going to present some of the results of our teaching innovation project that we have carried out last year with the support of our University, UNED, National Distance University in Spain. And the project was called Learning Practices in Open Digital Spaces and their impact on teaching at the UNED. And I want to say that this project is continued in a new project for this academic year. So we are in a project in progress. Okay, we are a group of UNED professors, the majority from the Faculty of Education, but also some professors from other faculties, such as philosophy and phycology, which is precisely my major file of teaching and research. So the main objective of UNED is to analyze the use of social networks and digital applications by students and the relationship with the UNED's distance learning methodology. The aim was to see what dynamics take place outside the UNED's virtual campus and to see how to take advantage of them to improve the quality of our teaching. So the idea was to find out from our students what motivates them to use social networks and instance messaging applications more and more often and to learn about the practices they develop in these spaces. So the methodology we use was a mixed one. So first we really benchmark digital spaces as a basis for designing the tools to be used in the next qualitative and qualitative phase. So as an intercollection instrument, we plan to carry out an online survey that we were going to distribute to the forums of the academic subjects that we teach ourselves. And for the qualitative part, we were going to carry out focus groups with undergraduate and master's students that we planned to do in our regional or local centers. It should be said that the qualitative part was touched due to the fact that the field work had to be carried out in lockdown due to the pandemic. So we decided to do the focus groups online through Teams, which was also an advantage in terms of the confirmation of the rules as it allowed us to bring together people from different geographical areas in an easier way. So I will talk to some of the very important results and from the online survey we have been able to extract some results regarding the frequency of use of social networks as well as the improvement tools of our university. We see that the tool here we can see that the tool most used by students is our learning management system, which is called ALV. Below is WASAP. We refer here to the WASAP groups that students organize themselves for each academic subject. We have Facebook and finally the university's video conference channel. We can say that the use of Twitter is practically non-existent. Regarding the use proposal we can see that with respect to WASAP it is used sorry because I couldn't translate the facts for the graphics but I will translate now at least the most important. We can see with respect to WASAP it is used primarily for consulting with colleagues and to access summaries notes or outlines made by other colleagues. Practically the same for Facebook and in the case of our LMAs it is mainly used to access course materials to contact teachers and to a lesser extent as a communication channel with colleagues. I don't have enough time with the results so I will talk about the qualitative results. The thematic areas of the dimensions that we were interested in analyzing and which we organized the forward group meetings where the learning cognitive and social dimensions and with regard to the results I'm going to give some hints because there is no time to go into detail and because as I have been saying the work is still in progress and I hope to be able to continue with the analysis in further in depth. With respect to all our learning management system and other technological tools belong to the UNED such as the video class channels it is clear that there is an unanimous opinion from all the students who express this agreement with the way it works there is a general opinion that the UNED's platforms are not adequate but it should be taken into account that as I said at the beginning the field work was carried out in the lockdown period and we cannot be unaware to the fact that the digital skills of people in general took an important turn or a turn or a relevant progress because the students now spoke fluently of applications such as teams and they compared them with UNED tools which obviously left the universities technological offerings very poor or in a good situation in fact the university in fact the university had to start using teams this year to overcome the deficiencies of its platform to the increase in online tutorials and tutorial sessions so as I said at the beginning the question of where our students are the concern to see how our students interact less and less between the forums of the official platform was a major focus of our work and why do students use social networks or other non-formal spaces as a learning strategy so when we talk about with the students about our elements the terms that we can find most often in the discourses analysed are for example terms as hierarchy formality, inactivity negative interference so in contrast in the analysis of social networks we find many more nuances and concepts which suggest that there are many more things to say about these here we can find terms such as immediacy, freedom personalisation, reliability socialisation, sharing non-formalisation, closeness more as support to mention just a few of the most frequent ones and in the case of the cognitive and social dimension when we ask how do social media and non-formal neutral spaces facilitate learning students answered things like it's all there sharing resources and materials so they value a closer less formal way of sharing of sharing materials, sharing experiences they talk about also about the study partners, about the immediacy the spaces as I said without hierarchies freedom and friend and so the technological advantage of social media is always an element of contrast with formal institutional spaces for the time the comparison between one and the other the formal and the non-formal so students talk about the formal spaces students talk about also lead an intuitive platform while they have simpler spaces that offer greater possibilities for interaction in another informal places students are always aware of the limitations of the use of social media or also as for example we talk about over saturation and the possibility of incorrect or wrong information and to finish because that's the time to compute from our study I want to signal that to respect to digital infrastructures for example in technological aspects the power university the net learning environment the elements and the rest of the tools is not very adequate as expressed by most of the students who are the users of them and as I said before the technological tools offered by the net are also it compared to the rest of the digital applications that they know and that they have on the internet so in this sense we consider that in an appropriate environment the fact to express users students do not find the information they need in the formal space so they lose their way in the learning process and they do not find the necessary feedback and in respect to the methodological aspects the current digital scene with connectivity, social networks and the abundance of open information on containers is demanding an adaptation of the teaching methods practiced in digital education in our research which as I mentioned earlier is ongoing because we can clear that students find it very effective to seek out learning resources and compliments outside the services offered by the institution sometimes these resources replace institutional ones and sometimes they complement them in this sense it seems clear that the university should adapt its teaching methods to these circumstances and the process of adaptation is one of the points we want to follow in our research so as I said all the time this presentation will be continued so thank you very much Thank you Adriana for sharing this study I'm sorry the audio was not very good sometimes it was going and coming but the slides were very useful for following the discourse in the chat there were many people sharing also their experience in the use of different social networks and the LMS and these different spaces in their own institution so thank you for sharing that and we will move to another case study in this case is Irene Chagbonot from France the University of we have invited her because she presented her master thesis study in Sweden she did the master thesis in Sweden and she presented the results in the last Eden research workshop last October and she deserved the best paper award so we have invited her to share her work which is about social presence in a course thank you Irene Hello can you all hear me well yeah I don't know yes okay great well thank you for inviting me to this webinar maybe I'm going to start by sharing my screen and maybe I can explain a bit clearer is it Stockholm University Nantes University so yeah here we go so I'm Irene Chagbonot so I graduated from Stockholm University recently and now I'm working as a pedagogical designer at the University of Nantes in France and so my presentation will be on social presence in online course so for this presentation so I decided to present my findings from my master's thesis the one that received the best research paper award and I also thought that would be interesting to open a dialogue with two other things first is so my master's thesis was on social presence in an online course that I took as a case study and interestingly the course designers of the online course started Focus Group in which they reflected on the implementation of the course and as I had access to those data and those Focus Group I'm going to try to kind of see how this echo my research as it was with the same online course and then I thought that as given the news now it would be interesting to see how my results we were done I mean during COVID-19 but the course was online before COVID-19 happened so how it echoes the pandemic and now that we have a bit more distance like also I would love to know more about your experience of social presence during COVID-19 so the study I did took as its context the growing concerns about social presence so as we understand highlighted this is something that is not new in research not at all but for sure the new context of COVID-19 as exacerbated this concern so in my research I define social presence very simply as the sense of being there with others in a mediated environment and I think like now that I'm working in the University of Nantes I can see from the like from the testimonies of other teachers how teachers are concerned for example like the way the first year students in bachelors are not able to create interaction with other students etc so I think the concern with social presence is giving is getting more importance and so in my study this slide is not completely finalized so sorry for that so I analyzed an online course that was offered by a network called Unipid Network of Finnish universities to international and national students enrolled in a Finnish higher education so it was offered in spring 2020 and the course focused on global education development from a decolonial perspective that was the course topic and so the aim was to kind of explore the education power structure, structure globally and locally that's about the course I studied and then you can see that my research, you can see this small Stockholm University logo was on social presence and I used the social constructivist lens so you will see that I'm not directly working with the community of Incury so I'm going to bring some new theories in the discussion maybe it can be interesting and so my research was based on observation of the course activities so for example forum discussions or zoom webinars on questionnaires and on interviews with students so yes and so out of the 65 students we were enrolled in the course so it was a middle-sized course, not a massive course, 22 participated in my study and then lastly so I was talking about the course designers who started reflecting on the course implementation so they did three focus group and the aim of this focus group was really to see like so the course topic was on decoloniality but the teachers wanted to also reflect on the extent to which they used as teachers the decolonial pedagogies because it was not only about the course content but also the course form and maybe you're not so familiar with decoloniality so I'm going to give a quick introduction so the idea for the course designers in introducing decoloniality was first to link with the oracentric system of knowledge bringing alternative system of knowledge in higher education in the content that we are teaching to students and secondly they wanted to break down the your keys between students and teachers and finally the third aspect of decoloniality in their practice was to say that the students should reflect on decoloniality not only in a theoretical way abstract way but in relation to their own personal histories and experiences so those elements are going to be interesting when I will kind of put into dialogue their reflection in my work so now I'm going to present some of my findings and bringing in broader discussion so in my findings I so in the course there was an effort to for students to share their identity, their experience to be open to a dialogue at a personal sense more than that for example an institutional sense so that was something that the teachers tried to do and what my results showed is that most of the time students and even teachers when they were introducing themselves to others they tend to focus mostly on like let's say their academic self for example, emphasizing their institutional belonging so they were reluctant at bringing in this personal voice and this individualized voice and also I saw that they were reluctant at sharing personal experiences and even maybe vulnerabilities especially in an online setting and what was so when I worked with the course organizer focus group it was interesting to see that they identified this resistance among students to personal experiences and to take an individual voice and not only they identified this but they explained to me that even themselves as course designers they were reluctant at bringing in their personal voice and they tend to maintain the distance with students saying that compared to their traditional course it was more difficult for them because they didn't necessarily know the student etc and so I think what is interesting here is I mean in general now it was a course on decoloniality but I think in all courses and even in during the pandemic it's interesting to think about how to bring students to share those personal experiences but also how to break down this formality and I think the previous presentation by Adriana Kiskowski I hope I'm not pronouncing it in a bad way but was also about that how to create informal space where students can actually share their vulnerability their personal experience so that was the first point then in my research I compared a class discussion in Zoom webinars and in Moodle forums so I compared students presence and teachers presence and this is very interesting when you think about the aim of the decoloniality which is to break down teacher students binary so we usually think that Zoom is something that will increase social presence because you know you can see the face of the people etc and what the results showed that there's no determining effect of this so in my result I saw that in in fact in Zoom there was less student presence because the presence was inequality distributed and it was distributed based on academic hierarchies so in a sense Zoom tend to reproduce those hierarchies and students participated in the way they engage in the discussion and compared to when we compared to Moodle actually in Moodle forums there was more students presence so in a sense Moodle appeared as a more democratic space but something that is very paradoxical is that Zoom was quite positively perceived by students and actually they tend to make it even more teacher centered whereas they didn't really like Moodle and one of the topic that came out was that Moodle was putting too much workload on them because they had to lead the discussion and be the facilitators so that was about my findings and then when I started to like work with the course designers reflection I saw that they also identify this kind of paradox because let's say they wanted to create student-led discussion for example in forums in Moodle and that was part of the idea of decolonial pedagogies which is to break down the teachers and students binary but actually when they heard about the feedbacks from the student we didn't like forum because it was putting too much workload on them they started to think is it something decolonial practice or is it something that can have bad effect and can be seen more as a neoliberal practice let me explain you so now we are putting like in student-led discussion the emphasis is on student which means that we also expect like it's also a way for teachers to have to engage less and maybe like I mean there's a cost benefit of putting the discussion on student and also we expect student to be like available at any time anywhere but this means that we consider that the university owns the time of the student and they can be and we can see it during COVID-19 where people are expected to do things late at night or receiving information late at night so there's really this issue of the bad aspect of thinking about student-led discussion or flexibility in time the second aspect that was interesting is that the course designer was wondering how to break down the teacher-traditional role by disrupting conventional learning habits because what we can see is that one of the cycle to zoom being something more student-led is the students themselves so how to disrupt students conventional learning habits but at the same time recognizing and acknowledging that students also have a need of stability especially in COVID-19 time and I think that's something that we can really wonder about the COVID-19 now because we want to bring in new practices and take this context as an opportunity to bring in new practices but I think there's also a real need to acknowledge students need of stability in a world now that seems more and more unstable so I wanted to end this presentation by asking you how did you experience social presence during COVID-19 as students as teachers but also in other any kind of other online interactions because I think we all have those experiences that seems weird or that we get used to it then but that can be actually very interesting for me and for research in general and I will also thank you for listening to me and also if you're interested so the focus group that I was mentioning will be used for an article that will be written on the course implementation on which I made my master teaching and I will have the chance to participate in this article so you can follow up. I hope this was clear and I'm really happy to hear about your experiences and questions and everything. Thank you. I want to tell you that your presentation will open up a very critical reflection and discussions so please go into the chat and interact with the other participants. At the end after the Nadia presentation we will try to read the questions and to open up our final discussion about it. I'm very happy to present the last presenter is Nadia Sansona. Nadia is a researcher in Experimental Pedagogy and Technology and Answered Learning at Unitalma Sapienza University of Rome where she is the e-learning responsible and the head of teachers and tutor training so I leave the floor to Nadia and let's listen to her presentation regarding the e-activity. Thank you all. Good evening and thank you for the invitation Francesca. I'm really happy to be here. Let's just tell me if everything is okay with my presentation. I'm going to put the screen on. Please just tell me if you can see it. Okay, thank you. Good evening again everybody. I'm Nadia Sansona from University of Rome. My university is an online university so everything we do is about technology and distance that's why in this COVID-19 we did not get too much difference from before because we are already online but we also felt the difference in the external context about our university. Tonight I will briefly tell you about the very key we use to support social interaction and especially to support a social interaction which aimed towards effective learning. I'm talking about DVDs which in some of the definition are models to promote online active participation and learning. Both considering the individual or the group collaborative learning and this is because they are based on a solid and very strong structure so they are well suited to support and promote interaction and effective interaction. We use activities in our online university to support each curricular subject so we have both online webinar lessons which are registered or in a synchronous way but above all our learning model is based on active learning so students are actively engaged and asked to perform activities and realize concrete products and objects during their learning because we need to give them this kind of concrete goals and activities based on the idea which we knew already from UAE and so on of the effectiveness of active learning, learning by doing so we need especially when each interaction is mediated via a tool or an online environment such as Moodle or Zoom or Google Meet and so on we need to support strong interaction because of the distance and of the literature and the many researches of the sensation of being alone left alone from the screen so we need to support students to feel the presence of others but above all to feel that they have a common goal that they are all asked to reach for this goal which is also to shift from an acquisition metaphor of learning and of knowledge to a participation one that is to build together artifacts which are valuable for their society but for their community and to interact with the peers, with the teachers with the tools and with the overall context so we need first of all to change our perspective about learning and to use this medium not only to perceive social interaction and social presence more than before more than in presence and in face to face interaction but above all to change our view of learning to innovate knowledge and to develop crucial skills that are what we need in the nowadays society also because of the pandemic but we hopefully we will go through and after the pandemic we need to support our students to develop crucial skills such as collaboration such as critical thinking learning to learn and so on that is why because we use activities to support a social interaction activities which we can think about like a recipe made up of many ingredients so first of all the need for clear instructions which we need to give as a learning designer as a teacher to our students instruction about what they are asked to do what they are asked to achieve together so about the tools, timing the evaluation and so on the more an activity is clearly defined from the beginning the more results our students will reach together or individually it depends on the activity then we need to give them interesting and attractive parts which some call the problems the question to begin with and then to continue in their interactions when they are called to produce together a final report a final project a prototype everything that we ask them to build to prepare not just for the examination but to feel part of the same community and to support the interaction and finally we need to give them from the beginning to the end and during the activity effective feedback about their process not just about their learning on the results but about how they are interacting how they are collaborating and how effective is their interaction with the tools and with the peers so the presence of the teacher during the process from the beginning with the instructions and the parts to the end with the feedbacks is very important and it is one thing that should be carefully designed from the beginning and here I want to just show you how we implement the activity in the practical and literature guidelines in the concrete reality of our university so we choose a prototypal cycle of activity online in the Moodle platform and how the interaction are supported in this environment by the many tools not just Moodle but also Zoom or Meet or any other platform to support a real-time interaction from the forums so the asynchronous interaction we begin each small or big activity with a kickoff moment in which through webinar or forums or pre-registered videos or texts we give our students the instructions that they need to go through the activity and to interact with each other so there is a first moment of kickoff followed by supported and guided interactions and group and individual work in which students are clearly demanded to interact with each other in forums or using the same channel like Zoom or any other tools they feel adequate to support their interaction but this interaction should be carefully guided by an inquiry and a problem solved situation a case study everything is good in order to support their interaction as well as they have clear instructions on timing, on roles because we also use the role-taking and on the final goal they have to reach all together or individual which could be a conceptual map to be all together built or a project or a research project because my course is about psychology so they have to know about the methodology and so it depends on the curriculum topic and then there is the final step of the cycle which is based on the students reflection supported by the teacher's assessment but from a formative point of view we use obviously a formative framework of evaluation a sustainable evaluation so students from the beginning to the end are asked to reflect upon their process their results, their group interaction and to provide each other from individual and group point of view with constructive feedback so we scaffold them to learn how to evaluate each other's but via effective communication and social interaction so we have a cycle which support a continuous shift from individual to the group from individual agency to social agency from passive to explicit knowledge from different kind of knowledge in all texts, videos discussions, examples experts coming and giving their point of view to our students and also using conceptual maps, visual maps many kind of knowledge, many kind of experiences in order to combine them and help students develop some crucial competencies which we need from university students and then from a worker which are about effective communication first of all social interaction, teamwork communication and also critical thinking about their process about how they are interacting which is what is a good interaction which is a bad interaction so I'm going to the end of my presentation maybe this kind of structure I presented to you may seem kind of rigid kind of straight but it's not because you should keep in mind just to give students precise instructions about timing about the tools and to support them during the interactions to be present to give them feedback, useful feedback then you can obviously you can adapt the many activities you can imagine you can think about to your curriculum subject to your students their age, their background to the tools you have available to the historical moment pandemic or not pandemic and so on but what you should keep in mind as a teacher, as a learning designer is this final remark about the learning designer, I'm a designer and which is that learning design is an art so you should have passion and motivation but also skills and preparation to be a good designer, you need time you cannot improvise good activity because you need also to imagine possible obstacles and you know difficulties from students about the tools, about the group interaction conflicts and so on so you need to give yourself and your students enough time to all of these obstacles internally resistance and so on about technologies and also you have to prepare good materials good lessons and good instructions for your students and finally you have to think about your role as a teacher and think about if you need a learning designer to help you with the planning and above all if you need and it's obviously like that in an online environment well equipped and skilled and prepared tutors tutors to help you with an activity because it's a complex architecture of an activity which you need to perform online where you don't have to see your students all around the activity there is a social distance that you should face so you need well prepared people in each role of the activity so that's all for my presentation I hope it was clear most of all and interesting for you all and if you have questions I would be glad to answer to you Thank you so much Nadia for your presentation you received a lot of feedback in the chat and also in the question and answer so we are at 6 now our presentation should start but I ask to the secretary that if we can have some minutes to to start to answer some of the questions for the presenters I try to collect all the questions so I select one for each presenter so one for Terry is this one of the best interaction is between students how do you encourage that in synchronous communication for Adriana are students becoming more aware of surveillance and integrity issues for Irene could you please provide some solution regarding the student teacher interaction via the platform moodle and for Nadia which platform is the best for an asynchronous mode of learning in higher education I want to invite you to briefly answer and I also want to invite you to participate in the hidden chat because we keep the conversation also there after we close the webinar okay do you want me to begin sorry the question what is the best interaction how do you encourage them in synchronous communication well I think Nadia answered that question in her presentation it was an interesting question I think the the model of these E activities I really like the fact that it's it focuses on projects group-based learning breaking a synchronous group into group rooms I think is critically important and I think that if you look back in the literature there is you know 20 30 40 years worth of online area in a face-to-face environments but online has some distinct advantages too so I think it's all depends on the learning activity in synchronous and asynchronous but synchronous has of course the power to really allow people to interact in a more sort of a real time in a real way understanding the fact that it opens the door for the teacher domination that Irene talked about that the teachers have to get away from just using it as a lecture model so I'll leave it at that thank you Adriana do you want to answer to your question is your mic okay thank you sorry well I think that people worry about issues of control and surveillance etc but I don't think that that issue is the most important at least for me that because what I want to suggest is that teachers should be aware that there is a huge war beyond the LMS and beyond the resources of our universities and the community activity of the highest importance is taking place in these spaces so the question I think maybe is provoking but I think the question is not about formal or informal or about public or commercial platform it seems to me that the issue is where the training activities takes place in all its extent so I think we need to change our system our restrictive models the classroom has already lost its walls so do not replace the walls of the classroom with the boundaries of our LMS so I think we have to incorporate more social networking activity very in mind that the community of inquiry needs to be expanded by enhancing the cognitive capacities that can stimulate social networks so to bring the study closer to the students practice spaces so I don't have a full receipt but we have to be aware of where the students are and try to approach them thank you thank you Adriana please continue with the question okay great so thank you for your question I'm sorry that I drawn you in theories and I gave not enough solution in my presentation I think the nice thing about this is that I think the other presentation brought a lot of ideas and I think in the chat as well so regarding how to improve student teachers interaction I'm not going to give another solution to the many solution that was given but I'm going to do a bit different answer I would say that I agree with Adriana that you need to plan and you need to make sure you are prepared as a course designer or as a teacher but I would say something that is important if you want to make sure that for example teachers are not taking the whole space or to understand well the social interaction that are happening in your classroom I would say what is also very important is what I would call the pedagogy of the moment which means that you need to plan but you shouldn't think that it's all about planning it's also about being sensitive about what's happening in your classroom and what's happening between students and sometimes we tend to a bit like forget about this when we are doing online education and that would be my take on this thank you Thank you and Nadia if you want you can conclude Yes Right there is no good answer to the question which was directed to me because I don't think we cannot claim there is a unique best platform for synchronous learning what I can tell you is that for my experience since now till now Moodle is certainly a very good platform not just to support a synchronous interaction because to the same we have many many web forums and so on we can just use a common whatever forum but Moodle as you as you well know is a constructive such a constructive platform so it supports a very good way of thinking about learning about formative evaluation about group work so it provides teachers and students with so many tools about collaborative learning and work that I personally I prefer Moodle to other platforms but I do not think it's perfect because it is also a closed system and it's not so social but you know compared for example with Google classroom or many others social platform it has some advantages when you want to engage your students in a long path very well structured and followed by a learning designer and a teacher I would suggest to go for Moodle but it depends as Irene was saying the moment on your students and underneath you are facing in that very moment so there is no right and always valuable answer to this question I like to the pedagogy of the moment and also there is no good tool of the moment we have to follow also our instincts and above all the learning goals and the learning idea in mind so if we need to put the students in the center of the process we need a platform which supports students in doing this but there is no answer to this search for the perfect tool and the perfect environment according to me. Thank you so much Nadia I think that we can close this great presentation with a lot of interaction and I hope to see you on Twitter this Twitter chat will be based on your questions so we will use your question to start the discussion and I want to tell you that you will find the registration of this presentation on YouTube and thank you for the presenters Thank you very much it was really nice your contributions and also the chat it was really nice my insights. Thank you Bye


is my first lecture in module called model adequacy checking. In this model here first I will describe the problem what is model adequacy checking, what we do in simple linear regression or in the multiple linear regression we make some basic assumptions on error. For example, you know we assume that the error has zero mean and also we assume that the error term has constant variance and the errors are uncorrelated and also we assume that the errors are normally distributed and let me just you know write the things formally recall the simple linear regression. The model here is y equal to beta naught plus beta 1 x plus epsilon and for the ith observation just we put i, i, i here for i equal to 1 to n and for the multiple linear regression y i equal to beta naught plus beta 1 x i 1 plus beta k minus 1 x i k minus 1 plus epsilon i. So, this is a multiple linear regression model with k minus 1 regression variables. So, the basic assumptions here the assumptions are expectation of E i is equal to 0 variance of E i that is the error terms epsilon has constant variance variance of E i is equal to sigma square errors are uncorrelated and also we assume that the errors are normally distributed. So, all together I can write that E i follows normal with mean 0 and variance sigma square and they are independent and identically distributed. So, today what we will do is that we will I mean in this module basically what we will do is that we will present several techniques to check these basic assumptions on error whether they are correct or not. So, you know gross violation from these assumptions may yield a model which is very unstable. So, in this module we will learn how to given a set of data whether the data set satisfy this basic assumptions or not. So, we will talk about you know several plotting of residuals. So, based on that we will check whether these assumptions are correct or not. So, the residual first you know what is the residual in simple linear regression model or multiple linear regression model. So, E i the ith residual is equal to y i minus y i hat. So, y i is the ith observation. So, y i is an observation and y i hat is the corresponding fitted value. So, this is called the you know the regular residuals and this E i the ith regular residual it measures the part of variability in the response variable which is not explained by the model. Because E i is the difference between the original data I mean the response value y i and the fitted value. So, the part which has not been explained by the regression model is E i. So, it is you know very convenient to treat this E i as the observed value of the epsilon i because we want to test the assumption on E i sorry assumption on epsilon i that is the error. We assume that the epsilon i follows normal 0 sigma square and they are independent and identical distributed. So, the observed value I mean this residuals E i's are treated as you know the observed value of the errors epsilon i's. So, what we know about E i is that first of all epsilon i's are this is some observation you know you know that epsilon i's we assume that epsilon i's are independent, but the residuals E i's are not independent the n residuals only n minus k degree of freedom. Because you know you know about this degree of freedom all this E i's you know the residuals we cannot choose independently I am talking about multiple linear regression model with k minus 1 regressor. So, there are k constrain on involving E i. So, we cannot choose all the E i's the residuals independently. So, we can choose n minus k of them independently and the remaining k E i's have to be chosen in such a way that they satisfy those k constrain. Well, so what I said is that you know it is since we are we are trying to check whether this assumption E i follows normal 0 sigma square iid whether this is true or not this is iid or not it is it is convenient thing of the residuals as the observed value of the and you know plotting the residuals is an effective way to investigate how well the regression model fit the data or to check the model assumptions. So, we will learn about several residual plots in this module and before that you know I just want to introduce two definitions one is called you know the I mean the leverage and the influential observations because the things are connected. Let me just know first introduce what we mean by the what we mean by leverage point and influential observations. So, here is a scatter plot of the observation x i y i. So, suppose you know I have some observations x i y i and this is the scatter plot of the given data. Now, you see the point A the point A this has unusual x coordinate from the rest of the observations. So, the x coordinate for this point is much larger than the x coordinate of the remaining observations. So, this point this is an example of a leverage point. I will give some numerical example for leverage point and the influential observation also. So, if a data point has unusual x coordinate, but here you note that you know this point is lying on the general trend of the observation. So, if you fit the given data here the fitted model will be something like this. So, this one you know lies on the fitted model fitted line. Now, I will talk about influential observation. So, again you know this is a scatter plot for the observation x i y i i equal to 1 to n and the point A here is called an influential observation. You check that you know this point has moderately unusual x coordinate and the y i is called a influential observation. The y i value is also unusual. So, both the x coordinate and y coordinate. So, if I say this point is say x A y A then both x A and y A are larger you know compared not larger. I mean their far I mean what I want to say is that x A is different from the center of x coordinates and similarly y A is different from the center of y coordinate. So, this is you know here A this point A is not lying on the general trend of the data set. So, this is and this is a leverage point as well as it is not on the general trend of the data set. So, this is this type of observation is called influential observation and the influential observation has noticeable impact on model coefficients. So, just let me just you know again let me tell that what is you know leverage point and influential observation. So, a point is said to be leverage point if it has unusual x coordinate, but the point may lie on the general trend of the data. So, this is the general trend of the data. So, this is the general trend of the data, but in case of influential observation a point or an observation you know is said to be influential observation if it has unusual x coordinate as well as it has unusual moderately unusual y coordinate. Now, again you know today what we will do is that we will talk about several scaled residuals. So, first I will start with hat matrix and then I will talk about several scaled residual well the hat matrix and various types of residuals. Let me just recall you know the multiple linear regression model in matrix form we write this as y equal to x beta plus epsilon.  And what we assume here is that the variance of epsilon is equal to sigma square i. So, this is the base assumption we make this is i n. Now, solution of this multiple linear regression model is we know that beta hat is equal to x prime x inverse x prime y if x prime x is non singular. So, we know how to this is the least square estimator estimator of the regression coefficient x prime x inverse x prime y. So, the fitted model the fitted model is x prime is y hat is equal to x beta hat which is equal to x x prime x inverse x prime y. So, just know plug beta hat here and this is equal to equal. So, this is equal to x beta hat h y say where of course, h is equal to x x prime x inverse x prime. So, this matrix is called the hat matrix. So, this is called the hat matrix because you know this is called hat matrix because it maps y to y hat that is why it is called you know hat matrix. Anyway, so the elements of h is equal to say h i j which is equal to h 1 1 h 1 2 h 1 2 h 1 h 1 n h 2 1 h 2 2 h 2 n h n 1 h n 2 h n n. So, this is what the hat matrix and you know how to calculate the elements of the hat matrix because x is known then you can compute the elements of the hat matrix h well. Now, we will talk about you know several properties of hat matrix first of all h is it can be verified that h is symmetric that is h transpose or you know h transpose is equal to equal to h. And the second property is that h the hat matrix h is idempotent that is h square is equal to h transpose is equal to h transpose h. Well, let me prove this one what is h square h square is equal to h into h my hat matrix h is equal to x x prime x inverse x prime and this is h into h. So, x x prime x inverse x. So, this is equal to now this will cancel out. So, this is x x prime x inverse x which is equal to which is equal to h again. So, the two properties of the hat matrix is the hat matrix is symmetric and it is also idempotent matrix. Now, the residual you know in matrix notation the residual is equal to y minus y hat. So, y minus y hat is equal to y minus now y hat you know that y hat is equal to h y. So, h y which can be written as i minus h into y. So, this is equal to i minus h and y is equal to x beta plus epsilon. So, this is equal to x beta minus h x beta plus i minus h epsilon. So, this is equal to x beta sorry. So, x h is equal to x x prime x inverse x prime x minus y hat. So, this is equal to x beta. So, this is h and then x beta plus i minus h epsilon. So, this one is nothing but. So, this is x beta minus again x beta plus i minus h epsilon. So, this is equal to i minus h epsilon. So, this is equal to i minus h epsilon. So, what I am trying to do is that you know in this lecture my aim is to introduce several scaled residual. What we know till now is that we know that is just the regular residual that is E i. Now, we will talk about several scaled residual which are useful to for some purpose. So, we will talk about standardised residual, we will talk about student residual and also we will talk about the press residual. So, for those purpose you know I need to find the variance covariance matrix of the residual. So, variance of epsilon i is equal to sigma square, but variance of E i, E i we treat as you know the observed value of the epsilon i, but variance of E i is not sigma square. So, what I am trying to do is that I am trying to find the variance of the i th residual E i. So, what I have at this moment I have I know that E i is equal to 1 minus h into epsilon i. So, what I know is that E i E is equal to i minus h epsilon. Now, I can find you know the variance covariance matrix variance covariance matrix of E. So, variance covariance matrix of E is a vector right. So, variance covariance matrix of E is equal to i minus h sigma square i i minus h is a very standard one and this is equal to sigma square i minus h is a very standard one. Now, as h we know that the hat matrix h is an identpotent matrix, then you can check that if h is identpotent then i minus h is also identpotent. So, i minus h square is equal to i minus h. So, this is you know we can write as this is equal to sigma square i minus h. So, this is the variance covariance matrix of E. E is you know it is a vector you know I hope you understand that E is E 1 E 2 E n and this is the variance covariance matrix of E. So, from here I can write you know the variance of variance of E i is then equal to sigma square 1 minus the ith diagonal element is 1 minus i 1 minus h i i. So, h i i is the ith diagonal element of h where h is i i is the ith diagonal element hat matrix and similarly you know you can find the covariance between not necessary, but you know just covariance of between the ith residual and the jth residual see E i is a you can find it from here that is equal to sigma square h i j is of course, a minus here. Well I have something to say more about this the ith diagonal element well. So, what is h i i? h i i is the ith diagonal element of the hat matrix h and the hat matrix h is equal to sigma square h i j is equal to x x prime x inverse x prime. So, what is this x? x is you know the coefficient matrix sort of. So, x has the rows x 1 x 2 prime x n prime. So, x i prime is associated with the ith observation right. Now, I am interested in the ith diagonal element of this hat matrix. So, I hope you understand that h i i is then just x i prime x prime x inverse x i. So, where where x i prime x i prime x i prime x i prime x i prime x is the ith row of x matrix. So, it it you know you you can check that what h i i does is that h i i measures the distance of ith observation from the center of sigma. So, center of x coordinate and you have to understand. So, this is enough to explain you know this is what the h i i is that is this quantity and the x i is the x i prime is the ith row of the x matrix. And then h i i measures the distance of the ith observation from the center of x coordinate. And it is not difficult to observe you know realize that h i i they are in between 0 to 1. So, what message I want to give from from this h i i is that you know you must have understood that h i i is the ith diagonal element of the hat matrix h. And it measures the distance of the ith observation from the center of x coordinate. And now you recall the definition of leverage point leverage point is a point which has unusual x coordinate. So, it is quite obvious is that know the h i i is going to be large if the ith observation is a leverage point. So, you know somehow from h i i we can get information about the leverage point. So, this is what I wanted to mention here. Next we move to you know some there are various type of residuals till now we know only one residual that is e i that is called the regular residual. And we will I will introduce you know three more scaled residuals in this lecture. The first I will talk about studentized residual. So, what is studentized residual? We define we define r i as e i is equal to e i is by it is standard deviation. What we know what we did just now is that we have computed the variance of e i variance of e i is not sigma square. We know that variance of e i is equal to sigma square into 1 minus h i i right. Now the standard standard deviation is e i is just the square root of this quantity. And since sigma square is not known we generally know estimate sigma square by m s residual.  So, e i by it is standard deviation the i th residual by it is divided by it is standard deviation. So, it is very easy to observe that studentized residuals constant variance that is variance of r i is always going to be equal to 1 regardless of the location in x coordinate of course, when the form of the model. So, this is one scaled residual next we will be talking about standardized residual. So, what is a standardized residuals standardized residual is defined by d i equal to i th residual divided by d i equal to i th just m s residual. So, what we did here is that we have just replaced you know we just approximating the standard deviation of e i the actual standard deviation is this quantity or actual variance is this quantity. And what we do in the standardized residual is that we approximate this quantity by sigma square. So, here we approximate m s residual as variance of i th residual. So, till now we know about two scaled residuals one is standardized residual and the other one is studentized residual. And both the scaled residuals they give almost the similar information, but in some cases they are different. So, I will just give one example you know this example is from a book by Montgoumari there you know we have the value of studentized residual and the standardized residual we will compare and we will see when the values both the those two scaled residuals are almost similar and when they are different. So, this is an example. So, this is an example from Montgoumari book here the first column is the observation number there are 25 observations and the second column is the delivery time which is the response variable is the delivery time y in minutes. And these are the values and there are two regressors here one is the number of cases it is denoted by x 1 and the other one is x 2 which is the distance in fit. So, this is an example with this is an example of multiple linear regression model with two regressors and one response variable. And you know how to how to fit a multiple linear regression model to this data that we have discussed in the previous module. And here is the fitted model once you have the fitted model you know the actual value of the response variable you know the fitted value of the observation of the response variable then you can compute you know you can compute E i which is equal to y i minus y i minus y i hat. So, I have the table for this regular residuals here is the table well. So, what it says is that you know the first column is the number of observations and the second column is E i minus y i minus y hat. So, the second column gives the residuals I mean the regular residual E i the third column gives the standardized residual E i by root of M S residual and the third column fourth column gives studentized residual. Now, if we look at these observations carefully first let me you know refer the previous thing here you can note that the ninth observation which has unusual x coordinate. So, this here the x 1 value is 30 whereas, the center of x 1 is you know quite less compared to 30 and the value of the regressor x 2 is 1460 which is also quite large compared to the center of x 2 coordinate. So, it appears that you know this seems to be a this seems to be the ninth observation seems to be a leverage point or an influential observation and let me check the residual for the ninth observation. Note that the second observation is the residual E 9 that is the residual for the ninth observation is 7.41 and which is you know this is suspiciously large this residual compared to the other residuals and also let me check the value of standardized residual for the ninth observation that is 2.27. And the value of the studentized residual for the ninth observation is 3.21 instead of now what I want to I want to make observation here what I want to comment here you know my statement is that this R 9 is substantially larger than D 9 whereas, this R 9 is substantially as you know if you if you compare you know R 8 and D 8 there is no much difference similarly say R 7 and D 7 there is not much difference between the between the standardized residual and the studentized residual. So, my final conclusion here you know what I want what I have observed or what you need to know is that that that the standardized residual and the studentized residual they they give almost the same information similar information but there will be a substantial difference between the between the standardized residual and the studentized residual if if the observation if if the associated observation is an influential observation or or or leverage point. So, if the given point is you know the given observation is is is leverage point or influential point then there is there will be a substantial difference between the studentized residual and and the standardized residual otherwise they are almost similar and you know you have to you have to understand why why it is. So, just just give outline of the of this fact you know let me just recall what is what is studentized residual studentized residual is R i which is equal to E i by M s residual into 1 minus h i i this is the studentized residual and standardized residual I think it is D i D i is equal to E i by root over of M s residual. Now, if the I if the observation is an influential observation then h i i is going to be large. So, h i the limit for h i i is it is it is between 0 to 1 if this is large then h i is large that means this is close to 1 and then this is small the denominator is small means the whole thing is large. So, that is why and and in case of standardized residual h i i is treated as 0 always. So, if if the i th observation is an influential observation is an influential observation then h i i is going to be large h i i is large means 1 minus h i i is small that means the denominator is small and then the whole thing is going to be large. So, that is why you know in case you know you you can this is one way you know to identify with the observation is influential or not looking at the difference between the studentized residual and the standardized residual. I have to stop now thank you.


Basically what we think at Transitel regarding connectivity for car, connectivity is going to be so important for differentiation between the car manufacturers and we think that it's going to be part of a core business to become mobile operators, become more precisely mobile virtual network operators because they need to control securities, service differentiation and we want to do it in an homogeneous way across the world. Well I think there is a great opportunity for IoT and VINOs to serve the automotive industry as well also for equipment manufacturers, for telecom equipment manufacturers because I think that some car manufacturers will want to actually invest in telecom infrastructure so that's where really I see the opportunities and also for the mobile operators they will be much more data which will be used on their networks so for them it's also a great opportunity to actually deploy their network whether it is 3G, 4G and tomorrow 5G and to have a usage which will be much higher than what it is today because vehicles are going to use a huge amount of data. I can tell you one of our issues it's basically the fact that in some countries you have GSM in other countries you have CDMA that the modems which works in Europe are not exactly working in Asia or in North America. For example if I take the example of US the fact that T-Mobile varies on Sprint and AT&T are not working on the same bandwidth brings complexity which is not really helpful so I think it would be good in the long term we have some homogenization of all the bandwidth and the protocols used by all mobile operators across the world. Maybe we'll take another 5 to 10 years but we will see car manufacturers are going to differentiate more and more with the service that they will be providing in the car for their consumers and customers.


I gave an example of when I was in seventh grade, my math teacher took three of us out and it was a boy and two girls, but three of us out of our class to teach us in the teacher's lounge because he saw potential in us and I equate that to the change in my life that really put me on a trajectory of math and because I was strong in math I then became a computer science undergrad and if it weren't for that person at that time, I may have done something different. So I think it really takes a mentorship, it really takes us being proactive at that younger age to really cultivate the diversity that we'd like to see happening in our business and especially in the technologies arena.


That whistle is your signal for the signal oil program, the Whistler. I'm the Whistler, and I know many things for I walk by night. I know many strange tales hidden in the hearts of men and women who have stepped into the shadows. Yes, I know the nameless terrors of which they dare not speak. Yes, friends, it's time for the Whistler, rated by independent research the most popular West Coast radio program. And remember, let every traffic signal remind you, with new signal gasoline, you do go farther than ever. Look for the familiar big yellow and black circle sign that identifies those popular signal service stations throughout the West from Canada to Mexico. And now the Whistler's strange story, the affair at Stony Ridge. Her mind was numb, and there was a tight, tense feeling in her throat as she gripped the steering wheel of the old car, guiding it up the narrow road to Stony Ridge Farm. She decided it was best not to think that it was better to have the dull, numb feeling than to go back over it again and again to realize that it was true that Jody was gone, that he didn't love her, that Jody loved a tall, slender girl with painted lips and lazy, laughing eyes. It was spring, and a line storm was on the way. Soon she'd be back at Stony Ridge Farm with stubborn ol' Uncle Rance and sharp-tongued Bess, his wife. Soon the rain would come thudding down, drowning out her poor dream of happiness with Jody, and she'd go back to the life she thought she was leaving forever. The road narrowed, and she came over the rise to see Stony Ridge again, narrowing as though to hold imprisoned the farm that rests below. Just one more turn, Myra. Don't forget your bag, Myra. The bag that holds your wedding dress. The stillness of the house as you put down your bag and move into the kitchen. There's something puzzling in the cold ashes of the stove, the chill of the small water tank. It's later in the morning than you thought. Uncle Rance and Bess must be in the fields. Then, as you move to the back door, a man carrying a gun steps from the barn 30 feet away, a tall, wide-shouldered man who walks with a wary stealth of an Indian. Call me, haven't you, Jody? How long you been here? Just came. Just now? Yeah. You did come for me, didn't you, Jody? Yeah. Yeah, I came for you. Jody, I'm so glad. So glad you'll never know. Let's get into the house. Yes, Jody. Yes. Let's sit in the parlor. It's warmer. What'd you come back here for? I had to, Jody. What do you mean, your head? Sit down, Jody. Sit down next to me.  Do you want to mess everything up? I told you when to meet me tonight.  When I go to look for you, it wasn't there. But I got in town early. And I were early. I searched for you. Then I saw you with her. Her? You were parked in a car with a girl. Had your arms around her. Oh, Jody! Where'd you go then? Where'd you spend the night? With a friend. I got up early this morning and drove home. Spent the night in town, eh? Don't cry. Everything's going to be all right. Look, Mara, I came back for you, didn't I? Didn't Jody come back? Sure, I did. And you said we were going to be married. You said so. Well, who said we were? Always. I see anybody in Tennessee try to stop us.  What do you say, huh? Jody? Yeah. Who was she? Huh? Oh, she wasn't nobody. Mr. Town Girl. Look, Mara, I just kiddin' around. Every man does that once in a while. Honest, she don't mean a thing. You're my girl. Am I too? We're gettin' married today, ain't we? Today? Oh, Jody. Uncle Rainson ain't best. They must know I come back. Rainson back? I meant to tell you. They were just leaving when I come. Said something about helping somebody with the alfalfa before it rained. Then let's go, Jody. Let's go before they get back. Well, what's the rush? We got plenty of time. They'll be stuck there a long time for the rains. Besides, uh, I want to talk with you. Jody? Yeah. What you doin' with that gun? This? Oh, uh, I thought I'd get me a rabbit on the way up. See, uh, this is my... Is it on the level what they say about old Rainson? I mean about all the cash he's got staged away. Yeah. Uncle Rainson's got some on him. I mean a lot. Jody? I don't know how much he's got. Why? No reason. No reason at all. Just heard he had a lot. Somebody said he kept it here. Didn't believe in pain. Who said they? It is he and the house agent. Yeah? Yeah. Yeah, that's what they said, all right. Jody, let's go. He kept him find me here after I ran out on him. Look, my bag still packed him already. Plenty of time. I like sitting here with you. This is the way it's going to be from now on. Just you and me together. This is so good. We're going to get lost well together. None of this farm work anymore. We'll head for the big city and I'll get me a job. The city? Oh, Jody. Nothing's going to be too good for you. All you're going to do is set home and take it easy. How you like that? Go on, Jody. Talk some more. All the pretty clothes you want. And believe me, I mean it. Only, well, you've got to do things my way. Innocent. I'll do anything you ask. That's my girl talking. Wish you're going to get along swell. You know, I just think. Yeah. About all reins of me. Yes, Jody. Where's he keep all that dough, you know? He's just curious. What? I can't tell you that. You know, don't you? Yeah. You can tell me, Myra. Shock seems like going to be a hug. I can't tell you, Jody. It's their secret. Wouldn't be right. What's wrong about it? Don't you trust me? Please, Jody. That's it. You don't trust me. Me, the man you're going to marry. Well, how do you like that? I trust you, Jody. Of course I do. You sound like it. Yeah, you sound a lot like it. Well, I guess that's it. Where are you going? Where do you think? I'm going to beat it, that's what. I'm going home.  You going to tell me? What an old rancid of a duke for you.  Nothing. Nothing but working 12 hours a day and treating you like a dog. You don't know him a thing, honey. Not a thing. Come on now, honey. Well, where is it, huh? Oh, no. I want that money, Myra. Jody. Jody. I'm going to get it. Nobody, nothing is going to stop me. What are you going to do? We'd ride here to ransom best get back. They'll never tell you. Me and stubborn money hungry. They'll tell me. They don't know him. They'd rather die. They're going to die. Jody. You think they can live after I get the money? They'd have me and Jill and I after they got to the phone. Jody. I know you must. I'll tell you. You mustn't harm them. Where? It's in the cellar. Now you're talking. Where, what are we waiting for? The cellar's locked. We'll have to get the key. Okay. You'll find it on the shelf of the whole closet upstairs. Right inside of it. You're not skipping out on me while I'm up there. Think I'm a sucker? I'll be waiting right here, keeping an eye on the road below. All right, Jody. I'll get it. Get going then. And listen, don't go fooling around up there. You just find that key and come down.  Yes. Yes, I understand. With the prologue of the affair at Stony Ridge, the Signal Oil Company brings you another strange tale by the Whistler. O-I-L. Oil. The stuff drivers put in their motors. Because, well, because they know it's supposed to be there. But does the kind of oil you choose for your car really make any difference in the way your motor runs? If you've ever wondered about that, let me tell you about a test I recently saw. Two identical cars were run for 79,000 miles. One using today's finest straight motor oil, the other using Signal Premium Motor Oil. The new tight lubricant that combines 100% pure paraffin base with five scientific compounds. When these motors were torn down for inspection, the one using new Signal Premium Oil had only one-sixth as much carbon deposit and one-third less cylinder wear. Now, what does this mean to you? Well, less carbon means that your motor runs quieter, smoother. You can forget about fouled spark plugs and sticky valves. And less cylinder wear means more power, more mileage from your gasoline. Yes, those five scientific compounds in Signal Premium Oil really make a difference in the way your motor runs, which explains why your switch from old-fashioned straight motor oil to new Signal Premium is your guarantee of a sweeter running motor. Now, back to the Whistler. Well, Myra, it's hard to believe that this man, this strange, savage creature is Jody.  He's waiting for you downstairs now as you start up to the closet to get him the key to the cellar where Uncle Rance has hidden his money. It's all been so bewildering. The sudden breathtaking way you fell in love with Jody. The shock last night when you found him with a laughing-eyed girl. His concern over the money.  You'll stop on the stairs for a moment. What are you waiting for, Myra? No, Myra. This is no game. This is real. The closet, Myra. Reach up and get the key for Jody. He's waiting.  Uncle Rance's room, Myra. You can see through the half-open door.  Now you know, Myra, your Jody has killed. All you can think of now is the telephone. You've got to get to the telephone. Down in the kitchen. Quietly, Myra. Quietly. Down the hall slowly, Myra. Carefully. Yes, Jody. What's going on out there? It's dark, Jody. I can't find it right away. I know it's here. I'll come up and get it myself. No, Jody. No, I'll find it. Here's some... The queen is coming down hard now as you move silently down the hall to the back steps leading to the kitchen. Jody had never meant to marry you, had he, Myra. It was a trick to get you away from the farm so he could commit his crime without a witness. The rain, Myra, the blessed rain. It'll cover the sound of the creaking stairs. Slowly you start down. Three more steps and into the kitchen. Now, easy, Myra. Lift the receiver. Hello, Myra. Better hang up the phone, Hendy. Jody. I told you not to fool around up there. You shouldn't have gone into that room, Myra. Room? Yeah. I kind of liked you, too. I really did. Now you can open the cellar door. We're going downstairs, you and me. What you gonna do with me? What can I do? You know too much. Go ahead now, like a good guy. Now, they're right behind me. Jody, don't! Start walking. Jody! Start walking. Who's that? I don't know. Quiet. That's Benson's home. Benson? That's my old friend, Uncle Ryan. What's he want? I don't know. Don't make a sound.  He's in the back, we are kidding. And I mean, get him. But he will. He always does when nobody's home. Then it's going to be too bad. Let me talk to him. I'll send him away. I won't let him in. That's up to you.  I promise I won't. Be right next to you behind the door. Hello, Mary. Thought nobody was to home. They're gone. I mean, Uncle Ryan's and Aunt Benson. They're helping the Beatles get in the alfalfa. Ain't here, huh? I'd ask in, but Aunt Benson just washed the kitchen floor. I mean, for last night. I don't know. It's a blame, anyway. I just stopped for a second. What's the matter, girl? You look so depeaked. I'm all right. Look, peaked to me, what you need, a big cup of sulfur and molasses, most like. We'll tell Rince I was around. Oh, well, Mr. Benson. Nothing I can do for you in town? No. No, thank you, Mr. Benson. There's nothing you can do for me in town. Well, I... I think you'd better get out of the rain. Bye, Mary. Bye. He's gone. It's getting late, Myra. Jody, isn't there anything? There ain't nothing else to do. Sell a dog. Unlock it. Jody. Get going. Start walking down. I'm right behind you. Keep moving. There it is. Up there on the top shale. Roll out the trunk. Get it. I can't reach it. It's up much too high. Get a chair. Now get up there and pull it down. I said pull it down. I'm trying to, Jody. I can't move it. You ain't half trying.  Go on. I'll get off. Now hold it steady while I get up there. I said hold it steady. It is heavy there. I'm getting it, though. It's coming. Hang on to that chair, Myra. Free, Myra. He's locked in the cellar and you're safe. Quick now. Start your car. You fumble for the ignition switch. The key is, Myra. The ignition key is in your purse and the purse is in the house. You'll have to go back. In the kitchen. I'm sure. He's pounding on that door, Myra. He'll break through in a minute. The door's giving way. Nothing to do now but hide behind the sofa. He's outside in the rain looking for you. Quietly you slip up to your room and lock the door. You'd never believe your dare hide there. You can see him through a crack in the window or for the car. It's quiet now. Nothing but the rain and the balling of the cattle outside. Then he turns and comes back in the house. You stand there tense. Waiting for the nightmare to begin again. I know you're in there, Myra. Open the door. I want to talk to you.  I know you're thinking about Rance and Bess but ain't you better off without them? They was mean and stingy.  I know you're in there. I'm gonna bust the door down in a minute. You look out the window. 20 feet to the wet ground sloping steeply away from the house. Then you remember the window of the next room on your left. By leaning far out you can just reach it. You hear what I said, Myra? I'm gonna bust this door down. You get your finger under the seal and push. And slowly the sash rises. Quietly you let yourself out, hanging onto the seal letting your body swing into space. You get hold of the seal and pull yourself up and into the room.  No, you don't.  Okay. Now where is that money? In the suitcase. It ain't in the suitcase. Where'd they put it? Don't lie to me. Where'd they put it? I don't know. I cannot. Where did they put it? Answer me. Did you hear what I said?  Listen to me, Myra. Where did he put it?  Where did he put it? Where? Where did he put it? The whistler will return in just a moment with a strange ending of tonight's story. Meantime I'd like to clear up just one more point about that new signal premium motor oil we were talking about before. Where to get it? Throughout the west, from Canada to Mexico, you'll find signal premium motor oil at those friendly dealer-owned signal stations identified by the big signal circle sign in yellow and black. The same stations featuring that super-powered new signal gasoline that now helps you go farther than ever. The same stations that are famous for their more conscientious service. Yes, I said more conscientious because every signal dealer is in business for himself and has a personal reason for keeping your car and you happy. Man with a combination like that of quality products and finer service, it's no wonder that these days when overage cars have to keep on going, more and more drivers are switching to signal. It's another mighty good reason, I'd say, for making your next oil change a change to new signal premium motor oil. Your guarantee of a sweeter running motor. Now, back to the whistler.  And you didn't know. There was nothing you could do, you were helpless.  The room started whirling. You came closer. Then everything went black. When you opened your eyes to look around, you discovered you were in bed in your room. Everything was quiet. What happened? Hey, good easy girl. Everything's all right. Oh, Mr. Peace, you came back. You came back. Yep, just about the time I got to town, I figured there's something mighty wrong out here. Wrong? Hear them, cattle? Rance wasn't the sort of man to leave his critters beller and to be milked. Too good a farmer for that. Nobody was something fishy going on, so I come back with a share. But Uncle Rance is money. Jody. Funny in a way. I guess, of course, I've been advising Rance for years on his money matters. I'm the only one he ever told where he kept that money. Never told nobody else, not even Bessie. Know where it was? Sewed up in the lining of his old overcoat. The coat Jody buried him in. Monday at nine o'clock, the Whistler will bring you another strange tale. The Whistler is broadcast for your entertainment by the marketers of signal gasoline and motor oil, and fine quality automotive accessories, and by your neighborhood signal dealer. Featured in tonight's cast were Peggy Weber and Edmund MacDonald. This program produced by George W. Allen, with tonight's story by Lewis Estee, music by Wilbur Hatch, is transmitted to our troops overseas by the Armed Forces Radio Service. That whistle is your signal for the signal oil program, the Whistler. This is Marvin Miller speaking, reminding you to look for those familiar yellow and black circle signs and verify those popular signal oil stations throughout the West from Canada to Mexico. This is CBS, the Columbia Broadcasting System.


in Tampa Bay always pitches you guys to but why do you think the offense the last couple of days hasn't really been able to break through just a matter of facing good pitching or more than that I just it just wasn't our day you know every time we come here to the drop it's always a battle with them you know they got a great ball club over there and I know they've got a couple pitchers banged up but you know all their guys you know on that side in the bullpen and even their starters or they got some they got some good arms over there so you know today you know we got them the first two they got these last two and you know good series but we'll see them again soon the stretch that you guys just had and just finished it how much are you welcoming an off-day tomorrow I think everybody here wants to play again you know we got a bad taste in our mouth you know it doesn't matter how many games you got in a row everybody in here's you know they're ready to go every single day you know so I know it's been you know quite a few games in a row but now this team's hungry and then we got a lot to prove and I know we got an off-day but I think everybody wants to keep playing overall how are you feeling physically feeling good yeah two months into it you know a lot of still a lot of games ago and not feeling good traditionally day that everybody kind of takes a look at how would you describe your team at this point you know we're in first place you know that's that's the only thing I'm really gonna look at is you know we're at the standings and you know this is better than being in second place that's for sure you know so we got a good ballclub here that's you know been grinding out these first two months and you know kind of got hit with a couple injuries you know these past couple days past couple weeks but that's not going to change what this team's about and what we can do you know so we're gonna take this off day enjoy it and then you know get back to work with the angels coming into town Carpenter was saying the other day that he's played in a lot of winning teams that he felt this team has a factor that gets winning games on more than talent you played on I think all playoff teams here but do you think there's something special about this team that's beyond talented that this could be a team that something special I just go back look at a lot of the games that we've come back on one you know doesn't really matter to score with this team if we're down early that they get be it down late those teams always fight until the very last out you know even there that last night then you know he put three good swings on some balls and just so happened they caught all of them but not just a ball club with a lot of fighting when you got a team like that you know you're never out of it so I think that's what you know really makes this team special I'm sorry to try to ignite the ball for especially after the this is going to be actually they get to come back in it today tell me about your mindset when you were able to play to get that you know I was hoping I was still a 2-1 game you know it's kind of my mindset that would have been nice but there you know I'm really honestly just trying to get on base once it was a 4-1 game you know my job is to lead off guys are trying to get on base and you know kind of get a rally going and I got a good pitch and I was able to you know put a good swing on it but you know we had some guys behind me follow up I know GT went up there and you know smacked it and kind of kept rolling and was able to get in scoring position but we're unable to scratch anything else besides that so I kind of think but overall you know they had our number today and time to go back to work


What's up everyone it's your girl Kenzie here from late in sports cards, and I am ripping a couple personal boxes here for Alex Z We've got two of the 2022 leaf autograph jerseys multi-sport edition Alright Alex. Thanks for hopping in best of luck. Let's see what we can get you. Alright. He's over on YouTube now Let's see. Let's see.  All right number two Yeah, sockers are probably harder to pull master ruin again the only soccer jersey I pulled was that Ronaldo You know, I think the sockers are pretty much the names. You got the Holland. There's messy Ronaldo Alright number two here Alex. We've got nice Miami legend here. How about a Jason Taylor? That's such a sick-looking jersey Jason Taylor sign that really big two on the nine right there Nice two football legends at your Beckett cert with your Beckett sticker right here Jason Taylor That's very nice All right, congrats on that Alex. Thanks again for hopping in and for your patience. We'll get these right out to you


The great thing is there is no hell.  And what is that ego? You know, where does this ego come from? It's not that you were born with it. It is society that has imposed its conditioning and slapped it on you as you grew up, so that you bend to society's will, that you're subjugated and oppressed and suppressed by that will of society, behind which is what? It is just greedy, greedy capital trying to multiply itself and create desires. So a person who grew up in the Amazon will per force have less ego than one who grew up in London because they're exposed to that much more of all that greed.