 Hi everyone. I hope I can make myself understood here. It's also very interesting to be back here. I was, I had a scholarship in the same university over 10 years ago, and it's very nice to be here. At that time we had some Brazilians here, but it's always good to see that what I'm actually going to talk about, about the global south, is a very interesting and changing concept. So this is where my university is, right here in the countryside of Brazil, but two hours from the capital in the coast of Fortaleza. And there was a huge moment in Brazil in the last 10 years that universities moved to the countryside with technology courses and technology courses that were deeply interlinked with promoting sustainable development. So it was about in rural areas having a dialogue with people who were producing, who were having local businesses, participating in university life, and increase jobs in these areas. And we have, we actually are having a moment where people from São Paulo and Rio de Janeiro come to study with us. So we have quite a few students, we have at least a third of students who are from São Paulo and Rio de Janeiro. Before we used to move to study. I was one of those who moved to São Paulo to study, and then I moved here to do my master's, then I moved back home. But now we're having the other way around. We also have around 10 to 20% of African students, mostly from Guinea-Bissau, Cabo Verde and Angola. And it's very interesting to see this movement also happening here, changing our courses too. But anyhow, so this is us, and this is supposedly a part of the global self. So we had this undergraduate course not for long now. It's called Digital Design. The university itself was formalized in 2006, so it was founded in 2006. And the course in 2015. Thank you. So in the course in 2015. And it started with a course credit called Multimedia, and others like Multimedia Systems and Digital Image Editing followed on that same line. So we also started developing. There were already courses in the university that were much more oriented to programming languages, to computer science, to computer engineering courses. We're actually five. We are now Digital Design. We had computer engineering, computer science. Information Systems was the first one. And we have computer networks. And we started developing our own systems. So one system that we developed that we installed and we customized in our university was Moodle. And we started to use Moodle also to bring together all the design productions. And students would also use it for portfolio and so on. So we first used Dropbox and WordPress for student work. And then we went on to using Moodle and other support for portfolios and other tools. So my classes are more than 40 students. And I also have classes with lessons and students, so they vary a lot. We don't have a lot of internet access, so technical problems happen there too. Okay. Hi. Yeah. So can you hear me better now? Yeah? Okay. I'm going to try this one. So as I was saying, we don't have much internet all the time in class. We have, at the beginning, we search a few tutorials, but it's a lot of students usually. And classes are two hour long. So usually we have oriented production. So we decided on a few tools and they would work in pairs or in groups. The tools we decided for were Inkscape, GIMP, Audacity, Synfig, and YouTube. Thank you. Okay. And then there works. We also hosted on the university website. So it was designed by actually by one of the students. With collaboratively, he put the ideas online as well, and they discussed on an Etherpad. And you can find a gateway to all the other courses. None of the other courses have portfolio and works published, only the digital design. We started also, who and what, what are we going to learn, and who are our role models? So this was a big question because the other courses are all very oriented towards software development. And we knew that the design would have much more interest, much more varied interests, and would seek more, more different profiles to learn from. So we decided to contact a local hackerspace. So there was a hackerspace in Fortaleza that has also students from other universities, people from government, professionals, and they meet up on Friday, Saturday, sometimes during at night, during the week, and they do projects together. So we went there and we had a project showcase. So the students could listen to projects that were being developed, but they could also talk about things that they wanted to do, and if they could find people who could work with them. And, well, it was a big class with 44 students who were interested. We have a bus, the university has a bus that takes students from their home to the university, from the central square, so they all go to the central square and they go to the university. And the bus was completely full for this visit. We went to the university bus. And there were also some pretty interesting things like a project they do with old video games, like trying to use old video games with tablets. So it was like a museum of video games. And they started, from that point on, they started collaborating with the space, also having ideas on what they could produce, things they could start in university. So at the end of the semester, all their portfolios were linked in the university website. So we have the names of the students here and the themes of what they worked in, and they would provide a link that would serve as a gallery, a portfolio of whatever material they selected. We did not select any of the material. And some students who did not really want to show or who were not ready to show most of the work, they had that decision was put on them, what they wanted to show. They could do projects that they would find references to. So they had their references linked there as well. And all their experiments with the software they selected. So the experiment of text and image on escape and GIMP, and with audio on audacity, with animation then on Simfig. And also they experimented with video. We tried video first with video pad, which is not a free software shareware. And being so used to free software, they didn't really like it. So we kind of abandoned that. They felt very limited coming back to a shareware after having all this time in a free software. So we did some things which were more straightforward in YouTube. YouTube also has an image editor and mostly video dub. So they used video dub as well. And their projects, they chose the themes of their projects. And they decided that the project should reflect the community. So it was all about the campus they were in, and the problems they experienced, like the bus, the ritual every day, the buses were really full, and they wished there were more buses and so on and so forth. So they researched that, they interviewed people. And well, they also thought about creating startups, imagine themselves creating a startup with startups portfolios. And with the Hacker Space, they continued that experience sharing projects and even they could participate in international communities and think about how it would be like to present and interact with international teams. Now they are building their own websites for portfolio and so on. So this new idea of having an identity of your work online that you can interact and then continue to build upon is growing. So they build their own portfolios and put them up online. And we recently did a poll about what was it like being this new university and studying with free software for design. So my students are 17 to 20 year olds. And at the end of the first semester, only with free software tools, they said that 11% of them said that they did not agree with the statement that the university should have exclusively free software. 84% said that learning about free software is very important. 60% said that inkscape and gimp are great tools for image editing. And I also do a diagnosis in the beginning of the semester. So you had a big majority of students who did not know any image tools. So 60% already agreed with this sentence that inkscape and gimp are great tools. 73% said it was important to contribute to inkscape and gimp development. Now this new course, these students, they are in an advanced IT campus. They are very close to other students who already contributed to software development. So they had this in mind. And some of the comments, some of the free comments that they put in the poll, it's good to learn about the concept, not about the tools. So they understood that there was diversity of software and that they could do, for example, do you have image resolution, editing image in different resolutions inkscape or gimp or whatever. And that they worry about other software in the job market. So this was a big influencer also on that 11%. What if I don't know what else is out there? But then again, not only other software than the one I learned. And sometimes I don't like some of the tutorials I find. This was a big annoyance. They would try to build their projects, learn new things, and they could not find, especially in Portuguese, good tutorials they could rely on. And yeah, well, the importance of learning about the development of free software and contributing to it is something that they would be inclined to do. Well, yeah, I guess this is it. Well, thank you.