 All right. Well, again, welcome everybody. And thank you for joining us today. We are a team from lab exchange at Harvard University, and we're going to be talking today about one of our favorite topics how to empower educators. And the platform that we're going to show you today lab exchange is a fantastic way to do that that allows you to remix digital content creating really flexible education tool. So today we're going to take you through what lab exchanges and more importantly why it was developed and some of the problems in education that we're working to address. We're going to take you on a tour of the resource and show you how you can use this in your classroom if you're practicing or be aware of this resource to share with others. And we'll of course have time for Q&A but we invite you to ask questions at any point during our presentation today please feel free to put those in the chat. We're a small group today so you can also just unmute and interrupt us at any time. You're going to get a sneak peek and some of the exciting things that are coming soon to lab exchange and then we're excited to close with a discussion with all of you about how our platform can help to contribute to equity and science education through scale. So I want to give everybody on our team a chance to introduce themselves so Pierre I'll turn it over to you first. So hi my name is Pierre I'm talking to you from France, and so it's pretty late here. And I'm working with that I've been working with that exchange for a little bit more than a year now, especially focusing on partnerships in Europe. Marty. It's a pleasure to meet you all today thank you for the opportunity to get a chat with you. My name is Marty Samuels I have my backgrounds in like structural biology and biochemistry and I've been working at Harvard for like the past nine to 10 years like teaching intro biology and cell biology and structural biology classes. I was super excited to have the opportunity. I'm probably the newest member of the team who's on this presentation panel at the moment, but I was super excited to, to join lab exchange, only a few months ago like in July or June or one of those months with Jay and as if the time means anything and, and my role is the head of content so I help set like the agenda for what content we're developing and how we are on the website. And with that I get to hand it off to basically the most important person on the on the phone call which is Jessica. Thank you know we're we are a surprisingly lean team at lab exchange so everybody wears multiple hats, and I'm no exceptions my name is Jessica Silverman, I am a former researcher and high school teacher. And I'm really excited to be here supporting educators. One of my many hats is to run our professional development workshops and help folks use this tool in their classroom. Another one of my hats is to build relationships with organizations that bring their content to our library which is something that we'll be spending a lot of time taking a look at today and bringing resources for you and your students to use and and remix. So, we would love to get to know you. So we're going to try out this tool clap. So you can navigate to the website here which Pierre will put in the chat for you or you can scan this QR code. And we'd love to know a little bit more about you we're going to ask you what your job title is what you teach if you're currently teaching and your goals for today's workshop so you'll see each of those questions pop up. Let's start. Number one, what is your job title if you can throw that into will clap. We should see those pop up here will give you about 30 seconds to pop that in we're curious to know are you teachers that are with us today are you administrators. What are you involved in awesome library and fantastic. All right, we are a small but diverse group today. That's great. All right. We would also love to know if you teach. We can use the word teach subjectively here. What subjects do you teach. And this will help us so we can point out some resources as we go today that will be most applicable for all of you. All right, they're starting to show up there if you haven't had a chance again we love to hear what you teach. Digital humanities and information literacy chart to fantastic skills here. All right. Last chance. Someone type it in the chat as well biology. Yeah, since we're in a small committee feel free as well to type in the chat. But if you want to see your if you want to see your answers on the big screen. That is really easy to use. But we're reading in the chat. Don't worry. Oh, fantastic. All right. So the last thing we'd love to get a sense for what you're hoping to get out of our time together today again so that we can make sure that we're pointing out resources and tailor for our presentation to all of you. So are you here with us to discover new resources for teaching. Maybe looking for remote alternatives for labs and experiments. Oh, lots of people are here to get a look at lab exchange and of course if you do have another let us know at any time in the chat. All right. Great. Well thank you all. Again, a pleasure to be here with all of you and I'm sure we're going to get to know you a little bit more as we go on today. So our goals for today are, first and foremost to learn how lab exchange is really working to address gaps and access and equity and science education. And I mentioned at scale earlier and we are a global platform and you'll see growing quickly in terms of the amount of content that we have to offer the community that supports us. I'm excited to share all of that with you. And specifically we're going to explore how content on lab exchange, including those virtual lab simulations that some folks are interested in can support both differentiated learning but also learning in either a remote or a hybrid setting which has become, you know, much more common these days. We're going to share with you a few professional development and implementation resources. We want you to walk away from today feeling like this is a tool that you can use tomorrow if you want to get started and having all the supports that you need to do that. And then, as I said, we're going to finish off with a discussion with all of you today to talk about how these free and open learning resources both from lab exchange and of course other providers. But combined with community support can really foster the next generation of scientists. All right, so for moving everybody around here we are. So we just want to tell you a little bit about what lab exchange is and again sort of the impetus for its creation and what we're working to address. So if you've never heard of lab exchange, I know I read through our website many, many times before the platform launched to try to get a sense of what it is it's a lot of things as you'll see today but fundamentally, it's a collection of teaching and learning resources on our library which we'll take a tour of, but it's supported by a global community of educators, learners and scientists and that's the thing that I think really makes lab exchange unique is that it offers these social tools that really allow for a community supported environment for learners to flourish. And of course, another important piece is free and customizable. So we are founded at Harvard and we are funded by the Amgen Foundation so please keep in mind that everything that you're seeing today is available completely for free. We're going to talk about some of the extra features that come with an account, but that is also free. So free free free everything you see today is free. And before I turn things over to Pierre to tell you a little bit about what drives us I just wanted to share a quote from our faculty director. You know that I really keep in mind as I work on the lab exchange project I think it really indicates what guides all of us. We're really looking to create a world with equal opportunity for success in science for anyone anywhere and it's a big goal, it's a big ask. But we have I think the tools in place to begin to make a difference in this sphere so Pierre is going to tell you a little bit more about our work and what inspires us. Hi everybody and hello to the and hello and welcome to you to the participants that are joining us. I think so, Felix, and probably Lurie and Mario. Welcome, welcome. You're joining us at a great time. So, a little bit of background information on that exchange. The concept of that exchange came came to light because of, you know, a double challenge that science educators face right the first one is that as Marty brilliantly put it, science is fundamentally an act of experience based learning without doing experiments is very hard to to acquire some knowledge in any kind of scientific class. And that has three consequences when it comes to accessibility and inclusivity in science classrooms. First, while teaching institutions and educated, educated education organizations, sometimes lack equipment and materials and time and resources to probably reduce experiments to their students. The second big issue is that experiments, they really need to be contextualized and properly and benefit from the appropriate pedagogical framework. They need to be part of a teaching scenario of a pedagogical pathway and you will see that we're very attached to this to this world of pedagogical pathway. For the experimentation to make sense and to generate the maximum amount of of learning to fall for any kind of students. And finally, it can be very, very hard to implement them remotely. And although that was probably not the norm in the past when that exchange started and we went out of the beta at the during the last days of January and early February so so it was another world back then in which learning remotely was definitely the exact the exception and not the norm. The other side of that challenge in science education is that when it comes to online science learning. Well, it is far too often very vertical and insufficiently interactive. And by that I mean everybody here has taken a MOOC most of the time MOOCs now, nothing more than very long videos in which you have to see through all of it and sometimes have a few base level interactions. This means that it's very passive learning and thus it yields less results. But on top of that, and the pedagogical resources that you can have to use when you're building an online class, what they can be very hard to navigate either for you as an educator or for the learners. And the reason why they are hard to navigate is not because they are too hard to find now we can find them but it's difficult to integrate them seamlessly into a course. So that's it for this double challenge and why does it really matter is because when it comes to stem stem is a field that is plagued by a lot of inequalities of access to education and of success in this in education. So we have, we have selected a couple of facts that and I tried to source them with very recent numbers for them to be really relevant. So when it comes to the, to the college education in the US women overall slightly more bachelor degrees than male right they go when they declare major they go to the end of it. And they get the bachelor more often than men, except in stem and it's pretty much the only field in which it is the case in which women tend to only 36% of them tend to have a degree while 64% of men do so. In the word only 35% of students of stem students are women in higher education, and to move on from gender, gender inequalities to its ethnic, ethical and social inequalities. Latinx and black college students are far more likely to drop out of school when they're sitting stem then white students right it's 26 at worst I think it's 24 for Latinx actually 26 for black against 30% only 30% of white students drop out of school when they're sitting stem. And of course, as we're saying access to good material good, proper equipment is essential and critical to be able to teach science in the right conditions. And in schools in which more than 75% of the students qualify for subsidized free lunch free lunches only 49% of the teachers declared that they have enough resources to teach sciences properly. And while it is more than 75% for schools that have that are a bit less disenfranchised. And yeah, that's a little side note. For now, we start seeing a lot of studies on how COVID-19 impacts the learning experience in a classroom. We already have some official numbers since we had a mandatory nationwide stay at home order. And so that applied to 12 million of learners from elementary school to high school, and usually on the 30,000 students learn from home learn at least five to eight percent of those students dropped out in just the three month, and those are the numbers of the Ministry of Education, so you can expect, and actually most of the unions expect that it is more than 50% of the students dropped out in just the three month and those are the numbers of the Ministry of Education, so you can expect, and actually most of the unions expect that it is much the consequences are much more traumatic than that, and that the actual students that dropped completely stopped tuning in remote school tuning remotely a school is the double is the double amount of those numbers. So, this whole project also fits within the global sustainable development goal agenda that was identified by the UN, and I'm probably going to move through that a little bit quickly. And of course, that exchange was conceived with SDG number four in mind, right, to ensure the quality of education for most of those sub targets that I've listed there are about having a truly inclusive education and equal access to education, but also to further and improve sustainable development education and, you know, encourage a new generation of leaders that will be able to engage with sustainable development in a significant manner. But we also target some other SDG goals. I threw a couple of them there. But of course gender equality and for the same reasons, because lab exchange also tries to ensure that any kind of user can participate and learn equally on the platform, but also to ensure that lab exchange is open to any kind of institution any kind of learner any kind of education is all around the globe we try to enhance scientific research and scientific cooperation and collaboration throughout the board. So that's nine and 17 SDG. And finally, because health and health education is part of good health. We also try to tackle the third SDG. And I think that's it for this little background of where does that come from and why is it relevant. The work we do and the work that the place of open education resources in science teaching remotely. Thank you so much, Pierre for the introduction to the project and, you know, again an invitation to put any questions that you may have in the chat, or to speak up if you have questions on that. I think one of the exciting things about lab exchange is that it's continually evolving and so this is a project that has been co developed with educators and students from the start and so as we, you know, learn more and the needs change for our users the platform continues to adapt as well which of course we've certainly seen during the pandemic. So with that, we're going to take you on a little tour of lab exchange but before we do we want you to think just a little bit about some of the resources that you may already be using free online resources that you might use in your courses, and thinking about what might be some of the big pain points for using those resources, and specifically helping you think about when you're teaching classes remotely what tools you're using there so we're going to head on over to our favorite will clap here for just a moment to give you a pulse on how everyone is feeling about those things sees we may have gone far ahead there we go. So just a quick question how have you used free online resources in your courses, if you have use them have you maybe use them to guide the creation of your course just to kind of get a sense for what's out there. Do you use them as an optional assignment for enhancing your class, or do you tend to integrate them more fully as a quarter part of your class or maybe you haven't had a chance to try using free online resources just yet. So take a moment to see what's what applies best to you. And for the person who joined us and didn't participate in the first let's get to know each other. Just hit the link that we posted in the chat and it's very straightforward or you can just, you can just type it in any kind of web browser. And it's a great way for us to to to know which, like, what are your expectations for this workshop and and get to know each other. Yeah. So it looks like we have a little bit of a split this is fun to see in real time pulling ahead or using OER is optional pieces here in your class maybe not necessarily the core but but quite a spread so it's very interesting. I'm wondering kind of what are some of the pain points that might be contributing to those decisions so are you having difficulty finding good quality resources. Are you having difficulty finding relevant resources. Is it challenging to integrate those resources into your course or your project. Are you finding issues with accessibility of those free resources either for your learners or perhaps for those creating courses. So it's like we're seeing the majority of the pain points there around integrating resources somewhat around accessibility and finding the right resources. Well that's only one answer Jessica. Oh no. Everyone can rate, which one is the most painful. So you can see the moving average actually. So interesting. All right so we'll give it another second door to here if you haven't had a chance to weigh in. All right so I know we're going to address certainly how to find resources today and how to think about integrating them as well. And certainly the accessibility question depends on perhaps the content pieces that you're looking at there. All right. So one more question before we dive into our tour. So we're thinking about what types of resources you might be looking for specifically for remote teaching. And if you haven't yet taught remotely. You can think about, you know, maybe some of the hybrid resources that you use that you may have students implement for a flip class model. Do you use live recordings of an experiment, maybe tutorials walkthroughs guides of an experiment for folks to do at home. You may use simulations or other remote experiment tools. They'll give you a moment to weigh in on that you may use more than one of course. And I think we are certainly seeing more of a, an increase especially I know I work a lot with secondary school teachers and so seeing an increase in students doing experimental work at home where possible during remote learning. So thank you all for weighing in as we're sort of primed to think about what kinds of resources we use in online teaching and kind of keep that in mind as we're on our tour today. I wanted to just share with you as you're going to see when we take a tour lab exchange is a pretty robust tool that does a lot of things and so I always like to just sort of point out that that well so you can kind of keep an eye out for what makes sense for you and your what you're looking for, but know that some of these other supports and resources are also available to you on our platform so we're going to talk mostly today about how you can use lab exchange to explore new topics and careers and stem fields, and also to design and share learning experiences either with peers or with students. Coming soon we have global discussion forums that are going to be a great place to discuss innovations either in science or education pedagogy with peers around the world. And our content library we really do have an eye for focusing on applications of science to real world issues. And you know that really is something that speaks to students and helps them, you know, become excited about the work that they're doing in the classroom and in the lab. So understand how that's going to further, you know, real world challenges so we think a lot about that and we also think about how our library can help to support professional development, including for educators, learning pedagogy, or you know deepening their practice in different ways or that might be, you know, lab skills for early career professionals so it's quite a range of ways to think about applications for our library. One other feature that we will touch on briefly at the end of our time together today is mentoring. So we are a platform that is community based as I've highlighted. So this is a place where you can offer your expertise as a mentor or for students they can connect and, you know, experience mentorship in a way that they might not normally have access to in their existing networks. And of course I'm sure there's going to be more ways that you'll think of to leverage the lab exchange platform. So we always invite you to stay in touch and let us know how you're using this. And you'll see highlighted in blue there are a few features that are specific to our accounts. So an account helped you to customize your experience to really make it your own. We'll highlight some of the ways that you can do that today but I did just want to clarify that there's a lot that's available from our public library but some of those customization features do need that free account. So with that we're going to hop over to lab exchange.org. I always invite folks to, you know, follow along the browser that can help to sort of navigate along with us click on what we're clicking on. Check out the different pieces of content there. And please throughout our tour today let me know if you are at any point not seeing what I am describing. But you should see when you navigate to lab exchange.org you should see our homepage here. And you'll see over here on the side we have a browse button that will take you to each of the different parts of our site. We are going to spend most of our time in the library today getting a sense for the different resources that are here and available to you but wanted to point out that we do have an explore section. So if you are just browsing just interested in sort of the community favorites, the latest newest exciting content on lab exchange you can check out the explore page. I always like to take educators right to the library because I know you're looking for something that's right for your class for your students. And so I want to make that as easy as possible for you so we'll spend some time there today. The dashboard is where you can really personalize your experience, creating your own content, creating classes where you can share content with students with peer groups. So all of that customization happens in the dashboard so we'll peek in on that. And then we are going to like I said take a quick tour of the people tab here which is where you can find everyone on lab exchange who's chosen to make their profile public, including mentors. So with that we're going to pop over to the library. So once you're in the library will start to see the modular flexible approach of lab exchange. So as Pierre alluded to, you know with MOOCs are fantastic online courses are fantastic, but they're sometimes hard to stick with I know I personally am guilty of not finishing most of my online classwork. You know, life happens gets in the way sometimes people drop off from these long experiences. So what we were aiming to do is create a modular experience that really supports on demand learning. So what you'll see here is a library of different learning resources. Some of them are, you know, collections of resources and we'll talk about that and others are just individual learning experiences like a single experimental simulation, or a video that you can, you know, click on and learn a little bit to get a little bit and move on. So there's lots of different ways that these library resources can be used. One of my favorite things about the library is that we have content from a number of different sources and this is only a few of them. We've quite a lot of different collaborators. But what's so great about that is that you're able to give students different views on and perspectives on the content that they're learning. So it really promotes flexible thinking to be able to show and approach these different ideas from different graphical, you know, representations, different ways of talking about or looking at these topics. And so part of that flexibility for educators is not just having a choice of resources, but also different ways to, you know, share these topics with their students. So that is one thing to keep in mind. We were first created as a life sciences platform and so you'll see that the majority of the content on the site does support different aspects of biology. So we have at least one biologist with us, particularly also leaning towards genetics, microbiology, molecular and sort of our in-house area of expertise. But we are quickly expanding. So this is very exciting actually we've seen chemistry hovering around 900 it hit 1000 today so very exciting. I'm a former chemistry teacher. So we're really expanding out into chemistry, physics, health sciences, you know, applied sciences ways to really help students to, you know, take away that siloed view of science that I will I have to be a biologist I have to be a chemist and really start to see the connections between the different disciplines. And as I mentioned, we also have a lot of content that supports development of other skills. So as you progress in your journey in science, you know, students might be thinking about applying to college or applying to graduate school. Educators might be looking for professional development tools or students might be looking for online learning resources. So all of those different components are here to help support students once they become excited about science to sportsman their journey, you know, continuing onward in science. We're going to talk a little bit later today about some of the different types of content available on lab exchange. This is also something that we're excited about to be able to offer a number of different modalities and you know ways to address different student interests and ways that students learn and want to experience the material. So we're going to talk a little bit later about some of our simulations and interactive content. We have narratives which are stories from scientists talking about why they're excited about their research. This can be a really great way to contextualize the different topics that you may be discussing with your students and sort of looking at how these are applied by researchers to address, you know, real world questions. So these are something that have been very popular with both educators and students on our site. So I encourage you to check those out. We also have the ability to create customized assessments. We offer some and you can also create your own. We have case studies which highlight student research and so that may be something else to think about. If you're working with students who are doing research or reading primary literature for the first time to have them take a look at some of the resources here that address those specific skills as well. We have modular textbooks and clusters of prepackaged resources which we'll talk about a little bit later as well. We often get the question of who is live exchange for and while we want to be for everybody. I think the resources that you'll find in our library are really best catered to supporting students and educators in early secondary school all the way up through undergraduate. You can filter the resources on the library by background knowledge to find what you're looking for. So no background knowledge roughly correlates to an early high school audience who's perhaps encountering these topics for the first time. Although, you know, we don't want to make a judgment they could also be appropriate for a university student or an adult learner who's also encountering these topics for the first time. Some would be somebody who's, you know, taking a course in this before maybe taking an elective course or looking at it again from a new perspective and extensive would be beyond that. So that's just another tip here for how to navigate. And I'll just quickly highlight for you as well we've added a new filter recently for language so we're very excited to be able to offer our resources around biotechnology specifically in 12 different languages so if you are looking for content to support learners and other languages you can check that out as well. So one of my favorite features about lab exchange is pathways. Pierre alluded to the fact that we really like pathways. So I want to show you what a pathway is and through the power of the pathway from an educator and student perspective. So I'm going to share with you our coronavirus pathway there's lots of examples on pathways pathways on lab exchange that you can check out and explore. This is one that we designed and released earlier this spring to help students understand the conversation that was going on in the media about the connection between coronavirus and bats. And so what you're seeing here is a collection of sort of bite sized learning experiences they're short text articles or infographics or questions that all address this topic from different perspectives. At the end of this pathway students have met a set of targeted learning objectives. And so what's great about this is that you know you can take this as is and use this with students. Or what we heard from many educators this spring is that they they took this and made a copy and customized it for their students. And that's a great, you know, story from some educators in Italy who took this and used it with their students and the students were so excited about the pathway that they actually created their own research projects. You know, based on what they had learned from this pathway so that was really exciting to hear. But here's what I love so you can make a copy of this you can click these three dots and hit clone. What you'll get from that is an editable copy of this pathway so now you can change anything here and adjust it as needed to meet your, your students needs. So if you are teaching students who maybe are not so interested or not ready to talk about the life cycle of a coronavirus you can take that part out. And then take a look in the library to see what other content we might have related to viruses that might be a good fit for your students so maybe you actually want to show them the representation of different virus here. Or maybe I want to make sure that I find a video so I can filter by different types of content and slot in the pieces that are right for my students and for my particular lesson can move these around. You can add notes. So this is a great future, especially for remote teaching and learning so you can add something like, you know, as you watch this video, keep in mind. And you can use these notes to help connect students to experiences that you've had synchronously, or you can also use it to kind of stitch together the different assets that are in your pathway and help them pull more meeting and connection out of those assets. So if you're working with a video, you can also choose to play just a portion of this video if you want to to make the point for your students and so when students click through this pathway it will start, you know wherever you've asked it to start. So, and this is something that you could do at the level of a particular class. So I used to teach a differentiated multi level chemistry course on this project based and so you know we were developing the curriculum as we're going. So, you know that was a lot of work to put together all of those individual lessons to support different students and you'd have students who are absent or who needed, you know, a bit more scaffolding in different areas or extensions. So being able to have a pathway like this that you can clone, you can adjust you can add different pieces to again either for a whole class or for individual students. It's incredible time saver and incredible support for those individuals. So, once I'm done adjusting my pathway here, I can go ahead and save that, and it's going to save that to my personal dashboard. So we lost over the dashboard just a little bit I'll just show you what that looks like very quickly. The library that we were just looking at our public library is a collection that we've curated from, you know, building relationships with different organizations. It's vetted, you know, organizations that have great perspective to contribute and so, you know, you can trust the content there. But we still want you to be able to customize and use content that you know works well for your students that you already know and love, or maybe something new that you want to try. So any of that customization is possible just means that that content comes back to your educator dashboard. There's a little private lock on all of these pieces of content here. So I can still use these with students I can still share them with others. It's just that it won't show in that big public library that we were taking a look at. So happy to chat more about the distinction between the public and the private library if anybody has any questions on that but just wanted you to know that again that customization is possible you can add really any teaching resources that you need. Yeah, there is a question to chat. Can anyone create pathways and how is it different from a class, and thank you Mario for that question. Yeah, great question. So anyone can create pathways, your students can create pathways if you like this is a great tool for students to be able to demonstrate mastery and show their perspectives on a topic. Anybody from their dashboard in the my content tab here can add new content at any time. So you can add individual pieces of content you can make custom assessments. You can add images, text videos. I always like to point out document if you have, you know, papers that you want students to read or lessons that you already use can add those here. And then here's the button that I can use to make a pathway. So if I click on this, you'll see the editor looks very similar to what we were just looking at but now it's completely blank. So I can add all of my own topics here. And then I can add all of my own tags. And I can select content just as before, either from that public library here, or from your own content as well. So my son got excited about one of the scrollables we were making so picture them. But you know you can just keep going here adding as many items as you like and again rearranging things. However, you need in order to meet the learning goals that you said, hopefully that answers that question. Oh and how is this different from a class. We're going to talk a little bit later about classes. We have classes which are basically collaborative spaces that allow you to share content with specific folks who are enrolled in your class. So I'll be tuned for that and you'll see how that's a little bit different. Other questions so far. Yes we do. I think a Felix. Felix asked a question actually I can take this one. Interface the interface is multilingual but the content isn't how do you enter multilingual content and all translation if possible so to answer your first question. Actually, we have user interface that the user interfaces are translated as well even though full disclosure it's still in the works right like you will see we're actually leveraging our community feedback to improve on the translation of the global interface, but the resources that you see are that are available in another language have been translated by experts in the fields and normally those are fully usable for for any kind of any kind of public with it is educators or learners. And as for the translation for now it's. It is like a two side process in which the team works a lot on the on the translation but we also we welcome any kind of member of our community wants to contribute to either improving on the existing translations if there was real type or mistake, anything that slipped through, you know, three step through the net are really if we have some very motivated teachers that see some great contents in a language and wanted to be available in another language and want to contribute to that process. There's definitely something we're open to in the future. I think we're receiving a lot more questions. Thank you very much. Mario finds the concept of pathways very interesting. Well, you're welcome Mario and as you've already heard, I love pathways and I think it's one of the best feature on my exchange. Well, Dario Becca is asking us how will this integrate with the learning management systems. Yeah, that's a great question. So, I'll just point out that all of the content on lab exchange has its own unique URL. So one easy thing to do no matter what learning management system you're doing is to share this through your LMS just the way you would any other web based content posting the link, adding it as an assignment. So it's nice and flexible in that way and that works for private content as well. Another feature I'll show you here, especially if you use Google classroom you can share directly to your Google classroom there. And so those are the two, you know, primary ways that we encourage folks to work with their learning management system will also show you in a little bit our classes where you can monitor student progress. And that information can always be downloaded to share with your usual LMS as well. Speaking of classes I think I skipped a question. Oh yeah sorry Mario I skipped the previous one. Is it different from a class I think that's the next step in Jessica store. So hold on this question. We will show you around in just a second. Moving on to two other questions. Laurie asked us if one other type of license for the materials is it CC. Great question. So it's quite a combination on lab exchange you will see content from a variety of sources and so we do have some content that is CC be why like, for example, Fed has fantastic interactives that are CC by content. We have CC by NC content and we also have content that is copyrighted but it's permitted for sharing on lab exchange. And we also have public domain content as well so each piece of content is specifically licensed. So you can see that in the license here so lab exchange standard licenses, the sort of license that applies really just on our platform for the ways in which the content is used on our platform between remixing and sharing things like that. But you will see some of them designated specifically as CC by or others. Oh, but also, Jessica, our infrastructure is open source though. I think it's important to to remind that because it's part of our commitments, we are building with the top of open edX. And so it's really very modular and enables very different kind of use case and materials to be hosted and to be featured on the exchange. And last question before we move on to the class. So Felix is telling us is suggesting us to add language to your filters and also as you can see it's already the case in the library. You can filter it by languages as for the general UI. This is in your user setting setting when you're a registered user. When you are not. So if you just click the link and didn't create a profile so far, you will see that you can set the language on on the top right corner of your screen. It was in the setting Jessica. It's fairly recent. We implemented that a few months ago and you can see set languages at the bottom of the screen. And there you go you can you can switch the UI to another language. Let me not do that. We'll all be lost. The French one is terrific. I can recommend it. I'm working on it very hard to make it as as good as possible. And I think that's it for this first flurry of questions so you may proceed to the tool. Thank you so much. These are great questions and this is exactly what we're here for is to give you the information that you're looking at so keep that you're looking for so keep those coming. I'm actually I know everybody's excited about classes but I'm going to hold you in suspense because what I'd love to do is actually we've taken a look on just briefly at some of these simulations here but I would love to turn things over to my colleague Marty to tell you a little bit about how we think about designing content and what you can do with some of these interactive tools on the platform so Marty I'm going to stop share and turn things over to you. Thanks Jessica. And so now so you know please keep the questions kind of coming throughout. This is obviously the best part of the conversation is hearing from you. Honestly, I feel like this is one of the most exciting things we get to share about lab exchange. We talked about the purpose of the design for lab exchange, which was to make science more inclusive and accessible to people. You know, while that is spoken to in a lot of the content on the website I feel like that's particularly well spoken to by things like these virtual lab simulations so we have 12 of these on the on the website so far they're like basically our prize for these possessions to build we're always trying to build more of them. We'd love to hear more thoughts from anyone if they have suggestions about how to build these. I'm just going to like walk through a little bit of one type of protocol lab simulation that we have. And I'm just going to, we, first of all, it's just worth acknowledging that we offer them a multiple different levels. So much about lab exchange is a big 10 principle where we have lots of different topics taught and lots of different ways, taught, you know, like many different themes and variations. So if you want to learn about, I don't know, for the exam, for example, do you want to learn about the second law of them dynamics to build a refrigerator, do you want to think about it to talk about how proteins fold you want to think about it to think about how to design drugs rationally. Similarly with the content that we design as well. We're also designing it to be very flexible and suitable for every particular student and user. No matter, you know, who the student comes in they could pick, you know, do they not have tons of background on this particular experiment they have a little bit of background they have a lot of background and expertise and they want to take like a more kind of sophisticated approach to it. I'm just going to pick level one to for the get go. And, you know, without dwelling about the, you know, we have like a little bit of content that context that kind of like introduces the lab technique to the to the user to the student. And we have a little bit about the methods that are involved and we have like little place cards to kind of tell the student a little bit about these as well. I'm going to skip over that as well because that's not so much the fun stuff. And before you can actually do the experiment itself because evidence in educational research always says that the biggest benefit you get out of doing almost any activity is by first critically engaging and making a prediction before you actually make an observation or do the experiment. So we ask users to basically predict what they are going to get out of this so here we tell the user that the proper die is the largest and yellow dies the smallest. And so we asked them to kind of rank order in a pretty fun and interactive way. You know what they expect this, this job to look like. And then the real fun happens which is, you get to basically just get a lab bench unto yourself. For a user who's unfamiliar how to use the techniques we have like the all the steps kind of very detailed and pointed out. I'm just going to hide that kind of just show that really, really the mission of lab exchange is to take users into a space they might not usually have access to right into these lab spaces. So I begin to give users an opportunity to practice, you know, engaging with relevant like an authentic lab skills, it's like using a micro pipette, practicing putting tips on particular micro pipettes and getting a sense that there's different tips for different types of pipettes. And if you were to load a gel they have to put the gel in the jail box first, and you always have to make sure that the gel is pointing the right way we do a phenomenal job of making sure that gel always default points in the wrong way. So the user always has to kind of like flip around to make sure that it's going to run in the appropriate way. And basically we just want to provide a fun way to bring a user into the act of what is it like to do science. Like if you've never thought about science before and you were interested in thinking about science as a career. How would you ever have the chance to practice developing those lab skills or thinking about how you can use those lab skills to solve a worldly problem. And just kind of like quickly walking through these steps. But I think you can get a sense for how we are trying to gamify the act of doing lab techniques. And unfortunately, for some reason I've done all these steps relatively well. But normally like if you screw up a whole bunch, let me see let me screw up on the next one. Like if I see must be something I can do incorrectly. Like if I try to put the tip on without opening the jail box, it starts giving me a bunch of feedback, and really like this is a central focus that we're trying to build a lot in lab exchange, which is that we want these lab simulations to be formative opportunities where people have multiple chances to try something make a mistake try something again, and get really good at something and feel confident about it so that they can join a lab. If they never even if they never thought they would be a scientist before. And so this is really how we're thinking about lab exchange as as something that can make the act of science more transparent and accessible to people who might not have all these lab materials, or might not have the time to do all of these experiments in their class. Sometimes you may only have an opportunity to do, you know, test out a couple variables or try and experiment once and the experiment doesn't work the first time, you might not have a chance to repeat it again. But what the beautiful thing about the virtual space of lab exchange is that we have the ability to kind of keep doing the, you know, keep testing different experiments, or keep trying the experiment or protocol until it works out. And you kind of like figure out Oh, this is how it's supposed to work now I kind of get it. So this is one kind of lab simulation that we have we can kind of actually develop the manual skills of doing a protocol and develop those skills before you were to join to go and join to a lab. I also want to point out that we have another kind of protocol, which again really kind of exceed like extends beyond the skill sets that someone would normally do even if they did have access to a lab even if they did have the ability to practice doing all these you know, an amazing lab or university or internship, they got like an opportunity to kind of practice these things that. And this is called an experimental design simulation as opposed to a protocol simulation is not you want me to find that terminology on the website, but I just want to point out that rather than. We have context to introduce the user to thinking about how to design this experiment. In this particular case, we really care that we are making science hit home. We really want science to be something that fun that a user finds empowering. They see a connection to understand the world understand how they can shape their world and understand like why science is useful and like a very applicable sense. And so, you know, we took the opportunity to make a lab activity about how to design a vaccine for the coronavirus. And if we were to just go to the most kind of interactive and fun step and kind of skip through all the context and introductory stuff with this simulation is really designed to do is to say, Okay, if you were in a lab. And you want to start off with these materials if you had the gene sequence for the coronavirus. And we had an expression vector that allowed us to express proteins. How would you go from those meek or beginning points, all the way to a purified protein that we could use as a putative vaccine for the virus. And so what this involves is requiring the student to understand like what are all the inputs and outputs for each a variety of experimental methods and so. So for the first thing we might have to do if we start off with these pieces of DNA is to cut our piece of DNA so that we can like eat them into like eat them together into an expression vector. We could once we create our DNA fragments we can put them together. And then once we create our expression vector of the viral gene, then we can. What do we do next. Actually, you know what I can't even remember what I'm supposed to do next. So we have a whole bunch of these hints that are basically designed to make this a less intimidating component we really care about making science. It's totally welcoming, totally inviting, totally empowering, and very easy for a user to kind of hack into and see like why it's important and again, you know to really think about how we can think how we can teach science in a way that inspires users to care about science if they've never thought it's for them before. So here I'm just going to like take this hint, and that starts filling in some of the steps that I had like forgotten to fill in so now it's kind of filling in these blue the steps in the blue box and the steps in the green box. This is really just to indicate this is a different type of experiment that you can do on on lab exchange, not just kind of like the manual developing of the techniques and the skills but really thinking about critically. How is it that like in a lab you would design experiments choose to do experiments to go from a beginning to an end. In that whole process again because we're trying to normalize error with normalizing mistakes those are normal parts of the scientific process. Those are totally why we want to have multiple attempts you can make nine mistakes in this round I think there's fewer than nine slots you can even try to put things into. We have multiple hints that you can get feedback on. And then after you design this experiment, we will take you through a series of results that you can interpret and practice interpreting and getting feedback. Each of the questions that we build in in terms of interpreting your results has multiple opportunities. So, if, if you pick the wrong answer, you'll get some amount of targeted feedback that will help you figure out and multiple attempts to figure out. Okay, I can kind of understand where they're going with this I should pick on the correct answer from there. Again, in the vein of trying to normalize how challenging science can be and that doesn't always work out the way you expect it to be. We also include troubleshooting sections and all of these simulations. So, you know, we very much believe in this opening line which is that not every experiment is going to work the first time. So let's use this as a training platform in which people can practice thinking about how they, you know, if they're in a lab, you know, how would they troubleshoot that on lab exchange so that when they join a real lab, they're going to be able to hit the ground running and know exactly how to, how to engage with this. So these are two types of lab simulations we offer on lab exchange. And I'm just going to go back to the library catalog to look at another piece of content that we offer, which is less about really digging into the meat of an experiment. And this is more about thinking about the kinds of scientific concepts that underlie the experiments and questions that we think about. And so, for that we have these things called interactive so like rather than clicking on a simulation which is what we're just looking at a So here we can look at an interactive. And, for example, I'm just going to click on one way we lovingly refer to all of these as scrollies, because as the end as the directions indicate that these, these are like little lessons little animated lessons that come with And like, like animations that with in which the text is a corresponds with like a series of moving images so it's kind of like we hope to really bring out something that textbooks but still still images really can't speak to because so much about biology and science about processes that happen at different scales and at different levels. And so this is a scrollie about how gel electrophoresis works that you might want to assign a student in a pathway before they do that gel electrophoresis virtual lab simulation that we're just looking at. And what's great about these. The reason why we design scrollables is because there are various steps we really want a student to pay attention to. And we don't want them to necessarily have to put the active intention into pausing the video and kind of figuring out or like rewinding and like listening to the same loop over and over and over again. So these scrollables don't have a voice over they really have the text there. And if a user wants to see like what happened a moment prior to previously, they can just kind of scroll backwards and then like score forwards again and allows like a real attention to detail that like a video there's kind of like passively moves along once you hit the play button lacks. So with that, I'm again still happy to answer any questions about these things you know we're always excited to be thinking about like new ways of thinking about them, but I'm just going to throw it back to Jessica from here. Thanks Marty for taking us through that and so Marty heads our team who develops this content and thanks very deeply about our approach there so if you do have questions about, you know, how we're thinking about these simulations and lab experiences or what's coming up, you can throw those in the chat for Marty. So one of the things I want to show you is some ways that we have tried to group some of this content for you. You know we've been trying to throw some links in the chat for you to follow along. Sometimes folks come to lab exchange and take a look and say wow there is a lot here. How am I going to find what I'm looking for. So we've attempted to do some of that curation for you so if you're looking for sort of a foothold or where to start I want to point you to a few anchors that may be helpful for you. So as I mentioned at the beginning we are primarily a life sciences platform so some of the clusters that we've created here are around life sciences biology chemistry. We do have a cluster here around applying to college and one around general skills around experimentation. So I would encourage you to check these out we also have one around CRISPR if you're looking for new ways to integrate some new research into your into your curriculum as well. So just to give you a sense of what these clusters of resources look like I'll show you our biology cluster and our biotech cluster just to give you a flavor. So each of these hexagons that you're seeing here is a different pathway. So we've talked a bit about pathways today as sort of those sequences of learning experiences so if I click on any one of these. I'll open this up over here. You can see it's a sort of curated collection of our favorite resources for teaching these different topics. So this is kind of a again designed to be a starting place for you for your students to get inspired about some of these different topics and to, you know, think about how you might want to adjust this or incorporate these resources into what you're doing. And so you'll see pathways here that represent, you know, some of the units that you may be working on with your students as well. The simulations that Marty was showing you some of these are found in our foundational concepts and techniques and biotechnology cluster. So this one walks students through the process of gene cloning over the course of 11 different pathways that highlight different concepts and lab techniques that are involved in that process. And, you know, so you can go through here you can learn a little bit more about gel electrophoresis and so if we open this up for a sec you'll see that simulation that Marty showed you initially but scaffolded now with some introductory material that helps students get familiar with the technique of gel electrophoresis and what the equipment looks like before they encounter that simulation. And then you'll see some contextualization afterwards for how this is used in a real context to address different research questions and then an opportunity for students to check their understanding as well. So that's just an example of one of the structures that we've offered for for this simulation but of course we hope that you'll take it and contextualize it yourself as well. One of the other things that we've offered here is a tour through this collection of resources 11 pathways is a lot to choose from. So if you're looking for sort of just an introduction and overview to what genetic engineering is. This is one example here you could potentially follow these four pathways to get that big picture overview. Or conversely if you have you know students who are about to do a particular lab exercise or you know students who are starting a research project and are going to be building a recombinant plasmid, you may want something that's much more you know practical in terms of the application and so we would recommend this tour here. So, you know, one of the exciting things I think about this cluster structure is that it helps you, you know, think differently about your curriculum, and think about you know which are the common hexagons here which are the common experiences for all students. And then which are the groupings that may make sense depending on different student interests or particular learning goals. So, you know, lots to explore here in the library again we have a number of different clusters here that may be of interest from general experimental skills to you know more specific topics this is a cluster that we designed end to end it's one of our first clusters on CRISPR-Cas9 and so there are some great simulations here on running a protein gel and Western blotting that we would encourage you to check out if those resonate with your curriculum as well. But I think we are actually ready to leave the library we've given you a pretty thorough tour of everything that's here. Again, please feel free to keep those questions coming in the chat or let us know if you have questions on anything else that you've seen so far. But now I'm going to take you over to our classes to take a look at that. I'm wondering if I may have misunderstood how someone was using the word class and thinking about a course. So I would say these clusters that you see here are not designed to be a course per se but they are a thematic collection of resources that all relate to a particular topic. But we have actual what we call classes is sort of this collaborative space where again you and your peers or your students can get together to talk about and learn about different content. It's pretty easy to create a class from your dashboard here. We have a nice little widget so in just a matter of seconds you can have a class here related to, you know, anything, anything that you like and you can enroll up to 300 learners so if you're running a big class for students hopefully that's not a limitation for you. And you'll see that a number of my classes here are all related to professional development. That's how I use mine I tend to, you know, have mostly teachers enrolled in my classes so another way to think about that is, you know, co creation of curricula with your peers or a journal club or, you know, other potential applications for for classes. But I'll show you what the infrastructure for a class looks like as you think about different ways that you might be able to leverage this. In a lab exchange class. This is, you know, private space you have to invite folks to join but once they do they have access to any of the content that you make available in your class. So I can switch to the learner view for a moment so anyone enrolled in my class will see the learner view of my internet holds up here we go. So you can see all of the content that's been published here for students to view and they can go through it in this particular order. So this is the moment that you can monitor their progress through that as well as an educator running the course. You'll have the option to add content at any time. You can also I have some unposted content here that I could be thinking about, you know, putting out later I could be planning for you know in two weeks this is what I'll need. So you can add content here to your unposted space using the same add content button that we've seen before. Or this is drawing from our public library which again you can filter so if you're looking for one of those simulations or interactives that Marty showed can find those here. Add those to your course, or again you can add your own content as well to make sure that you are, you have the flexibility to add, you know, anything that you need that you want to share with your learners. So you can click add there that will put it here in your unposted section. And then if you click this plus button it will release it to your class. So we can go ahead and do that. So you'll see it show up in just a moment here. And if I've made a mistake, I can undo that or I could actually remove it entirely from the class if I want to. So this is a great way to really control what students have access to if you want them to just have access to an assignment for, you know, short amount of time or you don't want them to start until you've done in particular experience together in class, you can use that as a way to moderate what they're seeing. And so your learners are all here. So when folks request to join your class you see that here and so you have control over who joins. You are running a large, you know, lecture class and you have 300 people joining don't worry you don't have to click them all at once you can just approve all at once here with this button. And so the way that your students enroll in the class is through the unique class code that's here. So you share this with your students just as you would share any information you can post it to your course website you can send them an email anything you want. You can join through their lab exchange learner dashboard and request to join the class. Once you accept them they'll have access to everything that's in your class so it's a nice check that allows you to make sure that again all the right folks are where they they should be through running multiple sections make sure students are in the right one. The other thing that's nice about this learner tab is that you can interface with students directly here so you can see their individual progress on different pieces of content. You can assign them individual content. So great for differentiation also great for students who may be, you know absent or have missed a lab experience and you can help them get caught up in this way. And then you can also individually message students if you need to check up on, you know, hey Tracy it looks like you haven't had a chance to, you know, watch this video just want to make sure you have it you can check it out soon. You know whatever you want to say to them there. And then in the progress tab this is where you can keep track of what work your students have access. And so you can see what they haven't started or what they've completed. If it's something like a pathway that has multiple components, you can see how much of it they've completed and if it's something that has assessment questions, you can see what percentage they've gotten correct. So, again, a number of different pieces that you can track here and use to inform how you interact with your learners individually. And as I mentioned earlier in terms of interfacing with your LMS you can download this information at any time and add that to your regular learning management system. And that other great feature of the classes again kind of hearkening back to the fact that we're built on the open edX platform and leveraging the discussion feature discussion forum feature from lab exchange that you see from edX that you see on many of their courses. On lab exchange we have also included a discussion forum here. So this is private to your class. And so you can post, you know, threads here as you like. You can interact with those and the answers responses show up more or less in real time. So this is a nice way to, you know, moderate discussions to run protocols to analyze papers together. You know anything that you would normally do synchronously with students, you have the flexibility to now leverage the discussion forum to do that, either synchronously or asynchronously, as you like. So this is what we mean when we talk about classes, this collaborative space that's available for you to share content to follow up and with your learners and monitor their progress through everything that you've assigned. So happy to answer any questions that you may have on that. The last thing I'm going to cover in our tour today is our mentoring feature so just going to give you a quick peek at that. So the last tab in our platform we remember our browse button from the beginning we've we've looked at the library we looked a little bit just now at the dashboard. The last part here is the people tab. And as I mentioned this is where folks who have made their profiles public on lab exchange can can be found. You can search by role for educators for mentors. You can search by institution, you know areas of interest and so this helps you to refine, you know what you're looking for if you are seeking mentorship from a peer or colleague who is perhaps running a course similar to yours and you want to look back. You can use it that way. For students again who are interested in perhaps learning new lab techniques before applying to, you know, join a lab or do a summer internship this can be a great way for them to identify folks to help give them that insight to. So I've pre filtered this for people on the lab exchange team. Just to kind of show you what that looks like. So I'll pick on my colleague Mary here. So, you know if I find I kind of have narrowed it down here so I can click on Mary and learn a little bit more about her and when I do I'll see a little bit of Mary's profile here sort of like a LinkedIn profile almost to learn a little bit more about her interests and her background and experience. And then here's where I can go ahead and apply for mentorship. If I'm interested in that. On the other side, I can also make myself available as a mentor if I want to. So here's where you can control sort of whether or not people can see your profile or send you messages. This is very easy to just toggle on and off at any time so if you're getting a lot of messages or, you know, request for mentorship you can change that anytime. So you can add, again, information about your background your interests here your experiences, and then you can make yourself available to mentor and I can even add a little bit about what you are available to mentor around. So, and then you can track your mentors you can add. You can assign them content you can message them just as you could learners in classes and so you can do all of that from your dashboard as well so again just a quick peek there at some of the social features the classes the mentoring and coming very soon our global discussion forums that were excited to share yet another opportunity for folks around the world to connect around science and around education. That is our tour for you today. I do want to talk a little bit about some of our implementation resources to help you think about how to get started with lab exchange, and then we'll make sure that we've addressed any questions that you might have. So one of the implementation resources that we've developed for you is our remote learning cluster. So I'm actually going to head back to the library one more time and show you how to find that so as a reminder we actually filtered for clusters for so content type cluster. And then here the second one is remote learning with lab exchange. So, we are so glad that you're able to spend time with us today and to come on this tour with us and ask us questions. But when we are not there with you. This is a tool that we've put together to support you. So this cluster has pathways to get you started, you know, think about creating your account if that's of interest to you think about what the different types of you know how you can think about creating some of the different types of content that we've talked about today is just a very simple overview of the platform. We have a pathway to help you explore some of the different resources on lab exchange. Again tutorials of how to add your own content, each of the different types that you can create. We talked briefly about classes but this is a pathway that will walk you through exactly how to set that up and what to press and you know how to add content and all of those pieces. And then we have some pathways to suggest different ways that you can use lab exchange to complement your existing curriculum. So one of the things that we've led workshops on for the last several months that's been quite popular is thinking about how to incorporate these lab simulations that Marty showed into your existing curriculum. So this pathway is an attempt to sort of caps capture that workshop experience and an asynchronous environment so it introduces you to the lab simulations as you saw today. Kind of what the lab notebook is all about some tips and tricks from our teacher community is to how to use these in the classroom. That example simulation that you looked at with Marty today, and then some testimonials from teachers and students who have used this simulation and provided their perspective and feedback. And then we also did a lesson plan just offering ideas for how you could implement this in your classroom so we have one pathway for those protocol simulations that you know Marty showed and then also the experimental design simulations. If you are perhaps interested in, you know, building an online community around research or maybe helping your students think about scientific literacy and develop those skills. So we have suggestions here as well for how you can, you know, achieve those goals. And we're always very interested to know what you don't see here. So if there are tutorials or resources or help that you're looking for, that isn't in this implementation resource please do let us know so that we can expand what we have here to make it the most useful for you. So, as promised with that I want to take any questions that we may have and I know we have been chatting for a while so if you haven't already done so I encourage you to stand up and take a little stretch break. Well, we answer some questions so I have not kept an eye on the chat there but appear, maybe you can let me know if we have any questions that have come up so far. It looks like we have answered pretty much all of them already during our first the Q&A break in the middle of the tour. No, I don't think, I think we've answered the question on the difference between what is a pathway and what is a course, right, another class. No, I guess. I mean, of course, please feel free to feel free to let us know. And yeah, if some of you have to leave early, it's very kind of you to leave a note. So by the way, I think she already left. But no more no more questions so far. All right, well thank you for checking on that and yep as Pierre said keep those coming if you have them. So then I'm going to turn things over to Marty to give you an exciting sneak peek at some of the things that are coming down the road for a lab exchange I'm going to go ahead and stop sharing there and hand it over you Marty. Thanks Jessica. And I will let's see the share button. Yep, I know how to do it. Maybe. First of all, we're super excited to kind of continue, you know, building all the momentum. You know, we built most of the things we've just been sharing with you over the past eight months. I'm really excited to kind of keep building on, you know, more lab simulations and more content on that vein. But in addition, we also have a project that we're also super excited about where we just got an additional project to develop a bunch of content centered around anti racist and inclusive teaching and science on lab exchange as well. And so we really wanted to put in particularly one of focus on content that really addressed two areas on lab exchange as long as science teachers and students are going to lab exchange for their science content. That is also supportive of helping teachers and students know how to provide the best, the most inclusive classroom possible the most equitable and fair classroom possible. The most anti racist classroom impossible. And also, can we think about how can we develop content that allows challenging topics to be addressed in a science classroom. So, for example, so in particular we wanted to focus developing a lot of content. We wanted to look around how racism is a structural racism, basically underpins a lot of the public health crises and disparities that exists only in America certainly globally and many different examples. And that this is a way for us to begin to talk about both the mechanism of understanding what structural racism is like, how can you identify structural racism we look at it I mean the public health. It's an unfortunate large number of examples to study in that context with COVID being a primary one at the moment. And also like in that same vein. We also want to develop topics around how can you teach about the genetics of race and your interest by biology classroom and things along those lines so you know many things that like teachers, many teachers want to incorporate in the classroom, but not not necessarily how to bring those topics into their classroom and and feel like like unconfident to like necessarily know how to approach those topics in a discussion in their class. So we want to provide high quality content to do so. We recognize that we are not the best people to make this content. So actually we're super excited that the grant that we earned is really directed towards fellowships that we can send towards faculty and graduate students to write this content to for us so we plan on like collaborating with postdocs and graduate students who really are focusing in these areas to develop content that our users can make use of it in a very applicable way. So that's one thing we're super excited about. And I should say, if any of you are grad students or postdocs who are working in these fields or no postdocs and grad students who are working in these fields, please let us know we'd love to work with you on this. And lastly, I just wanted to mention some of the technical, you know, the additional technology that that is coming about. So we have a video annotation tool that is in the works that was super excited about moving forward, and I will turn the sound off on this one. So this is an example of a YouTube video that one of the high school teachers who we worked with closely recommended that we should annotate as an example, and just to point out a few things here so here's a teacher walking through a CRISPR, our lab experiment that you can do with these annotations we make on this video, or on this lower left hand corner, sorry on this lower bottom panel that is like the timeline the video, and they correspond to these things that are kind of tracking it on this right panel. And so these first couple of things are like largely kind of chaptering like these are like allowing people to kind of go to different spots in the video. But we can also embed questions so like is the student following along, you know, like what is the target of many antibiotics what is the goal of this particular experiment. And we can also ask additional critical thinking questions that you as a teacher could read and see like how these students kind of engaging with these topics so if we were to design a slightly different experiment with a slightly different outcome in mind. We'll be able to interpret those different results. And it's also, I also want to mention more pointedly that when we look at when when she starts going through things like how you can start pipetting. I think that that's like this moment where she starts telling people about the user at home about how they can pipet, we can also link out from that like annotate that moment in the video and like link out to one of our simulations, and which we give students the ability to actually not just watch but actually practice the skill of micro pipetting themselves. So this brings you back to like one of our, sorry, one of our lab benches we get to practice the act of micro pipetting yourself. And so okay so that's an annotated video. And we also are below. If I didn't mention this very quickly, we also are developing tools to annotate 3D structures and molecules. So here is a molecule of a poly no relatively well this is our, my favorite DNA double helix. We're demoing here you know this is still a work in progress. We're demoing here is at the parts the molecule that we can annotate. And so like this will be a phosphate group. We can basically one of the ways in which we hope to use this is to have users explore the 3D structures of organs tissues ecosystems molecules and all the, you know all the different scales and which structure and function relate to each of our experiences and be able to like make us arguments based on like finding a particularly relevant component of a structure and identify like why that's so important for the function of that that that molecule or that or that or that thing along those lines. So between the anti racist and inclusive teaching content grant and things like annotations of both 3D and molecules and videos we're super excited to kind of continue developing new kinds of assets and to kind of continue to develop the kinds of assets we've already pioneered over the past year. Thanks Marty for giving us that that sneak peek it's so exciting to watch these things come to life in our group so looking forward to being able to share those tools with all of you soon. All right. So, we have shared a lot with you but we want to hear from you. So we wanted to have a brief discussion I know where we're a small group, but have a brief discussion about, you know, some of the ideas that we've shared today, and get your sense. You know, after what you've heard today about the different resources on lab exchange the capabilities of the platform and some of those future plans that Marty just shared. You know we want to talk about how these tools can really support equity in science education. And so we have some discussion prompts that we we've offered here for your consideration so in a moment we're going to ask you to vote on which of these you'd like to discuss. Let's go back to our will clap and you'll see a choice of 123. So one is, you know, what are we not thinking about yet that you think we should be. Again, as I mentioned we are a small team and we work hard to listen to the needs of educators and students. But you know I am sure there are things that are not on our radar yet and so we would love to hear from you what those might be another possible discussion question for you number two. We could be leveraging the content on our platform. And we've talked a lot about, you know, our simulations and some of these tools and so we could talk about those we could also talk about our narratives and case studies. The narratives, just as a reminder those stories from scientists sharing how they got into the field you know what they research why they're excited about it. These are actually showcasing student research and so their ways to help students see that their peers are doing this work and that it's something that's accessible for them. So that's another thing we could talk about is how to you know make better use of the content that already exists on our platform. And number three, what role do you think the digital mentorship is playing an increasing equity and diversity. So we've talked a bit about the mentoring tool on lab exchange. We're leveraging this community of not just educators but scientists who can come together to really help lift up the next generation to help them understand and find their way forward in science. So again, we would love to hear from you, which of these you'd like to discuss so again number one, what are we not thinking about that we should be. Number two, how can we better use our content. And number three, what role does mentorship play an increasing equity and diversity in science. So keep those in mind. Again, we're going to take you back to will clap here. To see if we can get a sense for your opinions on this and sorry about that so here is the QR code by the way for joining through QR code and we also have the link. To which discussion topic. We're going to ask you to think about sort of your own impression of how the open education community can be addressing issues of gender equity and diversity in science. So first one here is your sense of how the open education community can increase gender equity and diversity in science education so take a moment to offer some ideas some keywords that come to mind for you to hear this question. And again if you have joined will clap before that should be accessible for you if you haven't you can just click that link. Hopefully peers drop that in the chat for you. I just did, but it is indeed a very tough question that takes a little bit of thinking to answer. That is true that is true this is something that I'm sure, you know could spend entire sessions on at the conference and I'm sure others are, you know talking about this theme and so we don't, we don't expect to necessarily solve the problem today but we want to get your sense of what the open education community specifically can do here. I will give you a moment to put in some ideas, some keywords, maybe open that up to questions that you may be thinking about related to this. Sometimes it's not easy to think about a solution that it can be, it can prompt another question for you as you as you think about that. So we'll give it another moment for folks to contribute an idea there. May tell us that that's something that perhaps needs a little bit more time for discussion that we may have today. All right. Well, so I'll leave that for the moment of lowering barriers for entry. Love that great idea. Making students with more diverse resources and inspiring models and interacting online does not identify gender or ethnicity so fair, fair, fair point that that may be something that's not specified through, you know, portal like a language where you're not necessarily signed in and you're just, you know, accessing the resources through the library there and making learning resources more flexible and closer to students reality love that suggestion as well. Fantastic. So thank you all for contributing those thoughts and it's great to see that people are interacting with those answers as well and hopefully you've seen some, you know, themes today that resonate like, you know, thinking about how pathways and the annotations, you know that Marty showed can be tools for lowering that barrier of entry for making things more flexible and meeting student needs more directly. So again with the, you know, dwindling time that we have left we wanted to ask you what you'd like to speak further about and just as a reminder and we talked about those discussion topics a little bit ago now. So if you vote for one, it's what are we not thinking about yet that we should be. If you vote for number two. How can we leverage the content on our platform. And number three, what role does digital mentorship play in increasing equity and diversity and science education. So we'd love to have a short discussion with you hear your thoughts about one of those different discussion topics so take a moment to vote for the one that you'd like to either contribute ideas around or hear what others are thinking about. We don't have a vote yet I'll leave this up on the screen just for another moment so you remember the one, one, two and three. And, you know, I think we certainly, you know, have shared some of our thoughts around each one of these today but again we're very interested to hear what you think on these topics. Great. So you have a couple of votes for number two, and just give folks one more chance here if you haven't already voted to decide what you would like to talk about today. Now we've got three so I think it looks like it is unanimous decision here from the folks who decided to vote. So we will open up the floor to think a little bit more about what role diverse, sorry digital mentorship can play in increasing equity and diversity and science and I know I'm particularly excited to chat about this topic this is something that I think a lot about as we think about how we can improve our future to be something that can really be a useful tool for for more students so happy to open up the floor if anybody would like to kick us off with any thoughts to start this do you have experience with digital mentoring that you would like to share or examples where this has worked well to lift students up do you have questions about how digital mentorship can play a role. Love to hear those thoughts or those questions. I'll give everybody a moment to think about what they might like to contribute to our discussion today and you can either throw that in the chat or again we invite you to please feel free to just unmute or a small group today. There we go. So just exercising a little wait time here as we think about you know the role of digital mentorship so do you have a question do you have a story to share about how that has worked well for your students. Well, I can share a story about being a student and finding like a digital mentor. I mean, it's that time was is not too far away from me to give a little bit more time for people to think about that. Yeah, actually, I do not have a science background, although I am very interesting interested in sustainable development and education and I actually took some eco forestry classes. So who to handle environmental services in woodlands settings, and actually I did that online and found a mentor that I that I worked with. I was a teacher of a MOOC on edX that I contacted, and that mentored meal that's on those kinds of topics, and that I rejected in a summer project two years ago, with actually part of them being my family members and other people in a small, just small part of friends, small town of France. So, yeah, without having spoken directly with that mentor I would never have felt, you know, like the kind of knowledge on legitimacy to try to bring that to the table. And, and try to build a project so it was very important for me to get out of my comfort zone and feel legitimate in a topic that I would have never thought I could have built anything in, even though this has little to do of course with equity and diversity, but I guess that digital mentorship is really this, you know, way to break through walls in a way. And I am very fortunate and very privileged to have never felt discriminated against in any, in any way, but it is easy to, you know, to stop to set up your own barriers when you feel like you're entering a topic in which you're not really, you're not really welcome, you're not really legitimate. Thanks for sharing your experience here and I wonder if that has, you know, sparked anything for any of our participants have any other thoughts related to digital mentorship or other experiences to share we want to open up the floor to you. Yeah, I see, I said that Max Mahmoud and muted himself and so we would love to hear from you and welcome. Thank you. You know thanks for I'm unfortunately I, my work commitments meant I couldn't join until very late I just managed to see the end of the presentation. But I'm very interested and excited about going back and having a look at your work it looks really interesting. I just wanted to sort of contribute to this discussion about digital mentorship. It's, it's something that I've been quite interested in, in different contexts, I mean I am. I'm a teacher but also a mentor, you know I lecture. And I do mentoring through different, different programs so it's this work has kind of made me interested in it's particularly in the work of Benjamin Bloom I don't know how many of you if any of you are familiar with the work of Benjamin Bloom in the 80s. He came up with what he called the two Sigma problem. And to see another I'd really. I mean I think it's a fascinating paper as I said it was published in the 80 and 84. And it's something that unfortunately I think has had very little impact on the conversation around around education. And today it was because it was published a little bit too early and and what Benjamin what what bloom called the two Sigma problem was basically based on an experiment that that he ran where he did sort of an experiment on three different groups of students. And one of them was given the normal lecture time based progression, sort of you know you sit through 10 hours of a subject and then you progress, you know, after each hour or whatever you move on to the next thing. Typical lecture didactic style of teaching. Another group of students would went through what was not what was called a mastery learning progression, so they wouldn't progress to the next topic until they showed a mastery of the prerequisite topics. And then the third group was basically all done with one on one tutoring to a mentoring kind of model. And in terms of the learning outcomes as they measured them in the in this experiment. There was, there was a there was a one Sigma difference basically a full standard deviation difference between if you like the control group which was the pure lecture group and the mastery learning group. There was a two Sigma variation. So between the control group essentially the lecture group and the one on one tutoring group. And and the reason bloom called it the two Sigma problem was, you know, based on this experiment they thought like you know, the best option is one on one tutoring but how do you achieve one on like how do you do you achieve the learning progression level of one on one tutoring in a mass education environment, you know where we can't literally afford to have one tutor for each student. And I think as I said I think part of the reason why you know it probably hasn't had a lot of pickup is because in the 80s access to digital mentorship wasn't really an option. In some ways, you know, thinking about digital mentorship and how we could actually help shift the learning styles towards something closer to mastery type learning, or even ideally some kind of one to one learning progression, I think is one of the things I've been very interested in, in doing and you know I've been working particularly with it with an organization called open classrooms based in Paris, who've really based a lot of their work around this particular model. And it's really been very informative and very interesting to see the impact that that's had. And I think, sort of spreading that kind of thinking in that dialogue, wider in the digital education community something that I'm really interested in. Love and Max always always always happy to hear a reference to the two sigma problem like it's a, because I think like, you know, to some extent I mean I think you're exactly right like how do we create those one on one to teaching opportunities right. Those are the most effective thing in all education. But I think another. So like another spin off of that is, well, it is the idea of the differentiated learning that like a pathway or, you know, like, almost anything that you could build and lab exchange could offer you know students who have different backgrounds who may not have remembered this topic from a prior year, or have different interests and they want you know this topic applied to viruses or someone else wants us applied to developmental biology or someone else wants us applied to, you know, immunology neuroscience. So, to some extent, I, I'm always trying to imagine like what are the dialogues that happen in a one on one to do situation like you're asking a person a lot of questions asking them what they care about asking them what they want to learn about. You're asking a following along. And, and yes we want to create it's 100% we definitely want to create those opportunities in the mentoring systems as well and PR was nodding along when you talked about the open classroom but I was writing that down because I feel like I need to read about that now but um, I don't know if you want to speak about it but would love to learn more about that but I think that also underpins so much of what we're trying to do here which is trying to find something that speaks to the user's values and speaks to their and get like you know what what the background knowledge is and helps them, you know, develop a sense of caring about figuring out the next thing. Yeah, I think just if I may just sort of one point about what you were saying as well is that is that, you know, I think a lot of digital online learning environments, especially when it comes to self guided learning and sort of And especially I think, you know, really addressing the issue of sort of equity and diversity I think especially if you look at people who are maybe from, you know, more disadvantaged backgrounds and partly in terms of sort of, you know, the more predatory in the sense that, you know, the higher the education standard that your parents receive, the more likelihood you are to, you know, and it's one of these things that sort of inadvert is just systemically sort of, you know, is runs in, you know, in certain social groups just because of the opportunities that are available. And I think in that sense, you know, I think one of the problems with self guided learning with a lot of digital learning is that learners don't know what they don't know. I think that's where mentoring can really help if even if it's not in this one on one tutoring on on, you know, on a on an individual skills level, at the very least in being able to let them know what what what it is that they don't need to go and look at so that they can then improve their learning and improve their access to the kind of knowledge that can sort of move them on to the next level, depending on what their learning path is and what they're you know what the situation is. So I think you know that that to me is one of the sort of the key aspects that like having that kind of that kind of access to that kind of mentoring. And being able to prove and ferment is to sort of to be trained to provide that kind of guidance. While encouraging this kind of you know this self critical approach of like trying to understand what it is. You know how how can they decide, especially in the context of lifelong learning you know how can they learn how to seek out the next thing to learn. And when they don't if you know, basically yeah when as I said when they're still at that level of not really knowing what they don't know yet. That's so beautifully put yeah so. So I kind of completely agree you know like thinking about like, you know, I don't know, you know I always think of myself as a teacher is basically I'm just like a fancy cheerleader of sorts right and I'm basically it's always like trying to motivate the students to keep trying to to care about something else to think about something they haven't thought about yet. And I agree like I think that that's really the strength, the strength of where so much mentoring can come from here because you know what motivates someone to click on a simulation or to keep trying or to click on a you know text asset or a video and kind of keep trying. And this stuff's hard it's very easy to forget that like you know when that it's hard to learn these things the first time. So I think that idea of like instilling that sense of wonder and selling that sense of like a discovery of agency. Those are humongous roles from from mentorship and also transparency and just like creating sharing stories about how we all became scientists and how we fell in love with this stuff. And other other thoughts and that I know I was just thinking about the role that that AI will play in this and how good AI is that I'm helping students uncover what they don't know versus a teacher and actual human we believe a lot in human intelligence versus artificial intelligence. But is there some sort of combination of those that can that can support students. Thank you, Marisol, as a question, will the slides be shared online. Yes, we will be able to do that. We will figure that out. We will certainly make sure that these are available for you. Yeah, at least as soon as we are done, perhaps, you know just doing away with with the slides with the quiz and stuff like that. We will have the pitch deck on the, on the OEG website page, the one that you use to access this. I just added the link to the chat window. So the video from today and will be added there by OEG staff. And also, yeah, the speakers could add your slides there. Perfect. Thanks. We will make sure to do that. So I, you know, I hate to cut a good conversation short. Are there any other thoughts that folks wanted to add before we kind of close today. Great. Thanks, Max Malmoud for this great testimony. And I definitely definitely agree with them. This is very inspiring. And the open classroom is a very interesting metal that evolved into something that is close to a French version of it acts in the meaning that they are really focused on they very real certificates that have a real value, but they are more centred, centred on this, even more professional professionalizing approach, right, like they want you to acquire the, the, the, the skills to, to actually start a new position as soon as you're done or even during your, during your training. And perhaps that's one direction that exchange can go in the future. But like the mentorship, the mentorship is also something that is meant to create opportunity for learners. And to start as slow as research, right, like not go all the way to finding a new job, but definitely perhaps one day on lab exchange there will be. It will, there will be some features for learners to find, I don't know, internships and ways to get also inside real labs and get another taste at doing science. And I think period speaking to the capacity for the lab exchange platform and community to adjust and continue to innovate and adapt as we've tried to do over the last year to the needs of our community. All right. Well, thank you again for for contributing thoughts to that discussion. We have, let's see, we have just a couple of sort of next steps for you to think about as we wrap up today. I really thank all of you for being here today and hope that you've seen something that is useful and helpful for you. We would recommend thinking about creating an account just so you can really explore all of the features on lab exchange on the customization creating your own content really thinking about how all of those classes mentorship features can support you and your students. If you're in your class try it out, invite, you know, colleagues, students to be learners in the class and think about sharing content there whether it's from the public library or something that you've created yourself. We also hope that you will be inspired to share your share lab exchange with your network. After our discussion today, we've really highlighted how, you know, a lot of the power of lab exchange comes from the community and the diversity of perspectives and how it's brought to bear so we hope that you'll help us to continue to grow that community to support the next generation of students. And it's pure would be so kind to pop in the chat a link to our post workshop survey today just so you can give us some feedback and we can improve for next time to make sure that this is again as useful to you as it can be. And take a few moments to fill that out we greatly appreciate it. And just to leave you with some ways to get in touch with us after today. You can join our mailing list for the latest updates if you want to hear when those annotated videos and 3D images are coming out. You know the latest content partners that have joined with us and the newest features on lab exchange we release all of that through our mailing list. So we're at lab exchange.org slash collaborate if you want to sign up. We are also quite active on social media so we're at lab exchange. So you can check us out there. And if you're interested in a workshop like this to support implementing lab exchange in your school and you're in your, you know, university or college just let us know you're happy to accommodate those requests you can reach out to us at collaborate at lab exchange.org. And we really do hope that you will stay in touch we're so interested to hear how this tool, you know, can help you and your students and your feedback for how we can continue to improve. So before we leave today, we have one more question for you we'd love to just get a quick poll of how you're feeling after our session today so one more time on will clap if you haven't already click that link. If you would throw that in the chat just one more time. Get a sense of how folks are feeling after our session today. I know if you're like Pierre in Europe you might be a little tired it's late there. Thank you for taking the time wherever you're joining from today. Are you feeling ready to use these resources. Are you feeling like this is something you're willing to explore a little bit further. Are you feeling like we said a lot of things and you know you're kind of lost in all of the things that we showed you today totally understandable we get that all the time. All right, so seeing a mix here some folks are ready to get started some folks are ready to start exploring I'll just remind you one more time to check out that remote learning cluster. We're looking for a good place to start. So thank you everybody so much for joining us today, and for spending the time with us to learn a bit more about lab exchange and for sharing your thoughts we so appreciated it has been a pleasure to get to know all of you so. Thank you again, and we hope to see you soon. Take care everyone. Thank you.