 Right, good morning, everyone. We're still getting a lot of people joining the meeting, so we're going to wait just a couple of minutes. As you will have noticed coming into the session, we have added quite a lot of additional security features to the call in order to prevent a repeat of the Zoom bombing experience we had on Tuesday. So I'm very hopeful that that will make things work better for you today in terms of not being quite so frustrating. So just a few points. I have enabled chat again, but I have only enabled chat with the host, which is me. And so what that means is that you will be able to send messages, but only I will be able to see them. And that will hopefully prevent us being abused, as we were last time, which was very unpleasant for everyone, I think. You'll also have seen that I've added a waiting room, and I've required people to manually enter the passwords. That's why we're still getting a lot of people joining. We will continue to let them in as we go. And we are on 141 participants so far, but we are expecting a lot more. On the other hand, of course, we are aware that you'll have competing priorities, and so we will get going in a few minutes. I'd just like to point out also that in general, we may well start switching off your video feed. Please don't take us personally if we do it. It's just unfortunately that one of the ways in which we were attacked in the last webinar was that people started sending very unpleasant graphic photography and other things through the video feeds. And so if we get a repeat of that problem, we're going to try and shut the video down for participants so that you don't get the same problem. At the moment, everything is looking very stable, and we feel confident that we're not going to have a repeat of the experience, but we're going to stay very, very vigilant to shut anything down that starts up straight away. So with all of those introductions in mind, and as more people start to join or continue joining, we're very glad to have you all here, and I'm going to hand over to my colleague, Naduma Glamini from the AAU, who will just provide a short word of introduction. Over to you, Naduma. Good morning from West Africa. Good afternoon to those that are in the southern part of Africa. We welcome you to this webinar, where we will be learning or continuing to learn. And today we're focusing on what to teach during the lockdowns. My names are Naduma Glamini. I work for the Association of African Universities here in Ghana. And I bring you greetings from the Association of African Universities Secretary-General of the AAU, whose names are Professor Etienne Ehile. And we are excited to be hosting these four webinars jointly with OER Africa. From the perspective of the Association of African Universities, this is our way of supporting academic staff in Africa so that you can be assisted to cope during the COVID lockdowns. We understand, of course, that there are many other challenges that you are facing, but we believe that through capacity building, many people can be assisted to keep the doors of teaching, learning, and research open. So I would like to wish all of us a successful webinar today. And please don't forget to attend the other follow-up webinars. The follow-up webinar for today will happen on the 4th of May and then the last one on the 8th of May. I also welcome you to access the AAU website on aau.org and check out the COVID-19 page that we've created there. It contains a number of useful resources that can assist you, either as an academic or as an institutional leader. Thank you very much. And I wish us a great day. Thank you, Neil. OK. Good afternoon, everyone. And welcome to number two. In this particular webinar, we're going to try and get down a little bit more practical. Perhaps the webinar one was very much about what are the essential principles and what do we need to keep in mind in terms of how people learn during these ERT sessions. And today, we're going to continue with that. But we're going to try and dig down a little bit deeper. And therefore, we would very much like to hear from you during the course of the webinar. It's not just me talking. I'm going to espouse some ideas. But we very much would like to hear what you guys have experienced and what you're doing. So you heard earlier. Perhaps if you've come in only now, Neil gave us a briefing right at the beginning. We are going to be using the chat facility. So can you send your queries and questions to him? You won't be able to see what other people are saying. But he will then feed to me some of the things that I should respond to. So we can still have our backwards and forwards. However, we want to make sure the security is a lot tighter this time after the unfortunate events in the previous webinar. All right. So here's our team for today. Nondormo has already introduced herself. And she is our coordinator, our host from the AAU. I am going to be your facilitator today. I am from OER Africa. And a little bit more about me in a moment. Neil is keeping a lid on things. He's in the back room there monitoring what's going on and keeping us in good stead. He's from OER Africa as well. Co-project director is his title there. And Kathy is our muscle. She is making sure that you guys all get in all right and that you are happy and safe. All right. Kathy, thank you very much. She is also from OER Africa. When we looked through the, let me get the next one. When we looked through the feedback from the previous webinar, a number of people mentioned that they didn't even know what the facilitator looked like. And maybe it's just as well because I'm rather woolly after five weeks of national lockdown and two weeks of self-isolation. So I'm a very hairy character at the moment. But I'll put a picture up for you there. And I might try to get the video going in a moment. It's interesting that the comment did come through. One of the things we normally ask our online facilitators is that they let people know who they are and what they're up to. So there's a little tip that even I didn't take to heart last time. So lecturers should create an online presence to show students that they are there, that they are involved, and that they are supportive. You might remember from webinar one, we mentioned that e-learning might sound sexy, but it's a very difficult environment for the learners. And therefore, they often feel isolated. They feel cut off. They are not sure that people even care. And so it's very important that you have your online presence and that you are supporting them. All right, so there's me. If you're really interested, you can have a look at my YouTube channel. I like one of my hobbies is photography and video. Flickr, as well, is a repository of photographs that I've taken over the years. They all have an open educational resource license. So you can take them and use them as you like. You might be interested in my LinkedIn profile. I think that's more of appropriate for our relationship. So if you would like to get in touch and join the network, then click on the Access button. And I think LinkedIn would work well. I'd like to keep track of what you're up to and what you're doing. And you can find out what we are up to. And if you're ready and want to get chummy, you can join me on Facebook. I'm not a very big poster on Facebook. I'm a really, I'm a tired old git. So there's not a lot of exciting things on the Facebook. But yes, if you want to have that type of interaction, then there's a Facebook link as well. All right, that's enough about me. Let's move on. What are we going to do today? All right, so this piece fits into our bigger puzzle. Last time, as I said, we looked at teaching effectively during campus closure, quite a high level. We identified some very important principles, which we called Elements and gave you an overview and a little tips and tricks using PowerPoint. All right, today we're focusing in what to teach during the campus closure. All right, some things lend themselves more to ERT than others. So we're going to give you some ideas about what you might choose. And then keep in mind on following on from that in number three on Monday, we're going to be looking at how can you tell if learning is actually happening. So we're going to look at activities and assessment and dig down a bit deeper there as well. We're going to look at quizzes as one of the assessment tools that you might use. And the fourth one is on Friday, the week on Friday, communicate effectively during campus closure, tips and tricks. We're going to look at Facebook and WhatsApp and how you might use them and so on. All right. Okay, onwards. What are we going to do today? All right, today's agenda goes like this. Andrew. Yes, yes. Sorry to interrupt. There's a few requests from people to ask if there's any way, unfortunately, your screen seems to be slightly out of focus. I'm not sure that's a connectivity problem if you connected well on your side, but if you could just have a quick look at that as you proceed. But I mean, we can read everything. It's just not quite focused, but let's do the best we can. All right. I'll also kind of explain what's on the screen so in case it's not clear. Just also, well, it's all legible. For those people who are putting the query, I think some of this has to do with connectivity having been limited in terms of high definition by Zoom because of the extensive use of the platform there, sir. So it will hopefully settle down. Other people are saying it's clear on their side. So let's just keep going and see if it hard cuts. Cool. Okay. All right. So today's agenda, we basically got four pieces, five, if you count our little tips and tricks section. Number one, are we going to look at what aspects of the curriculum, what topics lend themselves specifically to ERT and to try and guide you that if you have an option, maybe try and identify those topics for this latest round of ERT. Number two, we're going to look at how to choose activities, resources and digital tools that also suit ERT. This came up, a number of you in the previous webinar said, oh, but we've got poor bandwidth and so on and so on. How do we change things for that environment? So we'll also look at some of those type of questions. Number three, we're going to look at when you do ERT, is it possible to do more sophisticated teaching? Does it have to always be these very small nuggets? So we're going to argue that if you get yourself organized, you can sequence these ERTs to teach sophisticated knowledge sets or to get them to master specific skill sets. So we'll show you how we think you might be able to do that. And then number four, a lot of your institutions already have the technology that would improve your ERT teaching, a learner management system. And so we're going to introduce what these things are and try and show you how you might use them. And if your institution does not have one, or if you feel that that particular section of your university is so hard to approach because they're all overwhelmed at the moment themselves, we'll show you how to put up your own personal LMS so that you don't have to go through someone else. And right at the end, then we're going to have an opportunity to go in and look at one of these free personal LMSs. We're going to look at Google Classroom and just give you four little tips and tricks to get you going. So if you want to go that route, you can. So that's our agenda for today. If you are interested in the resources that are part of this presentation, then we have a classroom running at the moment in Google Classroom. And you can go in there, there's the code. We are getting some people telling us that they can't get in. So we're not quite sure why yet. The capacity is 250, but we only have 140 people in the classroom. So we'll keep monitoring that. However, should you fail and not be able to get into the classroom, then all of the resources from all the webinars will appear on the OER Africa website. There's a now place for them. And the webinar one resources are already in position. And then this afternoon we'll start loading in the webinar two resources as well. So there is another way that you can get hold of the resources, including the playback of this webinar and also this presentation. So if you want to use this presentation and adapt it for your own needs at your own institution, maybe you can take this and run with it as a staff training for your department, your unit, maybe for staff in general, then please feel free just to take it and adapt it as you see best. All right, let's get going. Keep in mind we're about to start and keep in mind that we're interested to know what you're thinking. So please use the chat facility and then Neil will feed me stuff and I can try and respond to them. Okay, I'm just checking at the moment. I'm looking at my WhatsApp. Hey, right. So number one, how do you choose materials and topics that actually suit remote teachings? ERT. And we need to point out that ERT is a difficult environment partly because it's new for you and partly because it's new for the students. And so there is a lot of concern and worry and perplexion about how all these pieces might fit together and help learning to continue. And what topics lend themselves to ERT? And you'll notice that some things are much more easy to teach or easier to teach online than other aspects. It says there's some parts of the curriculum on a touristy difficult. Some people in the previous webinar were asking, how do I do skills evaluation? How do I do some type of formal assessment and so on? So those are well known to be quite difficult, not impossible, but you need to be really organized, very comfortable with the technology. And on top of your game, if you're going to teach those things. So we would kind of argue that if you are new to ERT that, and especially to online technologies for teaching, then we would say rather go for the low hanging fruits to start with. And if you have to reorganize your curriculum to choose pieces that suit themselves, then we would say, do that. Don't feel that you have to be trapped into the curriculum unless the curriculum sequence is of particular importance. All right, so however, it can be argued that some sections are actually better taught online than they are in a lecture. We are of the opinion that lectures are particularly poor mechanisms for teaching and learning. Research has shown, for example, that the lecture has a terrible retention rate. The percentages are different according to which article you read, but they're all very low. It looks like it goes in one ear, and maybe it doesn't even do that, and then straight out the other ear of the student sitting in the lecture hall. Okay, you get a couple of kids who are really there on listening to every word and absorbing, but for the vast majority of people, the lecture is pretty poor. So we would say even a video of a lecture is better than a lecture. And the reason why it's a silly one, but it's a good one, is that people can stop it and rewind and listen to a section again. Maybe they were distracted because they were flirting with the girl in the front row there, and then, oh, they've lost the thread of your argument. Well, with a video, one, they wouldn't be flirting, and two, it would be possible to rewind and listen to how the thread works between your argument. So in some ways, videos provide a lot more control over exposition. So when the student is trying to follow you, there are devices so that they can keep track of what you're doing. And that's another good reason why we are publishing the webinar recordings, because rethinking to sit there for an hour and a half is pretty a marathon session. So maybe there are some things that you are hearing and you go, ooh, ooh, that's interesting. But then by the time you've come back to what I'm saying, I've moved on. So you've lost some of the thread. So you can use the webinar recording either to go back and listen to bits and pieces. You don't have to listen to it in its entirety and we've put timestamps on so you can jump around as well. And we'll do the same for this webinar. All right, so I really like this resource. This resource that's on the screen at the moment tries to show you how face-to-face teaching conditions are now reinterpreted for remote teaching conditions. It's a beautiful little resource developed by, I think they call themselves SILT, the user S, C-I-L-T, which is a unit working out of UCT Cape Town. And they're very interested in the role of technology and education and they run little courses and so on. So they have released this resource, as you'll notice at the bottom, as an OER. So they've encouraged us to take it and run with it and along as we attribute where it came from. And so let's have a look carefully. The green band says that if you want to present content, in the old days, we would use the lectures and would use demonstrations if we wanted a class environment. And if we were out of class, we would hand them a whole load of readings or tell them to go to the library to sit in the reserve book room and look at various books and documents. But what does that mean now? So in the next third and fourth columns, you'll see now that we're encouraging you to do virtual lectures. All right, so you could do a webinar-y type thing like I'm doing now or you might record one of your lectures and then give them the video so that they can have a look. And the same with demonstrations, your practicals or so on. Whereas previously you could watch them do it, now it's not as good. You have to demonstrate something and just hope that they can work out from the video or from the screen capture what you are doing. You notice that column is called synchronous. Okay, so do I have... Okay, it's called synchronous. Synchronous simply means teaching in real time. So if we want to do a virtual lecture in a synchronous environment, then it would have to be live. So that's the thinking that you'd have to advertise when you are going to do the virtual lecture and then make sure everyone has access to your stream. Your ICT department might be video you or you might just simply use the cam on your laptop. But somehow people need to know when you are about to do lecture so they can watch it in real time. Asynchronous simply means they can watch it in their own time, obviously within parameters, but means that on demand more. So readings, recorded lectures, screen costs and simulations, videos, et cetera, would all be pre-recorded and then the students can access them asynchronously. So you can see there's slight change, well, a significant change from the face-to-face conditions to the remote teaching conditions. Engaged students in learning activities is the next row. And here, one of the types of things we used to do, we used to have tutorials, we used to have pracks, perhaps even a whiteboard session where you would project things onto the smartboards and then you'd be able to manipulate them in certain ways. When we were out of class, we would encourage students to go into group work, well, into group work groups, to work and create projects or assignments. But what does that mean now in our ERT environment? So now, if it had to be synchronous, then the tutorials would have to be something like what we're doing now. But hopefully, when in a smaller group, you can have all the mics on and all the videos on and then the smaller group can act and work together, discuss issues, they can try and work out solutions to problems and so on. So obviously, the tutorial now needs to be rethought. How would you do that? Virtual group discussions. Some of these webinar platforms have breakout groups. So you can take a larger group and say, all right, we're gonna put you in groups of six or 10 and we're gonna put you into a breakout group. So people are using Moodle as their learner management system. For example, are experimenting with the plugin which allows these breakout groups called Big Blue Button. And I think most LMSs have some such module that you might want to investigate. That's synchronous, but again, the beauty of ERT is that it doesn't always have to be live. The idea, ideally, students should be able to study on demand. So asynchronously, we've got things there like online discussion forums, online annotation tools, Google Docs, blogs, et cetera, are all the types of tools where students could come in in their own time, add to what the class is doing and then come back later and see what has happened since they were last in there. In terms of building communication and a community, previously we would have groups and discussions. Out of class, we would link each other with email and with office hour consultations. They used to come to your office and then sit there and bemoan their poor fate. But what can we do now? All right, so in a remote environment, we can now have online chats and you're beginning to play in the chats. Still haven't seen my list of chat things, okay? And we could have virtual office hours. I did hint at this in the last webinar that one of the things faculty can do is that they can field questions virtually throughout the week and then put together a little compilation of what the main issues were that arose during the week. So we could say, for example, this video would be an attempt to let the whole, everyone know that you are tracking what they're doing, that you have seen certain things coming up which are problematic and which should be shared with everyone, the solution should be shared with everyone and so on. You could use Twitter according to this or any social media. And my experience is what's that group's work beautifully with it. So I tend to advocate a WhatsApp group. Asynchronous, don't forget your good old email. Email's still very powerful and especially in low bandwidth environments. Email is still king. All right, so keep that going. Online discussion forums, we will look at a few of those today and a Q&A page or in a place where people can write up what the issue was and what the solution was. And then the last row, conduct assessment. We're gonna look at this in a lot more detail in webinar three, but previously you would do quizzes and exams and presentations. Out of class, you would look for essays, reflection journals and projects and nothing really changes here. Most of what we could do there, we can now do remotely as well. So you can still get the assessment done online and we're gonna look at all different ways that it might be done. Admittedly, summative assessment is an issue, but it's not impossible, but it needs very careful planning and we'll talk about that in the next webinar. Asynchronous need, quizzes, reflection journals, projects and tests and so on. So I think you're getting the idea here that everything we used to do can be transferred across to ERT, but in all instances, it's gonna require some new skills and it's gonna require a little bit of creativity to actually set it up so that it performs the task that we wanted it to do. So Andrew? Yes? Just to pause you quickly there. I think we are getting some problems still with the feed. I'd like to try and share the slides from my screen and see if that helps solve the problem. All right, it's the same set that you picked up earlier. Yeah. So in the meantime, we've had one question so far, which reads as follows. Maybe you can respond while I switch them. In my experience, also supported by research, online discussion forums are not utilized effectively by students unless one grades the discussions, any suggestions. And then the second one, the virtual consultation hour is very important. We have four sessions per week. Our students have been making great use of, have been making use of this extensively to their greater lead. We have 984 students in this module. Using our institutional platform, it is now zero rated. Email communication still requires students to have data. So just two observations there. If you can maybe respond to those while I switch the slides and see if that helps. Okay, cool. I'm gonna stop sharing so you can take it. All right, I'm hoping you can still hear me. I have stopped sharing my screen. Okay, good. I'm gonna go through those three observations. The first one was about the discussion forums and how students often don't respond well. Okay, and part of the problem is many of our students don't like to write. Okay, so if you have an environment where, well, if you have a discussion question which requires quite an articulate expression, some people just don't feel comfortable writing. That's not to say it's for everyone. Some people just think that they can hide because you can't see them, that they don't have to expend any energy and then you need to mention that this is unacceptable and that their performance is being monitored. The person who suggested the idea was that it should be for marks. That's a very good idea and it works. If people know there are marks attached to the discussion, then they will try harder. The sad thing is for you, that means it's extra work. You've got to go behind and allocate some marks to the discussion. The other thing is that if you have set up your course in such a way that it's engaging and that the discussion isn't just an attempt to understand that they have comprehended the reading, but they are discussing something specifically pertinent about how the reading applies to something. Okay, so perhaps to a problem or to a community issue where it is not a direct repeating of what they found in the article, but rather about how they would apply what they've read in the document, then it's more likely people will get engaged and interested in what people are saying and also write something meaningful as well. So again, I'm afraid it's carrot, for most of these things, you'll notice that the answers are a carrot and or a stick, all right? And in this case, the carrot would be making the discussion something engaging, something of interest, something which is intellectually stimulating, but then the stick might be something like the marks or the fact that you say that you are monitoring their engagement in the discussions. Okay, so that's, I agree with that first group. And then another observation was that in terms of student support, office hours, the idea of faculty support sessions are key. In fact, I think they said critical and I would endorse that very strongly. I think you can't just put stuff out there and hope that students will engage with them in the meaningful way. You need to have a support system. In some ways, a support system is giving real, proper support in terms of guidance and advice and solving technical problems and so on. But on the other hand, it's also just giving out the message that faculty cares and that faculty is involved and that faculty is trying to support their learning process. So yes, well done to that team who suggested a very meaningful and structured office hours support mechanism. And then they also mentioned that, well, I don't know if it's the same person, but another person mentioned that their LMS, their education institutional LMS is zero rated. So for those people who are not sure what that means, zero rated simply says that for the user, when they go onto that particular LMS, that server, that web server, then there is no cost to them. So a student would go onto the university's LMS and not get any data taken away from their account or have to pay for data to get on. It's not that it's free. It means the university has to pay for, it's like a reverse payment. So the university would normally pay the service provider to zero rate their LMS. The, if it's not zero rated, then the user, the student has to give up their data in order to access all of these tools and the sources that we are mentioning. So it might be an idea to confront management at the university and get them to investigate, getting the institutional LMS zero rated against various service providers. Okay, nice. All right, how are we doing? Are we up? Is that clearer? Yeah, it's much clearer. And just one other observation from Sheila, which is that chat forums cannot be left up to students as teachers we need to carefully facilitate, weave and summarize the issues that come up in a chat forum. This needs to motivate students. Sorry, I'm reading out the chats as they come in because copying and pasting from the chat seems to be difficult. But Andrew, everyone is commenting that the slides are much clearer now. So I'm going to stick with them and you just let me know when you want me to advance them. Cool, okay. That was also a nice comment, yes. And the whole idea that even in the chat facility often we let the students go and yeah, they need to be monitored there as well. So just as we had shenanigans on our previous webinar you need to check that people are staying on points that they're discussing the issues you want them to discuss and that you pull them back when they are getting out of hand or have lost their way. So yes, another nice comment which I think we can share with everyone. All right. So, which topics lend themselves to ERTR? I've mentioned you should try and make a decision about what's worthwhile doing it now. And I would say that ideally theory is so much easier to teach online if not sometimes better than face-to-face than practical sessions. Practical sessions can be done online but you need to be very organized, very comfortable with the technology when you realize that any simulation is never as good as the real thing. So if the students were supposed to dissect them an animal then a video is all very nice and it's useful but unless they themselves wield the scalpel then the learning is not as good as the real thing. So if you have to teach practical sessions then yeah, get yourself very organized see how far you can take it. You might need to later on reschedule that lab time when they come back into the classroom and pick up the tools so that you can see them in action. Theory is lovely online. In fact, you can make it really sexy. You don't have too much lecture time. You can actually look for existing open educational resources which can supplement what you're doing online. Little bit of video, little bit of animation. There are some beautiful simulations which for science and maths it's called HET. I'll put a link in the thing below. So yes, rather prioritized theory rather than practical over these next few weeks while we're in this ERT phase but don't get put off totally. You can do a lot of practical online. The next one is supervision. Now some subjects are really quite dangerous and they do need some type of supervision. Some master who knows what's going on and can guide the process. So if high levels of supervision are required and I'm thinking of people like electricians who have to wire boards and obviously electricity is a killer and other similar skill sets or topics or subjects. So if it's a subject that requires supervision rather do the theory now and then call them in later when the lockdowns are finished for the supervision sections. You'll find they go much more smoothly because they already have an understanding of what's going on if not the actual skills. Collaborative learning required. It's interesting. Collaborative learning can be done very well online but for new people it's sometimes a little bit of a difficult field to follow. It takes a little bit of skill sets to be in place to really coordinate the collaborative learning online. The technology is available. There's lots and lots of collaborative learning tools. Even your Google Docs for example allows multiple people to work on the same document and it's very easy to use and it's free. So there's lots of nice collaborative learning tools. It's just coordinating collaborative learning sometimes is a bit difficult. And then I've got is my last one. Sorry, there's things in the way. Oh, is the course resource intensive? So normally in these type of subjects they would come to class to be able to engage with the sophisticated machinery or with the various resources or whatever. And again, you can build little kits and ask people to take them home but if it's a resource intensive subject it would be easier to do it later when the lockdowns and the ERT is finished. Again, it is possible but it takes some planning to get that particularly right. All right, are there any more questions or should we go on to the next slide? So just a couple of points. I mean, I think some of them won't have easy answers. I think if one responds to queries, emails or in the LMS timeously students see you as being present. I tweet daily sometimes just to find out how the students are doing or wishing them a happy freedom day in the case of South Africa. I believe that this demonstrates presence. I generally respond within two hours of tweets by students again to show them that I'm available. So that's just some additional points. Someone asked about the importance of clinical simulation for medical related fields like nursing and medicine because these need real simulation. So that is a challenge. And then another observation teaching theory during this time is fine but assessing is not really possible since all assessments and assignments are essentially open book in this person's case. I found that assessing applications are better. And then lastly, how best can you teach a more practical or hands-on subject online just as an example, engineering drawing? So I don't suggest that you respond to those directly now Andrew, but that's just to give a sense of the observations coming through. Okay, then what we are seeing from those comments is that there is a division between the theoretical and the practical subjects. And yeah, so I would say keeping in mind that ERT might go on for some time but the planning and we might need these skills in the future anyway. But I would say for now, if you are new to ERT and especially to these new technologies then I would say rather go for the theoretical subjects. Now try and reorganize your curriculum so that you can hit those now while you're learning and while your students are becoming comfortable with the environment. And then as you get to these things like evaluation and practicals and simulations and so on that you'll feel much more comfortable doing that later when your skill set is better and when the students are also comfortable with the environment. As I said, they're not impossible but they do require some skill and some creativity to get it right. Okay, here are a couple of OER resources which you can take and use that SILT article is available. It's an OER, please use it. I found it very useful. Admittedly it's from a UCT perspective. So they do talk about the LMS, they use Sakai. They're using a thing called, they call it Voola. But you can interchange their technology sets with your own ones, but it's a very nice document. And then we've got MIT. MIT is experiencing the same problems as you guys are getting their staff to suddenly embrace remote teaching and so they've put together their own little briefing about, so we think of MIT, Massachusetts Institute of Technology that they're all comfortable with these type of technologies but even there they need to prep their staff. So that's also an interesting article and some tips in there as well. And then this other reading, this is your article. So I thought this one was written some years ago but it kind of says all the skills that you allow learning to do ERT will actually become embedded in the pedagogy for the future and that the way we teach and students learn is already evolving and changing and therefore the skill set that you are now acquiring is very timely and we'll see you in good steps. So that's quite a nice article as well. Again, all we are says a little creative comments licenses below. You will need to download the PowerPoint at the end so you can click on those things and go through and have a look. All right, let's have a look at the next one. Okay, Neil, can you give me the next one? Thank you. All right, it looks like you don't need a lot of encouragement. If you guys are already using the chat, well, I can see the numbers going up and up and down but here's something for you to think about. How much of your course could be covered asynchronously? Okay, we kind of feel that if we're not standing in front of our students, learning isn't happening but surely I would say, couldn't we say that really? About 90% of what we cover in our curriculum could be done asynchronously using tools like we are now encouraging you to use an ERT. All right, and we've got three places where you can do this. You can reply if you want to, otherwise you can sit quietly and reflect but we've got the Zoom chat, which I can see is very active. We've got our classroom, so if you want to, I've put up little discussion forums in the little classroom. So those people who can get in, please do it there. And then earlier we said, if you're feeling you're being ignored, you can always email Neil. So that's another option there as well. Have a think, nice. All right, ERT resource availability. Let me just see if I click on here if I can. Okay, yeah, I'll put that there. Sorry, I'm just getting myself organized. All right, so we've mentioned what topics lend themselves to ERT but what activities, what resources and what digital tools are kind of suited to this type of teaching. All right, let's have a look at the next one. Okay, can you key it so these things come down? I should have taken that out. Cool, right. Now in ERT, we're all scrambling. We're all trying to get things up and running. And so my first question in terms of what suited is obviously digital resources. So have you already digitized your lecture notes? Are you still got them in paper and you ronio them off and hand them out perhaps? The, in this day and age now, it might be an idea to start getting all your stuff digitized. We talked about in the last webinar, maybe getting PowerPoint up where you can add in some multimedia. You can have graphics and video and sound and so on. So I would say it's a strategy you should start working on now if you're not there already. But obviously for ERT, digital just makes so much sense. So start thinking about how do you now take all that intellectual property that you've developed over all these years and now get them ready for this new age. So step one, get it digital. All right. Step two would be in this day and age now with OERs and open content and open education and so on. The emphasis is moving away from everyone having their own little silo of resources or the materials that you've developed over the years. And now we're saying we should rather have it like a collaborative or a sharing environment whereby some of the generic materials at least we might share amongst ourselves. So your next trick then I would say is to have a look. What exists out there, which is aligned to what you teach, which might even be done better than you can. I mean, later on today, I'm gonna get you to work through some tutorials. I didn't make them. And the person who did it was vastly superior and more knowledgeable and also better skilled than I was, but I could use their materials as long as I attributed where it came from. So that's the same here. Can you have a look out there what OERs exist? What could be stimulated or even adapted to fit into what you teach? Obviously OERs are 99.999% digital. The whole reason that they came about was because of the internet. The internet allowed digital resources to move around globally and hence the OER suddenly made sense as soon as that was commonplace. So yes, step two, have a look what exists out there that you could now assimilate into your courses and benefit by. And then counter to that, you should start thinking which of my digital resources would be useful to others? Maybe there are some materials I should be putting out there which I'm proud of, which I know have a generic appeal and could be adapted and used by others. So I would say then that step two is quite a good one. With changing the way we compile our lessons, we've got to now think about how do we do a mashup? How do we take what other people have done and adapt and make it fit what our curriculum requirements are? Then number three is another thing you need to be very careful of though, especially in Africa, we are not flush when it comes to connectivity or, well, I was gonna say digital devices, but they are becoming quite prevalent. They're not ubiquitous yet, but you'll find digital devices, smartphones, tablets, PCs, and laptops are now becoming much more common. And for higher education, I would say that they're very common place. I would say most students now who have made it this far are now endowed somehow with a digital device. However, connectivity is quite tenuous and it's expensive in most African countries, all right? So the trick then is to be able to put together a set of resources which are easy to download. And therefore I think we underestimate the power of email and maybe as it's slightly a richer cousin social media, I think we should still have a strong place whereby these low bandwidth resources and technologies can be used. So as much as I'd like to have a virtual environment, a virtual campus like Second World or something like that, it just doesn't really make sense for us at the moment until our infrastructure improves and becomes more cost effective. However, there are options out there which are more low tech. And all right, so here we go. So what is where? And again, this is an OER that I've discovered and I thought, oh, it's better than I could do. So I've stuck it in. So we can thank Daniel Stanford for putting this together and also SILT as well. They say keep your presentation choices as low tech as possible or always provide low tech options for students with access constraints. And this was mentioned by someone in the previous webinar as a real concern for them, all right? So let's have a look at this chart. If we look at the vertical axis, it's got low immediacy on the left and high immediacy on the right. Immediacy simply means how immediate is it in terms of the relationship between the lecturer and the student, okay? So high immediacy would be me talking to you, for example, now, that's quite high immediacy, whereas low immediacy would be something whereby I might send the message out, but you not get it for a couple of days. On the other axis, we have low bandwidth versus high bandwidth. So the thinking here is, which of these resources makes sense for your context and your learner? So you're gonna have to say, we're approximately do my learners fit in which of these quadrants. So we look at low immediacy and low bandwidth. You see reading with text and images. So a simple text document like a PDF or even a Microsoft Word document, you've got a couple of pictures in there and it's mostly text. And then slightly more immediate would be email because they do come regularly and discussion boards with texts and images. So discussion boards in your LMS, for example, or maybe you set up some social media in order to do that, would fit into that green segment. If we wanna go to the blue segment, then we've got collaborative documents and group chat and messaging, which is very definitely my like, my WhatsApp group would be there. So there's high immediacy. It's flashing in your face all the time. In fact, I have to turn my chats off regularly because they just become overwhelming. There's just too much stuff happening. I am a member of multiple course WhatsApp groups and yeah, so sometimes the immediacy is too much. Whereas collaborative documents could be something like a wiki or a Google Docs whereby people are working on it in, could be real time in Google Docs. You can see the other people in the document moving around changing things. So that's very immediate. But you don't need high bandwidth in order to do that. You just need good old medium and then you can get on with working collaboratively on a document. If we have a look at the yellow quadrant, if we look at the yellow quadrant, you can see there that pre-recorded video and pre-recorded audio, like little podcasts for example, can be distributed. Sometimes those videos are quite large. Yes, webinar one's video was at 92 minutes and it was about 180 megabytes, which is quite big. And obviously the resolution was low, but it's still a big file and you don't really want people to engage, have to use their bandwidth to download that. So you might think carefully before giving them video if you're in a low bandwidth environment. Podcasts are a bit better. It's just the audio file. So as long as you're clear and articulate and you don't need to demonstrate anything visually, then emails were just good audio. I have to laugh at some of these eminent universities. There's one in America, very famous Ivy League, and they're releasing all their lectures to the world as OERs, so that's nice, that's cool. But what they do is they're lectures of videos of head and shoulders of these rather inarticulate lecturers who might be eminent in their field but are talking and all you can see is their face move and occasionally they stumble around the lecture hall and you think, well, why didn't they just release this as a podcast? I mean, what benefit was there from it being a video? So be careful. If you don't have to go visual, don't use an audio. We've got here asynchronous discussion with audio and an asynchronous discussion with video. Again, you've got to leave these audios and videos embedded in the discussion, but again, it's going to use bandwidth in order to access them. So be a little bit careful there. Immediacy, not so great. There are asynchronous, obviously. And now we're in the red quadrant. High immediacy, high bandwidth. So what we're doing today is a video conference, basically, and we're trying, so we're up the pointy end here. We're using lots of bandwidth. I've turned my video off, but if we're streaming that as well as all of your videos as well, you can imagine the amount of bandwidth that's being used for that. So these video conferences are cool, but high bandwidth, but they are immediate. They are right in front of you, and so on. And then audio conferences, well, we're halfway, we've turned all our video off, but you can hear us, so you can see it's there. Cool, okay. So just to sum up that screen, try and work out where does your context fit? Are your students in any of these four quadrants? Are they scattered across all four? Because then you might want to go for a more eclectic approach, or a bit of this and a bit of that. Or are they predominantly in one of these quadrants and then you need to make resource decisions very carefully. Cool, okay. Right, I'll go through this very quickly, this one. This is kind of, this is Silt again. They are, then they're talking to their UCT lecturers. So it's very specific, but the trick is, is that me? Sorry, on my screen I had this thing come up and cover it. All right, now I've got rid of that. All right, so maybe if you are part, you can encourage your ICT unit to kind of give you advice, what makes sense within your institution. You can see what they've done here. They've said, how do we distribute written texts and they give some advice, some tools and tool guides and then what is available on campus? So you can see those are the tools in that first, in that third column, which is available at that specific university. Audio, they say, what we used to do in terms of talking, they would say, now use audio recordings and they say, keep things short. I quite like this advice. Keep things short, cut up the single lecture into 10 to 15 minute pieces. And again, it kind of fits with what we were saying yesterday about chunking or webinar one about chunking and keeping it concise and then video. And they can say, you can make a narrated PowerPoint. You could create screen cost software. We showed you that in webinar one using PowerPoint. You could go to their little ICT unit and schedule a lecture recording, okay, and so on. So maybe then you should encourage your institutional ICT unit to put together some advice about what's available at the institution. What have they already got subscriptions for? And if there are gaps, then maybe you can encourage them to fill that. All right, so that's just the way that you can plan how you're gonna create your resources. Let me just read this little thing. Okay, that's fine, let's go on. Again, we've collected a little basket of goodies for you. And the first one is Stephen Downs. Some of you might know him in education circles. He's one of the founders, well, he's one of the people who articulate the connectivism paradigm about how technology is shaping the way that we learn. And he's, that's lovely, that little resource. So what he's doing is he's not writing it. He's coordinating other lecturers to come on board and then suggest, if you wanna do this, then what are the free tools available to do that? It's a very nice little thing there if you are looking for tools to help you create your content. Salt, we've mentioned them a few times now. They've also put together a video series. There's one of them on low tech options. And then this last one, I love it. It's a lecturer who's simply saying, well, let's not overthink these things. Instead of having these fancy videos and so on, can't we just use our phone to just make little video segments? And so she shows you very, very low tech ways of putting together digital content. And she's only got like three followers, but I just think she's wonderful. So anyway, there you go. If you're interested going really, really, really low tech, then have a look at that one. Okay, what else do we got? So Andrew, I thought that it might be nice just to take a moment to invite, seeing as we seem to have a much more secure and stable meeting today, I'm gonna invite a couple of people to put their hands up if they'd like to ask some questions by our audio and I will unmute them and give them the opportunity. Are you happy to take two or three questions at this point? Yes, yes, that would be great. I wanna hear from these guys. Okay, so let's give this a try today and see if we can make it work despite the large numbers. If anybody has a question, please can you raise your hand, which you should have a feature to do at the bottom of Google. And then I will unmute one or two of you, I won't be able to take them all. So I'm going to start with Mark. So over to you, Mark. Hello, good morning, Andrew. Hello. Hello, good morning. Hi, nice. Yes, so my question is, it has to do with security issues on your LMS platform. Yeah, from experience, what I realized is that if you create a Google classroom where you make it open that any student can join with, it's email or account. There will be a case where students will even make the classroom code available too. Now student to participate. And so what I did was that I had to deploy a G Suite for Education, which is an institutional email address so that I can take care of some of these security issues. But I realized that most students were not able to log in because of this new institutional email. And so it becomes a challenge. So how do you deal with such security issues when it comes to you or putting your own personal LMS? All right, to be honest, I've only used two personal ones. So I've used Google Classroom. Well, I'm using it at the moment. I'm quite new to it. And then I've used the Moodle Cloud LMS, where I had total control. And I think the problem with these personal ones is that on the one hand, you do want to make it as easy as possible for people to access and get in. But then there comes a point when security issues do become problematic. So I would say that if you are really worried about security issues for your course, then you shouldn't use a personal LMS. You should actually get on board with the institutional LMS and make sure that every user is accredited, that they all have accounts and they have passwords and that you know who they are and what they're doing. Because that is what the LMS really is useful for. It kind of allows you to track your students to see what they're doing, what they're getting up to, and then obviously grade them and provide them with resources and teaching. So I'm afraid if security is a big problem for you, then you got to get behind the walls. So you got to get to your LMS, the institutional LMS until you need their support. In the end, you got to remember, most of us are not technical experts. We are educators, that's our thing. And therefore, we might like to play in this area, but when we really do... If it starts to get very technical, then we need to let the institutional LMS team look after us and approach. Mark, your query was very specific and I have no idea. I really can't answer that technically, but those are my views in terms of where you should have your class set up. Okay, I'm going to take one more raised hand if that's all right with you, Andrew. Sure. Okay, and then we'll move on. If as I unmute you, if you can just keep the question brief, please. And then also if others, we're getting some great feedback in the chat. So please, this is a group of people with lots of knowledge, so please all feel free to add to Andrew's comments and answers. So, Noah Hiri, you're on. You are unmuted. Thank you very much. My question is on the digital content and then ERT. I didn't quite, didn't really get the relationship between the digital content or digitalizing your content and connecting it to ERT. What's the connection between the two? Thank you very much. Okay, Maria, nice question. In my mind, ERT is your first step into what we would later call online learning. And they're not the same. ERT is trying to simulate what we were doing previously and set it up so that we can do it remotely. And online learning is a lot more than that. It needs a considered approach whereby you think carefully about how things will be done online. Yeah, we're just going for it. And therefore, even in ERT though, for remote teaching, the vast majority, 99% of all the technology we're going to use is digital. So it's either going to be a computer or we're going to use an online network or online tools. And therefore, if you are a lecturer and you want to even just disseminate your notes, you will find now that it makes a lot, it's much easier if you have, for example, type them up and save them as a PDF or as a Word document or as some digital artifact, which we can then move around within this online environment. Does that make sense? Good. Let's go on Andrew. And just to give you a time update, it's far past the hour. So we've got about five minutes left. Okay, let's get a move on. All right. Now, next one we're going to be looking at how should you sequence your ERT? Now, I'm a bit scared that the way we've been talking about ERT, you're all thinking, oh, you can only do simple things during ERT, like batches of theory, for example. And I would say, yes, that lends itself to ERT, but you can teach much more sophisticated skill sets or get them to acquire advanced knowledge using ERT. But then you need to sequence very carefully your little ERT sessions. So I would argue then that you need to create, in your mind, when you're planning your ERT sessions, that they need to build sequentially on top of each other. So therefore, if you want them to acquire a sophisticated skill set, then each of those little building blocks helps them slowly grow and become more proficient at whatever you are trying to get them to do. If it's an advanced knowledge that you're trying to get them to acquire, then again, that advanced knowledge probably requires a number of sequential little steps to get them there. And then your ERT sessions needs to be sequenced in such a way that they can build on each other. So it's not just anything can be taught during the ERT sessions. I'm saying if you want to get these more sophisticated learning outcomes, then you're going to have to create a learning pathway. And then I would argue then that, ideally, you should be building on prior knowledge. So we know this, I mentioned this in the webinar number one, that good education design learning happens when we are trying to use what the students already know or what their prior experiences have been. Then they tend to be better learners and it allows us to create more sophisticated sets of knowledge and skills. And that's the second one there, the third one as well. This thing is in the way. All right, and then you know you've arrived when you've taught them something through a series of steps, and then you ask them to now transfer this into a completely new context where suddenly you've got to take the training wheels off and you've got to see if they can actually apply these concepts and these skills into something that it's not immediately apparent how that would manifest itself. And so most of your ERT sessions, your learning pathway should rarely have some type of final assignment or a project whereby you get them to then take all these ideas that you've been building and get them to implement them in a new context. So that's what I'm trying to say here is don't feel that these ERT sessions have to be dumbed down. They don't. If you sequence them nicely and you plan it beforehand, you can build quite sophisticated skill sets online. Okay, here's a diagram which I liked. I like little maps and stuff. All right, and here is a number of learning pathways using the same little pieces of learning material. Some people talk about there being learning assets or little nuggets of learning. So can't you assemble them so that some of them are reused in multiple ways but they satisfy different learning pathways? So you don't even have to have only one learning pathway. You could have multiple sets of pathways. And the nice thing about this is we're trying to encourage lecturers to think about learning and people's learning pathways as not one size fits all but each learner should ideally have their own learning pathway based on their strengths, weaknesses, needs and challenges. So in your minds then, while you're planning your little learning pathway for your ERT sessions, you could also be thinking, well, how would they be reorganized so that different learners might approach the materials differently? And then that's what this person's trying to do here. LD4PE, kind of say, you should try and go for like a transit map look and you can see one learning pathway there is that green one. You can see there's a blue one and a red one, bit like the London Underground where you have those different train lines with different stations. But in this instance, the stations are little nuggets or ERT sessions which could then be joined together. So this was a very sophisticated one. But if you look, for example, at the intersection of all of those lines is the course code is MBTA3, then you can see that was being reused in just about all of these learning pathways whereas some of them are unique to another pathway. All right, so I'm trying to just put out the idea that these ERTs could be reorganized, the sessions could be reorganized into multiple different approaches. Again, if you want to know more about this, there's that article from where the picture came from. It's that first resource. This one talks about the theory behind learning pathways but also provides you with some options and different designs. The second one there is our EduCore's video which tries to talk about ideally how we should begin to develop personalized learning pathways for our students. And then the third one is a book. It's more than an article. It's a whole series of chapters. But this particular chapter is on self-mapped learning pathways. So providing the students with quite a lot of autonomy in terms of choosing what their learning pathway might look like. All right, so there's again, OERs. Click them, look at them. That'd be cool. What has become clear? Oh, have you got any questions? I think we should take a few questions before we push on. Is there anything? I've got one hand up. So I'm going to unmute the person who has their hand up and invite them to ask the question. There's also a lot of chat happening. So you can all keep an eye on that. I will, because the chat is user-friendly today and not abusive, we will get an edited version of this chat to share with everyone afterwards. But, Mauer, I've opened up a book. They're good. Cool. They're good. Mauer, do you have a question? I didn't hear that. Okay. All right, Mauer. It seems I've gone. Right, so if there's any other questions that people have, please feel free to raise your hand and then I can unmute you at a suitable occasion. But otherwise, Andrea, I suggest you continue, because that's all we have. All right. Yeah, now we're running out of time today. All right, so the next little, the last little principle, but it's become very clear already, just from our discussions today, is it's about time that you guys master that LMS. That LMS is a really useful way to organize and sequence and create these learning pathways. I know a lot of staff at universities begrudgingly engage with the LMS. It seems overly complicated. The LMS unit is often quite unapproachable. That's the techniques for you. But I think now in these circumstances, it's time to invest some effort and some opportunities to practice and get it right. All right. A learning management system will help you structure and sequence your ERT lessons. Many universities have an LMS, but it's also possible to use a free online version, although we've heard there are issues. All right. So here are the four little principles I'd like you to think about. Why am I saying it's time to get over yourself and engage with the LMS? Already today, we've mentioned, if you really wanna go for a more sophisticated set of ERT sessions, you've gotta think and plan and sequence them very carefully. And the LMS just makes that so much easier than just sending out a whole hot punch of resources and hoping the students can make sense of which order they are in. So the LMS is very useful for laying out your resources and your assignments and then you can sequence them in the right order. And the idea then is you know that the students are working down the learning pathway that you have designed. And then if you wanna also have all these fancy LMSs, learning pathways where there are multiple ways through the material, again, that's almost impossible without the LMS to help you sequence everything. Okay. The nice thing about the LMS is that all the problems with these WhatsApp groups and social medias and all that type of thing which can get overwhelming sometimes and very, very busy is that you can say we're only gonna use the communication tools that are in the LMS. So the LMS normally has a little bouquet of communication tools ranging from discussion forums which are nice because then you can see how the debate is evolving. Especially if you use the threaded view, you can then see who's saying what and how it responds. And so it's asynchronous of course, the discussion forum, but very nice. So you've also got chat facilities in most LMSs. Pardon me. So if you want to, you can schedule a chat session and make sure that you're in there and that you follow what they're doing. They are, the nice thing is there's group email so you can send a bulk email to the whole class and they all get the same thing. Or you can even have one-on-one or one-on-a-few email groups as well. So there's a whole host of communication tools available inside your LMS. It's worth getting to know them. The beauty of the LMS in my experience is this third one, is when people say, oh, it's submitted my assignment. And you say, oh, but I haven't got it. Oh, I emailed it to you. And then all then is scratching around trying to find these things. None of that. LMS is very strict about who submits when and it puts it all in the same place and it timestamps everything so you can see when people put things in. If you really want, you can get them when they submit. The machine sends them an alert telling them that it's all cool and that it's in the system and so on. So they know that they have submitted successfully and then it's all waiting for you later when you come in to grade them. And that's the fourth thing that's quite nice about your LMS is it's a place where you can sit and grade everything and if necessary, build term mocks and so on. So it does all of that in one stop shop. So your LMS, 10 years ago, they were saying that these LMSs are so passe and out of fashion, but there's nothing come to replace it yet. There are some parallel systems which are useful, but yeah, the LMS is still king. All right. And if you look at the little, can you click it again? Just click the thing. Yeah. You can see here's an LMS. This particular one is Moodle Cloud. It's a free version that you can just sign up for. It's limited in how many students you can have, but you can see with this example that it's very carefully sequenced. You can see that they come in. There's the recommended time and the method and an introduction and little bits of text and all the resources and all the links and even the submission tool at the end. And it says all very clear about how the students should sequence all the activities and resources and so on. Okay. Let's have a look at the next one. Here's another LMS. This is the one we're going to show you this afternoon time permitting. It's Google Classroom. This one is both a free one and a school one. So if you don't have an LMS and you're in the market for an LMS, then this is one that you should have a look at. The free one, all you need is a Google account. And the vast majority of you have a Gmail account. So you've already got access to this particular classroom. And a few years ago, I was playing in here and I hated it. But I thought it was really unfriendly and chunky and but they've really worked on it. It's really nice now. It's very easy to use. And again, you can see that even this webinar, I was able to sequence the materials and the questions, the little discussion things. And you can see it's all very clear which order things should be tackled in. And yeah, I'm a fan. Previously, hated it. Now I'm a fan. However, it is very much out there. And we've already heard from another webinar participant today that there are some security issues involved. So be a little bit careful. But in terms of getting in there and having a go, I would advise it if you want your own personal one. They do do a school version, but then you have to sign up as a school. And there's a lot more protection in there. And they will only allow people into the school version who have Google accounts and so on and so on. So it's a little bit better. Here are our resources. If you wanna know more about that, learning and course management systems. There's a thing from Vanderbilt University. It's very thorough and it goes through all the different versions. So if you haven't got an LMS yet, have a look at that. Introduction to creating a course on the Moodle Cloud. So if you think you wanna actually have your own version of Moodle, then have a quick look at that video. And it's actually part of a series of Moodle Cloud tutorials. So you can decide how deep you wanna go down the rabbit hole. And then there is another of these articles which you might wanna read more at a much higher level. Three pillars of educational technology, LMSs, social media and personal learning environment. So there's an article saying that the future, these three elements are gonna be key. Yeah, if you wanna have a look at that. I was gonna ask a question. Can we have a quick look? Is there anyone asking questions in the chat? No, hands up at the moment. But we also only have about five minutes to leave something before we need to wrap up. So- All right. Okay, let's- Lots of chat happening which we'll edit and share with everyone. Cool. All right, let's have a look at the next thing then. All right, so this afternoon's demonstration somehow it took us ages to get through there today, but hopefully it was useful. But our little demonstration today is Google classrooms. So we'll see if we can get one or two of the videos in there are four, but you can always come back and have a look later. What we were trying to cover was how to create your own classroom, how to lay out all your documents and how to get your students into the classroom and then how to grade your students. So four little video clips to get you going. We'll just look at the first one. I think that's all we'll have time for. Just start with how to access our Google classroom and there's a few different ways to do this. Now, the way I tend to go is just going up to the, up top to the Google launch share of these nine little squares, the apps. And you can see Google classroom is right here. And if you have it lower down, remember you can drag these all around. So if it's something you're accessing quite a bit, you can go ahead and do that way. And then just click on it and it will open up Google classroom. The thing I wanted to point to. Sorry, Andrew, I'm not sure how long you want us to continue with that one for. No, I think let's ask people who are interested to go into the presentation and have a look. This first one basically tells you how to get your own classroom set up and get going. Then as I said earlier, there's one on how to lay out all your materials and your activities. The third one is on how to get your students into the classroom and the fourth one is on how to grade their assignments and so on. So I think we'll skip those because we've run out of time. As I've indicated to everyone in the chat, it's also hard to share the audio with those videos from the PowerPoint slide deck the way I'm doing it at the moment. But all of these are just embedded links in the PowerPoint slides. We will be assembling another email which we'll send out to all participants with the recording from today as well as all the slides and you can go and view the videos from there. So let me just, before Andrew continues, let me just invite people also. If you've got any last questions or comments that you'd like to make, please do raise your hand and we might have time for just one or two quick comments before the session ends as we're getting close to the ending time. Andrew, are there any last comments you'd like to make while we're waiting to see if there's any questions? I do have a slide that I want to go through on the summary just to sum up all the points but we can do that after the questions. Okay, I'm just going... I've got one, I'm muting one now. Age to come on. It was just a comment where people see that there's a problem with assasement. I just think we need to start thinking out of the box. I mean, one can do really cool assasements, assasin critical thinking, collaboration, 21st century skills if you just are not within the frame of mind of what have I done the past five or 10 or 20 or 30 years while I'm teaching. That's it, thank you. You've stolen my thunder. That's my key message for webinar three. I think assessment can be done, summative assessment even but we've got to think out of the box. We can't always do it the way we've previously done it but we're going to go into some detail in the next webinar about how to do assessment and the different types of assessment. Thank you, that's a quick... One last quick comment and then Andrew, your summary slide is up. This is from an iPhone. I'm not sure what your name is sorry because I disabled the ability to change your names but you are unmuted now. The person who raised their hand. I want to know if there is any way this screening can be given on country by country business be like in Nigeria. I hooked onto this and they don't know unless it's going to be a policy. Okay, so we unfortunately... Independent. So the audio is breaking up a bit there but I think the key question there was maybe you can also just put it in the chat was about whether this training is going to be on a country by country basis. I think we will chat further with Naduma about how to take this forward within the AAU context once we finish the first round of training because there are two more sessions still next week. I'm sorry, unfortunately your audio was breaking up so we couldn't hear it properly. Andrew, do you want to make a last couple of comments before we get to the end of our time? Yes, all right. Educationally it's always good to sum up, make sure that all the main messages come through so I want to do that and here are the four main take-home pieces, all right? Choose curriculum topics that suit remote teaching. So we said theoretical subjects really do lend themselves to ERT, easy and great and in some ways better but be a little bit careful then when you move on to those other types of subjects such as practical ones or ones that need supervision or perhaps are resource intensive, they can be done but you need to be organized, creative and on top of your game. So I would say, yeah, some planning is needed if you want to go into those other ones. Choose activities, resources and tools that suit ERT. Remember we use that grid to show the difference between high immediacy and high bandwidth and all the different types of tools in between and where they fell into those various quadrants. You need to identify who your students are and what their context is for their learning and choose your tools and your resources appropriately, okay? Number three, sequence your ERT study sessions carefully. We said that it doesn't have to be only simple stuff. You can build more sophisticated teaching units but again, you need to plan, you need to plan. You have to sequence them carefully and you've got to try and identify how they build on top of each other. And then we said finally, number four, the easiest way to hold all of that together, that sequence and all those resources is to use your institutional LMS to get friendly with it. Make sure that you spend the time to engage with it and understand how it works. If you rarely find that you don't have one at your institution, then investigate those personal ones. And we looked at two, Moodle Cloud and also the Google Classroom. They come with some security issues but they can do the job. So there we go, that's my little summary for today's webinar. I'm hoping that was useful. Right, thank you so much, Andrew. We've had lots of thanks coming through the chat and lots of comments. You can also go through those and maybe pick up on a few of them to integrate into the subsequent presentations. So I'm gonna just hand over to Naduma to close up formally and then thank you all, everyone. And I'm just very relieved that we had a hack-free, Zoom bombing-free session today because the last one was quite stressful. So I hope you all enjoyed also not being attacked and being able to chat to each other as well in the session. Over to you, Naduma. Thank you. Thank you very much to the facilitator Andrew. Thank you, Neil and Tim. Thank you, everybody, for being an excellent audience. I think one of the consolations we are getting from these webinars is that we are not alone. We can work together, we can learn from each other and we can move forward. Please don't forget webinar three happening on the 4th of May, same time. It's about knowing if learning is happening during campus closures. Webinar four will happen on the 8th of May and it's about communicating effectively during the campus closures. On behalf of the AAU Secretary-General, I thank you once again. See you in the next webinar. Bye. Bye, everyone. I'm disconnecting now. Yeah.