 All right, hopefully everyone can see that. Yes, we can. Oops, that's not what I wanted to do, I wanted to present. All right, well, we're so happy to be with you all today. Our session is titled, Media Wiki as a Tool for Curriculum Aligned, a Teacher Resource Curation, Cracking the Black Box of Classroom Instruction. I'm Michael Lisman. I'm just going to give a very brief introduction. And Dr. Felix Alvarado is on there as well. He's going to do the bulk of the session. So what is online learning initiative, or OLI, as we call ourselves? There's a link there. We encourage you to take to open that during or after the discussion. Get familiar with our website. If you get really excited, you can support us or share it out. We are in the middle of a capital campaign. We're a 501c3 registered nonprofit. That's not why we're here today. We're not here to ask for money. We're here to share what we're doing and to get your ideas. We were set up to sustain and promote online curriculum and resource sharing. It began with a vision by Felix, and very much in the truest sense that he'll discuss a little more of, with sanaveguatemala.org, cnbguatemala.org. We took, basically, made a Wikipedia for teachers out of the curriculum that they were trying to socialize there. And it became an immensely highly used resource at the school level. What I'll just, you know, I'm the board member of OLI. And my day job is, as I work at the USA Agency for National Development in Washington DC. So I'll just tell you what's interesting to me about OLI. Why did I join it? Why am I here today? Why am I interested in promoting this? From a curriculum access perspective, what this does as folks here know better than I, Media Wiki is an access equalizer. And in Latin America curriculum, especially new or recently reformed curriculum for teachers, it's very hard to socialize. They often exist as PDFs, if you're lucky, on a website deep in the middle of their page. And they're often not clear. They're often hard to print out. So just actually getting them modularized on a Wikipedia page accessible easy for everybody is actually quite a bit of a novelty. From an education donor perspective, and I can speak directly to that, there are so few education innovations that, and this is where we get the title from, crack the black box of the classroom. And in such a piercing and efficient way that this does. We are able to, and this is where I come from with the third point for teacher driven perspective. This is able to reach teachers quote unquote, where they're at in a way that really doesn't exist very often and certainly not as efficiently and cheaply as this tool does. They are able to provide on time just in time, as we call it resources, where teachers heads, where their heads are at, which is often, how am I gonna teach the next day's class? What resources do I have to get that prepared? So are we here? Like I said, we wanna socialize in this short period of time. We wanna socialize the experiment that all these undertaken started in Guatemala. We're trying to do it in other places and other countries in the Latin America region. And secondly, we really wanna elicit your feedback, your ideas and your connections. I personally knew to this Felix is a bit of a, a bit of a Renaissance man when it comes to this and other things. We really, the main reason that we thought this was a good place to present and learn from you guys was because of the work that you guys do. So cross-cutting way. So feel free to reach out to me if you have questions, but in the meantime, let me just pass it over to Felix to tell you a little bit more in detail about what we're doing. Well, thanks very much, Michael. And thanks to all of you for being here with us. Yes, I will, if I may share my screen now, give me just a second. Should be seeing me now. Okay, so I'm gonna go over this rather quickly. And I think Michael has fortunately already covered some of the ground, so that'll make it a bit faster. I'm gonna present from within the website just makes it a bit easier to show you what it's about. So it's, as he said already, it's the curriculum in wiki format. And what that means is having the full content of the curriculum for every grade, every level, everything there is that has been published in the Guamang curriculum is accessible and available to teachers from this one place. The second thing it is, is aligned open educational resources. So increasingly, this is still a very much a work in progress linked to the specific matrices of the curriculum, teachers can access resources to actually teach the contents that are specified there. The competencies that are specified on the reason for this on the importance of this is many of our teachers aren't particularly skilled. So it's not enough to just say, you know, oh, go do this, you actually can help them a lot if you tell them how to do it or if you give them resources with which they can do it. And the resources are both available on site and we're trying to move in this direction because that way we have a bit more guarantee of the things would be available. This is an example of a early grade reading instruction material. Each of the resources has the instructions for the teacher or instructions for the students and the materials, they can be printed, downloaded, whatever. But then also lots of resources that are off site and this is just, you know, X material from Argentina. And the key here is what we do is we take these resources and we align them with the Guatemalan curriculum through the metadata that these are the competencies the indicators, the content areas that our curriculum requires. And so when a teacher needs to consult the curriculum, they can find resources even if they're not developed in Guatemala for Guatemala but they're already aligned with their curriculum. So they find them when they need them. The third thing in the site is teacher development resources. So for example, guides for using the website itself as you can imagine, you know, a variety of tests and the tools for using the curriculum that the ministry itself has pulled through and a variety of other resources, manuals for example, in this case, Michael was mentioning you said, something that was developed by a project in Guatemala funded by USAID with the Ministry of Education and then they went on and founded the digitization so that we could put it online on the website and then teachers can access it there with the idea that we can help them develop their skills as teachers. So not everything is within the framework of the curriculum strictly aligned but yes for being able to actually teach better. Then we also have quizzes, which for a growing number of contents, this obviously takes a lot more work that teachers can use and self-apply to test their mastery of content that they have read. This they can do just for their own benefit test and see if they've actually understood what they're reading but they can also register for our certification program. And if they do that, then they can actually earn badges, open badges which certify the mastery that they have demonstrated and this again is self-administered but the tests are automated so they don't have a say in that, let's put it that way. Then the website as Michael was already suggesting has been operating since 2012 so we're into our ninth year at this point. It's private, it's voluntary, it's non-profit. Everything is strictly open so we publish with Creative Commons license and everything we include is open license that includes fortunately the Ministry of Publish is everything with an open license too. So it's available, access is entirely free. All content can be used without logging in. The only exception would be if you wanna be able to save your favorites or if you wanna take the quizzes for the certification then obviously you have to reveal yourself to the system so that can actually track your performance but other than that just everything's available for free and with no restriction. The content comes from a variety of sources. We have most of the material comes from the Ministry of Education either that we have digitized or that they have digitized themselves. And I put this example because this was developed by the director for assessment there and they digitized it themselves on the website. Again, it's a wiki so anybody can essentially go in and add content. Then we also have content from a variety of donors. This is an example of a collection that was developed by the MCC or with MCC funding so Millennium Challenge Corporation of the US. They developed teacher development resources in language, math, sciences and a couple of other areas. Again, resources for the teachers to improve their understanding of the content areas of the various key areas that had been found to be weak in teacher skills but it's all available. They put it online. They funded the digitization. NGOs, there's for... Sorry, didn't need to show that yet. So this material was developed by an institute in Guatemala that does work in social sciences and contemporary history. They agreed with the Ministry to develop these manuals which essentially helped the teachers to develop the social sciences curriculum for every grade and secondary and they themselves also digitized this content on the website on their own. And finally, individuals. This is a nice example because Raquel Montenegro is a professor at the University of Guatemala and she set her students in a class the task of developing resources for a grammar for the teachers and each student had to develop one or more resources and Raquel made them course requirements so they had to actually produce them and then she guarantees quality because she assessed them to implement them and then we just put them online and here we are. And they are in fact, I must say one of the greatest hits nothing has very much use because everybody goes to each item but this is one of the ones that actually gets a lot of hits. It would appear that teachers actually value what they are seeing. And I think Michael was already saying it's an issue of access. Michael, the last mile problem of getting the curriculum ministry had published a curriculum and hard copy a long time ago never got to the schools never got to all the teachers. This is in the pocket and then when their phone or on the computer. The other thing which is really important is that it brings things together just in time. So it's not just the curriculum here and then go and find resources when you need them or trolls through thousands of blogs and repositories or whatever, no. You know what you need to teach and now you can find how you're gonna teach it and what you're gonna teach it with because it's all available there and coordinated. It would appear to make sense but seeing that the teachers are valuing it over the last years, last eight years it's really grown in use. We're up to 140,000 unique visitors per month in 2019. To put this in perspective Guatemala has 203,000 teachers. So if they're not all Guatemalan teachers but if they were we are reaching a significant proportion of them and this gets really interesting when we look at this year. So these are the numbers for 2020 and if you this line here I put the average for last year. So they're 140,000 and this is the time when the pandemic hits on this lockdown and you can see that use has just absolutely skyrocketed. October had 330,000 visitors and I like this quote from Michael Trocano in the World Bank because it explains it perfectly. It was there, it was cheap, it works. They know how to use it and so they use it. So it just happened to be that we were in the right place at the right time when the pandemic hit and more importantly the teachers could actually find us and use what we had to offer them. And the other thing that's really interesting is what has happened in terms of where people are coming from. In the past, not even 25% of visitors were from outside Guatemala and it makes a lot of sense. You're talking about the country curriculum. So it's very focused but since the pandemic and over this year we're talking about 41% approximately of users coming in from other countries. Mexico is now the big second place, we might say but the rest are Latin America, as you would imagine and visiting using OERs. They obviously still don't need our curriculum but they can use the OERs and they're finding that they're helpful and they're of good quality and so people are accessing it. Okay, so what does this mean for Media Wiki and the curriculum? Why bring these two things together? It's just a quick, just a quick shot. I think we have about three minutes left. Okay, Michael mentioned the nature of Media Wiki as encyclopedic and it makes it very easy to handle the curriculum as encyclopedic content but it also lets you link new content to old content. I won't go into the details of how Media Wiki does it but it does it very easy and this is the one I'd like you to focus on because the curriculum is limited, it's general and it's related to innumerable OERs which might or not be specific but you can very easily link one to the other. Secondly, you can have a lot of people working on this and third, here's where it gets I think really interesting. You can share things across curricula. So I can develop an OER but you need it well, you can link it to yours. You develop an OER and I can use it while we link it this way and it goes back. Media Wiki makes that very easy. I think I'll just skip that one. It also invites us to think about doing a curriculum and building a curriculum in a participatory manner. Maybe that's what we need to think about. So what happens next, where do we go with this? We can look at the data, Michael already said that. Let's use the data to think about what it means for curriculum design and what it means for teacher behavior. Second, let's look at users. How can we get teachers to be more active producers of shared open educational resources and not just consumers of information? Third, can we ask questions about how the curriculum is designed? The issue of, well, what happens if we design a curriculum together instead of being the experts someplace doing it? But then, is it desirable? And then one about the technology. Should we be thinking about building something like WikiHare, they started with media Wiki and now they have their own, I'd say fork of the technology. Or should we continue the way we're going? It seems to have worked so far. Something to ask about. And then finally about sustainability. Should we building the seeking buying from government or other stakeholders? How should this be financed? It's very cheap, really proportionately, but it still needs funding. It still needs resources. And one that I would like to highlight is do we monetize and micro pay teachers for our contributions? Teachers develop what we are on their own. They share them with other teachers. They can share them with other teachers. Should they get compensated by other teachers for that contribution on that way? We can also encourage them to put more into the system so that everybody wins. And so I would leave it there. Thank you for your time. Please do contact us at our emails and visit us at the website. You can contact us that way too. You can contact us through the Senebe Watemalak website too if you wish it has an email application there. And I would leave there. And then if there are any questions and comments, well, thank you very much. We really appreciate them. Right on the minute, Felix. Thank you. Thank you very much. And I've seen Michael answer some of the questions in the chat. Thank you very much for that, Michael. There's so much more that we could talk about this. I was fortunate enough to have a conversation with Felix a few days ago. So he gave me a walkthrough of this and it's an amazing tool. I'm sure that the conversation will continue in OED Connect. 20 minutes again, flew very quickly and there's so much more that we would like to discuss with you guys. But thank you. Thank you very much for sharing this wonderful work.