 So I'm very happy to be part of this very special event and thank you for attending this session. I'd like to continue the previous thoughts that our friends from Guatemala has, because we're also wanting to talk about curricular materials and especially have focus on textbooks for the K-12 sphere. You may agree with me that open textbooks is one of the most important trends in open education in OER, but in the K-12 sphere we have not leveraged what, for example, is happening with open textbooks in higher education. We have exciting projects and very robust. Just a small example is the open textbook network that has more than 800 textbooks. We can only talk about a few projects related to open textbook in K-12. So I think something we have with that, especially me, I've been waiting for, and I think the time has come. And you may be asking if time has come for what? You can also agree with me that all this pandemic context in the educational disruption has just changed the educational landscape. And I also want to say that in Chile, this context was also preceded by a big social outrage, which also generated a lot of complications and disruptions for the educational. So it's been a very strange year for all of us, and of course it's facing many challenges. But also we can look at this context also as an opportunity. So I think the time has come to rethink about curricular resources. I think we need to have another reflection about what we're doing with K-12 resources and how we can do better. And not only what types of, and how we integrate those resources, we also need to think about the provision of how we are having access of these curricular resources. And this is something very special for my country, but I know it's something that you will find it familiar in your countries, is that the open, the textbook markets are very special. And we in Chile have a lot of problems with the private and public markets. The public market is very highly concentrated on very few companies, most of them being foreign companies. So they have kind of displaced the local industry, the local publishing industry. And in the private sector we have the same having very abusive cost policies and when I say abuse, I'm not short. And these same companies that sell the textbook to the governments in the public market, they cost more than 30 times on average, 30 times. You can really, it's something of course that makes a lot of noise around that. And I think we need to re-hape the markets and build some regulations that we can do a lot more better than we are doing now. And also I think we are in the moment where OER has come a long way with matured. And I think we have a good set of tools that are very highly developed and I think we can harness. Just like we saw, we can do it with a media wiki. I hear a proposal of other tools that I think are on the same trend. But first of all, I think one of the major challenges has to do with the negative impact of learning. And when we see the possible learning loss that all this pandemic context has created, we have to be really concerned. There's the World Bank with the Ministry of Chile just got out about a month and a half ago, a research study that tries to predicts the learning loss. And the results are stunning. On average, our students will be losing more than 88% of the prior learning in the prior year. Of course, that's even harder in the poorest sector of our population. But not only the poor, also the highest, those that have the more privileges or more resources to keep the learning process on, even in the richest sectors of our society are also having a big loss. This is something that shouldn't surprise us. Learning loss has, we've been dealing with that with different sectors, for example, with migrants that have some type of have disruptions or refugees that have educational disruption. We, we have evidence that we cannot take this learning loss. But we also have to remember that the learning loss is something that happens every year, especially on summers. The summer break, we, there's strong evidence that shows how the learning loss of the summer break can be up to 30%. And actually our teachers have to, every start of the year have to devote four, six weeks just to level what the prior learning was. So this is something that shouldn't concern us. But a whole year, which is our case in the summer hemisphere, a whole year of missing, having the schools closed, will have a very high impact. And we're going to have to face that challenge. And one thing that's very important to know about that is that this emergency online education that we have to transition doesn't solve the problem. Even in the in the richest schools, you can have very high percentage of learning loss. So I think this is one of the huge challenges we have to face in this post pandemic world. Another big challenge I think is related to the curriculum. I think we have to harness this opportunity to rethink what our students should be learning. We have very saturated content driven curriculums that we have to kind of rethink about them, because we don't have the same, the same educational factors that we did in the past. We're going to have to prioritize goals, or maybe nuclearize our curriculum goals. When we talk about nuclearize it's like joining different subjects in core areas of learnings, so we can have a multidisciplinary approach. And that approach should be not centered on content but on skills as, as we approach this post pandemic context. So, how can we harness this, this challenge of rethinking the curriculum materials and brought it as an opportunity. The post pandemic has shown us is that without with the schools closed printed textbooks have been very subutilized. And they have been subutilized because we have made this transition from face to face, educations to digital learning so we're kind of re reframing our resources for for digital resources, but we but we cannot just leave this that the printed textbooks because the digital resources are very different from the printed one for hard copy the hard copy textbooks. And we should not we have not have to deny the printed textbook because it has very high impact on learning. We cannot say the same for digital resources. So I think we have to rethink how to integrate the printed and the, in the, in the digital resources we have to find a way and how we can have a good integration of both. And if we look at what the publishers are doing, know the proprietary learning resources companies, they have already moved on, and they basically what they're doing is creating paywalls for curricular digital content. Plus, what I call a Christmas tree just just a bunch of other digital services would that go from, you know, parents, or digital citizenship and support in many other extracurricular areas, etc. But the main issue is that they are, they are, you know, building this paywall so they can get revenue from from the digital content that they were doing so. This is not a wild idea. The profit sector is already doing this. And we have seen that ministries are trying to think of new ways of related to the to the textbook in K 12. For example, in Chile, we, they, there's been the first scale of the textbook, the textbook is a product from discovery education, you know, the English and transnational. And we've seen that the ministry is promoting this interactive digital textbook, which I think something that we need to be thinking about and I think, and what we are doing is that we're building an open interactive textbook, just like the private sector is doing but this is going to be an open one over these two wonderful tools. First of all, press books, which is a, which is a book creator tool that is very cool. It has, it has different outputs in different types of formats, and it has this multi infrastructure which builds a textbook within one. It's like one context. It's built over WordPress, which is very popular. So it's very cool to work around it. And the interactive content we're approaching it building through H5P, which is also very wonderful. If you don't know these two tools are really strongly enhanced you to to try them on. And, and we are building this open interactive textbook for K 12 through the open textbook success program, which is a very cool program. This is led by the readers community which is like the nonprofit branch of press books. So it's very neat it has a very community driven approach so it's very compelling to. So, so my high stakes of building an online interactive textbook for K 12. We're trying to hear and hopefully we can share results soon. And we're building that with another public institution called the Council of Transparency. So, so we're very, we're very excited to try this out. So, please, if you haven't look at press books, look at H5P. But we have other challenges, not only related to online online products, we also have to be thinking about other types of product. Why, because connectivity is it's also a huge challenge, especially if we're thinking how to migrate, we have to face learning setup to online. And chili is it doesn't do very bad on that we're ranked 33. We have a lot of penetration of mobile telephony in our country, even same as it is in Singapore, which is, you know, very, very algorithm society and government. But if we have, if we take a closer look related to connectivity in Chile, you see this blue sector of the pie that we're talking about 8% of the population in Chile have full connectivity. But that's not the same story for the rest of the population, more than 90%. If we take the orange pie, C2 and C3, we have limitations related to connectivity where we have mostly where we have a more limited plans and or we have prepaid mobile plans, which we know they consume very fast. And in these sectors, more than 20% do not have access at home. This is very important because educational purposes through the internet, you need to have good connectivity, mainly through broadband or fiber. And if we look at the low sectors of segments of our more than 50% of our populations have very restrictive connectivity. More than 70% of this sector has prepaid mobile mobile plans and in 40% do not have home access. So we have a lot of huge challenges. If we want to move our educational settings in K12 for in Chile, in, in, in almost 90% of our populations, five million people do not have internet access at home. And, and we have a bunch of people 3.4 million just completely unconnected. So this is a huge challenge. And if we look at Latin America and even countries like India, those challenges are just very, very big. Almost 50% of all of our children in in Latin America come from unconnected homes. So how we can we include these people that do not have the right connectivity for educational purposes. And here's another bet that we're working on. And if the online strategy is not feasible in our context, we need for alternative means of delivery. And I think offline resources. It's a great idea, especially when we have excellent tools. Let me present you and maybe you already heard about it is Calibri Calibri just a wonderful tool. It's a tool where you have access to learning content channels that are built on top of OER. The good thing is that we have very rich interactive content, content, for example, all caught can Academy in various languages is implemented on Calibri, so we can get the can Academy offline. And we can also have access to other very rich resources like Fed and another, for example, a Mexican called Projecto Descartes with very rich OER so we can not only access, but not only can we access this. We can also build learning content channels through an excellent tool from Calibri Calibri Studio, which is which is a very interesting tool for this rethinking of our curriculum. Basically, the Calibri Studio is it's a tool so you where you can build whatever channel with whatever content on the Calibri library, you can and we are now doing. We're now doing a through a creative Commons grant. We're building a math channel with OER resources from fifth grade to 10th grade. So we're very excited about that we're finishing that work. All these resources will building in this it's aligned to the prioritized official curriculum with this which is one of the response that that our government has to to confront this pandemic context. And the good news is that this content channel will be distributed by the Ministry of Education to access points content access point for rural schools. Where Calibri will be installed. So we're going to feed that with our channel, which is totally aligned with the with the with official curriculum. So we're very excited about that because rural schools are very, very interesting. Just the one just 10 seconds. Okay, so we're going to continue that work, working for math channel for Honduras, and that will be my presentation sorry for interrupting you, Marcella.