 Well, welcome everybody to today's alumni and partners online seminar. And on this occasion, we are going to talk about communication without words. My name is Maria Laura Sorrentino. I'm an alumni officer at IG Delft, and it's my pleasure to be the moderator today. Before going to present our speakers, I would like to remind you that we are in an interactive web seminar, and on the right bottom, you will find out the chat box where I would like to invite you to write your name, your country, and the organization that you are working so that to facilitate our networking. And after that, to post all the questions you would like to do to the speakers, we are going to collect them, and after in the second part of the seminar, we are going to post them, and they will address all the questions. Today we have two speakers, Leneke, Konop, and Arana Bisek. Both, they work in the water channel. They work with us in organizing these seminars that are organized by the IHE with the support of the water channel. Leneke has experience in natural resources management and communication. She has worked more than 12 years in areas of natural resources management, such as space irrigation, water supply and sanitation, and groundwater management. Over that time, she has also designed and delivered communication trainings for water sector professionals, educational institutions, and community-based organizations in the Netherlands, Bangladesh, Kenya, and Ethiopia. Arana Bisek has worked as a broadcast journalist, a researcher, and a communication expert, also for over than 12 years, most recently in the field of water management. Over that time, he has produced several videos and design management, managed projects applying videos and photography as tools of research and learning. They will present the seminar of communication without words, a framework of communication for collaboration, research, and horizontal learning, and how tools like videos and infographic can help you to implement in the water management. Saying all that, I would like to give the word to Avram and Leneke for their presentation. Thank you very much, Maria, for the introduction. It's a pleasure to be here because usually we are on your seat, being the facilitator, but today we are very happy in order to say something about communication. So I'm happy to see all of you here. I see already many people that we've known from the past, so very welcome. I hope everybody can also hear us because I just received a comment that it was not so clear, but I don't see anybody complaining at this moment, so I am happy to continue. So today we're going to talk about communication, but in the context of water and agriculture. And as you have maybe read already in the announcement, we started with three facts that might be a bit unknown, and did you know that of all land that is irrigated, 20% is too salty to farm. This means that 1.6 million hectares are lost every year. Or another fact, did you know that in just over a decade, we lost groundwater equivalent to 14 million Olympic-sized swimming pools? And last but not least, did you know that due to human activity, many deltas are sinking five times faster than that sea levels are rising? And seeing all of you being partners alumni from IHE and also partners from the other from the complete water sector, I'm trying to move a bit closer to the microphone. Maybe that helps in the water sector and in agricultural programs. But how to do it and what is most effective, that is something that we would like to give our view on. So what we want to share today in this webinar is some of our own experiences. As Maria already introduced us, we are Abram Abishek is sitting next to me and I am Leneke Knope. We work on the water channel and besides that, we also work in water and agriculture-related programs. And we work all over the world. We have many programs in the Horn of Africa, but we are also active in Pakistan, in Bangladesh, Turkey, Nepal and many other countries as well. So in the upcoming 40 minutes, we would like to share some experiences from programs that we are in ourselves. And we work with a wide variety of partners, but also beneficiaries. So very often our end users are farmers, but we also work a lot with academics, with other companies, with NGOs at government level. So it's this context that we are operating in and from that point of view, it's also the experience that we would like to share. So when we think about communication, we had a long discussion here. What are we exactly going to tell? So I think that most of us associate communication initially with dissemination. And thinking about dissemination, there are also many ways how to disseminate a message. You can think about how you phrase a certain message, how you bring it out, how you visualize it, etc. But also communication is much more than dissemination only. So these are the things we are going to discuss in the following minutes. First, I'll give you an example on something related to dissemination. Then we're going to show how communication can also be used as a tool for collaboration. Then how communication can be used as a research tool. And in the end, we would like to show you how communication is not a tool anymore, but becomes an end in itself. And if you have questions, please post them in the meantime in the chat box. And they will be collected, as Maria Laura already said. So dissemination, I would like to show you an example from China. What we did funded by the Dutch government, we started in 2014 a program called Piloting Artificial Recharge. We did this with a big group of Dutch partners in cooperation with the Chinese partners and government over there. The idea was to pilot artificial wetlands and there was, sorry, artificial recharge and there was an idea behind it. So the Diyang area, which is located in the southwest of China, it was struck hard by an earthquake in 2008. And since then, reconstruction has taken, so the population grew a lot. And with that, also the demand for water. And the water supply of the city could not really match the water demand that was happening over there. Then the second thing that I thought was very interesting, because it was an earthquake prone area, storing water above ground, was at a risk, because if there was an earthquake, those tanks could be broken down. So making water underground available would make more sense in areas like these. So what we did through this program, we wanted to construct a wetlands park to store clean water underground that could then be used for drinking water supply. Now in this slide, you can see a design and you can also see Google Earth images of what was actually happening. So in the above picture, you can see that there is a river. So what actually happened was the river water from Mianyuan River was pumped into the park. And in the park, it went through a purification process. So first the water entered a flocculation basin. Then it went through artificial wetlands, where the plants would filter the water. And after that, it would go into an infiltration band. Those were very large sand basins. The water would drip down through the sand, where the sand would naturally filter the water further. And then it would just recharge the groundwater to be pumped up later for the water supply company. Now having said all this, it seems like a rather technical program, but that is not why I am here in this webinar. So these are a few of the pictures while constructing the park. So what we wanted to do, because it was also quite a new technique in this area, is to also show to the people who were visiting it, because it was a beautifully laid out park, what is actually happening to water, and why is the choice made to have it stored on the ground. So we did two things. There was a visitor center. So that was a separate building made into the design. You can see it in the bottom picture. It's a yellow building very far. It was quite big. But at the same time, we also want to inform the people who were visiting the park, like what is happening at all these different components. So for example, maybe for us as water people, we know what a sedimentation basin is, but a random resident from the neighborhood probably might not. So what we did, we placed all these panels next to the components and made sure that the information was given. How the visitor center looked was like this. So inside what we did, we took the opportunity not only to explain the park components, but also to explain the hydrological circle and water management and its challenges in a city like this, in general. Hey, I see that my sound is gone. Can you hear me? Sometimes. Maybe activate your microphone. What I'll do, I'll try to activate another microphone. So now I have- I have two microphones. I don't know, I don't want to get to my computer. So now I'm using the other microphone. I hope this is helping a bit better. Just wait for somebody to fly. No, before it was better. Yeah, I'll continue and then my colleague plugs in or plugs out whatever is most convenient. I have the feeling the other one. So we'll go back to that. Okay, so we are back to the other microphone. So I'm back again using another microphone. And this is the only option that we have at the moment. So I hope that everybody hears this. I'm sorry for these technical glitches. This is what happens with light. So, everybody, we're following the China example. So in the end, what I was mentioning is that in the city center, we took the opportunity to not only talk about park components and not only talk about technical things, but also to take the opportunity to inform on a much broader scale on water management and the water cycle in Daniel. So that is what we did over there. And because we had seen it in the center, but we're also trying to implement this now in ECOS. Yeah, this is another example. We are not constructing new streets and towns, but the streets and towns is already there in Nagadagnes. So there are some difficulties with following the sound. Okay. Then what I suggest, I'll try one thing, but then I need to have a little thing for you like a one-minute patient. And I'll just like to take some other options. And I hope you will stay with me for one minute and I'll feed my video, but we'll get to you later. Maybe it should work now. Mara has been actually blocked. Oh well. Okay, I'm back again. Can you hear me? Just want to see a few people saying yes or no. Okay, great. Okay. Thank you for this. And sorry for keeping you waiting and having these microphone issues. Yeah, I got it so warm I had to take my jacket off. So what I wanted to say, maybe to sum up. So we saw that the example of China was successful and we also are now going to implement this in Nagadadi in Ethiopia. The difference with China is that we did not have to build a treatment plant or whatever because that was already existing. But in this case, what we want to do is to take the opportunity that is already there. At the Nagadadi treatment plant, school kids are visiting every week the plant and they get like an instructional talk or what is going on, but we want to exploit that further. So what has happened? There is already a building constructed. It's also meant for training purposes, but it's not in use. So what we are doing, we're going to make a visitor center in it and also like we did in China, we want to have the whole outside part as an education input as well. So each component, we are trying to make panels and explanation posters that will show the kids what is actually happening on site. Now both of these examples are very much examples of dissemination. So that might be one of the first things that you think about when you talk about communication, how to disseminate the knowledge that we have, how to share it with another audience, how to share it through the whole world. It's just one of the first things that you think about of when we are talking about communication. But another way that we have seen communication working successfully is through collaboration. I'll give you two examples of types of collaboration that we have done in the past. The first one is called the Flood-based Livelihoods Network Foundation. So this network already started in 2004. We felt the need to promote a certain topic. In this case, it was spate irrigation or other types that are flood-based systems. You can see some examples on the slides at the left side. And we wanted to promote stability and socioeconomic development in areas where all these livelihoods are depending on floods. And yeah, good to know also that these are usually among the poorest areas in the countries. And what the networks tries to do is to strengthen farmer networks, but also to include other stakeholders. And it helps not only with networking, but also with implementing real programs on exchanging good economic and social practices. Now, communication plays a very important role in that. So this is an example of how we are hosting this network. So first of all, we developed a website to give it an own identity. And together with the partners, we are creating a series of magazines, we call them practical notes. And we have captured many lectures of different people who are involved in the network. And one of the results with capturing all these lectures is that we could actually turn it with another partner into a real online course. So up to date, this network is still very active and there are many activities hanging under it. Another example of this is what we call the Roads for Water Learning Alliance. And I think many of you know what is roads for water, what we call road water harvesting or management. But this picture of Eric Neeson Peterson is one of the pictures that I personally like most. It's taken from a helicopter and you can see that a road is leading water into a hillside pond which is then later on used for domestic use but also for livestock. So we have set up this learning alliance and we do that also because we think road water harvesting is one of these topics that deserve a lot of attention but it doesn't get too much attention. So when the topic is specific and interesting enough, we developed these networks and tried to link all relevant persons, key stakeholders into it. And this is an infographic showing that okay, what are the activities that you can do under it. And again, also for this road water alliance, very important thing is communication. This is an example of infographics that we have developed around the theme. It's visually showing what the impact of road water harvesting can be, how we can link to each other and we're also collecting farmer stories. This is a part of the website where everything is put together visually. So to sum up, with collaboration, we can create networks like these and there is a wide package of communication tools that is necessary to keep these alive. It includes websites, social media and extensive use of videos. This also what we have seen happening, it stimulates co-creation and I think one of the most important things is that it has its own identity. So that means that nobody claims it and what we often see and also prefer is that everybody owns it. So having said that, we would like to continue to another example of using communication and that is where my colleague Abraham will take over. So I'll move the mic to him and he will explain something more about how to use communication as a research tool. Hello everyone. Can everybody hear me? Hear me? See me? Okay, great. So thanks, Lanaka. I will try to share some insights about using communication as a research tool. And okay. And what I mean by that is if you look at communication as a process or a set of tools that can be used for research, we will find that it is really useful. Specifically, we will look at an example of how participatory photography can be used to collect qualitative data and how it can help capture insights that we will struggle to capture through interviews and focus group discussions. Slide. Images by themselves are a valuable kind of data, visual data. We capture images as part of data collection all the time. When images are captured through a participatory process, so when the subjects of the research or the people whose responses we are trying to capture themselves produce the images, then the data acquires an additional dimension. It gains quality because through a participatory process, we get from the respondents not just the responses, but a story that they have taken some time to create themselves. So the insights we get from such stories is very layered, it's very rich, it's of a very high quality and it can inform policy and follow up actions in a very effective way. So to give you an example from Ethiopia, sorry, I'm just trying to make sure I have the order of the slides, right? Okay. To give you an example of Ethiopia, we tried to implement this methodology in a place in Ethiopia's northern Tigray province. What we were trying to do was we were trying to collect from a community, from a rural community in that region, insights about how they use roads, how, like, how good are roads? You know, what they consider are good roads, what is the operation and maintenance process of roads like and how we can get, and if there are any differentials between women and men when it comes to road usage, like when it comes to how they use roads and when it comes to the benefits that they accrue from roads. So this exercise was carried out by about 24 women, sorry, not 12 as is mentioned here. And this is how it was done. I'm sorry, just slightly lost with the slides. Okay. Okay, so it's not there in the slides, but I'll just try to walk you through the process of what something like this looks like. We formed groups of three or four to make sure that there's some discussion back and forth between the group. And then we have a short focus group discussion regarding the topic. So in this case, the topic being roads and roads access. The idea is to get participants to start thinking about the topic, its different aspects. And from there, the discussion can move on to planning what they would like to shoot. So when they do go out to shoot, they make decisions through discussions and consensus, and they use time optimally. After they come back from the shoot, they show to the larger group the pictures that they have taken, and they sort of make a presentation of the pictures explaining what they have shot, why they have shot it, and how it ties in with the larger discussion. What the facilitator can do, what the facilitator should do, is guide the discussion about the topics at hand, and maybe provide some general tips about taking pictures, how to frame, how to make good use of light, et cetera. It's important here to not get too deep into the process of photography because that'll be a distraction. Besides these days, people have smartphones, everybody has a smartphone, or many people do, and they're quite familiar with the process of taking pictures. And the picture resolution, the picture quality is not really of the highest importance here in this case. Okay, so I'll show you some pictures of what the participants in this exercise came back with. So this, for example, is one of them. This observation was specifically about internal village roads. So these are the roads on which people walk to get from A to B within the village and to walk up to the feeder road that sort of connects them to the nearest town, or to the nearest market. This picture and the presentation that a company did highlighted that rains can make roads slippery, and apart from breaking them out, right? And how that poses a very specific challenge, especially to pregnant women who could fall down and their pregnancy can be affected. And this photograph and this insight could become a basis to start a discussion with road authorities to use certain kinds of stones in the construction of such roads that become less slippery during rains. One of the biggest benefits women saw of good quality roads was that they enabled repairmen to reach them very quickly. If the local water points were not repaired and maintained regularly, for women, it means walking to another one, which is file, and it means more time spent on fetching water. This was different than the responses of men who pointed out that the primary function of roads is to provide access to the market in the city where they could buy to sell their stuff. The exercise also revealed that women and men experienced transport in different ways. Men do not think there was much wrong with the transport options available, but lots of women took pictures of taxis and buses. And while presenting those pictures, they spoke about how crowding and sexual harassment are big enough factors that they affect them greatly. Sometimes women prefer to walk 10 kilometers, which cost them up to three hours rather than take a crowded bus. And this particular picture and this insight highlighted some of the ancillary benefits of road construction process that women draw, like when the road is being constructed. At the road construction site, women make money by selling tea, coffee, lunch, and snacks. And this was a basis, this insight was a basis to suggest to the local department of road transport and agriculture, which is in charge of building rural roads to systematically engage local women as caterers. So that was an example of communication as a research tool. Yeah, that was an example of communication as a research tool. And we will now look at an example of communication as an end in itself. Now, what does that mean? So here we would like, by talking about this, we would like to make the point that sometimes communication is the core activity and the core objective. The rural communities we work with have ways of communication, of sharing knowledge, I think have been lost. Yeah, okay. So I was saying that we will not talk about using communication as an end in itself. And here we would like to make the point that sometimes communication is the core activity or the end objective. So we often work with rural communities and they have ways of sharing knowledge and information with each other. And a lot of this information has to do with water, agriculture and rural livelihoods which are points of our intervention as well. And sometimes what helps to improve water management and sometimes that helps to improve agriculture, achieve a particular change in the field of agriculture is to improve, like to support and build the capacities and processes with which these communities learn and share new information within themselves. So we talk about horizontal learning. Horizontal learning essentially is peer to peer learning within communities of practice. And in the context of agriculture and water management, they can be used to stimulate farmer to farmer sharing of innovative agricultural practices. External intervention involves helping set up these communities of practice designing learning platforms for the use of these communities and providing trading and support that they might need to utilize the platform. We will discuss this in a bit more detail in subsequent slides. So here we will talk about video-based horizontal learning which is the sum and substance of an intervention that we are trying to implement in Bangladesh as the watch channel. We are trying here through the use of smartphones, through the use of videos. And by videos we mean simple videos, the kind that we can make and share with smartphones to accelerate the process of horizontal learning which is already happening within communities. And the subsection of the community that we are trying to target are water management groups. And these water management groups are set up within the folder regions of Bangladesh. And they are in charge of the day-to-day water management, the opening of the gates and the solution to problems like salinization, sedimentation and flooding and stuff like that. So like I said, this is about stimulating the use of videos for documenting and sharing of good practices. And the focus is on easy videos. Again, what we are focusing on is not to provide the participants, the community skills that will enable them to become filmmakers, but skills that will enable them to capture and share good agricultural practices in a fast and effective way. And the focus invariably is on youth and women, especially youth, because it is the youth that has cell phone use as their second nature. So just to illustrate what I just said, this is like a schematic representation of the process that we are trying to achieve here. So there is the, I'll try and use the cool pointer over here, which I don't have. So here we have the water management, the water management groups, they're already there. And they already have some existing platforms and processes through which they share information, and they share good practices. So these could be in the form of physical events, such as meetings and fairs and harvesting festivals. This could also be in the form of virtual platforms, such as social media. And I see a question coming about internet connectivity in the particular case of Bangladesh, internet connectivity is rather good. And it is increasing year on year. What is increasing year on year is the strength of mobile internet available and the use of smartphones. So like a lot more people every year are becoming internet users, smartphone users. And in Bangladesh also, this is something specific to that country. There are like information brokers or information service providers, such as things called Union Digital Centers, which are essentially local enterprises subsidized by the local government, where a local entrepreneur sets up a shop where he offers internet-based services. For example, he offers connectivity to the internet or he offers some IT-based services, for example, printing and browsing and filling online forms and submitting applications for passport checking, the price of crops, et cetera. And of course, there is the mass media, as is the case in most countries. The mass media is there, and especially in the case of Bangladesh, the number of newspapers that are out there, the number of TV channels that cater to communities, including rural communities is rather large. So this is the community and here are the platforms with which they share information, they share insights and knowledge with each other. And the arrows are points of intervention. We have the smartphone video training that I mentioned. We have screenings of videos that the community has produced, but also videos that we have produced or videos that already exist about good practices that we know the communities will find useful. And another point of intervention is competition. We also provide, in order to, as an incentive, as a stimulant to get people to implement what they have learned in the smartphone video trainings, we organize competitions where people can submit as entries videos they have produced capturing good agricultural practices and the top three in each round of competition wins an award. So we show all these kinds of videos in the training. And what happens as a result of all this is the sharing of good practices is accelerated, it widens. And as I mentioned, Facebook is big in Bangladesh and including rural Bangladesh. So we have put together a Facebook group which is kind of the Facebook platform for this particular project. And their farmers, the videos they make, they share. And just to put some numbers to this program, what we are talking about in the case of this particular intervention is 10 trainings which covers around 250 participants and it covers around 50 water management groups, 50 video screenings, and what this intervention will generate by the end of it will 100 plus videos made by farmers. Actually, by the look of things, it will be in excess of 300 videos, 300 farmer produced videos that will capture good water management and agricultural practices in the region. And through the project and as an effect of the project after it is over, hopefully the activities, these good practices will be shared amongst WMGs even wider. And this is a screen cap that shows you what like a farmer produced videos, video could look like. We thought we could play a video for you but we don't have enough time. So looking at these examples that we have seen so far in this presentation, some from Lennox, some from me, we have seen at video and how it can be used as a research tool. We have seen video, sorry, we have seen visual communication and how it can be used as a research tool. So it could be videos or photographs. We have seen how communication can be an end in itself, strength and communication process could be the very thing we are trying to achieve as we saw in the case of the horizontal learning project from Bangladesh. And we also looked at communication as a tool of collaboration. So what have we learned from all this so far? At this point, I would like to look at Lennox who would perhaps like to take us through the rest of it. Definitely. Yeah, so we were thinking what kind of messages would we like to give to you based on our own experience. Now over the past 12 years, there are more things that we have learned, just to make you feel a bit more comfortable. But I think one of the first and biggest lessons was that audience will not magically appear and that a lot of things change over time. I remember that one of the first programs that I was working in, one of the ideas was to make a new platform. And then I was realizing we have so many platforms already. Why don't we just use things that are already there and maybe tap into certain channels? Because what often happens, and that was then also the case, we introduce the platform, maybe we spend some time at the launching event or announcing it. We dedicate a few newsletters to it and then if we don't do anything, people will not come. And that is very often underestimated. Then another thing that we learned is that communication is not for communication experts only. I mean, we have some communication backgrounds ourselves, but the majority that we did was not in communication. So we strongly believe that it would be fantastic if you can embed communication somehow in your workflow. And that is what I see ourselves doing. However, thinking that everybody will embed communication in the workflow is another utopia. So it's something that we have preached quite often, but we also realize and have to be realistic there. If you are not completely into it, you will not adopt it. But the positive note I would like to mention here is that many people can do much more than they are aware of and that they know. And that is also my last point. There are very much tools available nowadays with just a bit more of investment time in that. You can share your messages as much more platforms or wider context than you are ever doing. And we had this conversation recently in light of open databases. So often people are not aware of the fact there are so many open databases. Then I'm talking about satellite images, et cetera. That we are looking for the most difficult and expensive way to retrieve them. So a few tools that we like to use communication-wise is, for example, Compazia. It's not completely free. There is a free version, but you will have a watermark in it. What it does, it captures your screen. So if you have a presentation, just a PowerPoint presentation, you can record that with your own face next to it and you can just upload it to YouTube or the channel or wherever you would like to do it. And it has been very successful for us because that was one of the reasons why the space irrigation lectures, for example, were turned into an online course. Another thing that I like to use myself a lot is called pick-to-charge. And what this does is it makes infographics. I'm sure you all know what infographics are or you can imagine how you can visualize certain messages. You see it a lot nowadays. I think even Coca-Cola used it a year ago to explain their annual numbers. So it's just a visualization of data that could be maybe a bit boring, but if you present it more visually, it makes a lot of difference. And pick-to-charge already has a lot of templates in it. And that's why these tools are so fantastic to use. You don't need to reinvent the view or you don't need to be a Photoshop or an illustrator expert. And the open databases we just discussed. So with that message, I would like to conclude this webinar and I would like to continue to the questions if you have and give the floor back to Abra. Thank you very much. So yes, it's the time to start our questions and answers. People are posting questions. So I will start with the first one. I'll read it later. Okay, I need also to know who posted. But the first question is what is the quality and depth of internet connectivity, particularly in rural Ethiopia, from the case studies? I guess I'll take this question in the context of the two cases that I presented. So internet connectivity in Ethiopia at the moment is especially in rural Ethiopia is limited, but it is growing. If we compare how things are now, how good connectivity now is to five years ago, it has improved a lot. And in the case of Bangladesh, on the other hand, internet connectivity is already very good and growing. Have people lost, okay, I guess you can still hear me. So I'll go on. So yeah, so in case of Bangladesh, rural internet connectivity is much better. Thank you, Temba, for your question. And we will pass to the second one that comes from, I suppose, Doshis is the name. And the question is, can religious leaders and worship centers play a role in sharing these good practices? Yeah, maybe I can answer. I think churches, worship centers are very important key points also in sharing information. And we have seen it especially in Kenya, but I think also in Bangladesh, I'm looking to everyone now, that we use the places also to announce things like concepts, et cetera, to share the message or to even invite participants to take place, participate in the training. Yeah, I mean, religious leaders already play a very important role in water management in rural communities. I mean, rural communities are built around activities that are essentially agriculture slash water management. And the religious organizations are there, churches, mosques, and they already play an important role, including related to the promotion of good practices. We have seen this both in Bangladesh and in Ethiopia. And if we design, if we approach them properly, we can actually leverage the outreach to already have a good community. That comes from India, from Dr... Oh, you escape it? Well, I continue with the fourth and you return to that one. Fourth question, and we'll go back to the third one. Give me the fourth, otherwise. Okay, oh, it's really big, sorry. Okay, it's from Simon that would like to thank all the presentations that you have done. And he says, it seems about that a lot of capturing and sharing information, how about information demanding the field? Can you say the horizontal learning is an example of live sender receiver? Can you comment on that, please, Leneke and Abram? So I'll take that. In terms of demand for information in the field, yeah, we have to essentially inform ourselves, educate ourselves as to what the demands are. And we do that by involving local communities in the process, including at the stage of program design. So what we are, as I mentioned, what we are trying to do is not to set the agenda. We are not trying to identify the good practices ourselves, but we are giving rural communities, in the case of Bangladesh, water management groups that already exist and they already have their own priorities and agenda. We are giving them tools that they can use to boost the processes through which they are already sharing good practices. So where they were using Facebook before and they were mostly using text and words, now they are also using videos to share good practices on Facebook. So they're still using Facebook, but in a boosted way. So to answer the question, the way to take that, to take into account the local demands for information is to make sure that the point of intervention is restricted to like introduction of tools and in terms of program design and in terms of setting the agenda, it is the local communities that take charge. There may be one thing to add because I think the whole horizontal learning as a strategy follows actually some of the experiences that we had before. So of course, there are things going on already like a farm of field schools, exchange visits, one Rua visiting the other one. And we saw that those things are really working out very well and to have it strategized, if I can say it that way, we can- Thank you very much. We are going to go to India. Is Dr. Bija Jakumar that made the next question, very practical one. Were the water management groups really enthusiastic, voluntary? Is there any system to break them in? So I don't know who of you would like to start? Yeah. So this is about the example from Bangladesh, I suppose. So I will take that. Were the water management groups really enthusiastic? Well, when we initiated the conversation with them, there was a healthy amount of skepticism amongst them about how useful this training was for them, how relevant this was to their context, to what extent was there something that they would be able to apply in their work. And based on this interaction, we made a selection of participants in the program and we decided to focus a bit more on the youth that were already using smartphones, that were already using smartphones to make and share videos. They were already doing this as second nature. So there was an emphasis on youth and after in the early days of the program or in the early stages of the interaction, there was more skepticism, less enthusiasm, but as the conversation went on, and especially after the training, enthusiasm increased and skepticism decreased. So this is what happened. I guess to answer your question, we just need to talk to the communities, we need to pitch this idea to the communities and we need to make really good arguments. I think you need to like to comment. This is something very relevant to them. I think it depends a lot also on which community or where and what is the topic. So I usually experience a lot of enthusiasm, but what I noticed that sometimes the expectations are a bit different. So then in the beginning, for example, especially when you focus on communication, people already think about communication only as a separate thing next to the content that we are working on. So for example, I was few weeks ago, I was in Kenya and the training, it was similar to what everyone did in Bangladesh, but then a smaller size, so to say. And then people expect that you are going to learn everything about video and that is not the case. So then once they can see the connection and that they can shoot their own images from their own farm and then explain it to neighboring farmers, then that they can call it. Perfect. We have still two questions and we are doing very good with the time. So this question is for Muathas and what criteria should we follow to choose suitable factors if needed? He asked or she asked. I don't know. I think he refers to photo voice. That's what I think, but I'm not sure if that's the case Muathas. To choose a suitable facilitator. Well, there are several things that would make someone the right facilitator in the context of a horizontal learning exercise, in the context of a participatory photography, an exercise. But one thing that I would like to emphasize upon and that cannot be emphasized upon enough is if the facilitator, the best case scenario is if the facilitator is one of them. Farmers are most convinced if it is a farmer like them who is giving them new information, who is saying that this way of doing things is good or who is sort of teaching them basics of photography or teaching them the basics of how to make videos using smartphone. So what really helps if it is somebody who is connected enough who has a certain degree of connection to the local context who either comes from the community or is like from that general area so he can communicate well with the community. That really helps. In Bangladesh, it helps that the facilitators we use are Bengali. It helps that I can speak some Bangla. So often that can be a critical thought. And so we are going to arrive to the last question. Nothing's right. Sorry. And it's from Mika. And he or she asked, if you have collected also written contents or you only work with videos and pictures or photos? I can answer that question. So what we try to stimulate our colleagues is to write blogs when we are abroad. So when we are talking about implementing programs or training, we mostly focus on videos and photos. But for the team itself, we are stimulating a lot to also write and to share experiences with photos and with written text. And also we have, for example, last year there was a big group here in the Netherlands all related to the flood-based farming livelihood network and they wanted to become leaders in the topic and then, for example, we organized these how to write blogs, what we call power writing. So yeah, we do really value the impact that also text has and we work with that. But we have an extra question of one of my colleagues, I cannot say no, but you had to be brief. And the question of Nadine is, what were the best practices for you and why? Do you have some dos and don'ts tips for making communication successful? And this will be our last question. We can dedicate the whole webinar to this. One point I could make in response to this question is like this very general point of making sure that like the choice of the two, we can make sure, we have to make sure that the choice of the tool is based upon the need, rather than like the choice of implementation of a tool informed by the fact that we own that tool. I don't know if that's very clear, but like for example, participatory photography, like when we decide to do participatory photography somewhere, it should be, that decision should be taken on the basis of some insight that participatory photography is appropriate to the objectives of that project or in that particular context. Because what we often do is we have done participatory photography before. So let's do it also, because we have done it before. And the question as to how suited it is to the project or the context that you're trying. Thank you very much. And Ty has a right to close this seminar, but I would like to tell you that you will be able to find this video in a few hours from now in the Water Channel website, as well as the website of IHE Delft in the session of alumni and in the YouTube website of IHE Delft. And also I would like to invite you in both three addresses that to find out the other previous seminars of this series of alumni and partners on that seminar, as well as another interviews and information that could be really interesting for you. So this series, we have done it with IHE, with the collaboration of the Water Channel. I would like to send the speakers of today's Lenike and Abram for their presentation, as well as for all the work they have done during the year with us and all the IHE colleagues that work with me and that are behind the screens, Nadine Sander, Raquel Dos Santos and Binglas. And last but not least, this is the last seminar, but I would like to welcome you for the next year series that we are willing to start in February. And on that opportunity, we will have possibly an alumnus and partner person that no doubt he will have a very interesting topic to share with all of you. So, nothing else to say. Thank you very much for your participation, very active, nice question and see you next year in the next seminar. Thank you very much. Good morning. Thank you very much.