 Wonderful, everyone. So welcome. My name, oh, I'll stop sharing for a second while I do my introduction. My name is Sarah Flynn, and I'm with the Center for Global Education. And we are an organization that is a charity here within Canada and the US, and we connect kids around the world using online technology to learn about the people and places they're they're they're engaged in in their classrooms. So we run sessions throughout the year on a variety of topics. And now I'm not an expert in refugee crisis, nor am I an expert in climate change or, or bats, but we, I am, I'm going to admit someone from the leading. I am an expert in this sort of technology, a pedagogical expert, you could say. And so our organization uses online technology, we have a virtual classroom platform that I'll introduce you to and we use video conferencing such as zoom. To connect kids around the world to talk about what they're learning right in the school. So if, instead of learning about Kenya, reading about Kenya, we encourage students to come to our sessions and connect with Kenya to learn about the impacts of climate change in their community. And we're, we're shifting the lens then of learning from learning about something to learning alongside something learning with that that topic or that individual or those the groups and, and together forming your ideas and your thoughts and your critical thinking and so shifting that away from a colonial sort of I understand or I know to a much more what we like to with the using the UN framework, the Talanoa spirit where you have people sharing their own stories as a part of learning and engaging and and increasing our knowledge. So that's the Center for Global Education I'll go back to sharing my slides it's always nice to have a have a face when you are listening and being introduced. So if anyone is interested here in introducing themselves I would love to get to know you better as well. You can always wave or again write a chat. And I'd love to hear where you're joining from. So, in the meantime, again, feel free at any point to unmute and ask a question. I wanted to use one of our, we have these small projects that we run. I wonder if I can change my view, just so that you can see both of us. Sometimes in the video. Anyways, so in our programs. We have a small interactions where we bring students together from around the world and and right now, especially teachers are exceptionally busy and exceptionally overwhelmed. And so we really try to to guide our students through activities that we can allow teachers to come and either sit listen and learn and leave, or an activity guide that goes alongside that's provided by our hosts and our sponsors for various events and to help teachers guide them through these conversations. Some of our conversations are very difficult. Many teachers within Canada and the US and Australia or, or throughout the world might not know exactly how to talk about Indigenous issues or, or residential schools if that should be the topic of the day and so we help to provide them with expert created resources and activities that guide them through these conversations. So I'm going to use our platform and and our ways of working with with youth as an example of youth empowerment and how to engage and reach youth. And though we run these series of these small conversations, we also run something much larger. So whether you join us as a classroom or a student for for a week, or you join us for our largest project called decarbonized decolonize. We are engaged in. We run these large a large project called decarbonized colonize as well. And it is a model for bringing to their schools from around the world to talk about these issues in in a multi month sort of process. This year, we have 42 countries that we are engaging in this conversation and we'll be joining them together on October 1 is our launch. And we are excited to use and share that program today as a model in which anyone or any organization is able to engage youth and really in a different and empowering way where they are sharing and learning from each other and growing through that critical dialogue. Hello, Olivia is from University of Kent, and focus is on climate resilience amazing that's so apropos my conversation today. Someone from Galloway Ireland and awesome and being based in Bangladesh awesome we have an amazing school in Bangladesh that we work with. Oh, I love them I was just on a video conference this morning. It's 8am now and I was on a video conference at 5am with them just with the time change but they're wonderful schools from all those locations. So again, back to my presentation percent for global education, as I explained during youth around the world to connect around the places that they're learning and the issues that they're learning about. So we really do try to use this authentic connection with multiple viewpoints so even in our large project that I'll be talking about today decarbonize though it is a climate change based project. The underpinnings of this and all of our programming is really global citizenship. So we're talking about GHGs and emissions and and NDCs and all these very policy and practice and legislative concepts and and we're discussing them with youth and how we we approach them in our local and our national context. We're really talking about behind all of that is global citizenship. What does it mean what does my position. What does it mean that I am joining this conversation from Canada. What does it mean to to be responsible for my fellow citizens within the world and within my country. And so we encourage students to look at it from multiple perspectives. Who voices are whose voices are being heard whose voices are missing from this conversation. What knowledges are we presenting and what are we not hearing. And so even though we might be talking about something very technical or something is small with our grade twos we do a connection with polar bears international and we talk about polar bears. And whether it be that single interaction around polar bears really what they're thinking about is how does my responsibility as a Canadian connecting to Churchill Manitoba where the polar bears are currently living. How is that connection different. How is that the same. And what are my different responsibilities than my fellow student who's joining along in this conversation from India. And so we really try to underscore that that citizenship component and and how we we build and make those viewpoints and connections especially I think in these times of much. Well I mean I'm in North America so I have a lot of connection to what is going down in the states and the rhetoric in that is coming through those those channels. And so especially in these great times of political unrest within our country and the relationship between our countries. It's important that we understand and learn to collaborate through these conversations. We also very much frame all of our programming so if we are engaging youth it is not simply we are not bringing them in and asking their opinions are running a workshop with a focus group and then providing them pizza and sending them on their way that is not. That is not our program in some ways we feel like education without action is like food without exercise. It's actually bad for you. In that if we are teaching our students and our young people our children to care passionately and deeply about issues, and then asking them to flip the channel to move on to another subject next week. We're actually causing them harm. And so if I ask a student in my class to learn deeply and care deeply about residential schools and the treatment of indigenous peoples in Australia or America or Canada or any number of colonial countries. And then the next week I'm like that I'm sorry on my but we've moved on we've moved on to another very important topic that I would like you to learn and care for deeply. But I haven't allowed him or her to to heal from that learning from that that deep engagement that I'm actually causing a form of harm because I'm teaching them how to flip the channel. How to learn about something and not not engage in it enough to really mobilize that passion and then to flip the channel to something new like as though we're watching Netflix or sports on TV. So so there's just the minimal levels and it teaches them to to switch that channel and and they get that habit. And so all of our program is very much about come engage in rich deeply have conversations but then also act. How do we make this transformational. And so that can be small. It can be small acts where we encourage them to do advocacy or education make an infographic and post this around your school engage and join Twitter because kids today are not on Twitter. It's an old person game. But that's where all the old people are who are making decisions who are who are making these having these conversations. So engage in that and challenge and put out your thoughts put out your ideas and make that action or it can be a larger action. And so in the project that I'll talk about soon to carbonize. What are you doing in your cities. What are you doing in your schools to make change. Now you don't have to. This isn't about you know like raising funds and flying to Peru and building a greenhouse. We don't need to change somewhere else. Let's reflect on what changes we need to do. Do we need to even something simply as our school district to change everything to fair trade coffee so that those are friends in Peru have the money in which they can build their own greenhouse system or whatever they identify as their need within their community to make the change and how do we shift those perspectives. How are we engaging youth and and doing meaningful work and and healing that learning so that education leads directly to action which leads directly to to gaining the knowledge they need to in this very dynamic global community. I'm going to take a pause. I'm going to see if anyone has any questions. No one's still got their camera off and the chat still quiet. Now remember if you don't want to visualize your camera cool cool cool. If you don't want to unmute your mic totally fine. You're welcome to send a chat if you have any questions. I can talk about this stuff all day. So I will just keep going and going and going but I would also love for you. I mean I know all this. This is my this is my stick. So if there's any point you're like how would I do this for me. This is my situation. I would love some advice. Please interrupt. That's the skill share is I want to help you really engage youth in the work you're doing when we started. I'm diverging. I'm never going to get through all my slides. That's my problem. I never get through my slides. When we started doing this project decarbonize. Okay. Decarbonize brings together students from around the world to work collaboratively via asynchronously on a virtual classroom platform that we've built with the Canadian governments. It's all safe and secure. It's like a Google classroom or a Facebook for education. And so they're collaborating on that hundreds and hundreds of students from these 42 countries. And then asynchronously there writing blogs sharing artworks doing video all various different ways of representing knowledge that they're they're gaining through shared collaborative activities with their their classmates and then also synchronously through video conferencing we use them all the time. Zoom you can use in Bangladesh you can use in Korea you can use in Cuba but other American WebEx Skype. The other Google meets you aren't allowed to connect with those countries. Zoom is like our technology of the heart. We love them. But we so through zoom and through this asynchronous tools. We bring them together to share their knowledges and and they're learning and so they're learning alongside each other learning with each other. There's you'll see there the collaboration that happens. And so all of this. When we when we first approached UNESCO is a moral patron of our project and and we work alongside the UNFCCC the framework for climate convention climate change which I'm sure you all know about because there's a So when we first started working alongside them. There was a lot of rules and regulations about minors coming to the COP. Oh, I'm admitting someone from the waiting room. There was a minors were not allowed on site. And so we've been working on this project and different iterations for about 10 years. Originally we just video conferenced in and streamed some of the conversations and then had breakout groups and talk to the youth about what they heard what they thought what would they say back. And then we're like well why can't they speak back. What is the barrier there why do not we not want to engage you voice in these conversations they can think complexity. They can recognize gray. We often pigeonhole children is as having black or white opinions but very much all of our experiences show that when they speak and learn and hear from students in different situations they can incorporate that and really work within those gray areas. And so why aren't we allowing children that new to share their voice and there's been a monumental shift but I mean I had a picture of Greta just a few I think you probably saw a few slides ago. Where where there's been this really an opening of the door of youth are demanding to have their voice heard and they know how to use social media to rally they know how to to use. What's up and and all those tick tock and all those groups to buy up all Donald Trump's tickets to his rally so they don't want to. Like they're engaged and they know how to use technology to their advantage but how do we harness that into ways in which constructively they're working within the U.N. alongside the system within the system to shift it from within. Because we do need that protest we do need that that is the way that change has happened at least within North America for many many years and we see that now with the black lives matter movement you need those urban. Protests to uproot information to create the moments of change that then students can can also in different ways come alongside and work systematically to shift large systems. And so we were we very much as you can see I very much advocate for youth and so we in our conversations over the years we've shifted. Those those those conversations and you won't go is a very strong organization we very much support you won't go but they are 18 and older. And so we really much advocate for that in these formational times in children's lives where they're deciding who they want to be what they want to stand for their hearing their parents and they're they're starting to branch out into their own thoughts and feelings and ideas and we want to to shape them and allow them to have voice in this formational transformational time of their lives as well. And so with our colleagues at the UNF triple C and UNESCO and our other partners in this project we really advocated for space at UNF triple C and at the comp conferences for for their voice and and as of last year we had 16 youth that were given passes and we're able to come and and present at various side events we one of our 12 year old from from the US ran and tackled John Kerry and told them what her thoughts were on climate change and policies in the US and it was these amazing experiences where they really are advocating they really are pushing for for doable realistic changes within their own communities and within global communities. And oh someone else. Hello Janet welcome to the conversation. So this is. Yes. On to my next slide so this is my website Center for Global Education this is who I have we have various calendar events and we welcome you to explore further our programs. This is the link itself to our project that I'm talking about today decarbonize decolonize as the model for how you can engage youth within your communities to do real substantial work not just that focus group not just that that talk back but how do we embed them within the systems of change. So again this is our overall journey you'll see our our logo there on the side and within Canada this is produced by a local to me I'm joining today on treaty six land which is the land of the the Cree the den a the Dakota Sue and many the matea and many indigenous people who who walked these lands before I and this was a local Cree artist heard of our project and designed this logo for us that was inspired in North America. The Cree peoples believed that North America was on the back of a turtle that was within the fabric of of the universe. And so this is a symbol that recognizes that and so there's the image of the turtle and then the branches out to all of the communities of the earth and the water and the there was a substance that on which the turtle was was carrying North America. And in all anyways this is a wonderful image that brings our group together every year. These are the countries that are involved in our project oopsies. I'm trying to minimize my other things here. So these are the countries that are involved in the project I was just got a check this back on this morning so I added them to the PowerPoint and I'm speaking with a few more countries that Morocco will be later today I'm trying to get them involved. Again. Oh, and so if you're here today, Ireland. Oh, I don't have a school from Ireland and next year. Kapa as we know is in Scotland so I would love a school from Ireland if you know if you're doing your PhD there. So if you know of a local high school or you're involved or your community is linked one. Oh my goodness, I would love to connect with you. I'm going to scroll up and see your name. Olivia, Olivia I'm going to send you a little chat here before the end to see if we can scheme, but Tanzania. I don't have a school from Tanzania either. I would love to connect with the youth there so remember my, my name. Oh, you know I'm going to do before I forget I'm going to add my email to the chat here. Sorry to interrupt my sort of ongoing ramble. Yes. So, Ireland. We do, we do work with other so right now we are firmly someone wants to come into meeting. We are firmly embedded within schools because we are part of the UNESCO school network so our relationship with UNESCO has us work that quite closely with with schools. But with COVID are our our access to other groups have expanded so Boys and Girls Club of Canada. Well, and girls scouts and boys scouts I don't know if you other countries have these sorts of youth organizations where now with COVID where many groups aren't allowed to meet in person they have to meet virtually and so we're helping to facilitate. We want to learn about polar bears come to our event at seven o'clock at night, you know, and we'll we'll connect up to Churchill to a to a scientist or we'll connect down to Antarctica and learn about penguins are very much a lot of our work is aligned with climate but we do we connect with to a refugee camp in Rohingya to learn more closely alongside refugees and Yes, so we aren't. We are not solely focused in one area of our relationships we welcome all students or and I say students but I really mean you. Or, or I guess not even in a UN sense of youth I mean children and young people. I always have to change shift my language because if you talk to children. In grade 11, which would be 17, and they can vote in their country and you call them a child, they often feel very angsty about that so I'll say youth but then when you talk to the UN maybe over 18. Oh, semantics of it. So again, this is our pyramid of our program. We start with global. We have a global art gallery which I will show you later some of the art worth it submitted and hundreds and thousands of youth from around the world submit art to this global gallery and and allows for us to to think not only about conversations of how climate change impacts me on a personal level if I live in Trinidad that that I see the soil erosion, but also what does it make me feel. And so our project is an English language based project. We have opportunities for school to participate and pair with other speaking language speaking schools so our Spanish schools will pair together Spain and Cuba and perhaps Peru and they'll work together in the in the language of their choice, but we do not have like a Portuguese section and so the conversational element is often in English which can be a barrier is but the but art transcends language as does music. And so we encourage very much a part of the project is for for youth and as well as age that it's difficult for four year olds to participate in a blog conversation, but they can provide us with their ideas of how climate change changes impacting their days which it is and ensure that with the world so we have a global art and collection. We also run a global youth survey that collects youth opinions on questions that are engaged youth design and deliver and that survey is translated into every language that's represented on the project and those students then send it out to their communities for we I think we had 13,000 response last year which was built into our paper that we presented at the end. And then we have whole school projects so we encourage schools that do participate that it's not just a biology class, or not just the civics club, or the law club that that they really integrate it throughout their school so that decarbonize becomes a way of thinking about how am I enacting change in my communities. And then we have our lead synthesis so those are the students that are directly engaged on our project that are online that are that are working in blogs with other students having conferences across the world. And from at the end of our project, we invite one student and or one chaperone and one student from each of the countries that are participating to come to the conference, and engage in a five day process where they where we lead them through a co authoring of the work that they present at the UN so it's we don't write it with the adults don't write it. It's a lead writing exercise where they create their paper, and it's not transformational it's not a new carbon capture system they're not coming up with some new technology that no one's ever seen before, what they're coming up with is, or what they're doing is they're providing the moral license for for for interest groups and for their governments, because they meet with their individual governments representatives, they're providing that moral license to do the work that they need to do to make the changes. So if the US is is is wanting line. Okay, not the US. If, if Canada is wanting to push through some sort of of change that then having you come along and say, you know, 13,000 youth around the world support this call for action. That provides moral licensure to make those changes. And so that is, that's the project itself launches in April on Earth Day with our art and our surveys. And in September we introduced that whole school approach that I was speaking of. And then in October we start our live interactive sessions. So October 1 will be our global launch that we'll be doing next week and all 40 countries will be online and it's adorable because the kids in Australia it's two in the morning for them. And their school opens up the gym, and they sleep overnight and they wake up, they do the video conference and then they go back to sleep, and then they wake up and go to school in the morning. It's wonderful sort of celebration of this amazing experience they're going to have. And then through October, we lead to the local so they'll do local sort of investigations of carbon, their carbon footprints both of their schools and of their, perhaps a community group or of their personal carbon footprint in the current COVID age where some of our Argentinian friends are still locked within their homes. They'll do a carbon footprint of their home and perhaps it's shifted since COVID and they're at home more. What does that mean? And then we move into bilaterals where each of our global north countries is paired with the global south. And they engage in a conversation between the countries and they look at a national case study. Often candidates, it's our oil sands and perhaps if we're paired with Peru it'll be mining. And they compare those and they learn what whose voices are being heard whose voices aren't what are the changes that are being made. How can we, what are our similarities, our differences in terms of action and advocacy that is needed. And they have those conversations and then in November we'll move into our continentals. And so this enriches the conversation further and that each of these countries has been exposed to another part of the world. And then they come together and they talk about how is NAFTA implicated by this? What are the EU regulations and how are they implicated? What do we need to, what conversations do we need to have? What's climate justice? What's climate resilience and all these sort of larger conversations? And then we move into global in December and that's when we have our conversation that leads to the writing of the report that was presented at the UN. But also we have another celebration because they've been on this amazing journey and they've listened to music from around the world and they've seen art from around the world and they've had these amazing intents, sometimes very confrontational conversations where, oh, someone named Sarah is joining, welcome Sarah, where students will challenge their peers. So I know we had our conversation last year in Canada and I was facilitating this amazing dialogue between kids up north in northern Canada where the pipe, where the oil is extracted from the ground in Canada. It's in Fort McMurray and then our other school was in Costa Rica and they were talking about the mining. And so the Costa Ricans children were introducing how there was militias that were being formed and decimating indigenous populations and the land, the pollution was extreme and it was really shifting, making impactful changes to their climate that they could quantify. And so they're explaining this to the Canadian kids and the Canadian kids like, that's awful. What can we do to help you? How can we help you? And the Costa Ricans were like, uh-uh, you need to, these are Canadian mining companies that are doing this. And it is because of Canadian laws that they are able to do this because in Canada corporations cannot be held accountable legally for crimes they commit outside of the country. And so many American corporations have headquarters in Canada so that they can get into this loophole. And so the Costa Ricans are like, you need to go to your government and advocate for a change in this law. And the Canadians, the kids here, like one guy was crying and he was like, this is not the Canada I know. And the teacher was like, I told you this last week, what are you talking about? And there's something about being called out by a peer. By watching a video of Manuela introduce herself, talking about the impacts of climate change and then her, in a conversation, challenging you to address the policies in your country that are allowing this to perpetuate. And you see Manuela and you've talked to her and you've read her blogs and you've seen her art. And there's something about this intercultural connection that harkens to them. Manuela, I am Manuela. I care deeply about these issues. I don't want Manuela to suffer. I don't want her relatives to be in fear of Canadian companies. And it's a different way of having these conversations, but then the call to action is great. And that Nadar, who was the kid who was so impacted here, he's actually a university student now. He was in grade 12, he's in university and he's come back to the project as a student mentor. But he lobbied our local government to declare a climate crisis. And so the city that we live within declared a climate crisis and have come along board a C40, which is an American city's organization, to say that despite our provincial government's denial of climate crisis, that we are actually in that point. And so it's amazing the change that can be empowered within youth to make these, because he knew that protesting, having a school script wasn't going to impact the ability of Canadian corporations to mine in Costa Rica without any sort of consequences. Does that make sense? Am I making sense? I can go on tangents. So if you need me to rein this back in and address some of your comments, please let me know. We do have a school in the Philippines, St. Joseph's and Manila. They've been working with us for about four years. They're a wonderful school. Another student was our global lead in Poland, a brilliant school with tools that make the class interactive. Okay, so I'm going to get to that. So this is the bilaterals. It's sort of a diagram of this is our virtual classroom. And so I can actually take you on to the live one. How did I do that? Because it's so cool. I was just in there doing some stuff a few minutes ago while I was waiting for this conference to start. So this is our live classroom right now. Only a few countries have logged on. There's about 100 kids because we don't launch till October 1st. And so, so, but some of the kids are just so excited that they've already gotten on. And you can see the, so the interactive portion of this is we are their introductory activity is to, they learn about something. They learn about Talanoa about sharing their stories about why it's important. We encourage them to create an introductory video. Again, this is this isn't like the meat of it. This is the introductory sort of wonderfulness. And so, and then we asked them to post it. And so you can see here with some of our students in Brazil, Gabriella came with us to Spain last year and spoke. Some of our students have always posted their video. I won't play it because oh my goodness that my internet would kill me. But, but you can see that they're already online. And so what happens is students watch a video. They're very much encouraged to in particular watch their bilateral partners video. And then they comment, I think I've actually commented here. And so here this is, and the richness comes from when they start doing, I wonder if anyone's posted a carbon one. So here they'll learn about climate change. They have some opportunities to engage in learning materials. And they'll have opportunities to do their own carbon footprints, whether it be at home or, or in their school. There's an easy version and a complicated version. And then they'll have some guiding questions that their teachers or their scout leaders or their, their, their adult companions will take them through and or perhaps just in a zoom call they'll discuss these with their friends. And then they write a blog. Let's see who's written. Oh, we did have some blogs. Oh, our Australian friends. They've done a few. So this one was just posted a couple of days ago. I'm not sure if there'll be any comments yet. No, because again, the classroom doesn't open for another two weeks, or another week anyways. And so she's talked about her carbon footprint, what it makes her think about. I'm going to try to do little things like turning off the lights. I mean, this is an introductory exercise. And what happens is, is students will start to think or will encourage them to think. Okay, I'm in Brazil. And this is my carbon footprint. This is my Australian friends carbon footprint. I've watched her video. She's very, she loves swimming too. I love swimming. We all go swimming lessons. How are they the same? How are they different? How's my carbon footprint different? The GDP of my country is this. Does that make my responsibility higher in relation to my friend from Madagascar whose carbon footprint is lower. And so we start having these conversations and we post comments. I won't post that nonsense, but and we, and so if we went into the classroom from last year, we'd have blogs with 50 or 60 50 or 60 comments sort of like a Facebook sort of post, where people are having conversations and that's similar. That's different. That's not what I experienced. That is, I don't agree. And this is why, and they have these sort of conversations here. And then all of these comments are what we use to build that final paper that we present all these opinions, all these thoughts, all these areas of tension or of agreement. And so we have the national case studies. They're bilateral. And then we, we talk about climate justice and, and then we move to the continentals and the globals. But as you can see, there's, there's discussion. So like, let's make a playlist with songs are popular with it. And then there's the gallery. Let's show, let's show the art. Here are some of our arts pieces that were submitted last year. And so these are from four year olds from our Peruvian school. And that this was the whole school approach where they went out into their younger grades their K to 12 school in rural Peru. And, and they asked them to produce art and then they shared it on the classroom and we look at that and what does it make us. What are we seeing what are we hearing, even if the language is different and there's barriers and culture what, how does this impact us in different and unique ways and make us think about these issues. Um, so tools that we may use. Thank you, leticia for the your question. So the classroom is interactive via for these asynchronous opportunities to share videos to do to produce art to do music to blog. And then to, to finally have these meetings where they come together and synthesize that information and really grapple with it and, and yeah. All right, I'm going to see it check to see if any other questions have come up. I think that kind of covers it but if, if I've missed it because you've gone too far. Please just re re ask or pipe up in your microphone. I do not mind people interrupting me. As you can see, I will just talk talk talk. But I want you guys to learn what you'd like to learn about this project and how you can enact it in your own work. So yes, again, Eliza we do welcome community groups. We work. It's easiest for us to work with schools because there's a responsible teacher, but if it's a scouts or guides or we have forest rangers in Canada. There's a responsible forest ranger who then has the children that work underneath him. As long as you have that adult to guide you along the project, we find our most successful sites are ones where there's an adult to who who touches base. We do have children who join around the world to hear about our project from their friends or or just online Googling and say I want to join, but they often feel alone. And so the adults role is to really help them feel and bridge that way into the community. Like, you know, did you check out Sarah's posting Australia. She sounds like she's talking about the exact same stuff you are Lisa, even though you live in Kenya. Does that make sense. I'm going to pretend you're all nodding. Haha. So, we have our virtual classroom and as I showed you that we have their videos and the blogs. And then here is an example of some comments from last year where they're going back and forth and watching these videos disturbs me and confuses me it doesn't make sense. You know, and so, because this was about another topic because I think this was about our refugees. And so people are having these conversations and really sort of grappling with these ideas and how they can. How can we make sense of them and what does it mean to be a part of something larger not just about tackling climate change but about being global citizens. Our primary age kids 5 to 11 able to guess. Yes. So our youngest schools is participating our age 10 and 11 and 12. So those middle years in in Canada. We do have younger kids who participate through the art and through the music. It's hard to get five year olds involved just because of the reading level. And often the language barriers but we love everyone to get involved when we have younger youths, we pair them together so our younger students from Canada are paired with a younger group from from another country. And if that makes sense we really are very intentional in our pairing so that everyone gets the most out of it. So we replicate network like this for less technology. Yes, so our Cuban school, the students don't have internet access at home, the same with our Palestinian school so they are not. The government doesn't grant them access to this only within the university so our students actually in Cuba and Palestine have to travel to their local university that hosts them to to access the classroom and engage in this and so with those groups. We encourage a lot of offline work. And so they do have touch points of synchronicity, but we encourage them to record videos in their own communities on their cell phones. Many, many of our Cuban students don't have access to a cell phone and we have a provider who is sponsored. And so we're able to send a smartphone that is able to take videos, capture videos and then when they receive our at their their university sponsor. They are able to use the Wi-Fi to connect and upload those, but also just general cameras if we can send them a camera we will do so, and they record their journey offline. And then when they're able to upload it, they do so I know it's difficult in the technology age to not feel immediately connected. But we're trying our best to overcome these barriers in ways that we can, because it is an online project. Of course, we're always welcome to recommendations as well. If you have something that's working in your projects and you'd love to share with us, we'd love to share technology. Everything we do is free. There is zero cost for any of our participants in any of our programs. So the virtual classroom is free. Our global gallery is free. All of our resources and and obviously zoom is free. And so we're always encouraging this as a model. This is how we engage youth around the world in this for us. But you can do it too. All of this is readily available for for for your organizations to reach out and engage youth in new and exciting and collaborative ways. We have WeChat because of our friends in China. We, yes, so there's all sorts of things. I think I'm in my last few minutes here. This is a picture from one of our launches and you'll see that our school from Cuba and Taiwan and Latvia and Peru and Indonesia is here and varies from Kenya. We love our Kenyan school and Columbia. And so we have these amazing moments of celebration and community. Here's an image of our global gallery. So if you taking a global as our parent, our parent charity name and Center for Global Education is the educational component. But you can see decarbonize. We have this global gallery and there's hundreds of artworks that have been shared. And you know, the students can go in and be like, this is what climate change means to to this one is from Taiwan. Let's see, I think I have some more. Yes, here's our art from some of our Philippine friends. And here's a collection from Bangladesh. And I have my zoom window in the way. I know this is a 12 year old from America submitted this beautiful whale drawing. I think this is from our Kenyan friend. But again, I'm sorry if I'm getting wrong. I can't read the bottom of my slide there. This was, and here we were in Poland. We presented at both Koi and COP and then the youth action component. So I was speaking earlier for those who missed that everything we do is embedded in this idea that we need to inspire action that it's not enough that they learn it's not enough that they talk and we hear them. We really need to be given the license and the vehicle and the empowerment to act. And action doesn't have to be protest, because we know that for our schools in China that is a very difficult and scary prospect. But it can be here we have children doing water testing at their local stream. We have students doing all sorts of real conservation focused action. I think in Kenya, there were some protesting that was what they felt their community needed every community needs different things and will act in different ways. And so here was one of our students providing a talk she was talking about decarbonize she was presenting what they had thought what they had done the journey they had taken. Our friends in Trinidad and they had they're doing conservation business work as well and looking at their school garden their school pools and and how the the the acidification ocean acidification is leaching into their school food communities. So they grow their own food on site for their cafeteria. And they were wondering what was happening there. And so as their action project this is what they did. Now within Canada and America, we've been able to align with organizations that provide funding for students for action projects. So it's not only that they have this idea, but they also given funds then to act on it. So you need $200. Here is a way for you to measure your here you're the things that you need in order to measure that acidification and we try to work with organizations if if students are very much. UNESCO came alongside and sponsored them and all their their nets and their buckets and their, their, their tools that they needed in order to do this. We do try to provide that as well. So with our a train. We have in Palestine we're only allowed to work with university within the university and the older levels of high school so they've authorized us for like grade the Canadian equivalent of grade 11 which is like 1617 years old to the first year university. But and so they they have a different sort of role on the classroom than than our 11 year olds and our 12 year olds. So we do really sort of work within that. The conversational elements are from the 11 to 20, but obviously all of our programs are cross curricular where within where within elementary where we're all over. If that helps, but we do not really go above age 20 because then you have you won't go you have these amazing organizations that are already working and inspiring in that age range. And here's our Ghanaian friends. And so they are showing different ways in which those students where we're working and and doing some action. This is Spain last year we're downtown Madrid hostel and we have our students from Australia and there's a student from Kenya with their student from Palestine and our Canadian students and our Denmark are there all those Denmark kids are very tall compared to runals. And so our goals were heading we're transforming where I was thinking ahead. Oh, I think I'm over my time so if you guys have to start shuffling out I completely understand. I'll just sort of end I'm in my last few slides here is our goals are to really take this more online and we've been in the process of developing an app in which students around the world will be able to download and then log in and allow them and their schools or their community groups whether it be their girl guide troop or whatever to log their carbon and mitigation and the mitigation they've taken in their actions. So we have introduced solar panels on our school. So how much carbon has that mitigated can we quantify it can we actually say under the decarbonized program. This is how much carbon and GHGs are mitigated. And so we, we will try to have it there. The idea here in our, in our prototype is to have it you can search by accident you can search by country you, we will have it quantifiable for it by by community and by project type and all sorts of and this is our, our next big step into the world of technology. And so we like to have this Alice as a sort of our closing thoughts. That we want you to, I'm going to stop sharing. You can see me anyways I can't see you but you can see me really our goal in this is to shift the idea that youth aren't thinking that that when will I talk to a student in another country. When will I meet someone from Kenya. I'm not not shifting these extraordinary things that happen into ordinary everyday things. I'm learning about I'm learning about the Serengeti I'm learning about a certain type of while of floor and fun I'm learning about polar bears. Not if I'm going to connect with those but when. So this doesn't become an extraordinary. This becomes the ordinary every day they should be walking into classrooms that should be walking into their girl guide troops not thinking. I wonder if I'll ever talk to someone from Australia I wonder if I'll ever go there, but, but when will I, when will we be doing that is that next week because, because it's happening. You know, this is the power of our technology that we have and, and, and the ability of our organizations to help to coordinate this and to really enrich the, the learning and the experience and the development of our, our youth in their most transformational times. Okay, I'm four minutes over, but I hope that you enjoyed my session. All of these tools are things that you can start doing today, there are ways that you can engage you today and if you would like one on one help like oh gosh this sounds awesome I want my organization to do this, give me a call. I put, I have my email above here somewhere maybe I'll type it again quick quick so it's near the bottom. So taking it global. I just put global already. Here we go. But, and again I'm the center for global education. And, and our project name is decarbonized to colonize. So I mean Googling Center for global education, email me directly reaching out through decarbonize, I would be happy to give a couple hours and sit alongside you and brainstorm ways that you can do this with your organization. The, these youth can be so inspiring and so empowering and give you such moral license within your own organization to say, this is what the kids in our community are calling for, you know, like this gives us the mandate to do our work. So anyways, if you would like to do, and if you have any questions, anything like that. I am here and available and would love to chat with everyone. Open it up. I just want to say yes there's still time. Everybody if you would like to ask some questions. You just need to be able to work. Wonderful. I know too with these conferences it's just go go go right and so you just take in the information and then you think about it you let it marinate in the back of your brain. And then two weeks from now you'll be like, I want to talk to her. I have a question and so feel free to reach out and be like, I was on the screen at IED and the CBA 14 and now I have a question. Could I could I ask you just a question? How do you pair the projects so like the for the bilateral part? We look at a few factors we look at size. If we have 30 kids from Australia and two from Estonia, I don't want to overwhelm. And so we look at size we look at age we look at language familiarity. So we don't want students to be made to feel awkward too much by their language barriers, but we also want to challenge kids. This is this is a multi cross cultural project. You should have to struggle sometimes with language and understanding people that's that's part of the richness. But we look at age and we look at if his school is joining because they want to work on their English and climate changes the lens through what they're doing through. They have much different motivation than a school that is joined as a climate change group who is looking as as that is their way to English. You know, they're the sort of the two different approaches. And so we really look at all sorts of different factors as we make the pairs and then time zone. So it's not sometimes it's we would though we would love to pair Taiwan and Bolivia that the time zone is very challenging. So we look at, oh my goodness, you should see my spreadsheet. It's just like craziness. Can you choose like now that you choose the group, but can you choose the topic? Yes, so each country chooses what they're we propose to help, especially right now with COVID educators are overwhelmed. And so we propose climate change case studies in our country. But again, many will be like, actually, the local waterways are very we are experiencing this runoff from this industry and we'd like to focus on this topic. And then that's what they do. So each country chooses their own issue and their own action. So there's no way I could ever speak for another country and say what action they need to take that's completely antithetical to the entire project. Thanks. Just like my project at the moment. I work it's actually pairing with Tanzania. So it's Irish youth working with Tanzanian youth on. It's like accountability in relation to climate change policies. So people checking, you know, if the policy are actually on the local level are happening or not happening and that kind of thing. So it would be nice to open up apart from the two continents, you know, to reach other, you know, young people from other continents and see what's happening there. What you're doing is so almost already in line with what we do. Like it's, it's very much, I mean, we have lots of other components and probably many more months. But to even just bring into the fold, which you're doing already, I mean, we would love, we don't have a Tanzan, we had tried to go through to Tanzania last year, but had some difficulties making the connection. But we don't have an Irish school. I mean, I would love to involve. It's a youth group. So it's not. Yeah, I'm a teacher by, by, by training. And so my framework is often the language of school. Yeah, but it's probably youth groups. Like, you know, they're, you know, organized. So it's like informal education. Sorry, not more is more non formal education. So, even if it's not in school actually will give you more of the space to do all the activities because schools, at least here are very focused on curriculum. Exactly. So the youth projects have this, you know, the ability to, to do more things, you know, different from curriculum based like Yes, I would love to connect and see where the intersections might be that would be definitely I will, you know, send you an email so we can. We can have a chat. Yes, thanks. Wonderful. Yay, see this is already a success. Contact email. Yeah, I'll write it again. I think I've written it a few times, but it keeps in the chat moves so fast. Right. So to global.org. Hopefully I haven't misspelled. So Rosanna or Olivia, there is my email. Reach out. I mean, we would love to hear from anyone. Questions, comments. Sarah, you talk so fast. I got that one all the time as a teacher. Oh my goodness. There's just a lot to say and not very much time to say it. So I have to say it all quickly. Oh, is my email not showing up. Oh, I sent a privately to Eliza by mistake. I am so sorry here. Let me put it in the scent everyone. I use zoom all the time and see I use it pretty much daily and yet I still make mistakes so there we are my sorry to Eliza who was I was privately chatting this whole time. Sorry for last question. You know, you were a, you know, when I was talking about tools. And yes, you were talking about sharing, you know, our space and gloves. But from a zoom point of view, you know, like we process a new world like you know we were face to face base but now there is all this So what methodology will you use to make it more attractive while you have the face to face through zoom. You know, not just doing the video, you know, when you are offline while you are online like what platform do you think you can use to make it more interesting because it could be boring. We tend to use the breakout session so we break kids into small groups we have them working on certain topics that whether they so through chat there's the polling. So, before polling there used to be a text sort of thing where you would insert a chat and then we'd all check back with with everyone's passions and so the polling sense to really give you a temperature gauge on how things are going and keeps kids involved because they're pressing buttons like mad. We sometimes use Slido on the side. So Slido is a free conversational. It's like a chat room, but students can vote up and down comments so they can be like, Oh, I'm really concerned about this topic and then vote it up. Sort of like, so it got 14 likes and it moves to the top and then we can have a conversation about that so that's a nice element that runs alongside. What else do we do. Yeah, we'll have students share music so have them like as they're they're doing something we'll ask them have music in the background to sort of help articulate their thoughts and their feelings. So we encourage them to do virtual backgrounds. So like, what's your favorite, you know, and with kids especially you have to engage them at a different level right there has to be multiple things going on so like, what's your favorite song, can you play a clip for us can it be going in the background while you're presenting or or they love the virtual background challenge. So from like, you know, like, for example, if I do face to face we will use a lot of, you know, art based things like, you know, using postage to get their opinion or using art, you know, to express but you know, you know, that's, I'm trying to find ways to engage, you know, in that way, you know, where instead of asking you know what's your opinion like, because then it's like oh maybe you can write on them post it and put it there like you know how to make that You can also use Google slides. So I'll open a common Google slides and I'll share the link in the chat, and then they all log on to that. And then we do the post it so they but instead they because there's a feature where you can make like a text box right and they chase the color and then they write so in the in the center I'll have like like a concept map right so It'll be like our feelings on this and then people are working on the Google slide at the same time that we're in the zoom conference. So you can check back and forth and so having those I find the Google sweet where they can collaboratively work at the same time to be very good for that. And so or you can have them the same they they have the Google design and so they can be drawing at the same time and doing collaborative artwork like a like a graffiti wall. That's word graffiti wall at the same time that you're having your conference so there's cool sort of collaborative tools like that. Yeah exactly just to make it more interesting. Awesome. And then it looks like Karen shared a resource here as well I'm going to open it because I'm always into collaborative resources but it's in the chat Karen shared something for you as well. Oh someone's just admitted Rachel she missed the whole thing. But if you're just coming in that is a recording and I think the CBA people will distribute the links and all that sort of stuff I'm sure there's a whole resource somewhere. Yes that's right yeah all the all the sessions are recorded and we'll post it in in the sessions in the chat so within it will yeah within 24 hours to 36 hours maximum. Wonderful I should have done a big slide just with my email because the people in the chat anyways it's so it's Sarah at taking it global dot org. That's me or just global Google Center for global education again I'd love to chat with anyone I'm always on email. Well as the nature of our work right as we're working these globals I have a video conference at two in the morning because that's when Kenya is available so I'm always available and happy to help. And that's me and my skill share. Thank you to CBA for an ID for for hosting this it's been amazing and I just really welcome the opportunity to share our framework as something that everyone could potentially take on. It's been amazing thank you Sarah and your passion and your enthusiasm is so truly wonderful so you know I've really also really like everybody else really enjoyed listening to you and I want to learn more and it's really it's amazing what you do. Thank you so much. Thank you it was very interesting. Thank you and everyone send me a score. I expect at least 12 schools to come. Totally. Have a wonderful day everyone. Thank you Sarah. Thank you everybody for. Thank you Sarah.