 Good afternoon, ladies and gentlemen. Welcome to the webinar series focusing on self for teachers, the free self reflection tool for primary and secondary school teachers. The question here is, how can this tool help you as an IT training teacher? My name is Efe Celtidou and I'm the webinar series coordinator, and I'm delighted to be here with all of you today. Thank you for joining us for this exciting and informative session. Before we begin, let's take a quick look on the learning objectives of this webinar series, as this defines its structure. We will start by exploring the Selfie for Teachers tool and its functionalities through a guided demonstration, discovering its features, benefits and future applications. Then you will be invited to use the tool and assess your digital competence as a teacher, identifying your strengths and areas for improvement by incorporating recommendations generated from the tool into your teaching practice. At the end, you will be encouraged to evaluate the potential impact of Selfie for Teachers on your professional development. You will also reflect on personal experiences and set goals for your professional growth. As you can see, we have a power packed agenda lined up for you filled with valuable insights and practical knowledge that will help you level up. But before we dive in, let me take a moment to provide more details on how this webinar series work. This webinar series consists of two webinars and one activity that you can complete in your own time in between the two webinars. Please make sure you make a note in your calendar of all the relevant dates and deadlines, if you want to complete the webinar series successfully and receive a certificate. Now, let's go over a few housekeeping details to ensure that you have the best possible experience during this webinar. Make sure you post your questions in the chat, as at the end, we have a dedicated Q&A moment where we'll address as many of your questions as possible. Additionally, throughout this webinar, we'll be using various interactive elements to keep you engaged, so get ready to serve your thoughts, learn from each other, and make the most out of this session. Now, without further ado, let's jump into our topic and try to empower each other to reach new heights. The speakers of today is Anastasia Konomu, who's working as a researcher at the Joint Research Center. Anastasia is leading the Self for Teachers tool and its combat tool, and Nicholas Murataglou, who works as a pedagogical and monitor coordinator at European SchoolNet, and he will talk about the connection between the European School Education Platform and the Self for Teachers tool. I would like to welcome Anastasia Konomu, and thank you for being here with us today. Anastasia, the floor is yours. Yes, thank you very much, Efe. Thank you for organizing these webinars, and thank you for the invitation. We hope that the Self for Teachers tool will contribute to the end of the European School Education Platform and, of course, support all teachers to further develop their digital confidence. So let me just take control of the screen and navigate to the slides to cover through this presentation. So as you mentioned already, Self for Teachers, it's an online tool that aims to support teachers go through a self reflection in order to further develop their digital competence. We know already that we are in a fast changing and challenging time. So the need for complex digital competence and fast development of these competences overwhelmed the whole of the European society, actually, and economy. In many cases, education systems and teacher professional development systems were unprepared to respond in time and their quality in terms of the challenging and the times that we're facing. So education and training systems are increasingly developing policies to support digital transition education, acknowledging educators key roles in the digital transformation. So the teacher, the teaching profession is acknowledged to have educators in the center of attention because we need educators equipped with even broader and more sophisticated competences to respond to rapidly changing demands. But we need to support teachers feeling, rescuing and obscuring in order to harness the benefits but also some challenges that digital technologies have for teaching and learning. So you will see here that in the digital education action plan of the European Commission, digital competence is considered to be a core competence, a core skill for all educators and should be embedded in all areas of professional development. So after this introduction, we will try to see first of all what digital competence is and we'll try to see what digital competencies for educators through the conceptual framework of digital competence for educators that is called digital commadoo. I think it's important to understand this before we understand better what the service for teachers tool can offer to teachers in order to support professional learning and also digital competence building. And we're going to talk a little bit about what self-reflection is, the process that self-reflection is using and then we're going to see a bit more practical how self-reflection can be used and then provide some useful material that's available for you to use. So let's try to see what digital competence first of all means for you. So we prepared here with Evie and Dudo in order to see some reaction from your side. So Evie, you want to explain? Yes, sure. So I'm preparing to serve the slide though and also you can go to slide.com and use the code 4077757 and you can provide your answer there one moment here. The question is, sorry, one moment. Can you say the question because I don't see it here now and I want me to, can you repeat, can you remind the question, Mr. Pasea? Yes, the question is what digital competence means for each one of us here in this session? Maybe we can put this on the chat as well, the key so that people can copy it. Yes. If Nikos can... I cannot see the results for a weird reason. I'm trying. Evie, first you need to click the... Okay, here, yeah, yeah. This one is the questions and answers. I think you need to first click the play button, the green one to activate the question. Okay, thank you, Nikos. So what does digital competence for educators mean for you, right? The aspect that you consider as most important. I see people typing already. I see the words innovation, increased professional skills, sharing different aspects of learning, motivational power, educational tools, technology awareness, professional development, different aspects of learning. Yeah, so that's really, it's really interesting to see how different aspects from applications to development, interaction, motivation, but I see that it's coming up as well, innovation. So let's see now what the European Commission uses in order to identify or describe what digital competence is. So if we go back to the presentation, you will see that we used a definition that was used in the... Just a minute to take control as well. Okay, I'm taking control and I'm going back. So you will see here that the digital competence involves three aspects, knowledge, skills, and attitudes. So it's not something simple. It's not only skills. It's not only how to use applications or devices. So in the COSTC recommendation on keep competences for liberal learning that was updated in 2018, we have these three aspects of competence to refer to digital competence as the confident, critical, and responsible use of an engagement with digital technologies for learning at work, for participation in society. So you will see here aspects of confidence, critically and responsible, critical, and responsible use, but also engagement. And not only in learning or at work, but also in participation in society. And this, of course, includes information that are literate, communication and collaboration, media literacy, digital content creation, safety, intellectual property, critical thinking, problem solving. So I think that many, many of the scriptures that we also gave in the slide though could also be embedded in this kind of reference. So the most important thing for us to take and when we develop the CEPA for teachers is that we should also address, apart from skills, also knowledge and attitudes. And you will see that the first approach to understand better for digital competencies is the digital competence for citizens. So at the joint research center, we develop the conceptual framework where we try to analyze the digital competence in relation to target groups. So a European citizen should be able to address for the digital competence, the five areas that you see here. So I would not repeat them, but for example, you will see that it's important that, apart from using digital technologies, it's the development of skills, knowledge and attitudes is the context of digital technologies. So collaboration and communication, for example, is the context of digital technologies or problem solving in the context of digital technologies. So having this in mind, we realized and there was a need as well of coming to understand better what digital competence for educators is because educators is a special category of professionals that they don't only use digital technologies in their profession for themselves, but also to facilitate their students' digital competence. So in addition of the framework of the citizens, where we expect that our teachers should also have an idea of what it is, we created a new conceptual framework specifically for educators. Then did come a do. So in this framework, you will see that one pillar has to do with the educators' professional competencies in their professional context. A core pillar has to do with pedagogical competencies of the educators in the digital context, but also a third pillar that has to do with the learners' competencies. So for each one of these pillars, you will see the areas of digital competence. So we see the professional engagement, including organizational communication, professional collaboration, reflective practice, and digital continuous professional development. In the pedagogical competencies, we have the areas of digital resources, selecting, creating, modifying, and managing, and producing, and sharing. We have teaching and learning, teaching, guidance, collaborative learning, self-regulate learning, assessment, assessment strategy, analyzing the evidence, feedback and planning, and empowering learners with accessibility and inclusion, differentiation, and personalization, actively engaging learners. In the third pillar, which is facilitating the learners' digital competence, this is according and aligned to the digital competence for citizens as the students will be the future citizens that we're preparing in the education system. So the framework also provides a progression model. So it provides six proficiency levels, starting from awareness, exploration, integration, expertise, leadership, and innovation. So a teacher could start from A1 up to C2. We don't expect that our teachers can be innovators or leaders, of course, depending on the area, but also on the interest of the teacher, on the role of the teacher in the school, the teacher chooses up to which level he or she needs to reach. But of course, being able to integrate and digital technologies in a critical approach where it facilitates but also enhances the learning outcomes, it's very important. And you will see that for an example here in teaching a learning one, that it means I'm integrator, I'm in level B1. It means that I'm meaningfully integrate digital technologies. And I can see even further that I can understand what integrating means, integrating meaningfully, because I understand here that I can organize and manage the integration of digital devices in the teaching and learning process, but also manage the integration of digital content. So this is the conceptual framework of the digital competence for educators. And it's important to have a conceptual framework because it provides a common reference that allows us to build or have as a compass in order to develop, for example, a digital strategy or a tool to support teachers' professional development or even material and courses based on these, what it means, digital competence of educators. The framework covers all education levels. However, we realize that in order for a teacher to be able to understand the proficiency level that he or she is at, it needs also some kind of guidance. But let's go to another exercise and see, what do you think, what is the proficiency level that you think you're at at this point of time? So let's try again the slide though. I think we have an advanced group of teachers here, Anastasia, well, it makes kind of sense since most of them, all of them are it winners. So indeed, there is experience here. It's obvious. It's good to see that we have integrators, which means that teachers are starting to use digital technologies in teaching and learning. And also I see that we have also some colleagues that they are even more advanced and are pioneer in the digital technologies, and their digital competence. So let's see that, let's understand a little bit more. So just out of our heads, we think based on our experience of what the digital competencies, we think that we have this competency level. However, it will go back to the presentation. We see that sometimes it's different to perceive ourselves at the level of competence and different when we go through and guide it serve reflection process. What does that mean? That we understand better what digital competence is in more detail. And that way we can understand and self assess our digital competence based on this conceptual framework. So we need to have a scientific basis to benchmark our assessment, self assessment. And it's interesting to say here that your results align with the result that we have from teachers that they use already the serve reflection tool, which is about 150,000 teachers already, which these teachers perceive themselves to be integrators. And that makes sense because with the COVID, most of the teachers, we had to use digital technologies to offer teaching and learning remotely. However, it's the challenge now to go to the next step, which is the B2, which is critically designed learning with the use of digital technologies to enhance the learning that is taking place. So having the teacher serve reflection tool, what we tried to do was to use serve reflection as a process that can help teachers to deepen the understanding of what digital competence means, first of all, but also of their own self and this way to lead to significant discoveries or insight of what this is for each one of us. So according to literature that we went through, we see that having serve reflection, we can trigger the self assessment of one's competence, one's capacity in order to improve it. And even more, coming in mind the critical serve reflection is that it's not only enough to understand where we stand, but also to engage in strategies such as setting goals for professional learning and career development in order to even further develop. So following this idea, we took the conceptual framework and we analyzed it in more practical statements that can help teachers to understand their competence level. So through this self reflection, teachers can go through the items, the statements with the proficiency levels. I will explain a bit more of what this means in order to have a more accurate self assessment of where they stand and the current point of time that they do their serve reflection. And the second for teachers, the tool supports the serve reflection process as learning because we learn what digital competence is by going through the tool, but also it guides the self reflection on the result of the whole process. And of course, a third level of serve reflection is to take action as we've seen, but also what happened at the end of the professional development or the professional learning that we achieved in terms of using it in the practice in the classroom. So what is the concept of serve for teachers? What we try to do? So we've had the six areas of the digital framework that we mentioned already, and the 22 competences. However, in 2020, when we started developing the serve for teachers, we had a lot of changes, a lot of current needs and trends, especially with COVID as well, but not only. So having this in mind, we try to have items as we call them that reflect these competences. And for example, you will see here that online learning environments and data management and ethical considerations was something that was very, very important with the remote teaching and learning using online learning environments. So we have an item there specifically for that, even though in the framework it was there, but here is more evident. Or for example, computational thinking or emerging technologies in the AI or blended learning. So you would see that finally the serve for teachers is a specific to items that reflect the six areas of the framework. And for the proficiency level, we try to make it more practical for teachers. So we use action verbs that they identify the level of competence. So for example, a newcomer is I am aware. An explorer, it means that I have tried already. In separator is I use. So not only try, but I use. And the expert already can analyze, reflect, redesign the critical use of these technologies. And then we have the leader, which is supporting others, involved students and the pioneer who is initiating, contributing to the school or community. So we start from the more individual to go to the more collective, but also from the more specific to the more strategic. So this is what we try to do with the progression level in service for teachers. And in order to design it, it was important that we take into account that the teachers are adept learners and also professionals for learning design. So having this in mind, we understood that the need that we need to give to the teacher, the autonomy, the independence to use the tool at any point of time whenever the teacher needs to understand their digital competence in order to design their own professional learning and also to have feedback, immediate feedback in order to understand their own needs. So you will see, for example, that you can log in and you have the user dashboard from where you can manage your self-reflections and compare with time and with others. You can complete the 32 items. In one go, it will take you about 20 to 30 minutes or save it every visit as many times as you need in order to complete it. You get your feedback report with results, but also tips how to level up. And of course, you can also get a certificate and digital badge for your participation or completion of your self-reflection. So it's important to consider and understand that TensorFlow teachers is not designed to assess or rank teacher's performance. It's not an external tool for evaluation, but it's a tool to support teachers, to empower them, to reflect on how they use technology. And based on their self-reflection results, they receive their personal feedback report, which is not shared with anybody. It's their role unless they want to share it, but it's very personal and nobody else can see it. And based on these results, they can design their learning pathways towards the development of the digital competence. So to do so, some very important design elements that we use, it's as explained before, the reflective learning in these three levels. So first of all, guided self-reflection through the 32 items in order to understand where we stand. Then reflect on the results and design based on the needs of the different pathways. And luckily reflect on the whole process and see the progress that took place through the whole self-reflection experience. The tool also provides opportunities for collaborative learning. So you can initiate your own self-reflection at any point of time, but you can also accept an invitation from a group creator. So any teacher can create a group and invite colleagues where they discuss together how they can plan their professional learning. So we have a lot of examples where in a school or in a training institution or in a university and group of teachers do their own self-reflection and then together they co-design their professional learning path. So design the professional learning path, so teachers based on their own needs design their own learning. And this is, I think, very important because usually we know from different research as well, for example, Dallas, that teachers they do attend training programs, but maybe not at the point of time that they needed and not based on their own needs. So I would just go a little bit fast here to mention that you have your own individual account. So you can save and revisit your self-reflection at any point of time. You can have the history of your self-reflection. You have the flexibility to do an area and then go to another area, but also you can have the history where you can compare over time, but also compare to the other teachers of using the same for teachers. And our idea is that the teachers can initiate, as I said, and engage teachers in the whole process of the development. So in an ideal scenario is that for teachers is used to identify needs, to design professional learning, implement professional learning, of course, here with the support of the school, the training institution or the system, the national, for example, curriculum, implement what is needed, and then take again the exercise and see if there was any progress in this whole professional learning development. So each one of the items is presented here with the six professional learning, I'm sorry, the competence level, the six statements of the competence level, and it corresponds to each one of the six progression proficiency levels. And then for each one of the areas, you can receive your results, that also corresponds to these proficiency levels. So for an example, you would see here a statement, you see the action work that will guide you to understand what proficiency level is reflected here, but also you have an example to understand even better what it means. And in case there are terms that are new, we have also the glossary that explains what it is. So it's very easy to use, we claim, so you can reach the tool either from the website of the CFO Teacher's portal or directly to the platform, you will see the links at the end of the presentation. So what you need to do is to create an EU login account, which is the Commission single sign-on account. Most of the ATREANers, I mean, you must have it already to enter the ATREAN or the ESSEP platform. Then you can start a step reflection or accept an invitation by a colleague or any group that you want to participate in. You respond to the 32 step reflection items. So you can complete it on one go or in as many sessions as you need. Read your reports. So the moment you submit your step reflection, you get a report with results and suggestions how to level up. And you can download your participation certificate and digital batch. And finally, you can visit again your dashboard and see it through time, over time, your progress for your step reflections that you're taking. And you would see that the results that you get, you get an overall understanding of your digital competence about, regarding each one of the six areas, but also for each one of the items or the 32 items. And moreover, you can get specific qualitative feedback. For example, in organizational communication based on your answer, you will get some feedback of what this means and with some suggestions how to level up. And to be able to use the people teachers, we have created some supporting material that is available online in all the EU official languages. So this includes posters, videos, but also we have a toolkit. So you can go step by step. There is a guide, how to use it for teachers in more details, which you can download. And I see my colleagues that they put it in the chat as well in order to go into more detail of what I just presented. And then obviously I'm sure that the presentation will be shared with you. So you can see more of what, where you can find more information about it. Just to mention that we now, you know, for teachers is for primary, secondary education. So now we are in the process of adapting for teachers, especially for early childhood and care education professionals. But we also have another reflection tool for higher education that is called check-in. And you can also find it if any of you attending, they were for a higher education institution. So I would like to close here. I don't think we have time to share a short video, but I think we have time to say a little bit from your side, hearing about sexual teachers, what would be important for you and what would you expect from sexual teachers? I don't know if you have already used it. If you have used it, what would be something you expect more? Or if you haven't used it, what expectations we've created for you? So yes, obviously it's to improve digital competence, of course. But I see here as well that some new ideas. I see new and didactic digital tools. I see webinars, courses. And here I should comment that the tool doesn't provide the resources or the courses or any apps. However, it gives some ideas. And I think that the most important thing with the new school education platform, I'm sure Nicolas will present even more is to explain how now based on your sexual teachers results, you can find the resources available that the commission tries to gather and collect in one place. So I like very much the new ideas, improvement digital competences, guidance and support, deaf assessment improvement, I see that there. So thank you very much. And I hope that we will be able to respond to these needs and expectations. Thank you. Thank you very much for this introduction to the tool. I think it was very brief and nice overview that can introduce us to the functionalities of the tool and the idea behind them. I would like to invite participants to share the questions they may have in the chat. So in case you have any question about the tool and for Anastasia specifically, you can feel free to share them and we will be happy to address them. But before we conclude this webinar, we would like to talk about also the European school education platforms, increasing utilization of the European framework for the digital competence of educators that it's compared to and it's associated self-reflection tool, the one we're discussing so far, Selfie for Teachers. My colleague Nicolaos Bratagliu coordinates the embedding of Selfie for Teachers in the European school education platform and will provide more details about this exciting news. Nico, the floor is yours and I'm sharing again the presentation now. Thank you, Etfie. Can you hear me properly? Yes, excellent. Great. Give me a moment. You can start maybe by introducing yourself. Yeah, so as if you mentioned, I'm Nicolaos Bratagliu and I'm working as a pedagogical and monitoring coordinator in the European school education platform, MD Tweening and along with our colleagues and colleagues from the GRC, Anastasia and also, I guess, the technical team behind and also from the European Commission, we initiated this work of embedding Selfie for Teachers with the European school education platform. And I really like the input in the slide about the courses and webinars because this provides me a nice bridge to actually show you how and why, actually. We want to integrate those two different platforms, so Selfie for Teachers and the European school education platform. Yep, so give me a second. It's very bad I have to go through the beginning. You can go faster maybe from the grid view or find your clothes now. I did it, but it wasn't working for some reason. I don't know why. Okay, no worries. Great. So let me provide you a couple of information about the background of this process. So as E-Tweeners, probably you're aware that in the old E-Tweening platform, we had the METP tool, so the monitoring E-Tweening practice, self-assessment tool, which has actually already stopped being available for you and this will be replaced with Selfie for Teachers. So in the table here, we provide you an overview of the commonalities and differences between those two tools. And as you can see, one really important element is that Selfie for Teachers is available in all the EU languages, whereas the METP was available in six languages. The items and the competencies in the METP were 25 items grouped under three main competencies, pedagogical competence, collaborative and digital competence, whereas in Selfie for Teachers, we have 32 items for digital competence. And here you can see the parentheses that we have placed pedagogical because as Anastasia already mentioned, if you remember the bonbon of digital competitive and Selfie for Teachers, four out of the six competence areas that refer to teachers, educators, pedagogical competence. Then regarding the background of those two tools, METP was based on three different international frameworks, whereas Selfie for Teachers is based on digital overdue. As for the process, both tools are being used with the same approach, so we complete the tool in time X, and then after a certain period of time, when we have taken action, that means that we might have attended some professional development activities or read some resources or have applied and experimented with different digital technologies. We can then go back to this tool and complete it once again and see whether we have improved our competencies. And the final aspect refers to the feedback pages, so the METP was providing concrete suggestions based on three proficiency levels, whereas the Selfie for Teachers tools provide six, the actually the results and the feedback page is organized based on the six proficiency levels for each competence of the tool. So, what about the main process that will be available to you? For the moment, we are still working on the technical aspect, so this is how you will be able to access Selfie for Teachers through your European School Education Platform account. The first thing is that you would need to access ASAP, the European School Education Platform, and there under the professional development area, you will see one tab indicated as self-assessment tools, and in there you will see specifically the Selfie for Teachers tool. When you will click on that link, you will be automatically redirected to the Selfie for Teachers dashboard, and here because of the EU login that Anastasia mentioned earlier, you won't be requested to enter your credentials again, so it's gonna be automatically signed in. From this dashboard, you will be able to initiate the self-assessment process upon completing the registration if you haven't registered, and that also includes accepting the tools privacy policy. Then you would need to complete the self-assessment process in order to get the initial mapping of your competence levels, and at the end, as Anastasia showed, you will need to visit the results and the feedback report which are generated by the Selfie for Teachers tool. However, this report will have two additional features that will facilitate the connection or let's say the integration of Selfie for Teachers with the European School Education Platform. The first one would be the functionality of exporting your reports to ESSEP, the European School Education Platform, and the second one to access relevant resources in the European School Education Platform. Then based on your results, you will need to determine which proficiency level you would like to address. So for instance, let's say that I have completed the self-assessment tool, the self-reflection tool, and I got a B1 level in digital resources, the competence area of digital resources. Then I might set my target to improve my competence by acquiring the B2 level. When I set this goal, I would be able to go to the European School Education Platform and search and enroll in professional development activities that have been already tagged as digital resources for B2 level. And to make this a little bit more clear to you, the way that you will be transferred signpost to the European School Education Platform would be through a link that will be placed under each of the competence area in the Selfie for Teachers feedback page. And when you will click on that link or button, you will be redirected to ESSEP where we will already have applied a tailored search page. That means that it will provide you with all the results of the European School Education Platform which have been tagged in my example earlier as digital resources at B2 level. And these resources might include editorial content which means all type of articles and news that have been posted in the platform as well as all the professional development activities like courses and webinars. And now what is the added value of this process? So the first thing is that we connect the self-assessment tool, the self-reflection tool with a platform of professional development resources. So in that sense, we want to create this continuum in order to support your competence development. The second thing is that we, from the side of the European School Education Platform, we are aligning all the professional development activities that we offer with the learning outcomes of Selfie for Teachers. That means that you will be able to find relevant professional development activities based on your needs and also acknowledge those learning outcomes in the certificates. And in cases where some countries recognize officially those certificates by indicating the learning outcomes in those certificates of completion, it will facilitate the process and enable you to pursue the official recognition. And the final aspect is that we align all the resources of the Europeans School Education Platform with the competencies and the competencies areas of Selfie for Teachers. So you would be able to find, let's say categorized the resources based on your needs and interests, needs in terms of the competencies and the proficiency levels and also based on your interests. So from my side, I don't know if we have any questions. Was it clear? I hope I wasn't speaking fast. Not Nicos, you were great. Many thanks for the presentation. I think it gives a good overview of upcoming plans, hopefully to be actually implemented in the near future. I'll ask again participants if they have any question, to now is the time to serve them. I have a question though, maybe for Anastasia, not for Nicos. And I think I'm posing this question actually because probably many teachers actually will have it after the meeting. So my question is how often should the teacher use the tool to evaluate and assess their digital competency using the Selfie for Teachers tools? Do you recommend specific practice in general? Yes, thank you, I think. Yes, I mean to have a difference or a progress of competence, it does take time. So we don't expect that our digital competence will change from one day to the other. So what we're recommending and suggesting is that usually in the beginning of the year, of the school year, where we start planning our professional development activities, but also planning the professional activities within the school or in our working context, it's good to understand where we stand with our digital competence. So what we're suggesting to the teachers is to do it in the beginning of the year. Identify their strengths, not only gaps there because the teacher can also would like to further develop the digital competence in an area that they already have good competence and they're interested in. I mean, for example, creating digital resources. And we know a lot of colleagues that they would like to also collaborate with the tech companies and be involved into these activities. So they identify the strengths and gaps in the beginning of the year with the support of the school or the trainer or the coach or the leadership of the school. They can plan, first of all, they can design and plan their professional learning activities and then try to implement it. So for example, they might decide that, you know, we are two, three teachers that would like to further develop our competence in creating new digital resources. So we've seen from the European School Education Platform that there are three nice webinars that we can attend using a Photoshop, let's say, I don't know, or something else. And so the three of them, they attend it, they collaborate together, they create some resources, maybe they also use it with their students. And then at the end of the year, they can do the self-reflection exercise once again. And then they will see if there was progress in their competence. So what we suggest is that it would be nice to see the beginning and at the end of an exercise, what happened to understand it a bit better, but not, you know, very frequently because we don't expect that digital competence changes from one day to the other. And the good thing with the tool is that, as I said, because now the teachers have got the dashboard, so if I have, let's say, six self-reflections in the period of five years, I can compare my self-reflections and see my changes not only from my home competence, but per area or per item as well. And also position myself with other teachers and see who is going with the use of self-report teachers. Excellent. Yeah, thank you, Anastasia, for replying on this. Actually, yeah, it's important to define the time. I think that's the most important message of the tool, to take the time to reflect on your practices as a teacher because especially this specific group of teachers, they're doing all amazing things in their classrooms. So it's a very useful practice in general to take a step back, reflect, and define a new professional development path that can help you level up and improve even the current practices. I think my comment or something here is what I really like into this approach with the platform is that we don't consider professional development only courses, you know? So the activities that are on this platform, they are so rich. So it could be a community of practice, it could be a webinar, it could be a MOOC, it could be an Erasmus Plus project. So all these activities are professional development and just going through the self-reflection exercise and learning for teachers and for digital competencies, it is a professional development activity. So I think that this approach with the ESEP, the European School Education Platform, bringing all these together, I think it will provide to our colleagues here and the trainers a very rich approach for their professional learning and development. So thank you for this effort, Dan. Absolutely. And actually we have an activity plan for this specific webinar series and I would like to remind you of that now. So in around half an hour you will have the form activity available in the platform, in the link where everything is happening and actually the place where we will serve the recording and the PowerPoints until tomorrow. So I would like to invite you to go there after half an hour to start, to join this activity, which is actually to use the tool, to use the Selfie for Teacher tool, very easy registration process, quite easy to complete as well and no very time consuming. You will see the results, you will receive the results based on your answers, you will receive also some recommendations by the tool and we invite you to reflect on these results and this assessment and share your thoughts in a forum activity that we have planned for you in the platform, considering also some specific questions. So I want to conclude this first session in time. I think we're perfectly on time. I don't see any further questions in the chat. So we will renew complete the activity today. Now the activities should not be completed today. You have until Thursday at 12, Central European time to complete the activity. So the next activity that is happening now is the webinar on Wednesday, same time where we will have one teacher and one school leader who were members of the pilots running for Selfie for Teachers and they will bring some very valuable insights and experiences as well as they will share with us their own experiences with the tool, with the impact they had in their own practice at their own school level, at their professional perspective and we are more than happy to hear this practical perspective as well. Yes Anastasia. Yes, since we have one minute or two more, I would like to mention what you're saying, I think that right now we're trying to understand more how the tool can be used in different contexts. So we try to analyze the different use cases of courses for teachers can be used and we are following this from case studies. So we have teachers, school leaders, training institutions, that they use for teachers in these case studies and we're trying to understand the enablers and barriers, how to even further support teachers and their digital competence through their professional learning. So exactly shown and in any way present their own experience from their own perspective of these case studies and we hope that we will also be able to share soon some of these results and for you to consider even more how to use it for teachers with more to be more effective for you. Thank you. So that's it for today. Join the activity, see you online on Wednesday at four to meet the teachers and the teacher and the school leader and hear the practical perspective of the tool and the benefits. I'd like to thank both Anastasia and Nicholas for this very interesting presentation. Thank you for joining us and we're in your rendezvous appointment for Wednesday. Thank you very much, everybody. Have a lovely evening. Thank you, Ramain. Thank you. Have a nice evening.