 And related to this, related to ICT, as I said, you have now published at the in-depth website, the Common Digital Competence Framework for teachers, both in Spanish and English, so you can check it in both languages, the one that you prefer. I took the descriptors in English, but it's easy to find it in the Spanish version. And of course, if you need it, I can write the link in Mudo so you can check it directly, okay? So what, why, and how? These are the three questions related to that. What's that? Well, this is, as I said, a Common Digital framework, more or less similar in the structure to the framework of languages, okay? In this case, it started in 2012, okay? So it's five years old, so it's quite new. And the newest version was published in January, February this year, okay? We did the offering, a descriptive reference of the competencies that teachers should have related, related to technology, okay? Because how can we measure, I don't know, the use of word or the use of PowerPoint or the use of Plotagon? Okay, so in this case, the idea is to be used for training purposes, evaluation, certification, and accreditation processes. So be prepared because it is quite possible, okay? That maybe to see the level of using digital technologies, you will be assessed in some moment, okay? The aims, well, the aim mainly is to offer a common reference to evaluate different aspects related to the digital competence, okay? As I said, it's organized from the A1 level to the C2 level following the structure of the European Framework for languages, that now we are quite common with that, but it wasn't so common 10 or 15 years ago. But now, more or less, we know that the big one is a lower intermediate, okay? And, you know, C2 is the mastery, okay? So it follows the same structure. It evolved from the version in 2013 to the current version because it moves, I don't know if the, but I really took it. In the red part, in the part of the left, we have information, then problem solving, safety, content creation, and communication. This was the original five categories of the framework. This evolved a little bit to the current version because information is now transformed into information and data literacy, okay? Then communication is not only communication, but communication and collaboration, okay? Then content creation in general now is focused on digital content creation, okay? That is logical if we are analyzing the digital competence. Safety remains the same, and finally, problem solving. Okay, these are the five main categories that are assessed, okay? In the case, I need to describe the items of each category of each area, okay? In the case of information and data literacy, okay? That I called area one because I followed the structure of the framework. We have browsing, searching, and filtering data, information, and digital content, okay? That is the skills when we want to look for information. Then when we look for this information, evaluating it, okay? Evaluating data, information, and digital content. See if it's useful or not for us, okay? And finally, the third item in this category is managing data, information, and digital content. One that we have looked for information or data, and we have evaluate and see if it's useful or not, then the idea of manage it in order to not to look for it once and again and again and again when we need it, okay, but to organize it, and to be able to recover it when we need it, okay? So this is about information and data literacy, okay? Next, in the part of communication and collaboration that as I said, originally it was only communication. Now they introduce six different items, okay? First, interacting through digital technologies. It's not only a passive use of technologies, okay? Then sharing information and content, that this is related to collaborate and go digital that we said earlier. Online civic engagement that is connected with tech, okay? Then collaborating through digital technologies. Netiquette, what's that? What's the netiquette? You know the etiquette, for example, if you're going to a ball, you need to dress with formal dress. In the case of the digital content, in the digital environment, we need to be polite, don't feed the trolls, okay? This is the idea of be polite and not regret about our digital footprint, okay? This is the idea of the netiquette, okay? But behave accordingly to the means that we are using that are usually public that can be recovered by anybody, okay? And that we may have problems about that, okay? And finally, managing digital identity. This is also connected with a footprint. Why? Because we are online. Even if you don't really like one way or another, even if you don't have Facebook, it is quite, quite, quite possible that I write your names in Google and I get some information about you. I don't know what type of information, okay? But it is quite, quite possible. Probably the school you belong to or some courses that you have taken or your Twitter profile, even if you don't use your proper name. This may happen, okay? So this is another item that you can self-evaluate using the framework. In the third area, that is personally the one that is more interesting for me, is digital content creation. That is very related to all that you have said previously about creating videos or web quests, okay? In this case, there are four key areas because it's not only the creation of our own material, but also integrating and re-elaborating the materials that other people have prepared previously, okay? But always considering the copyright and the licenses. I mean, if something is not done by me, of course I cannot say that it's mine. Do you understand? So probably you find a fantastic activity in a blog, in a school in, okay? Why not? And you say, well, I can adapt it to my school in Córdoba, but the original idea wasn't mine, okay? So I should quote the source if I want to publish, for example, in my school's blog. Okay? What does it register, I don't know if it records. Well, to register one of these ideas, if you publish something in a blog, the authorship is there, for example. Because you can demonstrate that this is yours. Well, you can say that this is yours, if you sign it. Sorry? No? Yes. In Agrega you can change and share resources, books, publications, rest of the teachers. Yes, that's true. I mean, there are ways to do that, okay? But you know that the importance, I think that this is better. The problem is that with this I cannot move. But I was saying that if we are responsible for what we are doing, okay, and as I said, I see a fantastic blog of a school in Cuenca and I use it, as I know that I should respect the intellectual property, I will quote it. Of course, there are lots of thieves, okay? Because in fact, they are thieves. And plagiarism is a big problem in, I mean, at all contexts, okay? From university, you know, it's very common that we use software against plagiarism because this is, now it's more or less easy to use a source and copy it, but it's also very easy to check if it's a copy from another source, okay? So what is important here is that we are responsible for what we are doing, okay? And there are ways, if you sign, for example, a blog, this blog is yours. Even if your user is user 31, this is linked to your email account or whatever, okay? So the important thing here is that we are responsible, okay? And if we take something from a place that is not ours, it's not our creation, it's not our idea, the best way is ask for permission when possible and always quoting the original source, the original reference, okay? And finally, programming. And I think that this is one of the most complex aspects because we are not all prepared for programming and there are not so many, many training courses about that, but little by little, they're introducing this, okay? And there are some common languages, programming languages that are more and more common. And if you have used a blog, if you have ever used a blog, probably to modify, to change the size of a font or to turn it into a bolt or italics, you have coded with HTML or something like that, or C++, so this is not so common than the others, but it's true that little by little is something that we have to keep in mind, okay? Safety, and I think that this is very important both for you and for your students, okay? In this case, it's not only about you. Of course, the first item is protecting the devices. You know, for example, in some operating systems, it's more or less easy to get virus, so be careful with that, okay? There are other systems that they say that they are a little bit safer, but in any case, we need to be careful with that even in our smartphones, okay? Because the number of virus, for example, in Android is getting higher and higher, okay? Of course, protecting personal data and privacy. This is a little bit more difficult because in some cases, when we accept the conditions of a software, we are selling our soul almost, but as much as possible, we have to be careful about that, okay? And not only our personal data, but also our students' personal data, okay? Then protecting health and well-being, because this is connected to the previous, imagine the cases of, for example, bullying related to that, okay? So it is a social concern, and if we are aware of this, I don't know, I mean, I'm not saying that, of course, we are going to eradicate it, I hope that, but of course, I'm not saying that, but we can control certain behaviors. As I said, for example, with the trolls, okay? And protecting the environment as much as possible if we can use a device for more time, because we always want to have the last version of the last smartphone or last laptop, but in this case, in some cases, it's true that we can update it, and it works okay, so maybe this is another concern that we should consider, so protect yourself and protect others, okay? And the fifth area is related to problem-solving. Firstly, solving technical problems, or, as some people say, knowing somebody who can solve it, okay, because in some cases, it does not depend on our own knowledge, even if we want it, but if we know who can do it, it's very important, okay? Also, identifying needs and technological responses, why? Because in some cases, we may say, well, I want to use, I don't know, the last version of this software that costs 500 euros, and maybe we don't actually need it, okay? So identify our real needs, okay? Using creatively digital technologies, and I think that this is the key, identifying our digital competence gaps, being conscious of our limitations, strengths and weaknesses, because this can help us to continue improving, okay? In my case, I must admit that in the case of programming, I would be in a minus 80, as I said earlier, but it's true that if I identify my gap, probably I can focus on avoiding it, okay? So did you know all these items, all these descriptors? So, of course, in the framework, all the items, all the descriptors are with specific examples related to knowledge, skills and attitudes, okay? For example, in this case, it's in the dimension one that is communication and collaboration. The second item is sharing through digital technologies, okay? And we have, for the three big levels, A, B, or C, we have foundation, intermediate, and advanced, and we have some specific descriptors that can help us to identify our level, okay? For example, with examples of skills, I am able to check the right of ownership or right of use of digital content, okay? So you can self-assess you with some of these examples. Or in the case of digital content creation, dimension, developing digital content, we have, for example, in the intermediate level for B, I am able to produce digital content in different formats, including multimedia, for example, text, tables, images, and audio. Probably you all are in the C because you produce videos and you use lots of different apps, but you know, this is a reference that is not focused on the specific use of a specific software. But this is more global, okay? And as I said, this is quite possible that this is the trend, so probably we'll need to evaluate and show our level of digital competence as teachers in the, I don't want to say in your future, but middle term, long term, probably this is something that we will have to face, okay? So call, mall, and mocks, okay? In this case, I need to show you some resources mainly for teachers training, okay? That can be useful in general. Well, the difference between call, call is for computer, okay? Computer assisted language learning, but now it is more and more common the use of mall, okay? In which we use the mobile devices, okay? Mobile assisted language learning. So considering this is true that more and more platforms are, I mean, can be used in both type of devices, okay? Both in the laptop, but also in the mobile phones. But in the case of mall, you know that in the case of mobile learning, it's usually combined with call, okay? And when we call mobile devices, it's not only smartphones, okay? But also tablets, for example, or small watches, okay? Or wearables in general. Here you have some of them that you know for language learning from bubble to dolingua, okay? But also we have to consider, as I said earlier, apps related to augmented reality, for example, to get information in this case, this could be used, for example, for social science to identify monuments or even natural science to identify in a zoo, for example, I mean to use the example, to identify the animals or additional information. And in general, augmented reality, if it's used with a QR, it's very easy to do. In some cases, there are more complex applications, okay? But with this, it would be okay, okay? The case of games, I have here as an example, Kahoot, that is very well known, okay? That you use the mobile phone to answer the questions. And in the case of collaboration, the cloud computing that we said earlier, we have, for example, Dropbox, Padlet that I will talk about that later. And also all the resources that Google provides that are not only focused on education, but we can easily use in different contexts, okay? So what is a MOOC? Have you ever used a MOOC? Do you know what a MOOC is? No? Okay. Well, of course, massive online open courses, okay? In this case, it's not what the cow says, but I think that this image is fun. So massive open online courses, okay? I have another short video about what MOOCs are, okay? So again, I'm going to disconnect the microphone. You see, when you want to know about the things you think, you pass them on, you buy a book. You try to figure it out yourself, or you can call a school that will often report the things you're trying to figure out, do you go there or something? You can get access to information about the topic. And start with a poem, a journal, and a book to pull the information together, or a library. You may want others who are also interested in taking the MOOC. The MOOC is built for a world where information is everywhere, where social network access is taken if you are in a critical way, a digital world. A world where a internet connection gives you access to a standard of how you think. This video will lead you to how NASA has opened online courses in one way of learning in the network world. A MOOC is a course that's open to participants or is distributed in support, lifelong, and in work order. In one sense, mass opening online courses is just that, it's a course that facilitators, course materials, start commending, that's what it is. When a MOOC comes to school, it's not just a course, it's a way to connect and collaborate off of a mutual scale, a way to engage in the learning process that engages what it needs to be. It is maybe more important than that, around when people can pair up a topic and get together and work in common items in a structured way. So, in the course of the MOOC, all of the work they've done is very successful for people to read and reflect on it. In the course of the MOOC, you can go ahead and take a course on the MOOC. You might pay to get the credits from the MOOC if you're not paying for participating in the course. It's also important that you send to the work done in the course to share it with all of the people in the MOOC. The materials that we gather by facilitators or what's done by participants is all that comes to you in the MOOC. You get to keep your work and earn the knowledge. Whereas in the course of the MOOC, you really become part of the course by engaging in the work done in the MOOC. The MOOC does not ask for the MOOC for such a time, but rather from gaining materials with each other and other materials that we find on the web. You make connections between ideas and you and other people, the network. One of the outcomes that people get coming through are the network connections that help us to engage in the work done in the MOOC. The course you distribute is all the work done in the MOOC and you get to respond to part of the work done in the MOOC. All of this together is through the network support. There was enough background and centralization that rather all of the elements in the MOOC were possible. The MOOC was right-winged and the course was able to happen before the MOOC was allowed to do it. It was allowed to do ideas developed at a different point in the MOOC. And all of this is one of the sign effects of the MOOC is the ability to engage in other people's work. So what's the step on the road that one of the most provoked here is one of the most important positions of working on the MOOC? Will you create an opportunity to engage in the MOOC? A MOOC is the most kind of network creation that life on the MOOC is all about. Of course, our business is making it. How can we go about finding other people? Well, you can do it. So with this, you have a general idea of what a MOOC is. But what is interesting in this context is to know some of the platforms that you can use. Because one of the good parts of a MOOC is that in general, there are not prerequisites to enter. So you don't have any kind of previous requirements to get into that. And then you can see if you like it or not. And considering this, continue with that.