 session is going to start recording now. It is recording. I'm just going to put the slides on now for you. There we go. So I'm handing over to you Anuata and I'm going to be quiet now. Thank you everyone. Okay, thank you very much. Shall I start now? Am I already done? Yes, please. You've got the control. Yeah. Okay. Right. Actually, I'm representing two universities current now because I'm working at the University of Mauritour and I'm a PhD student at the University of Colombo School of Computer in Sri Lanka and I'm Anuradha Perumunugam again from Sri Lanka. Today I'm going to present a framework to support problem-based learning. It's currently very widely used the problem-based learning but the pandemic and the situation we were searching different pedagogies and methods to work with the online environment. So this is the main output of my MFIL study. Right. As a brief, I will tell you where I'm from. I'm from Sri Lanka and it's a pearl of the Indian Ocean and it's with the cultural heritage with the Asian countries. So today, before starting my session, I will like to emphasize to you the David Kalb saying he says that learning is the process where knowledge is created through the transformation of experience. So having that idea in your mind, we will move on to the session. So as a ice breaker, I would like to ask you what you can see in this picture or in this slide. So if you all can chat or if you can tell me what is what you can see, then it's as ice breaker, then we can move on to the presentation Anybody? A dog with a hat? A dog with a hat. Yes. Any German stepper? Yeah. A dog with a hat. Yeah. Good. Any more? Right. Most of you are saying that a dog with a hat and it's a German shepherd dog like that. So as you all know, how we knew that it's a dog, right? Or how we know he's wearing a hat likewise. So where we get to know those things? It's something where we read or something where we have a daily theme or else someone has told me when we were kids, they told me if there are four legs and something like that if he's barking, it's a dog, right? So that is what we call the things we get to know from our teachers or our peers or the people who are around us. We got to know that. And also we told that it's a German shepherd, right? So how that name comes or how that the breed comes. So those are things which we learn through our teachers or things. But if we say that he's wearing a hat, then we can say that it's a magic hat and he's a magic shepherd, right? So how it comes like that. So that is what we need the problem-based learning where we without learning the things from the teacher, we need to have get an idea through the day to day life. So what the traditional learning is, someone is speaking or someone is told to us and we get to know that and we memorize things and we try to assign that things to try to illustrate those things into our day to day life. But problem-based learning is not like that. It's basically the problem and we have to identify the needs and then we have to identify what we have to do. Different solutions are there, but not only the one solution, we can have a different solution and we find different things to apply to solve problems. So it's a mainly student-centric teaching learning environment and also students try to train their brain. So without getting memorized in things, they try to work with groups and hear the people around them and try to search things and then only they are finding solution to break the problem or find the solution to the given problem. So then only they are training their brain to critically thinking and work with the team. So that is what we call problem-based learning. Now when it comes to the problem-based learning and why we need the problem-based learning. So if there are any advantages than the teacher-centered education, we have to think about that. So it's a mainly problem solving and improve the research skills as well. So that's what we need day to day life without getting things just applying. We need to research on it. And then the social skills. We have to work with the people and we need to improve our social skills and then effectiveness. Also we have to work with the team wherever we are working. We need to work with the team and we need to collaborate with each other without having any fights or whatever the things. So we may have conflicts but there should be a way to solve problems. So that skills should be improved throughout our education system. And then the decision making. And also we need to have a constructive feedback without hitting them to say in different things with harness things. And also the flexibility. We have to have a flexible system. And what are the challenges now if we are talking about such a good thing as the problem-based learning and why the people are not introducing it. If there are any problems, we have to over the challenges. So the thing is we have learned a lot of things throughout our journey in the traditional way of learning teacher-centered education. But the people are reluctant or it's difficult to change over with the traditional to PBL. Why we have to develop different teacher materials and also we have to find the different scenarios. So it's because of what. So then the assessment. So normally we are giving a paper and students need to answer for that. And traditional assessment does not well in the PBL because we need to have a different assessment scheme. That is also a challenge. And then free rider tracking to challenge in PBL. Because if we are working with the group then I think that now I am okay. I can work anywhere. And I can pass the subject or whatever the things because it's a group work. Then I think that I can work without doing any work. I can pass the exam or whatever the things what the challenge they are. So that is also a challenge. And then the time consumed. But the people may think it is the time consumed thing but it is not exactly the time consumed because if we have prepared well we do not need to consume very much time. Initially we need to have a time but that is not a very much challenging task. Then we need to have a proper communication tools and protocols are required. Because without having the proper communication tools we can't go with the problem based learning or we can't work as a teacher or educator with this. So those challenges we should be overcome when we are going to practice the PBL. Because that is the main reluctance to go for a PBL environment. So is there a place where the PBL is practicing? Actually this has started in 1969 master university. They have started that is the health science faculty of health science and then they introduce into chemical engineering as well. And then the albop university they mark they are also practicing. And there are different other universities they are practicing Delra 1993 and 2002 Republic couple technique. And they are other Indian universities and they are practicing it with the university wide or curriculum wide or course wide. This is not the way we can access to the whole curriculum but we can have in a different stages in our modules or the courses. So we can practice this very good learning the pedagogy that can be implemented and this has been a success in throughout past years. So this module that I am discussing here we have trying to practice it through the engineering education because we found that it's a very we can apply this into engineering education as well. Not only the science or medical or whatever the other environment we can go with the engineering education as well. So before going to that we will find where the PBL principles come from. Now it's a probably early 1970s four is the problem orientation and they find that it's an interdisciplinary learning participation directed team or group. Then it has evolved with the boroughs it introduced in 1996 it says that the problems forms a focus and stimuli for the learning. Now there is a problem and we have to focus on that and then only we have to start our stimuli at our learning cycle. So problem of vehicle for development problem solving skills new information is occurred through the self-directed learning. So the boroughs found that student it's a student-centered small group will be work well and that barely teach a work as a facilitator not as a mentor or teach a work as a mentor or a facilitator not that the teaching person right and then spoon feeder without going to the traditional way it's a spoon feeder teacher work as a spoon feeder but it boroughs found that it's not been working the problem based learning environment he should be a facilitator or the guide person. And then it comes to 2003 graph found that this start with the problem and he found that it's a three domain we have to work with learning or the cognitive social and content. So in the learning environment it's a problem active-based learning project oriented we can go with the course base and contextual learning and the social that we have to participant direct team-based learning likewise we have different other scenarios we have mentioned. Now in this context I am focusing on the stage where we have to focus on is the colmas 2003 introduced this model and we are focusing on this model. It has combination of boroughs model as well and then where the theories come from. Now PBL learning we have to as I mentioned is earlier that social content and learning we have to focus on and here social constructivism, expansion learning, peer learning, collaborative learning, different learning theories we can apply to the problem based learning. But in this in my today's presentations I am focusing on the experiential experiential learning which has introduced about the colbs because the mainly I am focusing on the engineering education and it's a practical based education thing. So therefore we have to focus on the experience way of learning teaching aspects. So we are called experiential learning cycle and where it start from. So it has a four stages right called learning cycle proposed that we all learn from our experience in the cycle way. So as we know we we can't just swim without having a experience knowledge right. So what we have to first we have to have a good idea how we can do it and we have to need a coach and then only we can follow up and then we have to have my experience only we can be a good swimmer. Likewise in the learning cycle also it's a cyclic way of learning he mentioned that. So where it comes from people observe something happening and reflect on their observation. First we see things and then only we try to reflect them our observation and this experience reflects in the incorporated into theoretical knowledge. Then we are going to find our abstract or the conceptualized knowledge and then only we complete the cycle with the concrete experience with having the activities and experiences. Now as a summary for the key elements of the PBL we can summarize this is a pedagogical model to break the knowledge gap between education and the work. Now it's a pedagogical model where we have to have a knowledge gap. We have to fill that gap between the work and the education. So there we have different charsenarios PBL principle methods to analyze and the steps to follow and different formal principles. Now if you consider the principles now tutor, chappals and bootrider like a different member saga. If you consider the PBL principle collaborative learning, constructive learning, contextual learning, self-directed learning. There are different kind of learners we found and then the method of analyzes brainstorming, concept mapping. So we need to have an analyzable method and the main concern is what are the steps we have to follow. In the problem-based learning we have different steps, different theories and different people suggest different but mainly we have to have a major seven step, explore the current problem and then we have to formulate it and then analyze the problem and then restructuring and map and then we have to do the learning goals and individually we have to study all the research and do the studies and then only final evaluation and learning process. So that is the basic idea of normal problem-based learning but in my context I'm going to discuss about how we can move this the technologically with the mobile applications. Why I am talking about the mobile applications because in Sri Lanka context we don't have much devices everyone not owning a desktop or a computer or the laptop or whatever thing but majority of students are using even in the in my research I found that 92-95% of students are using mobile smart devices like mobile phones right. Therefore they have to work with their mobile phone now in the COVID pandemic now it's almost two years one and a half years students have to work remotely so they are they had to face difficulties when working with the zoom or whatever the online environment. So they should need to have a good learning environment with their mobile phone so that's why we are focusing how we can map this problem-based learning into the small device problem-based learning into the small device smart device. Now this framework showed the effective strategies of integrating e-learning problem-based learning for engineering and technical education. So this is introduced by the Dr. Prasil in 2005 they have used this in the for the e-learning concept and I also adapted this model because it's a online environment what they have done is they have taken that major steps into few other steps so they are mainly focused on the group formation and they can only they allocate in the facilitators now in our environment in Sri Lankan context for a particular module we have only one facilitator we can play lecturer or a teacher but it's there are a lot of students registered for the course now more than 100 students registered for the course but it's very difficult to handle for the one person but this concept what they have they teach working as a facilitator and they are our small groups and they have allowed the different facilitator to facilitate their as a guide they are promoting the main teacher as well as the other facilitator and then teacher present the problem what is the problem it should be a real world scenario and then the problem is presented with the discussion with the peers and other facilitators and then they they have to identify the learning related facts here RLF is learning related facts identification of facts with the different sources it can be a library it can be another person or the industry whatever the way they have to identify the learning resources facts with to come up with this the solution there's no one solution for one problem right there may be a different solution if I say prepare asking to develop a lock for a door then it plays there's a one solution but if we have to teach the student to work with the problems related to your subject area then it should be there should be a different solution for that right then after finding all the facts and the scenarios and the knowledge that taken from the students and teacher and other resources then he has to do the self-study then only by once there is he is doing the self-study then he need to have a resource sharing among the peers and other others as well to come up with the solution then finally they have to propose different solution as a group and at the end only they may present a solution and that can be evaluated through the facilitator or the person who is evaluating that is the model or the framework introduced by Thazir but I have used this and as the experimental model and after developing my model I found that there should be a different changes to this model as well I will be discussing later and what I have done by using that model I use the model platform right so PBL activities in model environment you may have practiced it and also we have the model plugin for this mobile activity so what we have done in the model environment normally the students are familiar with the web-based environment and we given the exercises to solve the problem by giving literal lectures group studies and problems likewise all the scenarios were given through as a problem and the activities are designed because we have a learning objectives from that we our courses were designed to match that learning objective with the problem-based scenario same objectives but we have designed the full course according to the match the environment and then we have given it we were guides to the student we've given the chat forums and different journal articles and we have given the wiki activities the workshop activities how they perform through their mobile application and also to support this one we have developed a different plugin to match the PBL environment and then we found different frameworks where they are already introduced from different researchers who they have they are in 2019 that's a framework introduced by analyst or mobile education and there's another framework thing in 2009 the conceptual framework and 2011 it's a pedagogical framework and there's another framework analysis of the pattern but in our scenario we have developed the theoretical framework these all frameworks were analyzing and giving the model in the other scenarios but when we are doing the mobile-based learning activities through the model environment we found that there are difficulties too in the platform now as you all know the didactical triangle introduced but they are we mainly focus on the content and student and the teacher now our focus is not to give the full content you know the knowledge right so what we need to have the student teacher interact as a training now teacher gives the training or the teaching by using the content to the students and student access the content to the platform or the learning environment as I mentioned earlier in the model platform or the plugin or whatever the environment we are giving student access those now what we are trying to emphasize in here student need to student have their own expectations value intentions when they come to the their activities or when they are registered for the course they have their own expectation and also teacher has their own plan intentions goals values where we need to get through the student and for that the teacher develop their course activities and content which we share through them so when the student training with the teacher if the teacher train the student we have to find who the teacher should be know that who are who is my audience or the what sort of students I have because we have to come up with the solution to address all the students by as you know when you are go to the class there may be a different kind of learners so our problem is in the traditional environment are we satisfying all those students requirements or their expectations but in the problem-based learning we have to satisfy the all the students expectations for that teacher should have to have a good idea who are the learners and then how I can give the how I can provide the teaching materials or the guidance to come up with their expectation and the values to improve the values so then we need to find the good learning environment for that to learn the student and get the knowledge so a teacher trying different methods and rules to give that knowledge to the student by having a different content content may be a powerpoint slide video or other activity or whatever the things we can share with the students so that is the didactical triangle represent here in the our case we have focus on all three scenarios we implement in the plug-in as well as the framework and then the as you know now we are going to introduce the technological devices to the students or the teacher there may be a students who are not familiar with the technological environment even in our case if we are going to implement the pbl environment through the web base we had to face difficult difficulties with our teachers because they are reluctant to use they are used as I mentioned at the pbl they are we have different challenges to move from the traditional way to the pbl environment and we found different learners are in they are and also different kind of teachers are there to get the get involved with the technical device so in the technology adoption model in the top David David's introduce model in 1989 they are external variable and when we are going to introduce new technology we have to consider about the perceived usefulness perceived easiness and also the attitudes so we have to change the attitudes of the person if we are going to introduce the new technological devices for any kind of scenario only for the teaching learning environment we have to find the attitude change and also behavioral intention so then only after that we we match all the person usefulness easy of access and the attitude change and behavioral in them will when we match all the things only we can go to the actual system to do that as division innovations theory rogers mentioned that there are people when there is a invention there is a new product there are 25 percent of people they try to take that when they come to the industry and early adapters and they are early majority but the thing is when you are going to introduce a system to a our curriculum or a course or whatever the things we have to think that we have to knew that there are people who are reluctant to go that those are the people in the late majority or the lagoon so there is a 50 percent of people are not willing to go for that there may be a 50 percent of students or the teachers may accept this so we have to find that aspect as well when you are going to introduce a new then introducing methodology so in introducing our method method or the framework we have come up with this we have to we have a focus on these theories as well the didactical triangle and the division innovation theory and the technical adoption model for that and finally for finding these things we as researchers we have found that there are motivators and barriers according to the technology adoption model for the teachers these barriers were identified from the teacher point of view and the student point of view we found that students are very keen to use that they are technological devices only thing is they need to have the training to work with this activities and the scenarios if if they can guide the students properly with the proper advisors and proper learning teaching plan and the teaching plan then students are very willing to do their activities only thing is we need to have a good aspect good training with the teachers so teachers have the different motivators to use the devices or the technologies or as I mentioned mobile devices with the different framework we have found it those things according to the technology adoption model pursue easiness who say use fullness and attitude behavior intention so when we come take the pursue easiness they they try to like they are motivated to tradition and easy of work ICT competencies convenience with the workload reduction those kind of things were thinking when they are adapting a technological and usefulness they may think about the industrial requirement accreditation process now we are talking about the engineering education so they are they might think about those aspects as well and then attitudes personal interest and use of technologies and also they are thinking about the peer recognition those kind of things they were thinking on as a motivator and behavioral intention point the credit towards promotion use of technology and use of technology by the other international into and also they found that the lack of human resource support for their teaching activities now in the during the pandemic they have to work at home so therefore they may have to find their own way of solutions so the intention also matters and what are the barriers they found that they to implement these kind of things funding and instruct instructional designing now as I mentioned in the very beginning the problem-based learning we can't go with the traditional way of teaching learning we need to have a different way of we have to completely change our learning sorry teaching plan so instructional design we need to change and also technical support and their competency of ICT and the in Sri Lankan context we don't have good internet connection that is also a major concern to go with the new technological devices and then the usefulness why they lack in the institutional support and policies and the concern about the student access in the Sri Lankan context there are rural areas and they are their students come from in the state university so they may be having a problems with that and also the quality of the work and the quality of the materials they are giving so those also matters and then the attitude point of view what they have talked about the lack of time to develop the content with the workload and the support given from the university and the lack of technology enhanced learning materials and training now when the pandemic comes the sudden change they don't have a good training on technological devices they were practicing only the traditional way of teaching learning and they had a they didn't had a good training for the technology enhanced learning so and also there was no role model to follow so those are the issues they had and then the behavior lengthens and points they are barriers were lack of credit toward promotion now there's no promotion or nothing credits given to the person who is using these technological devices or the technical method this different pedagogy so they won't think about those things therefore they are reluctant to go for the activities as I mentioned at the very beginning it's a very work workload is very high therefore they are they won't think about the different way of teaching methods and development of activities but the as I mentioned now in the moodle environment we have developed the plugin and by giving that the teachers were very interesting to use that and then we come up with the framework with the practice with the engineering education and also not only for the engineering education or the teaching learning it can be practiced with the different environment now here the framework consists of three aspects the didactical triangle and it combines with the technology adoption model and also at the end we have combined the technology adoption model didactical triangle and the main steps of the problem is learning now in the middle of the second you can see the didactical triangle is placed because it contains and the student and the teacher is there right so that the when we consider the learning or the student and content the mainly perceive usefulness matters and then when we consider the content and the teacher or the teaching aspects the perceive easy ease of perceive ease of use worth matters so we have to consider that and when we are developing the learning teaching materials if we are developing a problem-based learning activities we have to consider about the perceive ease of use and perceive usefulness and then when we consider about the student-teacher relationship it's a training so behavior is matters altogether when we consider the content teacher-student and if we are go for a new technological device or new way of teaching the attitude matters so we have placed the attitude in the middle of the our diagram so why it's a key point where we have to consider when we are going to change our module teaching the way of teaching or the practical way of teaching a model module to the students right so therefore the attitude matters and perceive usefulness when we developing the learning contents or materials or whatever the thing usefulness is matters because sometimes there may be different kind of contents the students may not read or may not listen or whatever things but they there should be active way of doing that and then when it comes to the outer layer their thing is identification of learning fact now learning fact is the where we find the content so if we want to find the learning fact there should be a way of the finding the content and then the when it comes to the content and the teacher problem presentation so the solutions now the teacher is the person who is giving the problem to the student and they have to find the solution and the evaluation point of this teacher is the person who is evaluating and also in the my last slide I will tell you the evaluation we need to have a not only the teacher we have to have a different kind of evaluation methods as well if you are practicing the pd and then the facilitator allocation now before the training we need to have a facilitator allocation and that is the behavior and the attitude matter when the facilitators are there because sometimes student may not be able to take the find the facilitator or they are he will not be able to get the information which he the students really expect from the facilitator so the facilitator allocation is very much important and then the group formation sometimes there may be a teacher they are asking the student to form group and also there may be a way of grouping with the random group formation so students may have the flexibility of group formation if they can do the group formation by their own because they are very familiar with their peers and they will not know how they can communicate then the group activities and collaborative learning is a different thing because we have to find the initially there may be a place where student need to get to know the each other and then only the conflicts may be arrived but if the student form their own grouping then they may be very much familiar with their peers and they will be go ahead with their group activities because they are very familiar with they are very convenient with their own groups and then the resource sharing so that will happen through the students as well as the their peers and other group members may be for the learning purposes they may be share resources so that is how we have developed this framework now when you consider or when you are developing activities through the mobile or the whatever the devices so we have to find whether we are giving the correct device for those students or the teacher and correct way of forming not only for the devices now we know the PBL is the practicing in early 17th so now it's almost the century they are passing so they might be practicing it in a very good way but it come to the technological way we have to think about the other aspects as well now we are the beneficiaries come from this if we are developing a such kind of a framework or the if you are developing such kind of environment for the students to learn so teacher will be support with the PBL activities and the student learn with the authentic task for the creative task and they try to train their brain with the critical thinking and they will improve their cognitive abilities and the as an instructional designers they may have to practice the facilitators as a clear path because they know where to go and where to address and how to develop the content and what what is the aim so there is a clear aim and then the course content outline creators they may get the basic idea of the problem-based development and then so what what sort of things we have to consider when developing the or the factors to consider when delivering a process via PBL in a mobile environment right so the as I mentioned in the PBL activities there are several activities the problem presentation now when you are presenting a problem or when you are giving a problem to the student first thing is it should be a real world scenario because otherwise there are there is no way of way of giving a same task if the student can find a google search and find the solutions then that is not a problem-based learning they can search and find solutions right so and also that problem should be subdivided with each other now if the group members are there group members should be work together to achieve a different task and they should be have a different task to work with it otherwise the free rider will be come up with will be use this concept so therefore we we can't entertain the free rider so the solution should can be subdivided and then the it should be a challenging task or the complex and the student should be engaged with the different tasks otherwise if they don't have a challenging task they will not critically think so they are the if there is a single solution that is not again a good problem based learning concept so there may be a different solution to find the the problem to find the the problem so the when we are working with the students we found that they that they hope that saying that real world problem helped me to understand the theories that I learned working as a team and dividing the problem among the members said to work effectively and efficiently because they know if they can subdivide the task they can achieve their solutions very efficiently and the learning fact certification now it should be easy to search and inquire because they are working with the mobile environment and they should be there should be easy to share as an audio video or the text where if you are getting a different learning facts or supporting facts to the student that should be easy way of sharing because they are working with their mobile environment that they concern about their data and the facilities they have so flexible they are the flexible way of engaging but they need to have they are considering about their mobile charges and those things right so the supporting court it says flexible way of ensuring the engagement that makes me feel responsible and get a self-paced learning environment and the resource sharing point of view they as I mentioned earlier they consider about the bandwidth and the file size that they have shared and the next thing is group formation the the small groups like three to four members of the day I do situation and the random group formation also a good way and they found that that is also a good way of teaching or a good way of learning because they support the in court said that I found that forming small working group is a positive way of getting people to interact with one another allowing me to project myself as a real person and also one other person said that ensuring equal participation because if the less number of students are there they can divide their tasks and work group with the challenging environment and the facilitate allocation per group one to two facilitators they they the students suggest if they can have an industry expert for a few hours also they they might be helpful for when they are coming up with the solution because not only the teacher and also the industry expert to get an ideas with the real world scenarios and the evaluation point of view a self-evaluation peer evaluation group evaluation teacher evaluation that is a very important because self-evaluation matters how they can evaluate themselves and then the peer evaluation because if the students were getting the other students work and if they know they are from each other evaluated by their peers they will get more motivated to work and also the group evaluations the group twice evaluate their different tasks because we are giving the same problem at the end they may be come up with a different solution then they may might think why I haven't think like that but they have it like that so what the difference between that and their solutions and when they are going to the industry how they were performed and finally the teacher can evaluate as we already move the as we are almost doing that so those are the things we have to consider when given the problem-based learning aspect with the technological environment so from that I have with this research work we thought of revising the framework we have taken the adapted so we have introduced the evaluation because it should be emphasized self-peer group and each evaluation would be or the must be there to complete the problem-based learning task so that will be easily do when we are working with the mobile environment because self-evaluation peer evaluation can be done easily with the mobile environment and when we consider the framework now what are the things so the key takeaways we can take from the framework individual interactions because now normally in the normal teaching learning way if you are doing the zoom activities or the team activity the individual interactions we will not be able to monitor and the students will not get a chance to engage in the active learning now the other purpose in the problem-based learning we have to engage with all those students and we have to facilitate the old learners motivation of the old learners intention to learn right so therefore the individual learner interaction should be there and the next thing is learning is enhanced to collaborative engagement so learners get opportunity to work with groups review peer activities share their course materials and they were fully actively participate with the course activities then they find that they are not isolated in the pandemic situation they should have to have a good motivation to learn because without now they are staying at home and that the pandemic they gave the they may be isolated so this group learning activities they may not isolated and the student approach multiple flexible way to resolve problem issues or questions so they found there are different ways to solve problems now nowadays the student may go for the suicide or whatever the other things when they find the difficulties to find solution because they don't think there is only a one solution for one problem no there are different solution for problem so they may learn that as well and teacher provide more facilities of learning then develop instruction because that's he he will be teacher will be giving more capacity and he also get up to date with the learning of the teaching aspect and allow students who reflect measure their own learning progress throughout the course because there is a peer the self-evaluation and he will monitor themselves as well and peer assessment individual or group assignment teacher assignment through the assignment examination allow student to teach to monitor learning progress because from the beginning students should be monitored the each and every student therefore there they are maybe not a left out students teaching presence now that is the very much important rather than teacher presence because they hear it's the teaching is the present teaching of the teacher we don't need the teacher present because we need only the peer teaching and the group the self direct learning and also the facilitator learning and there are different kind of ways the learning we don't need the teacher actually we need to have a facilitator with the teaching present so those are the things we can take from the activities and we have practiced this with the three or five courses and we found that that is very helpful and also it's very useful form of pedagogy to the activity to adapt to the any environment so those are the things these are the key references which I have taken and don't do that and thank you for listening I think it's a time for if you have any questions or whatever the clarifications well thank you very much that was really really good um we we have got a couple of minutes if anybody does have any questions um either feel free to um pop something in the chat or please do pop your hands up if um if you'd like to ask any questions um it's um I I think we can probably make your slides available as well can we annuado if that's okay if people would like them really interesting um I'm also a PhD student myself as well so I'm always fascinated by theoretical frameworks that's really really helpful thanks ever so much um ah right Emma is asking if you could just pop the reference slide up again if that's okay awesome lovely but yes we'll um as a matter of course we will send you the um the recording of today's webinar but we could we could also send you the slides as well if um if you find those helpful lovely I can't see any more um questions as such in the in the chat um no doesn't look like it any more gone in just any comments if you don't have any questions that would be helpful doesn't look like it so um if people do want to get in touch with you that they can obviously email you on that address is it yes awesome that's great um we'll also issue uh open digital badges for attendance at today's session as well and there's also a presenter badge now so you'll also get that and then we'll link to you we'll link to the um to the abstract page for you as well oh that's lovely thank you andru thank you very much for your comment lovely and brownie points to emma for using the emojis well done Emma love to see a little heart on there all there is there's a question from over would you would you use live briefs as problems e.g. engaging with an employer yeah we can use that now if you are designing activities with uh like uh industrial uh um you may I would you use live brief yeah you can use in the live brief with the problem because without knowing the correct problem children may be misled so the if they want to uh engage with the employers or whatever the thing as the example says so they can have a live briefing no no issue because uh there may be different ways to get engaged with that am I answers correctly or would you use live brief as problems is that okay your first does that answer your question or do you have a follow-up one lovely great makes sense yeah super thanks ever so much for your question that's great lovely thank you everybody thanks Emma Emma's got some all she's got a smiley face on there now excellent well it looks like there's a lot of love for you in the chat there thank you ever so much for sharing your your research with us it's really really helpful and um thank you everybody for joining us and um I wish you all a good day thank you yeah thank you very much thank you very much for giving this opportunity and also thank you very much for my supervisors as well so thank you all dining for the session lovely thanks a lot bye bye