WEBVTT 00:00.000 --> 00:15.000 Hi everyone, so my name is Ben, I'm a PhD student at the University of Glasgow in Scotland. 00:15.000 --> 00:22.000 I've already run a set of services, there we go, and I'm also part of the Open Fletcher Project, 00:22.000 --> 00:27.000 where we deal with open source macroscopy. 00:27.000 --> 00:29.000 So, what is the Open Fletcher Project? 00:29.000 --> 00:32.000 In particular, what is the Open Fletcher microscope? 00:32.000 --> 00:35.000 That is our main focus of research of development, 00:35.000 --> 00:39.000 but it's a locally-manufacturable, customized, 3D printed microscope. 00:39.000 --> 00:43.000 It's capable of sub-micromesolution, which means we can look within the cell, 00:43.000 --> 00:45.000 all the way down to the layer of parasite. 00:45.000 --> 00:48.000 It's a dance with a different image and modalities in use cases, 00:48.000 --> 00:52.000 and is used globally around the world, and has been built in 60 different countries, 00:52.000 --> 00:56.000 and it's been an all-saving continent, and yes, that doesn't include Antarctica. 00:56.000 --> 01:01.000 And before we get into the Open Education side of it, 01:01.000 --> 01:05.000 it would be criminal of me to show you a microscope, I'm not showing it to an images. 01:05.000 --> 01:09.000 So, on the top row, we have what we call scanning stitch images, 01:09.000 --> 01:12.000 so these are hundreds, maybe thousands of fields of views, 01:12.000 --> 01:15.000 but we stitch together into one large image at the end, 01:15.000 --> 01:22.000 and along the bottom, there's just some single field of views. 01:23.000 --> 01:26.000 Okay, so through customization and documentation, 01:26.000 --> 01:30.000 the Open Photoshop microscope can be adapted to different educational levels. 01:30.000 --> 01:33.000 So all the way from high school, where the ages are 12 to 18, 01:33.000 --> 01:36.000 we're going to be used in a classroom or a STEM club, 01:36.000 --> 01:41.000 all the way up to pathology education being used in clinics, hospitals, medical schools, 01:41.000 --> 01:43.000 all around the world. 01:43.000 --> 01:46.000 I'm going to talk about both today, 01:46.000 --> 01:51.000 and one of the best ways to deliver this education as content 01:51.000 --> 01:53.000 for the Open Photoshop microscope is to do workshops. 01:53.000 --> 01:56.000 I'm not doing the best to do one of these workshops around the world. 01:56.000 --> 01:58.000 For example, in Ghana, 01:58.000 --> 02:00.000 there was a workshop hosted by Africa Olsh, 02:00.000 --> 02:03.000 or Africa Open Source Hardware, 02:03.000 --> 02:05.000 where they were at most of young people, 02:05.000 --> 02:08.000 and they were trying to empower the next generation of scientists. 02:08.000 --> 02:10.000 They came in, they built up some microscopes, 02:10.000 --> 02:13.000 they calibrated them, and got to use them a bit. 02:13.000 --> 02:16.000 In Sweden, there was a workshop hosted by Pierre, 02:16.000 --> 02:18.000 who is here today actually, 02:18.000 --> 02:23.000 for teachers to come in and learn to build and calibrate the microscope, 02:23.000 --> 02:27.000 and one of my favorite examples was in Ukraine. 02:27.000 --> 02:30.000 So the Mika Lab Water Hub hosted a workshop in Kiev 02:30.000 --> 02:32.000 to build Open Photoshop microscopes 02:32.000 --> 02:37.000 that were eventually deployed for analyzing water samples 02:37.000 --> 02:39.000 in the Mika Lab Water Hub. 02:44.000 --> 02:47.000 So I'm going to start talking about the high school, 02:47.000 --> 02:49.000 side of things, 02:49.000 --> 02:52.000 and interesting projects are vital high schools. 02:52.000 --> 02:55.000 And we feel that the Open Photoshop microscope sets 02:55.000 --> 02:58.000 perfectly at the intersection of almost every single stem subject. 03:01.000 --> 03:03.000 We have engineering, 03:03.000 --> 03:05.000 where everything's due to printed, 03:05.000 --> 03:06.000 due to printed is very exciting. 03:06.000 --> 03:10.000 People in high schools maybe don't get to get to interact with it so much. 03:10.000 --> 03:13.000 And there's obviously a lot of hands on assembly. 03:13.000 --> 03:16.000 You actually get to use tools, you get to assemble a microscope 03:16.000 --> 03:18.000 from the ground up, 03:18.000 --> 03:23.000 which leads into a great kind of help for physics. 03:23.000 --> 03:26.000 A lot of lab equipment, especially in high schools, 03:26.000 --> 03:28.000 ends up being a kind of black box, 03:28.000 --> 03:30.000 where you don't really know what it's going on inside of it. 03:30.000 --> 03:32.000 If you don't really ever properly learn how it works 03:32.000 --> 03:35.000 or get a feel for the consequences of 03:35.000 --> 03:37.000 making a state during the build. 03:37.000 --> 03:39.000 So within a flash of microscope, 03:39.000 --> 03:41.000 you get to learn about the optical path of a bright field microscope. 03:41.000 --> 03:43.000 You really get to understand, 03:43.000 --> 03:46.000 what's the consequence of the illumination 03:46.000 --> 03:49.000 not being in the right place or the bright height? 03:49.000 --> 03:52.000 And of course, you can do lots of other cool physics concepts. 03:52.000 --> 03:54.000 Anything to do with light, 03:54.000 --> 03:57.000 we can probably get something going on the microscope. 03:57.000 --> 04:00.000 Another big one is computing science. 04:00.000 --> 04:03.000 So all of our software is written in Python. 04:03.000 --> 04:06.000 There's a lot of support, there's a lot of libraries 04:06.000 --> 04:08.000 that are all designed for the Open Photoshop microscope. 04:08.000 --> 04:12.000 So it'd be very, very easy for high school pupils 04:12.000 --> 04:14.000 to have hands on it and write their own little scripts 04:14.000 --> 04:16.000 to control the microscope. 04:16.000 --> 04:20.000 Personally, I think that would be a really exciting way 04:20.000 --> 04:23.000 to learn computing science in a high school. 04:23.000 --> 04:25.000 When I was in high school, learning writing science, 04:25.000 --> 04:28.000 I would write 20 lines of code that eventually 04:28.000 --> 04:30.000 just set whole of the world. 04:30.000 --> 04:33.000 And I was like, this is cool, but I think it would be very cool 04:33.000 --> 04:35.000 to have a mix of set on my desk 04:35.000 --> 04:37.000 and write a lot of code for that. 04:37.000 --> 04:40.000 And when I press go, I actually see the mix go move. 04:41.000 --> 04:44.000 Now, obviously, I said this sets the intersection of STEM, 04:44.000 --> 04:47.000 which means maybe there's going to be some teachers who 04:47.000 --> 04:50.000 aren't as well first in writing code. 04:50.000 --> 04:52.000 In which case, we have drag and drop scripting 04:52.000 --> 04:53.000 available as well. 04:53.000 --> 04:55.000 So they can drag pre-written commands 04:55.000 --> 04:58.000 and write their own scripts to run in the microscope. 04:58.000 --> 05:01.000 And last but certainly not least, 05:01.000 --> 05:03.000 I'm probably most obvious, biology. 05:03.000 --> 05:06.000 And biologists love to look at their microscopes 05:06.000 --> 05:09.000 and with a range of different magnifications available, 05:09.000 --> 05:12.000 we have the ability to study lots of different cells 05:12.000 --> 05:15.000 and see lots of different biological development. 05:19.000 --> 05:21.000 So we've always believed that the old 05:21.000 --> 05:24.000 and place of microscope would be ideal for a classroom, 05:24.000 --> 05:26.000 not only because of its STEM qualities, 05:26.000 --> 05:29.000 but also because it gives access to pupils 05:29.000 --> 05:32.000 on modern instrumentation being used around the world, 05:32.000 --> 05:35.000 which is something they will get the chance to do otherwise. 05:35.000 --> 05:38.000 But the question is how do we disseminate this information 05:38.000 --> 05:41.000 to as many schools as possible without the 17 members 05:41.000 --> 05:43.000 having to go to each individual school 05:43.000 --> 05:47.000 and talk to every teacher that they can? 05:47.000 --> 05:49.000 We need to be having conversations with teachers 05:49.000 --> 05:52.000 about the problems with engaging high school pupils 05:52.000 --> 05:55.000 or just integrating new technologies into high schools. 05:55.000 --> 05:58.000 So, 05:58.000 --> 06:00.000 I've sent it, so watch up on my own. 06:00.000 --> 06:03.000 And that's exactly what I did. 06:03.000 --> 06:05.000 So the plan for the workshop was to bring the unit air, 06:05.000 --> 06:09.000 it was to bring the teachers to the university instead of the students, 06:09.000 --> 06:13.000 and this means that each teacher can go back to a class of 30 06:13.000 --> 06:15.000 and talk about the most school themselves. 06:15.000 --> 06:19.000 So, instead of trying to get 150 pupils into the university, 06:19.000 --> 06:23.000 we managed to get the word of 150 pupils through five different teachers. 06:23.000 --> 06:26.000 We've taught them how to build and use the microscope 06:26.000 --> 06:31.000 was also having informed the structure discussions about high school education. 06:31.000 --> 06:33.000 It was designed to be simple and interactive. 06:33.000 --> 06:36.000 I didn't want to, you know, be really, really stripped of the times 06:36.000 --> 06:37.000 throughout the day. 06:37.000 --> 06:38.000 I wanted to feel relaxed. 06:38.000 --> 06:41.000 I wanted them to talk to each other and me. 06:41.000 --> 06:43.000 There was lots of really interesting observations 06:43.000 --> 06:45.000 going on through the whole thing. 06:45.000 --> 06:48.000 I most importantly, we now have education specialists 06:48.000 --> 06:50.000 who could teach about our microscope. 06:50.000 --> 06:53.000 These people are trained to get the most of high school pupils. 06:53.000 --> 06:56.000 They are trained to interact with high school pupils. 06:56.000 --> 06:59.000 When I was in high school, I wasn't very good interacting with other high school pupils. 06:59.000 --> 07:01.000 So, I kind of want them to do it. 07:01.000 --> 07:06.000 And yes, so on the day, some of the day, 07:06.000 --> 07:09.000 we introduced them to the open-fletcher project 07:09.000 --> 07:13.000 and the benefits of open-source hardware software and education. 07:13.000 --> 07:17.000 All the teachers that were in attendance were physics teachers, 07:17.000 --> 07:20.000 but at least in Scotland, 07:20.000 --> 07:23.000 sort of early years in high school, 07:23.000 --> 07:26.000 your physics teacher is also your biology teacher and your chemistry teacher. 07:26.000 --> 07:31.000 So, they had a lot of interesting points of views from different sides of STEM. 07:31.000 --> 07:34.000 But they also came from different schools, 07:34.000 --> 07:37.000 which really fed into the conversation of, 07:37.000 --> 07:39.000 each school is going to have their own problems. 07:39.000 --> 07:42.000 Some schools are going to be more financially stable. 07:42.000 --> 07:44.000 They can invest more into new equipment. 07:44.000 --> 07:46.000 Others, not so much. 07:46.000 --> 07:49.000 I threw out the whole workshop feedback was given, 07:49.000 --> 07:53.000 so tricky parts of the build are just unclear parts of these structures. 07:53.000 --> 07:57.000 It's just something that we're always looking to develop and always improve. 08:01.000 --> 08:05.000 So, I mentioned that we had a lot of informal discussions. 08:05.000 --> 08:08.000 What came out of these informal discussions? 08:08.000 --> 08:12.000 What are some of the challenges that they highlighted to me? 08:12.000 --> 08:17.000 Well, I'm going to start a go through it in a list of questions. 08:17.000 --> 08:20.000 So, before the workshop even started, I had to answer this question. 08:20.000 --> 08:23.000 When is the best time for teachers to attend a workshop like this? 08:23.000 --> 08:29.000 If you want teachers to work with you on your Open Educational Project, 08:29.000 --> 08:33.000 whether it be documentation, whether it be hardware, software, whatever it is, 08:33.000 --> 08:38.000 you need to work with them in mind. 08:38.000 --> 08:41.000 And that means that you have to plan around them. 08:41.000 --> 08:46.000 It's much easier to get you away from your workshop than it will be to get your teachers away from their classroom. 08:47.000 --> 08:51.000 So, I had my own ideas about when there should be, but I thought I'd still ask them. 08:51.000 --> 08:55.000 And what they said was that there's two best times, either the very beginning of the academic year, 08:55.000 --> 08:59.000 where things haven't really going to fill steam yet, 08:59.000 --> 09:03.000 or, for example, in Scotland, 09:03.000 --> 09:06.000 between April and May, all of the senior students, 09:06.000 --> 09:10.000 so that's going to be about half of the school, are away on study leave. 09:10.000 --> 09:14.000 So, you've immediately caught a teacher's teaching time in half, 09:14.000 --> 09:19.000 and it just gives a much more chance to come and do a workshop like this. 09:19.000 --> 09:24.000 Any other time the year collides with exams or projects or missions. 09:24.000 --> 09:27.000 And they are keen to come to these workshops. 09:27.000 --> 09:31.000 Part of, again, I can only be speaking from the Scotland side of things, 09:31.000 --> 09:35.000 but part of what teachers have to do in Scotland is to continue its professional development. 09:35.000 --> 09:39.000 So, going to workshops like this helps with that, 09:39.000 --> 09:43.000 and it takes a box for them. 09:44.000 --> 09:48.000 So, wage groups are most likely to use an open-flection microscope. 09:48.000 --> 09:50.000 This is not even a question that I thought I'd have to ask. 09:50.000 --> 09:54.000 I wrongfully assume that every single age group in a high school could actually come in 09:54.000 --> 09:57.000 and do every part of the project. 09:57.000 --> 09:59.000 I was wrong. 09:59.000 --> 10:02.000 So, what they said was building an open-flection microscope 10:02.000 --> 10:07.000 could only be done by the senior students, that's 16 to 18 year olds. 10:07.000 --> 10:11.000 They said the younger years just wouldn't have the patience and the temperament 10:11.000 --> 10:13.000 to work through the instructions. 10:13.000 --> 10:17.000 We have incredibly detailed instructions that we developed for many, many years. 10:17.000 --> 10:21.000 But they said, yeah, they're not going to leave the words. 10:21.000 --> 10:23.000 They're just going to look at the pictures. 10:23.000 --> 10:26.000 Which I hadn't really considered. 10:26.000 --> 10:31.000 But this is the out of benefit of older people being given a sense of pride 10:31.000 --> 10:35.000 that they've developed a bit of the made-up development that for years to come, 10:35.000 --> 10:37.000 people are going to use. 10:37.000 --> 10:41.000 And that can be quite hard to find in high schools. 10:42.000 --> 10:47.000 Yeah, and then they said, any new user who just feeds back into that 10:47.000 --> 10:50.000 project thing, then they also highlighted the teachers, 10:50.000 --> 10:55.000 which is one of these devices at the front of their classroom 10:55.000 --> 10:59.000 where they can interactively show an entire classroom at 30, 10:59.000 --> 11:02.000 the same sample at the same time that they're having to lay in everybody 11:02.000 --> 11:04.000 up at an IPs. 11:04.000 --> 11:07.000 They can explore it together, they can capture images together. 11:07.000 --> 11:13.000 And it just makes the whole classroom experience more interactive and collaborative. 11:17.000 --> 11:22.000 And the big question that I asked them was, 11:22.000 --> 11:26.000 what are the barriers to integrating doing virtual Mexico into high schools? 11:26.000 --> 11:30.000 Or indeed, what are the barriers to integrating any new technology into high schools? 11:30.000 --> 11:33.000 They already have a very tight curriculum. 11:33.000 --> 11:35.000 So how are they going to fit this in? 11:35.000 --> 11:40.000 Well, unfortunately, the main issue that came over was financial. 11:40.000 --> 11:45.000 Even to supply class of 30, even though we're a low-cost device, 11:45.000 --> 11:47.000 every step is quite costly for some schools. 11:47.000 --> 11:49.000 And we appreciate that. 11:49.000 --> 11:54.000 But this is where I feel a stem club in a high school. 11:54.000 --> 11:56.000 We get a lot of benefit over this. 11:56.000 --> 11:57.000 They don't need to supply class of 30. 11:57.000 --> 12:00.000 They can just get a few, and a few kings, 12:00.000 --> 12:04.000 whether it be to build and use a low-inflation Mexico school. 12:04.000 --> 12:08.000 And I truly believe that one Mexico school could give you 12:08.000 --> 12:11.000 a year's worth of activities in a high school. 12:11.000 --> 12:14.000 It's also very easy to take apart. 12:14.000 --> 12:19.000 So future students could rebuild it again, no problem. 12:19.000 --> 12:23.000 So it's one time investment for potentially, 12:23.000 --> 12:26.000 it was 20 years of building. 12:26.000 --> 12:32.000 Okay, so what were some of the outcomes of this workshop? 12:32.000 --> 12:35.000 Well, each teacher left with the Mexico that they built. 12:35.000 --> 12:38.000 We intend to follow up soon. 12:38.000 --> 12:41.000 That's probably one of the first things I'll do when I'm backing those goals. 12:41.000 --> 12:43.000 Send an email to them all, find out what they've been up to. 12:43.000 --> 12:45.000 But they've actually already been in contact with me. 12:45.000 --> 12:47.000 They've been asking about additional features that they would want. 12:47.000 --> 12:51.000 They've been asking for just guidance on getting it set up in schools. 12:51.000 --> 12:55.000 And I also sent my own feedback form to get as much information 12:55.000 --> 12:57.000 out of them as I could. 12:57.000 --> 12:59.000 But again, I don't want to take up more of their time of our 12:59.000 --> 13:01.000 taking up a full day. 13:01.000 --> 13:04.000 So I want to get the questions to minimum and as brief as possible. 13:04.000 --> 13:06.000 Some of the questions I ask for things like, 13:06.000 --> 13:09.000 how could you see yourself or others using the Mexico school 13:09.000 --> 13:10.000 when you're school? 13:10.000 --> 13:13.000 Is there anything we can do to make it more accessible to schools? 13:13.000 --> 13:16.000 And we had two key pieces of feedback from this. 13:16.000 --> 13:21.000 The first one being that during the workshop, 13:21.000 --> 13:25.000 we got them to build our low-cost automated version. 13:25.000 --> 13:28.000 So the stepper motors, it looks a lot like this one. 13:28.000 --> 13:31.000 The front here, where you can automate imaging, 13:31.000 --> 13:33.000 can automate scanning. 13:33.000 --> 13:36.000 But actually what they said was a manual version 13:36.000 --> 13:39.000 would be a lot more useful than a fashion. 13:39.000 --> 13:42.000 Part of the science curriculum in high schools 13:42.000 --> 13:46.000 has simple microscopy techniques like finding the focal point. 13:46.000 --> 13:49.000 So the need to be able to adjust something and actually 13:49.000 --> 13:54.000 bring the focus or bring the image into shortness. 13:54.000 --> 13:56.000 And we actually have one. 13:56.000 --> 13:58.000 If you haven't been to our table, come by later. 13:58.000 --> 14:00.000 You can see our manual microscope. 14:00.000 --> 14:06.000 But that also helps with the financial issue. 14:06.000 --> 14:09.000 Our manual version costs 30 euros. 14:09.000 --> 14:11.000 It's the cost of a large tech webcam. 14:11.000 --> 14:14.000 And that's basically it. 14:14.000 --> 14:18.000 The second feedback that we got was that the instructions 14:18.000 --> 14:22.000 need to be tailored to be suitable for high school students. 14:22.000 --> 14:26.000 I mentioned earlier that our instructors are very, very detailed. 14:26.000 --> 14:28.000 And there's lots of pictures. 14:28.000 --> 14:30.000 But actually what they said was, 14:30.000 --> 14:32.000 I key our Lego style instructions 14:32.000 --> 14:35.000 where they can just look at the pictures you can see everything 14:35.000 --> 14:43.000 together would be much more accessible to high school students. 14:43.000 --> 14:46.000 OK, so that's all I've got to say 14:46.000 --> 14:47.000 but the high school side of things. 14:47.000 --> 14:49.000 Let's move on to the other side of that spectrum. 14:49.000 --> 14:51.000 Let's move on to the pathology education. 14:51.000 --> 14:54.000 So one of the initiatives that the OpenFlexure Project 14:54.000 --> 14:57.000 supports is the School of Open Pathology Education 14:57.000 --> 14:59.000 or Scope. 14:59.000 --> 15:01.000 Where the use the OpenFlexure Microsoft 15:01.000 --> 15:04.000 for collaborative digital pathology education. 15:04.000 --> 15:08.000 What this does is it allows privacy medics all 15:08.000 --> 15:10.000 around the world to learn a local samples, 15:10.000 --> 15:12.000 which is so, so important. 15:12.000 --> 15:15.000 There's a lot of situations where pathologists are learning 15:15.000 --> 15:19.000 from American textbooks or learning from pre-made samples 15:19.000 --> 15:21.000 where it's not going to match what they're seeing 15:21.000 --> 15:24.000 in their local area or in their local clinics. 15:24.000 --> 15:29.000 On top of this, there will be a local clinic 15:29.000 --> 15:33.000 where they get the sample, but then it's all fed upstream 15:33.000 --> 15:36.000 to a centralized facility where they do all the analysis. 15:36.000 --> 15:41.000 So it completely removes the local medics from the process 15:41.000 --> 15:44.000 and they never get to learn or develop their skills 15:44.000 --> 15:47.000 as a pathologist further. 15:47.000 --> 15:50.000 There's also a worldwide shortage of trained pathologists 15:50.000 --> 15:53.000 and by digitizing the education, 15:53.000 --> 15:57.000 we can ease the strain on the privacy 15:57.000 --> 16:00.000 and the training pathologists. 16:00.000 --> 16:04.000 And similarly to what I said about high skills, 16:04.000 --> 16:08.000 we can enable training that still low cost, 16:08.000 --> 16:10.000 but it's still on cutting edge technology 16:10.000 --> 16:12.000 that they would expect to find it any facility 16:12.000 --> 16:15.000 around the world. 16:15.000 --> 16:18.000 And it's locally manufactured and maintainable. 16:18.000 --> 16:19.000 So it's something breaks. 16:19.000 --> 16:21.000 They can fix it immediately. 16:21.000 --> 16:23.000 If there was a part of the broke, 16:23.000 --> 16:26.000 they can have it printed overnight and fixed in the morning. 16:26.000 --> 16:29.000 And you're not forced to wait six months 16:29.000 --> 16:31.000 for somebody to come out and fix it for them. 16:31.000 --> 16:34.000 Or, and a lot of cases, that doesn't even happen. 16:34.000 --> 16:38.000 About 70% of donating medical equipment 16:38.000 --> 16:42.000 adds up ends up in landfill. 16:42.000 --> 16:48.000 So what do you want any sessions involved? 16:48.000 --> 16:50.000 So there's six-minute sessions. 16:50.000 --> 16:53.000 And then the last semester or the first semester that we've had 16:53.000 --> 16:57.000 a lot of the members are a lot of the attendees spoke Portuguese. 16:57.000 --> 17:00.000 So we had real time Portuguese translation. 17:00.000 --> 17:03.000 There's always time allowed for discussion and questions. 17:03.000 --> 17:06.000 Each case study is made available before the session. 17:06.000 --> 17:09.000 So everybody can look at it, come up with their own questions. 17:09.000 --> 17:13.000 Oh, look at the group. 17:13.000 --> 17:19.000 And the slides are available for afterwards for review as well. 17:19.000 --> 17:21.000 At the first semester, 17:21.000 --> 17:25.000 we had attendees from Kate Bird, Brazil, San Bia, United States, 17:25.000 --> 17:27.000 and United Kingdom. 17:27.000 --> 17:31.000 And the driving forces behind this are Dr. Daniel Rosen, 17:31.000 --> 17:34.000 and Dr. Kelsey Hummel, who are global health specialists 17:34.000 --> 17:36.000 and practicing pathologists in America. 17:36.000 --> 17:40.000 And Dr. Drew Napper, who is at fullest in this year, 17:40.000 --> 17:44.000 provides technical support for the medical school as well. 17:44.000 --> 17:53.000 Okay, so what is next for the open-fletcher project and open education? 17:53.000 --> 17:59.000 Well, for starters, we've established a UK-based charity called Humanitarian Technology Trust, 17:59.000 --> 18:04.000 which is established to support open source local manufacturing around the world. 18:04.000 --> 18:09.000 And part of this is ensuring proper documentation and resource for teachers. 18:09.000 --> 18:13.000 And these resources are going to be developed in collaboration with teachers. 18:13.000 --> 18:16.000 In fact, they must be good to develop and collaboration with teachers. 18:16.000 --> 18:19.000 They're the ones that are going to use it. 18:21.000 --> 18:25.000 We recently awarded £10,000 by the 1851 Royal Commission 18:25.000 --> 18:31.000 to develop open curriculum-linked education resources based on the open-fletcher microscope. 18:31.000 --> 18:36.000 So that's what folks are making resources that assist in integrating the Microsoft and the classroom. 18:36.000 --> 18:39.000 This is going to include clear and age-appropriate assembly guides, 18:39.000 --> 18:42.000 so I mentioned the Lego, the IKEA-style instructions. 18:42.000 --> 18:48.000 It's also going to include less in-plans that teachers can use and are ready-made. 18:48.000 --> 18:53.000 And then also classroom and outdoor activities for teachers to run. 18:53.000 --> 19:00.000 This is a great start to my vision of a sort of library of less in-plans and activities 19:00.000 --> 19:05.000 that teachers can continuously be adding to, they can download, they can change themselves, they can be upload, 19:05.000 --> 19:09.000 it's exactly what opensource education should be. 19:13.000 --> 19:18.000 And the final thing that I want to mention today, I said I was a PhD student. 19:18.000 --> 19:20.000 I'm funded by the Royal Society. 19:20.000 --> 19:23.000 And part of that is there's a Royal Society partnership ramp, 19:23.000 --> 19:29.000 where you can partner between a university research group and a school. 19:29.000 --> 19:32.000 And you can ate the aims to bring research a life in school. 19:32.000 --> 19:37.000 So all the funding goes straight to the school and they can facilitate an entire research project. 19:37.000 --> 19:46.000 Okay, so I hope I've demonstrated that there will be a pleasure in my school, 19:46.000 --> 19:50.000 it was applicable in a broad range of educational settings. 19:50.000 --> 19:54.000 These sources must be developed with teachers. 19:54.000 --> 19:59.000 And when you're developing your hardware or software, whatever it is, you need to be adaptable. 19:59.000 --> 20:01.000 Teachers are going to look at it and they're going to go, 20:01.000 --> 20:05.000 yeah, that's really cool, but high tools kids are not going to, you know, 20:05.000 --> 20:08.000 they're not going to interact with the way that you think you do. 20:08.000 --> 20:11.000 So you need to be adaptable to that. 20:11.000 --> 20:17.000 But digitizing educational pathology, we can bring down barriers and enable pathologists to use local samples, 20:17.000 --> 20:22.000 which is so important to the development of pathologists around the world. 20:22.000 --> 20:30.000 And the development of open educational resources will continue with the help of HDT and the 1851 Royal Commission. 20:30.000 --> 20:34.000 Oh, so with that, I want to say thanks for listening. 20:34.000 --> 20:38.000 And I want to say a special thanks to all my friends at University of Glasgow, 20:38.000 --> 20:41.000 who drew free of birth, Walbert and Richard. 20:41.000 --> 20:44.000 We've grown at University of Bath, who is a fantastic collaborator, 20:44.000 --> 20:47.000 and Julian Sterling, who is the part of HDT. 20:47.000 --> 20:52.000 And I also want to thank artists, components, who were keen enough to provide the funding to 20:52.000 --> 20:54.000 fund the teacher workshop that I run. 20:54.000 --> 20:58.000 So yeah, thanks for listening, and please come and chat to us at Table A.W.01. 20:58.000 --> 21:08.000 Thank you. 21:08.000 --> 21:10.000 Hi, guys. 21:10.000 --> 21:11.000 Yes, hi. 21:11.000 --> 21:12.000 Hi. 21:12.000 --> 21:14.000 Have you been to the school schools? 21:14.000 --> 21:16.000 Uh, in the end of the year? 21:16.000 --> 21:19.000 When the school schools are, um, um, I've heard a few times. 21:19.000 --> 21:25.000 Yeah, so the, the workshop that I run, it was five different teachers, 21:25.000 --> 21:27.000 but it was also five different schools. 21:27.000 --> 21:31.000 And so we've got five schools that definitely have open flesh and 21:31.000 --> 21:32.000 make for schools. 21:32.000 --> 21:36.000 Plus, there's, I know there's schools all around the world that have already started to, 21:36.000 --> 21:41.000 to partner and make school without even, you know, pushing a, pushing a workshop at the 21:41.000 --> 21:42.000 marathon with that. 21:42.000 --> 21:45.000 And we're really hoping to, to get the word out. 21:45.000 --> 21:53.000 I mean, contact with, um, the, uh, the sort of science teacher organization in Scotland, 21:53.000 --> 21:59.000 um, who are going to help trying to get the open flesh and make some more teachers. 21:59.000 --> 22:03.000 And I was probably just trying to answer. 22:03.000 --> 22:08.000 Yes, we would love to have more, more teacher collaborators to give advice on how to, 22:08.000 --> 22:11.000 how to get through to high school kids and what they would, 22:11.000 --> 22:16.000 what teachers would need to, to do that. 22:16.000 --> 22:17.000 Hi. 22:17.000 --> 22:18.000 Thank you. 22:19.000 --> 22:22.000 When will the other, of course, that you make one like it, 22:22.000 --> 22:25.000 but reminding that the classroom will only pass a decent, 22:25.000 --> 22:26.000 they wouldn't know for example. 22:26.000 --> 22:27.000 Oh, he's sure, yes. 22:27.000 --> 22:32.000 So, um, I mentioned the manual version, which is this one. 22:32.000 --> 22:35.000 Uh, so that is the cost of a Logitech webcam. 22:35.000 --> 22:37.000 So it's about 30 euros. 22:37.000 --> 22:40.000 Um, and everything else is just not simple. 22:40.000 --> 22:44.000 And there's an LED, which, uh, wouldn't cost too much. 22:44.000 --> 22:51.000 For the version that I had the bills, uh, like these four here, um, 22:51.000 --> 22:54.000 you're talking anywhere between 200 euros and 350 euros, 22:54.000 --> 22:59.000 depending on what level of optics and what level of resolution you want. 22:59.000 --> 23:07.000 Um, and comparison, um, if you compare that to the equipment that might appear in 23:07.000 --> 23:12.000 clinics around the world, uh, what we do and what they do, 23:13.000 --> 23:16.000 um, we're on part and imaging, not so much on speed, 23:16.000 --> 23:18.000 but what we went on is cost. 23:18.000 --> 23:22.000 So, like, there's 200 or 150 euros, uh, something that does the same, 23:22.000 --> 23:25.000 the lowest cost is going to be about 35,000 euros. 23:25.000 --> 23:29.000 Hi. 23:29.000 --> 23:32.000 Uh, I'm objective. 23:32.000 --> 23:33.000 Uh-huh. 23:33.000 --> 23:34.000 Uh-huh. 23:34.000 --> 23:36.000 On the back of your pieces of that thing, you think, 23:36.000 --> 23:38.000 when you build them down, they're just... 23:38.000 --> 23:41.000 No, so the, the lenses, when she buy them in bulk, they become really cheap. 23:41.000 --> 23:46.000 Um, but the makes of rejectives are from places like Amazon and Ali express. 23:46.000 --> 23:48.000 They cost about 30 euros as well. 23:48.000 --> 23:51.000 Um, they're the cheapest that you can get. 23:51.000 --> 23:56.000 Um, but we can still get a lot of them with, uh, like software and post processing. 24:02.000 --> 24:03.000 Hello. 24:03.000 --> 24:04.000 Hi. 24:04.000 --> 24:05.000 Hi. 24:05.000 --> 24:06.000 Oh, great question. 24:06.000 --> 24:10.000 So, uh, if you go on our website, open.org. 24:10.000 --> 24:14.000 You'll find, uh, instructions on how to print and source all the parts to yourself. 24:14.000 --> 24:18.000 Or, uh, we have a selection of vendors. 24:18.000 --> 24:20.000 Uh, we have one per continent now, at least. 24:20.000 --> 24:25.000 Um, where you can order the kit, or you can order, um, 24:25.000 --> 24:29.000 just the electronics and the optics if you want to print all your own parts. 24:29.000 --> 24:32.000 Um, but there are vendors who are ready to give you everything you need to build. 24:32.000 --> 24:33.000 We'll be in the future. 24:37.000 --> 24:38.000 Hi. 24:38.000 --> 24:40.000 It's the, uh, design, uh, upgradable. 24:40.000 --> 24:44.000 So if you start with point money, what can you do in the panning and the monitors and the electronics? 24:44.000 --> 24:50.000 Oh, yeah, 100% yes. So, um, for example, uh, if you have the low cost optics version, 24:50.000 --> 24:54.000 which just uses our Raspberry Pi camera instead of any sort of fancy, 24:54.000 --> 24:56.000 make super creative. 24:56.000 --> 24:58.000 It's a simple swapping at one part. 24:58.000 --> 25:00.000 Um, when should have the other optics. 25:00.000 --> 25:03.000 Um, it's just this sort of optics module in the middle that needs changed. 25:03.000 --> 25:04.000 And that's it. 25:04.000 --> 25:08.000 I think else is printed and designed to be properly aligned with each other already. 25:14.000 --> 25:15.000 Hi. 25:15.000 --> 25:18.000 Another one for cost of activity. 25:18.000 --> 25:19.000 Is it effective this year? 25:19.000 --> 25:24.000 But is there any plans for your settings to edit some questions? 25:24.000 --> 25:25.000 Haha. 25:25.000 --> 25:27.000 So, uh, we've, we can already do that. 25:27.000 --> 25:32.000 Um, we have sort of, uh, additional modules that you can add to, 25:32.000 --> 25:34.000 any of the different types of microscopes. 25:34.000 --> 25:38.000 But yes, so fluorescence is one of them that you can do already. 25:46.000 --> 25:47.000 Hi. 25:47.000 --> 25:49.000 Do you have, um, 25:49.000 --> 25:52.000 I don't know what's going on in there. 25:52.000 --> 25:55.000 Uh, might be necessarily in school. 25:55.000 --> 25:56.000 Hmm. 25:56.000 --> 26:06.000 So, um, we actually have a form on our website as well. 26:06.000 --> 26:09.000 Where people get in contact when they've, when they've built one, 26:09.000 --> 26:12.000 when they've had problems with one to share what they're up to with it. 26:12.000 --> 26:13.000 Um, 26:13.000 --> 26:14.000 Yeah. 26:14.000 --> 26:16.000 So they'll be the best place. 26:16.000 --> 26:20.000 Uh, be the best place to see to community that we have. 26:20.000 --> 26:21.000 Um, 26:21.000 --> 26:25.000 most recently, somebody came into our form saying that they, um, 26:25.000 --> 26:27.000 they're taking our microscope. 26:27.000 --> 26:30.000 They're making a few alterations on their putting it in space, 26:30.000 --> 26:33.000 which is very, very cool. 26:33.000 --> 26:36.000 Um, so we're excited to see what that goes. 26:36.000 --> 26:40.000 Uh, we don't have a call. 26:40.000 --> 26:42.000 Well, we did a few years ago. 26:42.000 --> 26:44.000 We had an open flasher call in, uh, 26:44.000 --> 26:47.000 where we had everybody who was involved in a flasher come along. 26:47.000 --> 26:49.000 I'm really hoping to do that again soon, 26:49.000 --> 26:52.000 because it was, it was really, really good. 26:58.000 --> 26:59.000 I, uh, both thank you everyone. 26:59.000 --> 27:01.000 Uh, I think I'm about time. 27:01.000 --> 27:02.000 So, thanks. 27:02.000 --> 27:03.000 Thank you.