YT YouTube2Text

YouTube2Text → Transcripts → 4th Web Conference FLAL 2026 II

4th Web Conference FLAL 2026 II — Transcript

by Steffi Marín · 9,323 words · 1,477 segments · language en · Watch on YouTube

Open in transcriber Summarize with AI Download SRT/VTT

Full transcript

0:02Morning everyone. Let's get started
0:04with our fourth web conference for the
0:07Foreign Language Acquisition and
0:08Learning course. With your permission,
0:11I am going to record this meeting.
0:13Today we are here with professors Paula
0:15Reyes and Tania Forero. We are
0:18presenting this web conference. So, I
0:25am sharing my presentation. Can you see
0:28my screen? Yes, teacher. Okay, thank
0:34you. So, welcome again, dear students,
0:37to this web conference of our course. I
0:41am showing you the agenda for today's
0:43meeting. First, we are going to talk to
0:47you about the case concerning the topic
0:48: Emerging Trends in Language Learning.
0:52Next, professor Paula will explain to
0:54you about the learning guide, teacher
0:56support, recommendations, and general
0:59questions. Please bear in mind that if
1:03you have any questions, you can ask
1:05them at the end of the presentation for
1:08the fluency of this meeting. Okay. So,
1:11um, let's continue with the
1:15characteristics of this case. Number
1:19four, the fourth activity or task,
1:21called Emerging Trends in Language
1:23Learning. The activity type is
1:27collaborative. The evaluation moment is
1:30intermediate. The maximum score for the
1:34activity is 120 points. The activity
1:38starts on Monday, October 26th. That is
1:43to say, this coming Monday. And the
1:46activity ends on Sunday, November 22nd.
1:51So you will have almost a month to
1:54develop this um case. Regarding this
2:00theoretical part or aspects, um, I am
2:03going to talk to you a little about
2:05emerging trends in language learning.
2:08This is the central topic, and I am
2:11going to start with artificial
2:13intelligence. So, as you know, this
2:18refers to technologies that perform
2:20tasks associated with human
2:22intelligence, such as generating
2:25language, recognizing speech, analyzing
2:28information, and providing feedback.
2:33What are the key applications in
2:35English language teaching? You will
2:39have the opportunity to have
2:41personalized learning materials and
2:44activities, automated feedback on
2:47grammar, vocabulary, and writing,
2:49support for pronunciation and speaking
2:52practice, generation of lesson plans,
2:55quizzes, and authentic learning
2:58scenarios, and assistance with
3:00formative assessment and learner
3:02progress. This use of artificial
3:08intelligence, or AI, has some benefits
3:11like greater access to, individualized
3:14practice, immediate feedback, and
3:17support for planning. This also has
3:23some challenges, like inaccurate or
3:26biased outputs, privacy, academic
3:29integrity, over-reliance on AI, unequal
3:33access to technology, and the need for
3:37teacher training. Here I would like to
3:42ask you a question. Have you ever used
3:46artificial intelligence for practicing
3:48English? Please turn your microphones
3:53on and answer the question. Has any one
3:57of you used artificial intelligence to
3:59practice English? Perhaps to give it a
4:02prompt about, uh, creating study
4:07schedules or suggesting study materials
4:10. Tell me about your experience.
4:17>> Ana Isabel,
4:21>> uh, good morning. Yes, yes, ma'am. I
4:23have used it on occasions, well, to
4:26find out, ah, for example, the, I don't
4:29know, forms, or to a certain extent,
4:32the topics in some kind of order to
4:35learn English or to clarify an idea
4:37about a topic.
4:42>> Excellent Ana, thank you for your
4:44participation. Yes, I have also used AI
4:49to create weekly plans, study plans,
4:52and provide me with learning materials,
4:56um, with learning or teaching tools to
5:00practice English. Ok, good job. Next.
5:08Conversational AI tools are systems
5:11that use artificial intelligence to
5:14interact with users through text or
5:17speech simulating humanlike
5:19conversations. These are some examples:
5:24ChatGPT, Google Assistant, Siri, and
5:27Alexa. Do you know any other examples
5:31of conversational AI tools? Do you know
5:38any other conversational AI assistance
5:41tools with which you can practice
5:44pronunciation? Speaking, Andrea. Andrea
5:53, you have the floor. You have the
5:55floor, you can speak. Laura. Good
6:03morning teacher and classmates.
6:06Regarding the question, I've had some
6:09experience with the platform called
6:12DeepSeek and Google Gemini. I think
6:15they are really useful because they
6:18provide me with different uh feedback
6:20and I can also have interactions with
6:23them. And I would say that sometimes I
6:26use them, but most of the time I use
6:28ChatGPT a lot. Excellent. So, DeepSeek
6:32and Gemini. Are there any other
6:36examples? Kevin. Have you ever heard
6:54about ELSA Speak or Practica or Learna?
7:00I think these are conversational um AI
7:04tools or or assistants that you can you
7:07can practice with for pronunciation,
7:11speaking, um, to enhance your speaking.
7:15So, um, these applications for English
7:17learning are about practicing dialogues
7:20and role plays, developing speaking
7:22fluency, and vocabulary. And in our
7:26material, or bibliographical material,
7:30you have, like, in Lee (2024), who
7:33reviewed 32 studies published between
7:362013 and 2023, and their findings
7:39indicated positive effective outcomes
7:46using these conversational tools. You
7:49can read about it in our material
7:52provided in this course. Next, Computer
7:56Assisted Language Learning or CALL
7:59involves using computers and digital
8:01technologies to support the teaching
8:03and learning of languages. So, uh, the
8:09applications are listening
8:11comprehension through videos and audio
8:13recordings. The question here is, um,
8:20what do you use for learning English?
8:23What kind of tool? Uh, a computer, do
8:28you use the computer the most, or your
8:31cell phone? Because Computer Assisted
8:36Language Learning involves using
8:38computers and, yeah, digital
8:40technologies, but specifically for
8:43smartphones or cellphones, we have
8:45mobile learning, so do you use
8:47computers to learn English or do you
8:50use smartphones or cellphones? Tell me
8:53about it. What kind of tool do you use
8:56to practice English? Do you use
9:01computers or cellphones more to
9:03practice English?
9:08>> Both of them. Okay. What about video
9:13scenario recordings? Do you watch
9:15series in English? What kind of series?
9:26When you use your computer, what kind
9:29of activities do you do to practice
9:31English? Do you watch series? Do you
9:34listen to any radio or television
9:37programs?
9:44>> I watch videos.
9:46>> Okay, good.
9:49>> Morning.
9:50>> Good morning. I I sometimes watch
9:54series in English. I like this this
10:00form because I I like the series and
10:03movies. I watch with no subtitles.
10:15>> Subtitles. Yes.
10:17>> Ok. Excellent job. Good exercise and
10:20here the challenges are digital
10:22inequality, technical difficulties,
10:24distraction, superficial engagement,
10:27and the need for pedagogically
10:29meaningful technology integration.
10:32That's really important for us as
10:33future teachers. We need to be careful
10:37with this integration of technology and
10:40education. Now mobile learning, or
10:45m-learning, refers to learning through
10:48portable digital devices such as
10:50smartphones and tablets across
10:52different locations and situations. The
10:56applications for reviewing vocabulary
10:59with flashcards is the same thing as
11:01computer-assisted, but through a
11:03smartphone or mobile learning such as
11:05tablets. Here we can use um mobile
11:11dictionaries, pronunciation tools,
11:14participating in online discussions and
11:18quizzes, and the challenges are almost
11:21the same. Screen distractions and
11:24limited attention, internet
11:26connectivity and device access,
11:27potentially fragmented learning without
11:30a clear plan. So, do you use your
11:32smartphone or your cell phone to learn
11:34English? And what kind of things do you
11:37use? Maybe you have some applications.
11:39Could you please tell us about them?
11:43Can you tell us if you have
11:44applications on your phone, what you
11:46have them for, how you use them, if
11:48they are dictionaries or some other
11:50application that you would recommend to
11:52everyone? I use both of them and I use
11:59Duolingo and one application that
12:05stimulates, but it's hard for me
12:09because the reaction time is very short
12:13.
12:16>> Ok. Thank you.
12:18>> Hello teacher.
12:20>> Hello.
12:21>> Oh Laura. Is it free or or do we have
12:29to pay? Yeah. HelloTalk. Hello. It
13:06always says that you have to show a
13:08screenshot. Thank you. Hello. Spanish.
13:24I make money using that. Ok. And and
13:32who who are your students for learning
13:35Spanish from different countries?
13:40>> Different countries. Egypt, Cairo, US,
13:44Philippines. They love they say they
13:49love Spanish and they pay in dollars
13:52and euros. Laptop teaching Spanish.
14:01Recommendation, Diego. Thank you.
14:03HelloTalk, good job Laura. Well,
14:08teacher, in my case I also use
14:10HelloTalk and I think it's really
14:13useful because you can also join
14:15different conferences and meetings. In
14:19my case, sometimes I join a class that
14:21native speakers give and it has taught
14:24me valuable lessons, and well,
14:26sometimes I can also use like other
14:28applications. real life English
14:40practice shadowing and you can learn
14:43with flash cards and I really love this
14:46application. And Laura, does this
14:50application use AI or is it um a
14:53conversational tool with real Well,
14:59it's about videos of speakers. They
15:03talk about different topics like
15:05learning English, cultures, and they
15:07share ideas and as they go through the
15:10conversation they give you like some
15:12flash cards and there you can see how
15:15some expressions are used in context.
15:18>> But the interactions are with human
15:20beings, not with AI.
15:23>> Yes, teacher, that's correct. Ok thank
15:26you. Thank you very much. Let's
15:29continue with Professor Paula Reyes and
15:32the explanation, sorry, and Kevin and
15:35Alejandro. Professor Paula Reyes.
15:47>> Me, Alejandro. teacher than Professor
15:59Paula Reyes. Perfect. Thank you so much
16:05. Good morning everybody. I hope you're
16:08doing great. So we're going to continue
16:10. Give me a second. I'll be moving to
16:13our next part guys. As you know, we're
16:16going to continue with the steps um
16:18regarding the activities that you are
16:20required to develop for this fourth
16:22part of our course, which is going to
16:25be case number four. Okay. So remember
16:28that at this point uh we are going to
16:31explain and let you know what are the
16:33activities that you need to develop in
16:35order to uh deliver the task on time.
16:38Ok. So here we have steps number one,
16:41two, and three. First uh what you have
16:45to do guys is that you need to
16:46participate in the web conference,
16:48watch the recording and include a
16:50summary in the final document. Remember
16:55that by the end of the conference,
16:56we're going to be sharing the link with
16:58the recording so you're going to be
17:00able to watch it and work on your
17:01summary. Ok. In step number two, what
17:05you have to do is that you need to
17:07select a role. eh with the
17:12collaborative group according to the
17:14annex which fulfills the
17:16responsibilities and the development of
17:19the activities. Ok, this is really
17:22important for you guys to keep in touch
17:24on time. Please do not wait until the
17:28last week. In step number three is
17:32about the reading, the readings that we
17:35suggest you to read and look into in
17:38order to develop all the activities.
17:41Remember that here we have the readings
17:44. In this case we're going to be
17:47working with emerging trends in
17:49language learning and this is going to
17:51be independent work. Remember that it
17:54is your responsibility to uh work on
17:57these assignments. Ok. We have the
18:00first reading: artificial intelligence,
18:03conversational artificial intelligence
18:05tools, computer-assisted language
18:08learning, mobile learning,
18:09multilingualism, translanguaging,
18:11usage-based and language learning. Okay
18:15. So these are the suggested readings
18:18for you guys and these are steps number
18:21one, two and three. Well, we're going
18:25to continue now and we are moving to
18:27our step number four. In this case,
18:30these are the activities that you are
18:33required to develop after the reading
18:36exercise. Okay. So, in this case, this
18:39is telling you that after completing
18:41the readings, you need to write a
18:43summary that includes. In this part, um
18:47, you are required to work on this part
18:49of your activity individually. And what
18:52you can do, guys, is that you can write
18:55down your summaries on a piece of paper
18:57, then you can take a picture of it and
18:59you can post it there in the forums. Ok
19:02. So uh in the first part you need to
19:06uh write about the definition of each
19:08trend, then you need to check the main
19:11characteristics of each one of them.
19:15You also need to include the
19:17educational benefits, potential
19:19limitations and examples of application
19:22in an English language learning context
19:25. Then you need to answer the next
19:28question. Remember that this is going
19:31to be like a reflective question. Ok,
19:33which emerging trend do you believe
19:36will have the greatest impact on
19:38foreign language learning during the
19:41next decade? Justify your answer using
19:45evidence from the readings. Okay. So,
19:49guys, at this point, remember that this
19:52activity comes after we have already
19:55developed and done the reading
19:57exercises independently. For this part
20:01of the activity, what you can do is you
20:04can write the summary by hand, right?
20:07And after you have finished it, take a
20:10photo as evidence and post it there in
20:13the forum. Ready? The activity is, well
20:15, the idea is that you manage to
20:18develop the activity individually and
20:20that you make your contributions there
20:23to receive later feedback from your
20:26peers. Ready? Hope it's clear guys, in
20:30case of you can chat. Or maybe at the
20:38end of the presentation. Ok, now we're
20:41going to be moving forward to steps
20:43number five, six and seven. Ok, I don't
20:46know if you've already had the
20:48opportunity to check what our next
20:50activity will be, but we're going to be
20:52working with a simulator, right? So,
20:56don't worry guys, because if you've
20:58already checked your platforms, the
21:00simulator will be available there by
21:02Monday. Okay. So, don't panic. Eh,
21:06don't worry about it because we are
21:08going to be sending a tutorial video
21:10that you can watch in order to develop
21:12the activities properly. Okay, please
21:15don't worry, don't be anxious. Next
21:18week between Monday and Tuesday, we
21:20will be sharing a video with you to
21:22explain it very well step-by-step so
21:25you can see it for yourselves, because
21:27right now it is not yet uploaded to the
21:30platform. Ready? So, starting Monday
21:33you will find it there. And by
21:35reviewing the material we will share
21:37with you, it will be possible for you
21:40to follow the steps. Ready? Then in the
21:43step number five, you are going to
21:45upload the summary and your answer to
21:47the question in the discussion forum.
21:49What I was explaining to you a moment
21:51ago. So, when you have your evidence of
21:54the summary at hand, you can upload the
21:57photos in the discussion forum and we
21:59will provide the respective feedback,
22:02right? Step number six, provide
22:05feedback on a classmate's contribution.
22:08Step number seven, simulation. This is
22:10the activity I was telling you guys.
22:13Project based learning for language
22:14acquisition. This is going to be your
22:17independent work. Ok. So what each
22:20student must do? First, access the
22:24pedagogical practices simulator. As I
22:26said before, this is going to be
22:28available on Monday. Okay, don't worry
22:31if you check it right now because it's
22:34not available yet, it will be available
22:37starting Monday. Number two, watch the
22:41introductory and instructional videos
22:43to understand the simulation process.
22:47Even right there when you access the
22:49simulator, you will see some
22:51explanatory videos. So don't worry, we
22:55are going to provide all the resources
22:57so you can develop it. Ready. Number
23:01three, analyze the problem situations
23:04presented in Milton's case. At this
23:08point, there in the simulator, you're
23:10going to find a very specific case
23:12related to a teacher, but he's not
23:14working in a teaching scenario in a
23:17traditional scenario. You will see. Ok.
23:21Then in the number four it says that
23:24you need to solve three different
23:27problematic situations proposed by the
23:30simulator by writing a pedagogical
23:33justified response of at least 150
23:36words for each situation. Okay. Well,
23:40at this point, Angi, we will answer
23:42questions in just a moment. At this
23:47point, it is one of the steps here in
23:49the simulator, and it tells us that we
23:51must solve some problems that the
23:53simulator itself will provide us, right
23:55? So, we will be advancing in the
24:00simulator, choosing the best option
24:03proposed to us, and finally, for each
24:06of the options, we will draft a 150-
24:08word justification for each one. It's
24:13not 150 words once, but three times.
24:17Okay? For each of the situations, we
24:20are going to provide a 150-word
24:22justification, for a total of three.
24:25After this, our computer is going to
24:28generate a document. Okay. Our own
24:31system, our own simulator, will create
24:34a document for us. Ready? So, do not
24:38worry about that. Number five, while
24:42developing the justifications reflect
24:45on how emerging trends such as
24:47artificial intelligence, computer
24:49assisted language learning,
24:51multilingualism, translingualism,
24:54mobile learning and technology enhanced
24:57learning environments could contribute
25:00to addressing the challenges identified
25:02in the case. At this point guys, it is
25:07really important for you to connect all
25:09the information that you have read
25:12before the theories and the suggested
25:14readings in this part. Right? Remember
25:18that the simulator is giving you a very
25:21very common situation in our teacher
25:23field. Okay, we are experiencing this
25:27through a case of a teacher, right? So
25:30that's why we're going to be able to
25:32develop this part of the simulator. Ok
25:36then in the exercise or point six it
25:38says that you're going to download the
25:41file generated by the simulator and
25:43rename it using the following format.
25:48In this case, the name that you're
25:49going to give to the document is going
25:51to be problem situation plus your name.
25:54Example in my case problem situation
25:58under Paula Reyes. Okay, remember that
26:02the simulator is going to generate the
26:04document you don't have to worry about
26:07it because at the end the simulator is
26:09going to guide you through the process
26:11and at the end is going to show you how
26:13to generate the document. Okay, don't
26:17get uneasy, don't worry, you won't have
26:21to do anything extraordinary or outside
26:24the platform, but the document itself
26:27will guide us step by step for the
26:30generation of the final PDF. Ready? So,
26:34remember here that they are telling us
26:37that once we download the document,
26:40already finished with our three
26:42justifications of 150 words each, we
26:45will name the document "problem" and
26:50our names. Ready? Well, these are the
26:54steps five, six and seven. And then
26:57here we have the step eight. Okay. So,
27:00what is the idea? In this case we have
27:03the second activity related to the
27:05topic which is going to be research
27:07assistant in the Milton's case. This is
27:10going to be a collaborative work. Okay.
27:14It means that all of you need to work
27:15together on this part of the activity.
27:19What you have to do first guys is that
27:21you're going to access the research
27:23assistant again within the simulator
27:25and work only on the stages related to
27:27the title and observation and problem
27:29statement. This is going to be a very
27:34small research project. We know that
27:38you haven't taken any of these subjects
27:41related to the research part yet. But
27:46at this point, what we want you to do
27:49is start working on it, you know. So,
27:52going forward, we have an idea of how
27:55to develop these types of activities.
27:58Okay. Well, in this case, based on
28:02Milton's case and his problematic
28:04situation, you are going to analyze it
28:06in the simulator and collaboratively
28:09develop a problem statement that
28:11includes the following components. It
28:15means you guys are going to work on the
28:18development of the theory statement,
28:20you know, the theory statement
28:22according to Milton's case. First, here
28:26we have the problem statement. This is
28:28going to be a contextualized problem
28:30definition. Okay. Then we have a
28:33research question. Then we have the
28:39justification: social, theoretical, and
28:41methodological usefulness. And then,
28:46finally, the simulator will guide you
28:49step-by-step to download the document
28:51generated by the research assistant.
28:56And finally, you are going to rename
28:58the document using the following format
29:01: Research Assistant, then an
29:03underscore. In this case, you aren't
29:06going to put your name, but rather the
29:09number of your group. Okay. So,
29:13Research Assistant Group 104, for
29:15example, or Group 77, or Group 80, you
29:19know, depending on your group number.
29:22Okay. Then, for step nine, we are going
29:29to continue with the collaborative work
29:31. At this point, what you have to do is
29:36record an academic podcast. Okay, based
29:40on the analysis conducted in the
29:43simulator and the problem statement
29:45developed collaboratively through the
29:48research assistant, you will design and
29:51record an academic podcast of
29:53approximately 8 to 10 minutes. You can
29:58use Spotify for Podcasters or Podcastle
30:01, or you can use Podcast or Anchor or
30:09SoundCloud—I mean, there are many or
30:12multiple apps you can use to develop
30:14this part of the activity. Okay. The
30:20podcast should discuss the challenges
30:23identified in Milton's case and analyze
30:26how emerging trends in language
30:28learning can contribute to addressing
30:31those challenges. The podcast should
30:35include the following sections:
30:38introduction, a brief presentation of
30:40the group, and the purpose of the
30:43podcast. Case overview: a brief
30:47description of Milton's teaching
30:50context and the main challenges
30:52identified in the simulator. Analysis
30:57of emerging trends. Discussion of how
31:01trends such as artificial intelligence,
31:03computer-assisted language learning,
31:06multilingualism, translingualism, and
31:08mobile learning could support foreign
31:10language learning in Milton's context.
31:15Pedagogical recommendations: propose
31:17strategies and actions to address the
31:20identified challenges. Conclusions:
31:23main findings and reflections derived
31:26from the analysis. Once the podcast has
31:31been recorded, upload the video file to
31:35the platform and allow public access.
31:39Remember guys, what you can do here is
31:42post your video on the YouTube platform
31:45and attach the link. So we are going to
31:49be able to watch it, and you need to
31:51make sure you leave it with public
31:53access. Okay. Well, so in this part we
32:00continue with collaborative work, and
32:03what we are going to do here to wrap up
32:06the submission activities is record a
32:09podcast; you will work on recording a
32:12podcast. Remember that this is
32:16collaborative work. Ready? So, the
32:20podcast will be based on the activities
32:23worked on in the simulator, and we will
32:26take advantage of the theories analyzed
32:29to connect all this information, right?
32:33So, remember that the steps will be a
32:36brief introduction of the group and the
32:38purpose of the podcast. Then we will do
32:42a case overview, a review of the case,
32:45where we will talk briefly about the
32:47case or the description of Milton's
32:49case as a teacher, his context, and the
32:52main challenges identified there in the
32:55simulator. Watch out, because all of
32:58this is based on Professor Milton's
33:00case. Ready? Then we perform the
33:04analysis I was telling you about
33:05regarding the emerging theories
33:07suggested here for the development of
33:09the activity. On your part, you will
33:14propose pedagogical recommendations of
33:17strategies and actions to provide
33:19solutions to the challenges that were
33:22identified. Finally, the podcast will
33:29close with the main conclusions reached
33:33and how the analysis of this case is
33:36achieved. Well, finally, once the
33:43podcast has been recorded, finished,
33:45edited, and everything else, you will
33:48upload the podcast file to a platform
33:51where you will share it with us, and
33:53obviously, it must be available with
33:56public access so we can properly watch
33:59and listen to it. Ready? Okay, here
34:04then, step number 10. We are now
34:07closing the organization of the
34:10document. In the activity submission
34:13section, as a group, you need to submit
34:16one PDF document that includes the
34:18following components. Watch out,
34:21because the organization of the
34:22document for the reflections is super
34:24important here. In this case, we are
34:28not going to accept links that you
34:31place leading away from the document;
34:34the content must be included directly
34:36in the submission. Ready? Please do not
34:41include links in your submissions for
34:44us to follow, as we always have trouble
34:47opening and reviewing them. So, the
34:50idea is that for this submission, you
34:53should include all the documents, right
34:57? And all the information in the final
35:00delivery, in the final PDF. Ready? So,
35:04you need to include a cover page, you
35:06already know that. The web conference.
35:09Attendance. In this case, it can be a
35:11screenshot showing your name, date, and
35:13time. And if you couldn't attend, you
35:16are going to include a brief summary of
35:18the session. You are going to include
35:20your summary of emerging trends; in
35:22this case, remember that you can
35:24include a picture of your summary
35:26because, in this case, you are going to
35:29develop this, uh, by hand in the
35:31written exercise. So yeah, you can
35:33include the picture. Okay. Evidence of
35:36your forum participation. You are going
35:38to provide evidence by using
35:40screenshots of your contribution to the
35:42discussion forum and the feedback given
35:45to a classmate. Then, for the simulator
35:48evidence, you are going to include the
35:50file generated by the simulator
35:52containing the responses to the three
35:54problematic situations analyzed in
35:56Milton's case. Research assistant
35:59report. Remember that in this case,
36:03guys, the simulator evidence is going
36:05to be individual work, and the research
36:07assistant report is going to be group
36:09work; it is part of a group assignment,
36:12okay? So, you are going to include the
36:15document created through the research
36:18assistant containing the title, the
36:20problem statement, the research
36:22question, and the justification. And
36:25finally, you are going to include the
36:28podcast; you need to send the link in
36:30this case and make sure that everything
36:33is accessible to be checked. Ok. And
36:36finally, well, do not forget the APA
36:39style, uh, the references properly
36:42listed in the format and in the final
36:45document. And well, finally you need to
36:49name your document using the following
36:53format: group number, case four, and
36:56the course number. Ok. And well, I
36:59think that is going to be pretty much
37:01everything. I don't know, teacher, if
37:04we are going to answer questions now,
37:05or what should we do now? Well, finally
37:10here we have teacher support. Remember
37:13that, students, you can always ask your
37:19teachers in case you have questions or
37:21doubts, and we have here different
37:23channels that we can use to get that
37:26type of help if needed. Ok. Here we
37:30have the virtual campus email. We have
37:32the collaborative forums, we have team
37:35sessions and also we have the online
37:37conference sessions or web conferences.
37:40Ok. And the recommendations be
37:44organized from the beginning of the
37:46case. In this case, do not wait after
37:50two or three weeks to keep in touch
37:51with your partners and contact them. Ok
37:54. Uh don't forget to choose a role.
37:58Work according to those roles assigned.
38:03Follow the rules and stay in contact.
38:08Teacher Step. Please, do you have that
38:13game, professor? Yes. Yes. Very quick.
38:25Hello. So guys, please follow the link.
38:32Complete. Activity in order to make
38:37sure or check with you some of the
38:38answers of the activities that were
38:40just explained. Let's follow this QR
38:45code and proceed to this short activity
38:50which consists of how to respond to
38:54specific points of the activities that
38:58were just explained. Ready? So, please,
39:03I invite you all to start accessing it.
39:06Very good, we already have 12 people
39:09who have joined, 13. Please, let's join
39:28here. Teacher Paula, do you have the
39:37link to share in the chat?
39:40>> Let me see if I can get the link. Let
39:43me confirm. Okay, I'm going to share
39:54the link here in the chat where we are.
40:03Ready. The link is already in the chat,
40:06professor.
40:10>> Yes, professor. I think we can start
40:15now.
40:15>> Ready. Starting now then. Ok. So here
40:27we go. What should students do first
40:30when accessing the simulator in Step?
40:34Guys, you will have 30 seconds. What
40:44should students do first when accessing
40:47the simulator in Step? Ok. Guys,
41:03remember that that is not going to be
41:06our first step. Most of you answered a
41:10150-word response, but remember what
41:14you have to do first in this case is to
41:17watch the introductory and instruction
41:20videos. Watch out for this because it
41:24is quite important. How are we going to
41:26write a response in this case if we
41:29still haven't seen the guide on how to
41:32develop it? So, step number one, that
41:35we cannot skip for anything in the
41:38world, is to continue with the viewing
41:40of the introduction. Ready? These
41:44introductory videos explain to us how
41:46we are going to develop the activities
41:49step by step. Ready? Okay. Question
41:54number two. In Milton's case, how many
42:03situations must each student solve and
42:06what is the minimum response length? Oh
42:33, I'm not sharing the screen. Give me
42:36one second. Teacher Tania, can you
42:53confirm if it's working now, please? I
42:54think it is.
42:55>> Yes.
42:56>> Okay. Wonderful. I'm so sorry. Okay. In
43:01Milton's case, how many situations must
43:03student solve and what is the minimum
43:05response length? Well done guys. Well,
43:09in this case we have three situations.
43:12150 words each. Well done. Okay. One
43:18second. Okay. Next. What file naming
43:36format is required after completing the
43:39simulator? Ok, so we're going to check
44:11guys. Please keep in mind that here we
44:14have two different documents that the
44:16simulator is going to give us. Remember
44:19that we have two documents that the
44:21simulator will generate for us. One
44:24consists of the individual work and the
44:27other consists of the group work. Okay?
44:30In this case, if we have the group work
44:34, right? which is the format they are
44:36asking for here. So they tell us group
44:39number, case four and the course number
44:41. Okay. So, we going to continue. Which
44:59research assistant stages should
45:01students work on collaboratively? in
45:05step 8. Remember that here in our
45:31collaborative work section we are going
45:34to develop the research assistant and
45:36in this part we have title and
45:38observation and problem statement. Here
45:42we going to be moving to our last
45:45question. Let's move on to our last
45:47question. What three components belong
45:54in the step a problem statement? Very
46:28good, for everyone we have then problem
46:31statement, research question and
46:33finally justification. Okay. Well,
46:37remember that these are then the three
46:39steps that will involve the problem
46:42statement. Good. Okay. Here we go. Well
46:46done, Albert. Yes. Okay. Nice, Albert.
46:53Good job. It seems to be that it's very
46:56very clear to you. Ok. So, I'm going to
46:59stop sharing my screen by now. Teacher
47:01Steve.
47:04>> Ok. Thank you. Congratulations. Let's
47:11continue with our questions and answers
47:14time. So, please raise your hand if you
47:18have any questions. In the order in
47:21which you raise your hand, we are going
47:23to answer the questions. For Professor
47:25Paula, I'll answer one, you answer one.
47:27And uh you can also ask questions in
47:30the chat. Professor Tania will be
47:33helping us with the questions in the
47:35chat. Ready. So I'll start, Professor
47:38Paula, with Angélica Celis. Angélica,
47:46it's the first time I've managed to
47:48connect because I'm usually at work at
47:50this time. But I wanted to know why not
47:54, honestly I had never used Teams as
47:57such and I would like to know why I
47:59can't use the chat, I mean, I can't
48:02participate in the conference chat.
48:05>> Because Angélica must enter logged in
48:08with her institutional email.
48:11>> Ah, okay,
48:15>> okay. Okay, thank you very much.
48:17>> My pleasure. Next question for
48:19Professor Paula from Francis. Lorena,
48:22tell us. Hello,
48:27>> I'm in class. I'm in class.
48:30>> Now she wants,
48:32>> guys. Microphone, please.
48:33>> Ready, Francis, go ahead.
48:36>> Okay, thanks. Uh, my question is about
48:39the simulator. Uh, well, at some point
48:41in another course, I also had to do a
48:43simulator. However, I didn't know that
48:46you could only log in once, because
48:48it's like it doesn't save the data
48:49afterwards. So, I don't know if it's
48:52the same here; I mean, once I open the
48:54simulator, let's say, do I have to
48:56solve everything that same day? Can't I
48:58, like, log out and come back if I
49:00didn't manage to finish everything
49:02today because I didn't have enough
49:04study hours or had something else come
49:06up, and then log in another day and
49:07have it saved, or is it just one login
49:09and I have to solve everything in that
49:11session?
49:13>> If you want,
49:15>> if you want, I can help you answer that
49:16, Professor Paula, or
49:17>> yes, yes. No, well, I, sure, Professor,
49:19whatever you want. Okay, if you'd like.
49:21>> Okay. Uh, Francy, uh, the simulator, as
49:27Professor Paula explained, has two
49:30sections, right? One, which is where
49:33the three multiple-choice questions are
49:35, where the Milton case is presented,
49:37and you must answer the three
49:39multiple-choice questions with their
49:41respective justifications of 150 words
49:43each. The other section is the research
49:48assistant, which is related to research
49:52. Right? So, this first part where the
49:55three questions are solved must be done
49:58in a single session. So, you should
50:00plan to have at least one to two hours
50:03available while you read the material,
50:05watch the videos, look at the case, and
50:08prepare to answer the three questions.
50:10Because you can't just answer one
50:12question and leave, right? Because at
50:15the end, you must download a PDF, and
50:17that PDF must be downloaded in the same
50:20session. There are cases of students
50:23who have logged out and lost their
50:25information, so it's also recommended
50:27that you keep your answers or
50:29justifications in a separate Word
50:31document, just in case you happen to
50:33get kicked out of the platform, so you
50:36have your answers saved there. But that
50:39first section must be done all at once.
50:42Got it?
50:44>> Ah, okay. And the second and the
50:49>> the research one. The research one. Uh,
50:53when you enter the research assistant,
50:55you can also see all the parts of a
50:56research project. As Professor Paula
51:00explained, within that assistant, there
51:03are many sections that a research
51:05project has, but we are only going to
51:08do the title section and the problem
51:10statement section with the
51:12justification included. So, you are
51:16only going to complete those two parts
51:18of the research assistant. When you
51:21have them, download the PDF. But could
51:25I do it in one afternoon? Let's say,
51:27well, my afternoons are usually when I
51:29have availability to study. Uh, one
51:31afternoon I do the first section, which
51:34is the three justifications, and on
51:36another day, I can do the problem
51:38statement, the one for the approach.
51:40>> Exactly. Likewise, it is recommended to
51:43work on a draft. If you say, "Well, I'm
51:46going to look at what components the
51:48research assistant has and I'm going to
51:51leave everything in this Word document
51:53and then upload it all at once to the
51:56assistant and download the PDF." But
51:59yes, it is done just as you are saying.
52:03>> The last quick question I had was
52:04regarding the podcast. Uh, since it's
52:07collaborative, uh, I don't know, is
52:09there a way that, well clearly, we have
52:11to create the dialogue first? Of course
52:14, but given the schedules, sometimes
52:16it's very difficult to coordinate in
52:18the same session. I don't know,
52:20recording the podcast, recording each
52:22section or part of the dialogue and
52:24then joining it, well, clearly so that
52:27the podcast sounds coherent. I don't
52:30know if that possibility exists,
52:32because from what I understand, the
52:33podcast is long; it's a continuous
52:35conversation, without pauses or patches
52:37. But considering we don't connect at
52:40the same times, I don't know if it can
52:42be done, I mean, in parts and then
52:44joined together.
52:46>> According to the dialogue.
52:48>> It is possible, Franc.
52:50>> Ah, okay. All right, ready. That was it
52:53. Thank you. Well, now, Professor Paula
52:55, with the next student, Alberto.
53:01>> Alberto.
53:02>> Tutor, tutors, good morning. How are
53:05you?
53:06>> Fine, thank you.
53:07>> Well, mine was about the podcast to see
53:09if one could take longer than 10
53:13minutes.
53:16>> I mean, you mean to take longer than 10
53:18minutes or less? Yes, because I see it
53:24from the structure itself; from the
53:31structure itself, well obviously it has
53:33an introduction, a summary of the case,
53:35obviously with the analyses that come
53:37from the trends. That is clear and,
53:40obviously, it's about participation;
53:42since there are several of us, I think
53:45an 8-minute explanation would be too
53:47short. Remember that we have an average
53:50of between 8 and 10 minutes. Ready? So,
53:52the idea is that you manage to organize
53:54yourselves. Sure. Remember that there
53:56is a planning exercise beforehand,
53:58right? So, the idea is for each group
54:01member to organize their contributions
54:04so that we take between 8 and 10
54:06minutes. Ready? Eh, well, that's what's
54:10recommended; perhaps a longer podcast
54:13implies that you also need to focus on
54:15more information, the development of
54:18more activities, and more resources. So
54:22, the idea is to keep it, eh, yes, as a
54:25summary of what has already been done.
54:29Ready?
54:31>> Yes. The thing is, perhaps there could
54:33be some room for flexibility; maybe a
54:35minute or two more, so that it's clear
54:37and not a case of: "Oh, I took too long
54:39, man, let's record again." Perhaps
54:42there could be a tolerance gap of one
54:44minute, two at most, so one doesn't
54:45have to say: "No, we were told it had
54:47to be exactly 10 minutes, so it took me
54:4911, so it's no good, let's do it again.
54:51"
54:51>> Sure. Yes, yes, yes, yes. The margin
54:54exists, don't worry, the margin exists,
54:56but anything beyond that, the call is
54:59to keep within the parameters.
55:03>> Yes, of course, because you set a
55:05script, obviously for a podcast to have
55:08a logical sequence, because it is an
55:10academic podcast and both the speech
55:13and the sequence must be consistent
55:15with the steps that the sessions must
55:18include.
55:20>> Thank you very much. Ready, Alberto.
55:24>> Well, guys, are there any more
55:26questions, because Franc Alberto—or I
55:29don't know if Francis has more
55:31questions, she has her hand raised.
55:34>> No,
55:36>> Lady, Lady, your question. Hello,
55:40Professor. Eh, yes, Professor, sorry,
55:43I'm a little bit confused about the
55:46simulator, how to—so there, briefly,
55:48I will say what I understood. So, eh,
55:54we watch the introductory videos. So,
55:57eh, eh, they explain how to use the
56:00simulator there, right?
56:04>> Yes. Lady, we wanted to give a more
56:07practical explanation, but
56:09unfortunately, the simulator hasn't
56:11been uploaded for us yet. That is why
56:13Professor Paula told you that from
56:15Monday, at the latest Tuesday, you will
56:17have your simulator in your
56:18>> in your course. You will find it within
56:21the "Case 4" section. So, you enter the
56:25course as usual, right? Select Case 4,
56:29expand Case 4, and a link will appear
56:31here just like these, but it will say "
56:34Simulator." Enter that simulator, and
56:38first, you will begin by reviewing the
56:41bibliographic material and the videos
56:43provided about Milton's case. Milton is
56:46a teacher, and a case is presented
56:49there. After reading those materials
56:52and watching the videos about Milton's
56:54case, you will go in to answer the
56:56first section of the simulator, which
56:58is also called "Case Simulator." You
57:01enter, and there you will answer three
57:03multiple-choice questions. After
57:05answering them and providing your 150-
57:07word justification, you download the
57:09PDF. That is one part. Inside the same
57:13simulator, there is another little tab
57:15right next to it in the upper
57:16right-hand corner that says "Research
57:18Assistant," and that is where you must
57:20complete the first two sections that
57:21the Research Assistant contains. But
57:24don't worry, because since the
57:26simulator hasn't been uploaded yet, we
57:29are going to make a video. Well,
57:31Professor Paula is going to make a
57:33video tutorial to explain step-by-step
57:36how to complete the simulator. Yes, she
57:39will explain it in detail. She will
57:42even provide an example of how to
57:44answer, meaning where to put the text,
57:46where to download the PDF, and the same
57:48for the Research Assistant. We will
57:50also provide that video tutorial to you
57:53by Tuesday at the latest. I will send
57:55it to you via the internal course email
57:56. Ready? For the moment,
57:59>> go ahead and take the initial steps
58:01that the professor already explained to
58:03you. Ready?
58:04>> Yes. Read the content and answer the
58:06three questions there. Professor, a
58:08quick question that came to mind, a
58:10small doubt. Uh, you said that the
58:12simulator itself also gives us
58:14bibliographies, different ones
58:16>> within the...Yes, ma'am.
58:18>> Ah, okay. Yes, I thought it was the
58:21general ones that appear, but they
58:22would be other ones for the simulator,
58:24different bibliography, other material.
58:27>> Okay, Professor, thank you very much.
58:29>> You're very welcome. Uh, Professor
58:31Paula, will you answer the question?
58:33Alberto, do you have any more questions
58:35?
58:36>> Yes. In the part about step eight, uh,
58:40which is collaborative, the thing about
58:48the Milton case research assistant, uh,
58:51obviously the stages are clear, but do
58:56I record my part and the other
58:58classmates record their parts, or does
59:00it have to be simultaneous? The ideal
59:04is for it to be simultaneous, because
59:05remember that a podcast requires
59:07interaction, conversation.
59:09>> Professor, Alberto is referring to the
59:12research assistant.
59:13>> Ah, the research assistant. The
59:16research assistant. In this case,
59:19>> only one person uploads all the
59:20information.
59:22>> Only one person uploads all the
59:23information.
59:23>> That was the doubt, because
59:25>> that was the doubt. Yes, because you
59:27enter the problem statement, the
59:29question, and the justification. In
59:33fact, the PDF that is downloaded will
59:35only show the name of the student who
59:38uploaded it,
59:40>> but that is not a problem because in
59:43your final work, the cover page will
59:45have the names of everyone who
59:48participated. In fact, I will also send
59:51you a template for each case so that
59:53you know exactly what you need to
59:56submit. Ready? I will send you the
59:59template, you adjust it to APA
1:00:00standards, but I will provide the guide
1:00:02for exactly what you must present.
1:00:04Ready? And to help you, I suggest as a
1:00:08contribution, for example, in the forum
1:00:10, saying, for example, writing your
1:00:13role, right? So, I am the leader and I
1:00:17am going to take the initiative to be
1:00:19the research assistant so that you know
1:00:22who is going to do it or who
1:00:25>> who is going to upload it, since you do
1:00:26it in groups.
1:00:27>> Correct. Correct.
1:00:30>> Yes, sir.
1:00:30>> Thank you very much.
1:00:32>> Well, Luz Dari,
1:00:36>> professor, good morning. I have a
1:00:39question regarding the AI part. You
1:00:46were saying that, well, it closes and
1:00:49the information is lost. My concern is,
1:00:54I live in a rural area and here well,
1:00:59there are practically only 2 hours when
1:01:01I have electricity and internet. In
1:01:05these last two months, it has been
1:01:07terrible to do my assignments. So, I
1:01:09don't know when the power goes out, or
1:01:11when the internet goes out, I am left
1:01:13without communication. So, how many
1:01:16times or how much opportunity do I have
1:01:20to be able to log in to do that
1:01:22activity with the System's AI? Yes,
1:01:27because this does worry me quite a bit
1:01:29because of that situation, since
1:01:31sometimes it's only in the early
1:01:33morning. And well, you can work there,
1:01:37but then the power goes out. Sometimes
1:01:41it comes back for 5, 10 minutes and
1:01:43then goes out again, and that's how it
1:01:45is all day, and that has been constant
1:01:48for two months. So, I don't know,
1:01:51professor, that does worry me quite a
1:01:53bit.
1:01:54>> If that situation arises, contact your
1:01:57tutor to inform them, because you only
1:01:59have one attempt. So, if that happens,
1:02:03so they can enable another attempt for
1:02:04you. Ready?
1:02:07>> Well, professor, thank you very much.
1:02:08>> Hello, good morning. Uh, tutor, uh, I
1:02:13just received the email for this web
1:02:15conference and I was completely sure
1:02:18that the web conference was for phase
1:02:20three. And well, now analyzing the web
1:02:25conference, I realize because you gave
1:02:27the the classmate asked you and you
1:02:31showed the screen that it was for phase
1:02:33four. Otherwise, I would have been
1:02:35completely confused, and I would have
1:02:37also confused my group because I was
1:02:38already sending them the information.
1:02:42Uh, so I would like for you to take
1:02:44that into account because, for example,
1:02:46we are in a phase, uh, I logged into
1:02:48the web conference thinking it was
1:02:51still about phase three. I am acting as
1:02:56leader in my group, so there was that
1:02:59confusion there and it's like they
1:03:02aren't sending the information to the
1:03:05students for the web conference phases
1:03:07on time, because the message said phase
1:03:10three for the web conference. So, yeah,
1:03:16well, that happened and I wanted you to
1:03:20take it into account.
1:03:27>> You can't be heard, your microphone.
1:03:28Tut.
1:03:30>> Thanks. Within the course, there is a
1:03:33section called teacher support. You
1:03:37expand that, and it says Synchronous
1:03:39Web Conference Meetings. You enter
1:03:42there and here you find all the dates
1:03:44of the five web conferences that we
1:03:46conduct during the course. We hold one
1:03:49web conference for each case. If you
1:03:52notice, the date is here, the time is
1:03:55here, and the connection link and
1:03:58recording link are here. You simply
1:04:01have to copy this link, open another
1:04:03tab, paste it, and the recording is
1:04:05there. That's how it is for web
1:04:07conference number one, number two,
1:04:10number three, and today the recording
1:04:12of number four will be here. The
1:04:17invitation, can you repeat for me,
1:04:18please, how you did it to get there to
1:04:20the conferences? So, you enter the
1:04:23course, you are inside the course and
1:04:26go down to the teacher support section,
1:04:29you expand it there. And in the first
1:04:33link that says web conference meetings,
1:04:36you enter here and there are the five
1:04:38tables with the information of the five
1:04:40web conferences held within the course.
1:04:44There is the date, time, connection
1:04:46link, and recording link. If you notice
1:04:49, the information for the recording is
1:04:51already there up to web conference
1:04:53number three, right? For the recording.
1:04:55Today we are uploading the recording
1:04:58for web conference number four, and
1:05:00here the date is already there, it is
1:05:02November 21st, Saturday November 21st
1:05:04at 10 a.m., connection link, and the
1:05:06date and time for the fifth web
1:05:08conference is there. You have all the
1:05:11information there. On the other hand,
1:05:15the invitation, if you noticed, was
1:05:17sent since Wednesday, eh, invitation to
1:05:20the fourth web conference, October 21st
1:05:23. When was October 21st? Wednesday. The
1:05:27invitation to the fourth web conference
1:05:29was sent. It clearly says here that it
1:05:31is the fourth. Ready, Jessica? So,
1:05:35please check your emails and your
1:05:38tutors also always send you the
1:05:40reminder, they send it via Teams or
1:05:43internal mail as well, usually via
1:05:45Teams, but I always send the
1:05:47invitations well in advance. Ready? Now
1:05:51, Professor Paula, answer Lady's next
1:05:54question. Lady. Eh, yes, professor. I
1:06:00have another small question. Eh in this
1:06:08eh in step eight eh eh you have to
1:06:11solve a eh in the simulator some stages
1:06:14related to the title, observation, and
1:06:18problem statement. Eh is that already
1:06:25individual, yes? Does each one do it
1:06:27based on what they read or does the
1:06:29simulator generate it? I don't know,
1:06:32>> that is part of the collaborative work
1:06:34and it will be generated by a single
1:06:36group member, but the work, the
1:06:37proposal, must be generated by everyone
1:06:39together. Everyone must work on the on
1:06:43the on the research, in this case on
1:06:45the title, on the problem statement, on
1:06:47the justification. But that that only
1:06:52but it is only generated by one.
1:06:54Exactly. One group member generates it
1:06:57in the simulator.
1:06:59>> Ah, okay. And further down, it says
1:07:02problem statement, eh, research
1:07:05question, and justification.
1:07:08>> Is that the one that only one generates
1:07:10? That is generated by a single student
1:07:12.
1:07:13>> It is the same thing I just said about
1:07:15the title, observation, and problem
1:07:16statement. It is it
1:07:18>> it is the same research. Yes, ma'am,
1:07:20>> it is the same. Ah, but they are each
1:07:23eh different questions. Yes, they each
1:07:25are,
1:07:26>> in other words, there would be six. The
1:07:28title, observation, the statement. It's
1:07:31just that I'm a little eh kind of
1:07:32confused there. Or are there only those
1:07:34three and that's it?
1:07:36>> They are only those elements that
1:07:37appear there. Ready. You don't have to
1:07:40generate, look at what it says. One
1:07:42thing is the simulator. Maybe you are
1:07:44confusing it with the simulator.
1:07:46Remember that the simulator is part of
1:07:48the individual work. Each group member
1:07:52must develop their three justifications
1:07:54of 150 words each, and that is the
1:07:56first individual document that the
1:07:58simulator will generate. Ready? And the
1:08:02second is the research assistant. The
1:08:05research assistant includes the
1:08:07document generated in the simulator,
1:08:09right? And this document will contain
1:08:13the title, the problem, right? And the
1:08:16problem statement includes problem
1:08:19statement, research question and
1:08:21justification. Okay, these are the
1:08:24elements that the research assistant
1:08:26report comprises. This one is generated
1:08:29by a single student in the simulator. A
1:08:32single student must generate it, but
1:08:34the contributions must be from everyone
1:08:36. Yes. In other words, you all must
1:08:39build the case together, you all must
1:08:41build the research assistant together.
1:08:44to add something. Professor Paula,
1:08:47remember, Lady, the two
1:08:51>> items highlighted in yellow here that I
1:08:53am showing you are the ones that are
1:08:56collaborative. Yes, the research
1:08:59assistant that comes within the
1:09:01simulator platform, which is one of the
1:09:03two sections, the second one, that is
1:09:05done collaboratively, which is like a
1:09:07research draft that has the parts that
1:09:10Professor Paula already explained. That
1:09:14is done collaboratively, but only one
1:09:16student uploads it and downloads the
1:09:19PDF. And uh the podcast is also
1:09:23collaborative. Those are the only two
1:09:26collaborative activities. The rest are
1:09:29individual. Ready?
1:09:32>> Okay, professor. Yes. It's just that
1:09:35those two collaborative activities
1:09:37depend on the individual activity,
1:09:38meaning you form it together.
1:09:41>> Yes, ma'am. But I mean, that is also
1:09:43done within the simulator.
1:09:45>> Yes, ma'am.
1:09:46>> Yes. And one person must complete it.
1:09:48Ah, okay, professor. Thank you very
1:09:49much. Well,
1:09:50>> you're very welcome. Let's go with Angi
1:09:53.
1:09:57>> Good morning, professor.
1:09:58>> Good morning, Angi. We will only have 2
1:10:01minutes for questions, that is, we'll
1:10:03answer Daniela's and Lilia's, and the
1:10:05rest of the questions, please, with
1:10:07your tutor via Teams or internal email.
1:10:10Angi, your question. Yes, I have a
1:10:13question regarding the podcast link.
1:10:15Can that be uploaded to the Spotify
1:10:17platform?
1:10:19>> Yes, to whatever platform you want, as
1:10:21long as it is freely accessible to us,
1:10:23the instructors. You have to verify
1:10:25that we can open it, that we can listen
1:10:27to it without any problem, but the
1:10:29platform doesn't matter, whichever one
1:10:30you want.
1:10:31>> Ah, okay, professor, that was my
1:10:32question. Thank you very much. Well,
1:10:34Angi, we continue with Daniela and
1:10:36Professor Paula answers.
1:10:40>> Good morning, professor. No, thank you
1:10:42very much. I had the same question as
1:10:45my classmate. Where? On which platform
1:10:48could we upload the podcast?
1:10:50>> Ready. Perfect.
1:10:52>> Good. Anyway, some suggested ones
1:10:54appear there, right? So you can keep
1:10:55that in mind. The tutors can ask us and
1:10:58we will answer. Ready? Guys, let's
1:11:01start wrapping up, please. Uh, you can
1:11:04go ahead and contact each tutor.
1:11:06Several questions were also answered
1:11:08here in the chat. You can also review
1:11:11the recording in case you have any
1:11:13doubts or concerns. Ready? L. Uh, ready
1:11:22. Angi. Lilia.
1:11:31>> Hello, professor. Good morning.
1:11:32Professor, I have several questions
1:11:34regarding the simulator. It's a little
1:11:37confusing, and even more so because I
1:11:39still don't quite understand what you
1:11:41all talked about. I understood some
1:11:44things, but not everything. So, uh,
1:11:46well, you are already telling us to
1:11:49contact the tutor and so on. Uh, well,
1:11:52I would like it if you could perhaps
1:11:54explain a little bit. The thing is, I
1:11:56didn't understand the second part of
1:11:58the simulator, how we formulate it, or
1:12:00rather, how we upload it. Is there any
1:12:02documentation? Please forgive my
1:12:05ignorance. Is there any information
1:12:08where we can initially, like, uh,
1:12:10obtain that information and then upload
1:12:12it? The truth is, I got lost in that
1:12:16part. I didn't understand it.
1:12:17>> Don't worry, Lilia. As I was saying,
1:12:20unfortunately we couldn't do the
1:12:21practical part on the web, we wanted to
1:12:23, but since it wasn't possible because
1:12:25it's not loaded yet, we are going to
1:12:27send you the tutorial. With the
1:12:29tutorial, you will clearly understand
1:12:31what you need to do within the
1:12:32simulator. The simulator is a link that
1:12:35will appear within case four and it
1:12:38will direct you to a different platform
1:12:40, a complete platform that has a start
1:12:42page for you to watch some initial
1:12:45welcome videos. At the top, it has some
1:12:48tabs. You will click on each tab and
1:12:51review its content. Hm. Of those, there
1:12:55are about five tabs there at the top.
1:12:58There is one of those tabs called "
1:13:00simulator," and that is where Milton's
1:13:03case will be, uh, where you must solve
1:13:05three multiple-choice questions. Yes,
1:13:08that is the first section, uh, where
1:13:11you download the PDF. Yes, the first
1:13:13PDF, that is done individually. Up to
1:13:16there. Ready? You, uh, answered the
1:13:18three multiple-choice questions, with
1:13:20their respective justifications, and
1:13:21downloaded your PDF. That is your first
1:13:24section. Now, at the top, there is
1:13:28another tab at the end called "Research
1:13:31Assistant," and that tab includes the
1:13:34parts of a research project, but you
1:13:37are only going to fill out the first
1:13:40and the second part, which refers to
1:13:43the title and the problem statement.
1:13:48The title and the problem statement. In
1:13:52the problem statement section, within
1:13:54that part, you are going to fill out
1:13:55the problem statement, the research
1:13:57question, and the justification. You
1:14:00won't do anything else up to that point
1:14:02. At the end, a little button appears
1:14:04that says download PDF, and that is
1:14:05where you download your second PDF. In
1:14:08that research assistant, you are going
1:14:11to do that collaboratively. You get
1:14:14together and say, "Oh, look, let's put
1:14:16this title as a project idea. This is
1:14:19going to be the research question, blah
1:14:21, blah." You get together, put it
1:14:23together in a Word document, and then
1:14:26one person, just one student, uploads
1:14:28it to the simulator, to the research
1:14:30assistant, downloads the PDF, and it is
1:14:32then added to the final paper. And we
1:14:35already know that, even if that PDF
1:14:37appears with only Lilia's name, we know
1:14:39it was done as a group because at the
1:14:41top, on the cover page, are the names
1:14:43of everyone in the work that you always
1:14:45submit. Everyone's name is there. Yes,
1:14:48that's it. I am communicating with
1:14:54>> Yes, don't worry. I know you may have
1:14:56questions because you aren't seeing the
1:14:58simulator here, but don't worry, the
1:15:00tutorial will be sent to you.
1:15:03Furthermore, in the CPAs, your tutors
1:15:05will also review that practical part in
1:15:08the CPAs, and you can also ask them
1:15:10through Teams; you can make a Teams
1:15:13call, a call, and your tutor will
1:15:15explain it to you in detail. There is
1:15:18no problem at all. Ready? Well, guys,
1:15:24now we are finishing the fourth web
1:15:25conference. In a moment you will be
1:15:29able to see the recording, and thank
1:15:31you very much for your attendance, and
1:15:34see you next time. Have a nice weekend.
1:15:37Goodbye dear students and dear
1:15:39professors Paula and Tania. Goodbye
1:15:42students. Everybody, bye, take care.
1:15:45Have a nice weekend. Have a nice
1:15:47weekend. Bye bye.
1:15:50>> Bye bye.
1:15:54>> Thank you so much, teacher. Wonderful.

About this transcript

This page contains the full transcript of 4th Web Conference FLAL 2026 II by Steffi Marín , generated from the public captions YouTube serves with the video. The transcript has 9,323 words across 1,477 segments, with the original timestamps preserved so you can click any line to jump to that moment in the embedded player.

What you can do with it

Use the transcript to take notes, quote the speaker, build a study guide, generate a summary with ChatGPT or Claude via the YouTube Summary tool, or export it as a timed subtitle file with YouTube to SRT. You can also re-open it in the transcriber to choose a caption track available on the video.

Free YouTube transcript tool

YouTube2Text is a free YouTube transcript generator — no signup, no daily limit. Paste any YouTube link and get the full transcript instantly, with timestamps, click-to-jump, caption language selection, AI prompts for ChatGPT, Claude, and Gemini, and exports to TXT, SRT, VTT, or Markdown.