Auto news on Youtube May 29 2018

What is up everyone?

Welcome back to Blockchain Central!

My name is Blu and in today's episode we'll investigate

how digital identity can be handled by the blockchain.

Before we start, as always, please note that this content does neither represent financial,

legal, or tax advice, nor is it supposed to be understood or interpreted as solicitation

to buy or sell any securities, coins or tokens.

An interesting byproduct with the rise of cryptocurrencies, or cryptoassets, how they

are often referred to now, is the fact, that people start thinking about what money actually is.

Why money has value?

Often it's said that bitcoin doesn't have any inherent value, but paper money does.

Well, if so, what is it that gives paper money inherent value?

Curiously enough, similar questions can be raised when it comes to digital identity.

Digital identity?

Let me explain...

It's a digital object that maps to a physical entity.

Wait what?!

Ok, let's break that down!

A physical entity can be a person for example.

Linked to that person can be a bank account number, or an ID number, or any other information,

which then represents what we call the digital object.

The physical entity can also be an institution or even a device.

So when we think about the Internet of things for a second, where all devices will act in

an autonomous way, it becomes extremely important that every device has a digital identity.

How are digital identities managed today?

Often we use so-called 'federated identities'.

A third party 'identity provider' like Facebook or Google handles the 'mapping'

from digital object to physical entity.

What's mapping?

The connection from physical entity to digital object.

Let's say, a new account is set up on Facebook, for example.

Facebook then checks the email address, maybe the ID card and therefore makes a connection

from the person to the digital account.

With that identity it's then possible to log in to many other applications, bypassing

the process of repeating registration.

If this system works, why is there a need for anything else?

Well, let's think about a couple of its shortcomings:

First of all, identity ownership.

At the moment, digital identities are owned by pretty much anyone, except for the user,

as is the case with with Google, Facebook and the government, for instance.

As these identities are stored on central servers, they are always prone to hacking.

I think everyone either had their account hacked on a social media platform or at least

knows someone whose account got compromised.

Billions of dollars are spent each year to set up and maintain high security standards.

What we're more conscious of is the fact that at this point in time, the user is hardly

in possession and not even in control of his or her own data.

The recent Facebook scandal where data of up to 87 million users was sold to a researcher

working at Cambrigde Analytica, showed this in a painful way.

Another problem with digital identities at the moment is, that we have lots of them.

As some require a password with capital letters, numbers and so on, many people have their

super secure master password (great!), which they use for a multitude of accounts

(not so great!).

Updating information on this multitude of accounts, for example after having moved,

is a tedious, time consuming task!

Essentially, the question arises of what's a suitable solution for these shortcomings.

Some say, it can be a self-sovereign identity.

Imagine, there was the possibility of an identity, owned by the user himself.

The data and the reputation linked to that identity would also be held by the user.

All in one place.

The user could decide whom to give access to the data and would profit himself by selling

data to third parties.

Lots of talking!

But how could this self-sovereign identity thing work?

There are several projects in the making,

aiming to develop an infrastructure and setting up such an identity program.

uPort, Civic and Sovrin are some projects worth looking into!

Let's assume, that such a Decentralized App is developed.

The user then creates their identity on the mobile phone using the DApp.

It's like setting up an account.

The difference is, that the user is not granted access to this identity by a third party provider,

but he actually holds the private keys to this identity.

That means, the user is in total control of the identity.

For more information on public and private keys, watch the video 'Wallets – make

the right decision'.

The user then adds attributes to their identity, like the birth date for example.

These attributes get attested by some authority.

For example, a state institution will add a birth certificate as attestation to the user's account.

A bank can, after the user underwent an ordinary registration, add the attestation that the

user is allowed to open a bank account.

Opening a second bank account with another bank could be carried out easily then: The

user doesn't have to register again.

All they need to do is send the encrypted attestation of them being allowed to open

a bank account to the second bank.

No extra registration, no giving away of data, easy and quick access.

With these attestations, like shown in the bank account example,

the user can disclose data selectively.

Imagine someone buying a bottle of wine.

The shop owner actually doesn't need to know the address and the full name of the

buyer (which is the case when the user shows his ID card in the shop at the moment)

if he wants to know if the user is a legitimate buyer.

He only needs to get the confirmation of him/her being legally allowed to buy the bottle.

With this identity, the user can also sign and verify transactions easily and therefore

transfer ownership of all kinds of digital assets.

Money is only one application.

Digital assets can also be land titles, energy, or even a vote in the future.

The possibilities are endless.

Those of you who are familiar with private keys might wonder, what happens if the user

loses his/her phone and therefore the private key?

Identity gone?!

Forever?

No.

The identity can be restored through chosen nodes in the network of the user.

These can be relatives, friends or institutions, for instance.

The user notifies his network about his lost phone and therefore the identity and the network

nodes will confirm this loss, triggering the restoration of it.

Lots of new terms, lots of new concepts.

We hope you enjoyed this little excursion into digital identities!

Check out the other videos, hit that like button, share it with others and don't forget

to subscribe to Blockchain Central to never miss a beat!

Happy investing!

For more infomation >> Why Do We Need Digital Identities? | Blockchain Central - Duration: 6:31.

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How To Create A Digital Course - Duration: 13:39.

When it comes to monetizing products, one of the best things you can monetize it

is a digital product because it doesn't require you to always be there to do it.

So for this video, we want to talk about how you can create a digital course that

you can sell online. Boom! Alright, so I have a huge passion for digital courses

because I think hey, the reason why people have a huge passion for YouTube

is because you get to put videos out there.Those are what I call free

products. People can receive value from them. They can interact. They can connect

with you. But all of paid digital courses is really just a paid version of that. In

fact it'd be kind of cool if YouTube actually had like, "hey, here's a paid

video, would you like to pay to watch this one?"

Actually they do. Oh, they really do? I don't think anybody uses it though

because nobody would watch. So we're going to actually share with you the how

you really do it here in this. As we talk about how to produce a digital course.

The thing I love about the digital product idea is tit's totally in line

with that whole residual mentality. Yes. So you produce it once, but then it

keeps paying you over and over and over again without you having to do anything

else. Yeah. Now there's a lot of people that say, "oh my gosh! I totally want a

digital course." But guess what? That's overwhelming. That seems like a

lot of work and what I'm going to do right now is I just want to give you the step

by step breakdown of how you do it. Right. Do you set up in a camera in

your studio and individually film video after video after a video? It seems the

monotonous. It seems like an energy suck. So is there a way that you can multi

purpose the whole experience, so that you have fun, you have real genuine,

experiences and you end up with a digital course? Is there a way to do that

Kris? Yes, Grant there is a way to do that. We're going to talk about that

right now. So first of all, before you can even

create your course, the first thing you just need is an outline. And it's not one

that you've vetted that really covers the A to Z. I mean I remember when

Grant and I got together. We said, "hey, we should put a three-day event together." It

has everything YouTube could possibly have and we each individually

went home and started making this list of everything it would need to have and

then we smushed it all together we called it the playbook. And the playbook

basically was our outline of hey, if we teach everything here

from A to Z, this would be an entire course. It would be YouTube

at a mastery level. It would be YouTube with pro tips and advice. It would

include other YouTubers. It would actually involve like making videos live

in front of people, edit like it would show everything. So we designed an

outline that we're really passionate about. We designed an

experience. An experience that was content rich. Yeah and then the second

thing we had to do is ask ourselves. Alright, do you want to like set up

camera in the studio and like sit down and just talk at the camera the whole

time? And we said, "no way." Why don't we actually film this course

in front of a live audience. And so what we decided to do was put together this

three-day event. Now I just want to make sure you understand something. You don't

need to put on a three-day event. But here's what I am suggesting. A thousand

dollar digital course usually contains five to eight hours of content and that

can all be done in one single day. So imagine for a moment having your

playbook and then finding a location that would look nice on camera right?

This could be a nice friend's nice house and living room for example. It could be

a friend's theater room in their basement. It could be whatever you want.

But a place where you can be undisturbed for a day. I recommend setting up two or

three cameras because you want to take... I think pride in the quality of your

production that you're putting together. Instead of having a single frame the

entire time. And then what you want to do is you want

to get a small group together and it can actually experience your content live.

Now, the benefit of doing that is instead of this energy suck like Grant was

talking about, you actually have the people interacting and it's a lot easier.

I think as you share content in front of a group of people than a camera. That's

what I've noticed is like when you're in a camera, just talking about yourself,

sometimes your thoughts get stale or you think that some things aren't just worth.

They're just not worth talking about because they're so obvious. But you get

in front of a live audience or a real person asking these questions and you

realize what people are actually asking for at that level. It's just a totally

different energy. It does. It also slows it down because the audience, they have

this weird ability to do something your camera can't. They do this. Which means I

don't understand something or you went too fast and they're giving you live

feedback on what you maybe went too fast on. And so ultimately, your audience becomes

a part of the experience right? So every time I put a digital course together, I

say, "oh I need an outline and then I need a group of people." Now, I'll often do

these with 10 people, 15 people or even 5 people having an intimate setting.

I recommend 10. I think 10 is enough to create some spice of life. Some variety

and get some different people there. But now just for a moment, imagine a room

that's set up and there's the front of the room and you've got the cameras on

you. You might have a camera in the back, pointing at the audience and now what

you can do in post-production, is you can splice, you can sync those all up and

basically have a nice moving presentation that goes through those.

I also recommend having like a whiteboard or better than that is like a

pad and easel because it doesn't produce a glare.An then you can take notes and

diagram because listen, if someone's going to watch 8 hours, please help them

not be bored out of their mind. If it's like, "I'm on the whiteboard. Now I'm

talking with my co-host or I'm answering a question or we're listen to the

audience or we're doing an activity or we're journaling. What we're doing is we're

shifting up the energy. Just a couple little ideas that we're throwing out

right now so that you can put on. Hey, it's what Grant said. I'm doing two

things right now. The first thing I'm doing is I'm creating value

for ten people. Number two, I'm completing my entire digital

production all at the same time. It's awesome. I've actually... Last year, I shot a

real estate training course that I had shot-re-shot for ten years. And I decided

I wanted to film it, I had 10 people come in. They all paid $800 to be there. So

there was $8,000 it was brought in. Shot the thing for eight hours. We're totally

done and by the way, if you can afford it, we actually used a special piece of gear

called black magic. So that while my person was actually filming it, they were

actually editing it. It was all of the exact same time. It allows them to

actually on the computer screen pick the most relevant of the three or four

camera angles and then basically pick this one, now this one, oh audience is

talking, pick that one. Oh close-up on Kris, this one. And by the

time the production is done, guess what? It's finished. No extra editing. Finished

product. So you don't have to do it that way. It's only five or eight hours

of editing. But it is a way to create content crazy fast.

Now here's a question for you Kris. How important is it that the audience you

bring into the video, pays for the event to be there? Okay, so if I'm being totally

100% honest with you, if they pay or do not pay, I'm personally okay either way.

It's one day. What I really want is someone that wants the content. Someone

that will appreciate, someone that will be interactive and someone that will be

focused and engaged. If I have that, I'm good to go. So I've had paid audiences.

I've had totally free audiences and free is okay because remember, you're getting

something huge out of it. You're getting away a residual course that you can

offer over and over and over and over again. And they did something. I almost feel

like sometimes, I should pay them a little bit because they actually helped

make the production better. They made it more entertaining. They made it more live

and they made it easier for me to be on the "A game". Instead of like, "oh my gosh,

I'm three hours in. I'm tired of losing motivation." Dude, when you're in front of

an audience, I don't know you, some of the the whatever, like show them in a

bigger way you know. And what I've heard you say before is if you are going to

charge a thousand dollars for your digital course, what you try to put

together is a course that's about... that would bring in at least $3,000

of value. Yes. For your audience. A $3,000 value experience.

Yes but then you can sell that for a thousand dollars online. So you're over

delivering on the content. Alright, you always want to over deliver and I want

to actually share a bonus right now that creates a massive, massive

benefit for people. If you are going to do a digital course, you know people for

example would pay $3,0000 to get certified in one of my break through

techniques, now they can do it in a $1,000 of course. You paid $3,000

for one of my real estate methodologies with contracts and

everything. Now there's have $1,000 of course. But no matter what they buy, what

ends up shifting and changing, is I also left them in on a private Facebook

community and in that private group with just the buyers, they can now interact,

they can ask questions, they can interact with you. You could do a weekly or a

monthly training video and deliver additional value. And yet some would find

that more valuable than the digital course. But you put the two together and

now your course feels way more valuable than what you're actually selling.

So, I actually have seven different digital courses that I've created now.

That I'll reach between one and two thousand dollars in cost and all these

funnels set up where people that are interested in different things will buy

them. Do you have any tips on how to create value in a course, so that... like

how do you know your course is actually worth $3,000? This is a really good

question. There's a intrinsic value and then there's also your personal value

that you believe in. So when you're new at the game, here's my personal

experience. People typically don't value what they know. It's because like

like Grant, right? You've been seven years into the game

of YouTube but let me ask you. If you were told to put on and everything you know

about YouTube three years ago, how would you have felt then versus now? I would

have felt like I knew some things, but I wasn't the leading expert on the subject.

You know even to this day, I still feel like I'm figuring things out as I go and

there's a lot that I don't know. Yeah. But when I stop and talk to somebody who

doesn't know anything, I feel like, "wow I've actually learned a lot and I've got

a lot to share." Yyeah and I think that when you're trying to understand the

value that the market will pay and what's fair and how you over deliver, I

think you need to be really honest where you're at. But also be aware that a lot

of human beings, 90% of us unless we're overconfident individuals, if you tend to

be an under confident individual,then there's a really good chance that you're

going to diminish or not even want to acknowledge the value that you really

have. That's the big problem honestly that I see is there's a lot of people

Grant that they could be charging you know, $3,000 for their

course or a thousand. Yeah. But they just don't believe people would want to pay

for it and that's something that really offends people that. I fall into that

category you know, I don't understand the value of what I've got

until like this last event that we did and I saw hundreds of people come out

and pay thousands of dollars to be there. Yeah. And it was just absolutely

mind-blowing that they felt like their expectations were over delivered on and

it was totally worth. Well, I'm going to flip it on you and ask you a question. I want

you to imagine that your today self could take that three-day recording. Put

into like the ultimate course. Go back seven years, oh yeah and then say, "hey

yeah, Grant, Junior, Yeah. For $1,000

I will give you this knowledge. I just...what value would

your starting self place on seven years of what you now know? Knowing what I know

now, easily $10,000. Easily. And I just want to ask you a question.

Yeah. If you paid that $10,000, would your journey have been

quickened? Oh yeah, exponentially. Now, I want to get weird. Let's just say

that you paid $100,000. Mm-hmm... Would it still have accelerated your

journey? Yep and still be worth it. So now obviously, we're just talking

about Grant here and now we're talking about you. I just want you to understand

that as you're developing expertise in an area, for you honestly out the gate,

you might say, "hey, I really want to do this 5-8 hour of course. And I'm

going to chalk it up at $297. That's okay. We're

not here to actually tell you what the price is. We just want you to

understand that when you digitize your information, what you do is you make it

so that you've copycat at yourself. You've duplicated yourself perfectly. I

mean imagine if you could train an employee and make him a perfect carbon

copy of you? You'll never be able to do it but you can with camera. You get a

perfect digital carbon copy of your content and now you can offer to the

world. And frankly, whatever price feels right, go ahead and start with it. Have

experience. But here's what you'll find. With time, experience, wisdom and results,

people will want to pay more for what you have and just be in alignment in

your heart with whatever you're doing, make sure you're not deeply underselling

and undercutting your value. That's the best advice Grant that I think I can

give on how to price out that digital content. So quick summary guys. Come up

with a course outline. You've got some experience, you've got some life

knowledge that other people want. Put it into some kind of format that you can

present. Organize an event. Have people pay to get in if you can. If they won't

pay, find people who are worthy to be there. We're actually going to appreciate it.

Set up two or three cameras. So you get different camera angles and go ahead and

film the whole event and give it all. Give everything all out and then fourth,

organize them all into videos that you can present as an online course that

people can purchase which will lead us into our next video. We're going to talk

about how to actually put your digital media online. Build membership sites that

people can purchase and automate it .So that it works without you. So here's my

favorite part of this entire video. This is the part where I get to say thanks

for watching. Please subscribe. Ring the bell and by

the way, if you want to check out our digital course because we're just giving

you a snippet of all the real valuable information that we teach in our

courses. Information we teach to our private mastermind, information that we

give people to help them ascend to the ranks and rise as high as it can in

YouTube. Check out the website. You're going to find all that information there.

And guys thanks for joining us. What we have done with our recent seminar is

presented over $10,000 worth of value. Condense it into a

digital course that is now available for you to purchase without having to fly

out, get a hotel space and be part of the three days. The link is down in the

description if you want to go, check it out.

For more infomation >> How To Create A Digital Course - Duration: 13:39.

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Edición Digital: 28 de mayo de 2018 - Duration: 19:02.

For more infomation >> Edición Digital: 28 de mayo de 2018 - Duration: 19:02.

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Edición Digital Houston 05/28/18 - Duration: 42:46.

For more infomation >> Edición Digital Houston 05/28/18 - Duration: 42:46.

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Professor talks about Digital Leadership - Geneva Business School - Duration: 0:56.

You have all these tools that have been with us for decades,

which made things go from analog to digital.

What happens is that there is dissemination

of these tools which is generalized today, and therefore it's a question

of what do they know about these tools?

How do they use them?

Are the able to use them proficiently?

And then you have the part Which is leading others

Into this world of digital.

And finally, Can you transform your company,

through business models that are changing?

Because the way you use these tools can help you to think differently

on how you produce, market, communicate around

your services and products.

I think it's a question also, of defining the culture that supports

a transformation.

So going in there is rather complex, for companies to change

from what always worked, to something that is new

and that cannot be added it needs to be changed.

For more infomation >> Professor talks about Digital Leadership - Geneva Business School - Duration: 0:56.

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Digital Series: Reading Books/Leyendo Libros - Curious George - Jorge el curioso - Duration: 11:01.

For more infomation >> Digital Series: Reading Books/Leyendo Libros - Curious George - Jorge el curioso - Duration: 11:01.

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The Ottawa Hospital opens digital health lab at Algonquin College - Duration: 2:21.

This is really quite a unique moment for the College. This is the new home of the

hospital's mHealth Lab. A digital health lab that will expand applied research

collaboration between both of our institutions. Through coops, projects, and

placements in programs ranging from graphic design to computer programming

our students really are already getting hands-on learning and career experience

and with the labs relocation to our campus those student opportunities

really will only increase. Together we're exploring new opportunities to

collaborate and innovate and change the practice of medicine in the 21st century.

It allows us to build on our reputation as a center of excellence in applied

research. It helps us explore areas of collaboration, particularly in

initiatives in digital health. This is of great importance to us as we establish

our own digital health programs here at the College and it provides research and

training opportunities for our students. These opportunities will prepare them

for the world beyond our campus and will help us respond to the impending

shortage of talent in areas connected to digital health technology. And we've been

hiring students at Algonquin College who have been a critical role playing a

critical role in the development of our CANImmunize national immunization app.

This is the first of its kind app anywhere in the world and we've been

asked internationally for advice on how to develop consumer facing applications

like this. We're now in the digital era of health care. We have electronic medical

records, clinical iPads, big data, and artificial intelligence and more

recently and I think more increasingly we're going to be creating new

disciplines yet to be discovered. I wish everyone connected to this partnership

the best of luck in their research and I'm very much looking forward to seeing

the results of this collaboration in the months and in the years ahead.

Thank you very much, Miigwetch.

Two, one, there we go!

For more infomation >> The Ottawa Hospital opens digital health lab at Algonquin College - Duration: 2:21.

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Digital Dive: Puppy abandoned with 'free' written on it - Duration: 1:20.

For more infomation >> Digital Dive: Puppy abandoned with 'free' written on it - Duration: 1:20.

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Being a Digital Mentor - Duration: 48:43.

Hi! Welcome and thank you so much for joining our webinar today, "Being a

Digital Mentor", I hope we've got quite a few people in here by now, and if

people log in later and that's right we will just do introductions for now

and let those people come in. So we your presenters today I'm Himalee, a senior

project officer for Digital Inclusion at Leep, and I'm Chris, a digital mentor

Lab facilitator and trainer in training here at Leep.

If you're using a PC today your controller for the webinar will be on

the right-hand side of your screen. To ask a question you can press the little

word that says questions and it's got a little triangle next to it, so if you

press the word or the little triangle it will slide down the question bar and you

can see that we've circled in red where you should type and if your toolbar is

collapsed, that arrow will be pointing the other way so if you need to expand it

you can press that little orange arrow and it should pop out. If you're on an

iPad today then your control bar is the gray bar of the top and you can ask a

question by pressing the little question mark on that bar. we'll be answering

questions throughout the webinar and also at the end. unfortunately today only

the presenters can see your questions so we will read them out to you all before

we answer them, and we also don't have a chat panel today so if you do

have any comments or general feedback just pop it in to the question bar and we

will see them. This is the final webinar in our current series other webinar in

the series are "Harnessing Volunteer Motivation" and "Recruiting Digital

Mentors" which you can access online. If you'd like to access these you can visit

the Be Connected website. There is a resource pack that accompanies this

webinar. You can find it in the handout section of your toolbar and we'll be

making that resource and the recording of this webinar available next week.

If you have difficulty accessing that

hand out don't worry we will be sending it out as Chris said later in

the week. We took a little survey during the registration for this webinar and we

asked what you'd like to get out of this session and most of the feedback that we

got back was that you wanted to learn skills to help people learn and how to

help seniors in particular and one or two people also mentioned that they'd

like to learn more about motivating learners so we do hope that this will go

over all those requests and give you some really practical tips for success

we also saw that one or two people mentioned in particular that I'd like to

know how to help people with the Be Connected portal but we do go over that

a little bit, but this webinar focuses more on digital mentoring in general,

that's the specific information on using the online portal there are other

webinars in the Be Connected program on that and they're really detailed about

using that learner portal. Just to make sure everyone's question bars are

working and we're receiving them we'd love for you to type in where you're

logging in from today. someone coming

in from Roselle that's nearby! Kevin coming from McKay

...

Someone from Bathurst

Someone from Camden. Fantastic so it does look like we've got people using the

question bar, so welcome from all the different states and we're speaking

to you today from Penrith which is in the heart of Western Sydney and we are

from Leep. Leep is presenting this webinar series as part of the

Be Connected program in partnership with the Good Things Foundation and the

Be Connected program is a federal program aimed at improving digital literacy for

Older Australians so that they can get online safely and confidently. for a

little bit of background. Leep is a not-for-profit organization that creates

inclusive communities through digital mentoring programs which are powered by

volunteers and connected through communityNet. communityNet is the

leading eNews portal for not-for-profit sector in New South Wales we send out

about 20,000 emails weekly through that and you can subscribe for those

newsletters at communitynet.ngo. Our volunteer solutions team connect

volunteers to roles throughout Western Sydney and they also create and provide

training for volunteers and volunteer managers in the region. And finally a bit

about our Digital Inclusion work which is what this webinar is based on. On

the screen you can see our digital mentoring program that we run here at

our office called the Leep in Lab and we run it every week on Wednesdays and

Fridays for two hours. On each day we have an amazing team of volunteer

Digital Mentors that come in every week and pair up with our learners for

one-hour sessions. We take bookings from the learners who really are any one

from the general public and bookings really are vital because we always

want to make sure that it's one mentor per learner unless

sometimes we get a couple that want to learn together, but it really should be

one-on-one and the learners usually bring their

own device and they have a list of topics that they need assistance with

generally. Our learners come in as often as they would like to book in and

quite often they come in every week as regulars. We starter our Digital

Inclusion work by running this Leep in Lab as a free program for the local

community and we also run the Leep Online initiative, which supports the

creation of digital mentoring programs and the webinar today is based on that

experience helping other people start programs like Leep in Lab and running

it ourselves here every week. This webinar is about tips and skills for

success in being a digital mentor. A digital mentor is someone who

provides one-on-one support to inspire people to use any device. There are multiple

benefits of the digital mentoring model. having a one-on-one mentor to learn

about technology enables learners to learn from any level of prior

understanding, which can range from not knowing how to turn on a device or

navigate a desktop, to learners who might want to refine their skills they already

have or explore new things on their devices. Mentoring allows learners to

learn at their own pace and allows for repetition in learning. With older people

in particular this can be advantageous as they may need to go over what they've

learned a few times before they can feel confident doing certain tasks themselves.

the model also allows learners to learn about what they want to learn about

instead of having to follow a set out program.

this might be texting skyping or using apps or might be searching for a family

history online or accessing government services or online banking or filing

pictures and folders and sending them to friends and family or sharing them on

Facebook. digital mentors allow people to fulfill their own learning goals and

receive tailored support to do this. the mentoring model works with the idea

of "trusted faces in local places" which was going through an organisation in the

UK who did a lot of on the ground work in Digital Inclusion and also research, and

through that it's been proven that people learn best from repeated, informal

face-to-face and one-on-one support. A digital mentors'

role is to help learners to overcome the multiple barriers

to Digital Inclusion, and those are skills, access, trust and motivation; so

digital literacy programs are not just about supporting people to build

skills but rather to address all the barriers to inclusion. We find that the

lack in our lab that confidence building is the core goal rather than just

imparting skills, so having that one-to-one connection really helps with

this process as many people, especially older people, might feel left behind in a

class setting. A digital mentor makes learning about technology a safe and

well supported journey for learners. Chris, you did mention a lot of things

that people come in and can learn about but what are the most typical things;

the most common things that you support learners with in the lab on a

daily basis? The most common topics we get are email phone and especially managing

your photos on your phone. So those are kind of the most popular things that

people come in with. a digital mentor needs a few skills and a few core

qualities to be successful. The first is basic digital literacy, so there's no

need to be an IT whiz or know about hardware. Sometimes we do get people

come into our lab and they want us to fix their device so we just say that

we can't do that and it's not required of our volunteers to have any of that

more technical knowledge. But that's said, a good understanding of the basic concepts

and tasks using different devices is essential especially in regards to

navigating devices and using the Internet. that doesn't mean that a

mentor has to know everything. Our lab is quite informal so it's fine for our

mentors to ask another mentor for help if they don't know something or they

just try and figure things out as they go and the most common thing to do which

would be our tip for you: if you don't know something as it is your mentor it's

just to google it! and just follow simple steps

to figure things out as you go. As I said it's also not necessary to be

really confident on every device we take our strengths both basic approach in our

lab which means that we look at the strengths of our mentors and then we

pair them with learners accordingly. Empathy is a core quality for success in

digital mentoring. Being compassionate and putting yourself in the learner shoes is

key to success in the mentoring journey technology is scary to a lot of people and

many feel shut out or isolated when they don't have digital skills. So taking a

friendly and non-judgmental approach will help you learn and build trust

needless to say a digital mentor should never ask why or how someone doesn't

know something. Patience is also a core quality for success and I think it's the

one I would stress the most. You need patience as a mentor because people

learn the best from repetition and it may take many goes for someone to

demonstrate learning as a digital mentor you should respect the pace that someone

learns at and remember that frustration discourages people from

doing well. Something we have actually found in our lab is that people with the

most advanced IT knowledge actually get frustrated more quickly so if you're

someone who likes a fast pace in a role this might not be the right fit for you

When we start a mentoring session with a new learner we find it useful to start

with a conversation rather than getting straight to the technology. this helps us

get to know our learners a bit better, help them settle in and reduce anxiety,

and also to identify their goals and help us to reach them. when you're

mentoring some important skills are: body language;

make sure you make eye contact and be calm. Showing not doing: mentoring is about

giving people skills not doing it for them. one handy tip is to give simple

instructions that the learner can follow and try to get them to be self

sufficient in digital mentoring it can be easier to fall into just doing things

for learners, especially quick tasks but this this is not what digital mentors

are here to do. we help people build skills and doing tasks for them

hinders learning and independence. an example of

this could be when signing up to Facebook they should type in their own

details and instead of getting you to fill out the form quickly so they can

practice typing and filling out online forms

Use relatable language: use simple clear

language, don't use complex acronyms or jargon

or use short sentences that are easy to understand. It's sometimes handy to use

metaphors that relate to real life to promote understanding. for example you

can explain that a password is like a key to your front door or an email

address is like a passport for creating online accounts also if you have complex

IT knowledge try to not overwhelm the learners by overloading them

with very technical or complicated explanations of what things are and how

they work; the learner doesn't need to know all this. Try to explain things

using the most essential parts that a learner would need to know. Digital

mentoring isn't just about building skills, it's a way for people to

understand technology and the wide array of concepts that go along with using it

digital meant to our mentors help learners fill in the gaps in

understanding that learners may have and can't properly fill in a computer class.

Things that learners commonly need help with understanding include: what is

the difference between using Wi-Fi and 4G and when each should be used. What is

the difference between laptops and tablets? and the difference between

platforms like Windows in iOS? You don't need a comprehensive or technical

understanding of those types of concepts but just be able to

provide a really practical and everyday explanation of those sorts of things and

how it affects people's actual use.

Motivating learners is a central part of getting people

online and participating in the digital world. many of our learners come in with

really specific goals and don't need much motivation but others are hesitant

or curious about technology but don't know where to start and

others really just have never really been online or used their device and I'm

curious about what what there is and what the digital world has to offer, so

our number one tip for motivation is to find the learners interests. this could

be something like gardening, so for example the gardening australia website

is up on the screen you can see and that could be a place for people to chat

about gardening and learn about different plants and flowers and

different seasons and tips and tricks and get some inspiration for their

garden. youtube is also a really great way of relating to pretty much anyones

interests because you can type in anything and find lots of entertaining

content and if you're unsure of where to start, music is a really safe bet because

most people like music and so you can look up someone's favorite artists or

their favorite songs and this can only be a really fun way to get people

involved on internet because they don't realize that something

as amazing as YouTube is out there and how much they can access at that the tip of

their fingers and you can help them access TED Talks, documentaries, podcasts

or audiobooks all cater to a wide array of interests as

well. You can also show them how to Google different things so that could be

different interests like history or theology or philosophy and then you can

show them how to look for appropriate sources rather than just

anything that pops up. Google Earth is a really good one for people, especially

that have lived overseas or come from other countries or maybe has still

family in other countries because it can be really

exciting to find their hometown and then use that Street View Function to kind of

you know you can find the actual house that they lived in or their families

and that's also a really exciting one. Cooking is also one that's

really popular, so you can show someone how to use word and type up their

recipes and you can make it pretty and show them how to email it to

their family and then also they can Google recipes there's a whole world of

recipes from every single cuisine in the world out there so that can be a

really fun one. Knitting is a popular one; so finding and printing patterns is

something that people do and you can look at catalogs online and other

websites like Pinterest for creative things and DIY ideas and family history

is an increasingly popular one as well so using websites like ancestry.com can

be of a lot of interest to a lot of people and then fun apps like crossword,

Sudoku, solitaire, Scrabble online can also not only be fun but introduce

people to playing live games, making connections other people and that

can be a really good way to engage people with the internet. There are

also a lot of free online courses available through web sites like

Coursera so course here are offers courses on every single subject, pretty

much, and you can do you can do them online for free and you can do them from

home and if you pay your tiny bit of money you can also get a certificate.

Motivating people with savings and efficiency is the other way to motivate

people and sometimes it's not even just savings and efficiency, sometimes its

necessity; so you might not actually be able to do some things offline anymore,

and many people actually don't know how much time money and time that they could be

saving and how many handy things are available online. Reading the news online

instead of buying the paper could be something that someone could use to

save money, as as well as using online banking or online shopping to get things

done quicker, so especially if you have mobility issues or vision impairment you

can go online and you can order from places like Coles and Woolies and you can

then have a lot of control and know exactly what you're buying and it comes

straight to your doorstep. Websites like the Book Depository are really really

useful for finding cheap books and it's free shipping internationally and they're

cheaper than I've ever seen anywhere in a shop. TripView I know that's a New

South Wales app but I think there's pretty much different versions for every

state or at least a website for public transport in every state so looking at

things like bus and train timetables is a really really important and handy

thing for seniors especially because they tend to take a bit more public

transport and they might know that this exists. here in

Sydney I take a bus and a train every day and in my suburb the

buses are always late and I often see older people out at the bus stop in

40-degree heat or in the rain or in the cold of winter and they don't know that

that bus is late but on trip view it tells me exactly when the bus is coming

even if it's late it gives me how many minutes it's running like late so I can

still leave my house on time and not be waiting out for the bus and also then

can plan the rest of my day accordingly, so it's really unfair I

guess for seniors who can't access those sorts of things that don't know. So these

types of websites and apps are a really good thing to show them. Looking at

movie times - this is a really handy one, or any other times for events.

I know in Sydney, Event Cinemas don't even have a like a phone line

anymore, if you ring their phone line you get an automated message saying that you

have to visit their website, so a lot of things really are just going online and

to know what's going on or plan your day, you kind of have to hop

online. Making reservations and finding out details about events is

really handy if someone is planning a holiday, if you're going

interstate you can check out what's on at different galleries and things before

you go there. Checking the weather online

is practical for very obvious reasons and and using lots of basic practical tools

like flashlights, the calculator, calendar

alarms and reminders,l camera on your phone, and also one that can be

really handy, especially for seniors if they find typing difficult whether

it's a speed issue or a a visual issue, is that Siri and Google can have

that speech-to-text function so they can actually speak their message and then

send it to their friends or family and that can be a really handy thing for

people not just older people but everyone. The key to

motivating people is to be asking the right questions and that doesn't mean

that you have to be a sticky beak, or ask a lot of really personal

questions but knowing a bit about their lives is really helpful, so identifying

the learners needs can be done with really simple and straightforward

questions like "do you take public transport" or "do you go to the movies?",

"do you like to cook?" and often is the answer is "no" that that's doing us to get

some information about the person so for example if they don't take public

transport and they could be interested in driving apps such as Find My Car which

it is an app that helps people find where they parked. Essentially motivating

people to use technology comes down to the two basic categories that I've been

over and that is that they should use technology because it's fun and exciting

or because it's useful and it saves time and money. Or I guess there

is that third which is because they have no other option, because increasingly

today, things are becoming digitized. The most powerful motivator I think

before for people to use technology is connecting with other people so

having a goal of using technology to connect with others is often the most

life-changing and exciting for learners. for example if someone wants to connect

with their family by sending their grandchildren photos or skyping with

them it becomes really rewarding to achieve these things

even if people don't have anyone in real life that they want to

connect to then connecting to online communities can be a really powerful way

of combating social isolation and loneliness and the Internet can make

the world smaller and connect us to so many people that we never really

have to leave our houses to interact with. Which I guess to some people

might sound like a bad thing but really is a positive if you are feeling

isolated or lonely, so yes, connecting with other people online or with your

offline family and friends is the greatest motivator for getting

people online. One method we use here in the Leep in Lab

is blended learning, which means combining online learning and

face-to-face learning. The be connected program has an online learning portal

you can see on the screen the web address to access it. it has learning

modules on the technology web address to access it is up on the screen

it has learning modules on the on technology topics it's interactive

and you can create a profile, you can that can track your progress it's a

fantastic resource to use with your learner. you could work through with them

in the session or they can also go home and use it for practice or or to

consolidate on their knowledge. it's also a way to add some structure to the

mentoring process the learner may also use it to explore new technology topics

and may have been out of their comfort zone previously. We just have a

question here and it says "what type of online communities can we suggest?"

I find that even if you don't have a lot of Facebook friends if you sign

someone up for Facebook then they can still interact with other people like on

they can still engage on the

different news outlets and music artists or

places they're interested in so you can talk a lot to other people on Facebook

public, you dont only have to connect with your network. Chris, you're part of some online

communities? oh yeah I'm a gamer so I play lots of games I use the program called

discord to talk to my online friends and I also join other online game

communities. You can talk to people as well on dating websites obviously which can be

you know really good for isolation and mobility issues or just because people

meet other people and YouTube is an massive community so in the comment

section you can connect out with people and talk about your interests. Other

sites like Reddit where there are pretty much

topics on everything- reddit is the biggest forum in the world-

So reddit is a good common one that appeals to

everyone's interests.

....

we have other responsibilities for the mentors in

the lab than just working with the learner. Chris- so apart from actually

digital mentoring what is the most important aspect of your role? That would be working

in a team; between we use each other's expertise to bounce information off each

other. we work together to pair learners with us based on our strengths, so

example if someone comes in to learn about an Android device I'm happy to

help them with that but if they have for an iPhone for example I would either

ask for another mentor to help with that learner or I would help the learner and

just ask one of the other mentors questions if I ever get stuck. working a

team also creates a friendly and familiar environment in our lab.

periodically we get all our mentors together for a

planning day and we look at all the things that are working and what may not

be working so so well and then we generate solutions based on real

experience this you show us how we operate is always involving based on the

needs of our learners and mentors. yes all of the procedures that we

have in the lab kind of always evolve and are based on things that come

up in how our mentors problem solve those things as they come up.

Everyone learns in their own way. there are ways to support specific learning

needs or to support a person to access resources that might help them learn.

some people might benefit from using accessibility features on their device

so you can discuss with your learner what will help them learn best from the

beginning not all features are super advanced - I know there's a lot of

assistive- tech out there that people with disability can use but a lot of

people who use features that are built into a device and dont have to be

bought and that can be something as simple as enlarging the text on your screen or

using a mouse instead of a trackpad or using a stylus on a touchscreen and we

have some resources on accessibility in the resource pack. Literacy can also be a

big barrier to digital inclusion. If you do find that someone has trouble reading

what's on the screen or they don't feel confident typing in front of you these

could be signs, so try not to highlight the lack of their skills but rather

introduce them to tools like spellcheck or you can read out to them what's on

the screen and if it persists as a barrier that their literacy might

not actually allow them to be learning well on technology, you could recommend

that they go to local language classes and you can even sit with them and find

something local on Google and then perhaps suggest then after they get

better at literacy that they could improve their digital literacy.

boundaries and privacy are a very important consideration in digital

mentoring because of the intimate nature of the one-on-one model. never give out

your phone, email or your address. tell you learner that you're

only available to help within the session hours of the program and that they

can contact the office if they need anything, not you personally. if you have to,

tell them that this is the policy of the program and then it helps to reposition

the mentor learner relationship as a professional one rather than a personal one

you can also make it clear that your time is something you choose to give up

within the program but would prefer to keep your free time separate from this

role. And remember you're not a counselor you can't provide advice on personal

relationships or issues people will often talk about the lives and

mentoring is a nice opportunity to socialize, but you're not expected to

help people with their problems or get involved with their lives. if you feel

like a learner is treating you like a counselor try and redirect the topic to

technology. it's best to create a welcoming and friendly yet professional

dynamic from the beginning with the learner so you can avoid this happening

in the first place. be friendly and interested but not overly intimate by

setting an appropriate tone for the mentor learn a relationship if you

hear something alarming tell a staff member, if oyu think someone is in trouble or something

is not quite right never get involved directly or

intervene on someone's behalf even if you want to help. this hasn't happened

here in the lab yet but it's an important role and remember always

prioritize your own health and safety and make sure you're feeling positive

about your experience as a mentor. On the note of privacy what happens in the lab with

passwords generally? Oh we'd be professional about it at most as I'm the

mentors we'll just look away or and we encourage people to write down codes

instead of their whole passwords because we can't tell people not to write them

down because there's no point in being online if they can't remember their

passwords. yes so - we get a lot of official advice that no one

should ever write down their password but there's really no point in coming to

the lab or trying to be online when the reality is a lot of

people just can't get into their accounts without writing down and we

also have a lot of older people so they always forget their passwords

so writing a code or making a clue is a

really good way to kind of get around that. there are some more common

challenges that do arise in our lab. time boundaries I think is the most common

one- so it's really important to tell your learner how much time that they

have at the beginning of the session and then also to wrap up early and you need

to wrap up early because you'll find that questions will begin to flow as

soon as you do try to end things. So try to wrap up 5 mins early and

if you do know someone in particular is more

likely to go over time then you can even start wrapping up at about ten minutes

or at ten minutes to kind of ask is they have any any questions. and if this

persists and people are regularly going over time you could get a staff member

or a volunteer that's like an elected person to kind of wander throug the room and

call the time and kind of move people on. Keeping focus can be a challenge

because technology is a really fast subject and it's really easy to get off

topic and bogged down trying to explain many different things, especially because

answering one question often creates three more . so it's best to try and work

through the task at hand instead of going through long tangents

about other topics so until you learned that together you will get through one

thing of time and it's better to get some quality learning in about you know

a few things rather than ending up with the tiny bit of knowledge about a lot of

things so if the learner starts to ask questions after question

then just remember to redirect their attention to the task at hand. requests

for expert advice is really common in our lab as well especially because

people come in to learn about technology and then naturally coming as

the next question is what device or plans should I buy? and so it's important

to disclaim that you're not experts and that you can't provide an advise expert advice or

financial advice to them. something our volunteer team thought of was

that a good thing to do is to suggest that your learner goes to a mutual vendor

like JB hi-fi (instead of an apple or a telstra store where

they want to sell you a particular product and then you can prep a conversation

together; so you can kind of be the salesmen and they can they can practice speaking

to a salesperson and then together you can write down a list of priorities and

needs, for example that could be that it's low cost or you know it doesn't need to

be that powerful etc and and then they can actually go into the shop with that

list and that's really really helpful in particular for older people because it

jogs their memory but it also stops them from feeling on the spot when they are

asked questions about what they need so just preparing people for

purchases is a better way than actually suggesting just an outright

purchase because also, you don't want to be responsible for someone buying

something and then not being satisfied with it if you do have a

strong opinion then you can tell them you what your preference is

but then just saying it's not a suggestion to buy, just your personal

preference. Chris spoke about maintaining healthy boundaries, but I just thought I

would reiterate that accidental counseling does occur when you're

dealing with someone one on one and if anything particularly distressing does

come up you should always report it to a staff member and they should also be able

to provide you with support and should have procedures for supporting the

client. Digital mentoring ultimately is about social inclusion as much as

it's about digital inclusion so the social aspect of it really is invaluable

- again it's just about striking that healthy balance between social work

and being a being able to create a friendly trustworthy

environment without having to compromise on personal boundaries.

Managing frustration is another challenge that doesn't really come up very often in our

life but it does sometimes happen but it could be effectively managed with a few

basic skills and one of those skills is to recognize that the learner is usually

frustrated at their technology and not at you so you can suggest a break and

talk about something for a little while that is not technology related and that

might diffuse the anger just having that little time

off and validating their frustration can also be a good way to defuse anger so

being empathetic and saying that you understand that it's a

really hard task. managing expectations is another thing you can do so if you

anticipate that a task might be a bit complex for someone to learn then you

can start by saying "this will take a while to get a hang of but you

will get there" and always remember that you can leave the

situation and hostility to others is not tolerated

try not to engage in political conversations and always report

offensive behavior to a staff member. and so we're coming up to the question part

so if you'd like to think of any questions you can pop them in the

question bar because we'll be answering them soon. and I just wanted to ask Chris

about his experience of the lab, for a bit of background Chris is

not just a digital mentor here at Leep and he also has a bit more of a complex

role in our lab he does a bit more of the organizational work,

volunteers some extra hours and he helps us do our bookings and

and keeps the place running smoothly and and keeping the team

together with all the mentors and takes on more of a

leadership role and so Chris has been here for 2

years; Chris I just want to ask you why you've

done so much and also as a digital mentor what that role gives you?

Like the other mentors here at Leep I find it a very rewarding experience, I

enjoy helping people especially seeing people overcome their obstacles, but it's

a bit different for me since I have a disability Leep has helped me out

immensely, it gets me out of the house it's improved my self-esteem and it's

also give me a pathway and opportunity to study such as studying a TAE and doing

paid outreach and also facilitating the lab here which means that I take a

larger role of responsibility in the lab but also do a lot of admin work for the

program and help keep it running smoothly. some feedback I've gotten from the other

mentors in the team was as things become increasingly difficult for people who arent

confident using technology, and things are going online today, it also becomes more

satisfying for them to help people learn a life skill and see how they're

supporting people that come included in the modern world.

so we will come to your questions and while you're popping them in.

I'm just like to say thank you so much for joining us today. we will be sending

out a recording of this webinar later in this week or early next week

and when we send them out there'll also be a link to a survey and we would

really love some of your feedback on today's session. also if you and have any

questions that come up after this webinar please feel free to

send us an email which is up on the screen which is

hello@leep.ngo. okay we'll

just wait a few more minutes if anyone has any questions...

"what methods do you use to get people to your lab?"

we have quite a few different methods and the first one seems kind of

counterintuitive because we do quite a lot of online advertising and obviously the

types of people that come in often aren't online but we find that we get a

lot of referrals from family members so someone might see it online and think oh

that would be great for my mom or my dad so we do put our flyers up through Facebook

and then we also put it on our website and we find on Facebook there

are also like community bulletins you can find,

notice just other online communities that are on Facebook that will share the

post so if you are if you find other community organizations in your LGA

or in your local area then you can ask them to also pop that on your little

flyer on on their website or their Facebook page and that's a good

way. we get words mouth; so people tell their friends they tell

their family and and we also have like we do ring arounds or email local

service providers so they refer their clients on so you know we tell the

community and neighborhood center that their members can access our services

and things like that and if they'd like then we drop off some flyers so they can

give them out to their their clients. We get a lot people who tell their friends,

the team go to a lot of events;

yes we do have a big presence that's like so

there's like NAIDOC week, disability expose, we just go to a lot of

different community events then just put a Leep banner up and have a little bit

of a stall and give out information in the community and that's a really good

way to talk to people especially because if it's during the day

you will find that seniors are out so because its

business hours and so you're going to get your target demographic so we had

another question here: she's asking

if we're able to get a recording of it as well as the slide show yes so our

recording will be video so we'll be speaking over the slide show and I'll

also attach the resource pack which kind of summarizes the webinar pretty well

and we have another question here: any ideas how to support someone who is not able

to come to the organization for a face-to-face session? so we do offer

Skype sessions and no one's taken us up on it yet...

we have to investigate we were saying there is software where screen sharing is

possible

..Discord does that but we also do a outreach once a week I

go see a lady and I helped her with her tablet she's in electrical chair.

Team Viewers another one as well you can use that for screen sharing

we find that face to face is where people feel the

most supported when they can see you but face to face the home visiting is

something obviously that requires a lot of organizational effort and it's not

always possible, so Skype sessions I think can also be really

effective but again if you can screen share it's a bit more

effective because you can see what's on their screen we find with seniors that

- so we used to have classes and the reason why we stopped is because

when everyone has different devices they tend to get very put off by the fact

that not everything is in the same place so going back to the Skype sessions;

if you can see what's on the screen it's best that you could be able to

direct them very specifically according to what's on their screen

...

great we have a question from Kevin here they're finding an interest it looks a

good way to get a good way to not teach technology but learn using technology to

research an interest finding an interest looks like a good way to not teach

...

just bear with me one moment but Kevin if you'd like to send us an email or

elaborate a bit more in your question I'm sorry that we're not quite getting

it oh yes yes to not teach technology but to teach you how to use it yes yes

so we really believe that when people learn about using technology is not just

about, as we said, learning tasks it's really a life skill and learning how to

situate themselves in the digital world and making use of

technology in a meaningful way so absolutely Kevin thanks for that

comment

we do have two other webinars we're not running them alive

again any time soon but they are accessible on the be connected website

those are harnessing the quality of motivation and tips for recruiting

volunteer digital mentors so those two can also be

some help with digital mentoring programs and the tips for improving also

kind of go into into more detail about how we actually have our team of digital

mentors and the motivating digital Mentors

certain motivating volunteers webinar goes into how we keep our team

kind of running and happy and going smoothly and the types of things that we

do with our digital mentoring team. Thank

you so much we will be sending out the recording and the survey

For more infomation >> Being a Digital Mentor - Duration: 48:43.

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Digital Flagship at The Ohio State University - Duration: 2:27.

Digital Flagship is an Ohio State initiative committed to the core ideas of providing innovative

teaching and learning opportunities to our students to prepare them for a modern, mobile,

technology-driven workforce.

This initiative will provide every incoming Ohio State freshman with a common set of learning

technologies to carry with them throughout their academic career.

This common toolset will not only provide access for students but will also enable instructors

to fully realize what is possible with mobile technology-enhanced teaching and learning

opportunities.

Through the acquisition of programming knowledge, coding can encourage the development of grit,

problem-solving and analytic thinking; skills that will serve students in all career tracks.

Digital Flagship will create university-wide opportunities for students to learn Swift

coding skills, through workshops and self-paced online curriculum, to enhance their career-readiness

without increasing cost or time to degree.

Connection and collaboration are important in all careers, particularly in the development

of new software and hardware solutions.

A new app design lab on campus will enhance the Ohio State experience, providing unique

training and hands-on learning opportunities for Ohio State students, staff, faculty and

the Columbus community.

Digital Flagship also brings the opportunity for Ohio State to partner with Apple developers

to build new apps for university use, helping to improve the student experience and combine

the personalization made possible with new technologies with the resources of a top research

institution.

We know that technology provides challenges as well as opportunities in our lives.

Digital Flagship is about more than providing students with a device or coding instruction;

it is about giving them the resources to build healthy relationships with each other, their

communities, and the technology they use.

Digital Flagship is designed to support all dimensions of wellness including mental health,

financial literacy, and creative expression.

Setting our students apart with knowledge and skills regardless of degree will help

prepare them for success in and outside of the classroom, and will give them the skills

to make a difference during their time at Ohio State and in their lives after college.

The road ahead is incredibly exciting.

It will not only set Ohio State apart as a leader in higher education but will empower

the next generation of curious, innovative problem solvers.

For more information about Digital Flagship visit go.osu.edu/digitalflagship.