BEAUTIFUL STUDY FOR LIFELONG LEARNINGTM WWW.OB3.IO - EDUGROWTH
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Beautiful Study for Lifelong LearningTM
www.ob3.io
Rodney Tamblyn Gloria Gomez (PhD)
Co-founder Co-founder
• Roles: GM, client management, • Roles: strategy, research, design,
sales, technology. OB3 product marketing
owner
• Creator of OB3 product design
• 25 years experience vision
designing, developing and
• Assistant professor at the University
supporting educational
of Southern Denmark (2012-17)
technologies for Higher Education
• Prior multidisciplinary software
• Educational software developer
projects include working on
University of Otago (1990s)
Proyecto Ludomatica (1998 - 2001,
• Alumni Emerge Education - London Colombia) and the CmapTools
(’15) project (2001-2003, USA)
• Honorary senior lecturer, Save Sight
Institute, University of Sydney
OceanBrowser Ltd. About us • New Zealand-based online learning company • Virtual office working with like-minded people – local & remote • Build rewarding long-term strategic partnerships with clients • Designing and building an exciting and innovative product • Genuinely caring that teachers and students succeed at achieving their goals using our technology
OB3 Product Vision 2021 4
2010 2015 2018 2021
• We set out! • OB3 version 2 • Validated with • Coaching
• Rapid prototyping • LMS Integration customers for academic
with BDP approach via LTI (research performance
publications, year • Lifelong
• Buy-in to vision • Collaborative on year use)
from existing learning & learning
clients codesign • New adoptions, • Share your
activities diversifying uses knowledge:
• R&D investment
Callaghan • Emerge • Ongoing product web publishing
Innovation Education development and • Communities
Accelerator refinement
• Research-informed of practice
long-term product (London) • EduGrowth
plan activities
• 2012 OB3 released
Build the best OB3: media- OB3: Beautiful
platform for rich documents Study for Lifelong
online academic with embedded LearningTM
study discussionsTM
5
“What we find really
powerful is that all aspects
of the delivery and student
engagement are seamlessly
deployed within the same
space which creates a very
easy and enjoyable on-line
classroom”
David Irwin PhD
Sustainable Practice,
ARA Institute of Canterbury
Source: Gomez, G., Daellenbach,
R., Davies, L., Kensington, M., &
Petsoglou, C. (2018). OB3 media-
rich documents with embedded
discussions: lifting learning
performance and engagement.
Access in ResearchGate
6
INNOVATION #1 INNOVATION #2
OB3 media-
A unique interface for Embedding discussions rich documents
students and teachers
to author and share
+ inside curriculum
content or assignments
= with embedded
discussionsTM
media-rich documents
OB3’s innovations in
interaction design
OB3 enables academic staff to prepare The R&D of OB3 focused in supporting
curriculum content and enhance student activities in online academic study that relate
engagement using asynchronous discussions. to reviewing curriculum materials in varied
It incorporates two innovations in interaction formats or written assignments. This project
design. Students and academic staff can was underpinned by a social interaction
author media-rich documents, while only design methodology and the Bridging
requiring basic technological skills. Secondly, Design Prototype approach.
it enables embedding discussions inside
curriculum content. In 2009 qualitative research was undertaken
with our then users (time-starved academics,
distance students) about their issues
OB3’s innovations lift learning studying online. Outcomes informed
performance in 3 ways: the development of guidelines and
requirements that in turn informed feature
• Removes the need for a conceptualization and design.
technologist (e.g. course builder,
multimedia consultant) when Data analysis drew theoretical concepts from
sources including:
preparing media-rich documents
1. educational design that supports the
• Students engage in asynchronous efficient use of study skills that contribute
discussions with teachers inside a to academic success;
document
2. good visual design that facilitates
• Students engage in authoring learning, is cognitively effective, and
curriculum topics or reflective helps us manage our work and thought;
practice as part of assignments and
3. networked learning in which information
These innovations have enabled and communication technology (ICT) is
the development of online used to promote connections between
active learning communities and people
transformed students into co-
designers of learning.
7
“Collaborative documents can
be easily constructed in OB3
with each sentence identified
as to the student and time
this was posted. Edits within
pages are seemlessly added.
OB3 has enabled exceptional
group projects from students
and enhanced the quality of
the academic outputs from
each cohort.”
Dr Constantinos Petsoglou
MBBS, MMED, FRANCO
Senior Lecturer, Discipline of Clinical
Ophthalmology, University of Sydney
Visiting Senior Lecturer, Otago Medical School
and UNSW Optometry School
Capturing ideas on the go
and emailing to an OB3
document in progress
8
Co-creating entries for an
encyclopedic resource on
Optics
The wiki pages on Optics are
collaborative documents of student-
created content. The lecturers provide
the topic, the students do the rest.
Students take ownership for the
content of their assigned page. For
the first 6-week period the student is
responsible for developing content
for their assigned wiki page. In the
second 6-week period, we encourage
collaboration where students contribute
to each other’s pages via discussions
and co-writing. We initially found that
online collaboration took a little bit
of encouragement. We assess both
the student’s page content and their
collaborative contributions. Completed
pages can be accessed by future
students and course alumni.
The goal is to have these wiki pages as a
resource of the unit of study so students
and alumni in the future can access them
as an encyclopaedic resource, a kind of
“Wikipedia”, for the Optics topic. There
is a lot of bad online content that is not
specific to what students need for their
career, or for their learning as a high-
level subject course. This student-led
project has addressed this issue.
Time-starved, fitting Source: Gomez, G., Daellenbach, R., Kensington, M.,
Davies, L., & Petsoglou, C. (2017). Benefits of enabling
activities around life & lecturers and students to author, share and discuss
work media-rich documents for online study. Digital poster.
ASCILITE 2017
9
• Document comprises
topics, related cases
for discussions, and
references
• Each cases include
questions to discuss
• Students use discussions
to provide comments,
share videos, links to
documents, and upload
documents (added via
web or email)
• The conversation is
moderated by the
10 lecturers“Students and lecturers have
commented on how much they
enjoy the commentary and the
discussion in OB3. They work
interactively and contribute
ideas and materials that they
have encountered by sharing
urls and uploading materials
themselves.
They speak of the value of
having colleagues clarify things
for them in a way that lecturers
are not always able to do, at a
peer level... the asynchronous
discussion allows them time for
reflection which encourages
more engagement by students
who feel put on the spot during
synchronous sessions...”
Source: Daellenbach, D. R., Davies,
L., Kensington, M., & Tamblyn, R.
(2014). Fostering online student interaction
using the OB3 web application for online
study. ASCILITE 2014
Curriculum Content and the implications for the guidelines and research
provision of midwifery care. articles and other resources.
with Questions and The case study sets up a For example, this module
Answers (Q&A) scenario and then there will links back to Moodle to use a
be some questions asked. physiology quiz hosted there.
The module “Respiratory Often there is a story that In other modules we create
Challenges in Pregnancy” (figure might begin with a question Q&A where the students
7) provides an example of how related to antenatal care, and have to identify aspects
curriculum content is structured then go on to labour, birth from an article. In the one
in practice-based papers. It and postnatal. Students can illustrated in figure 7, the
begins with a theoretical part selectively respond and learn Q&A are around the case
in which there is description of from each other. The lecturers study.
the physiology of the respiratory (MK in figure 7) add further
system and pathophysiology prompts and clarification. This
and applies this to particular is a similar structure to one that
conditions that are common was utilised in the face-to-face Source: Gomez, G., Daellenbach,
R., Kensington, M., Davies, L., &
in pregnant women, such as lectures that preceded the Petsoglou, C. (2017). Benefits of
asthma. This is then followed introduction of the blended enabling lecturers and students to
programme.In OB3 documents, author, share and discuss media-
by a case study with Q&A to rich documents for online study.
prompt students to connect the content utilises a range of Digital poster. ASCILITE 2017
theory and practice.A case study media, such a video teaching
approach focuses attention on materials that already exist,
the lived experience for women links to the latest professional
11Save Sight Institute at the University of
Sydney: a 15-year strategic partnership
We have a 15 year customer relationship Blackboard) using LTI. We have
with the SSI. OB3 is currently used developed some enhancements to
across all the SSI’s postgraduate courses. support Canvas integration, including
Their Master’s in Basic Ophthalmic analytics and course development
Sciences was evaluated as one of reports, and the ability to embed video
Sydney Faculty of Medicine’s highest content from OB3 directly within LMS
performing courses, with OB3 identified pages.
as component of this success. OB3 is
also used in international courses, short- At the undergraduate level, we
courses, and to build communities of developed a stand-alone web
practice (e.g. for doctors working in application (the Virtual Ophthalmic
hospitals). Studio) that all medical students at
Sydney complete as a self-paced study
All University courses using OB3 are activity. This functions on top of OB3
delivered integrated with Sydney and is delivered integrated with the
University Canvas LMS (and previously LMS.
Timeline
2005 2006 2010
Save Sight Institute and University Initial course delivery (3 papers)on • Half day seminar at University of
of Otago Ophthalmology encrypted DVDs with OceanBrowser Sydney - OB+ SSI
agree collaboratively distance 1.0 software (Mac/Windows), web • OB3 Design vision shared &
deliver postgraduate basic forums and VoIP conferencing discussed
ophthalmic science courses • Increase license to support OB3 v1
2008
Oceanbrowser 2.0 software app 2011
(Mac/Windows) released. More • Migration of SSI course content to
papers added OB3 v1 (beta)
• Testing and refinements
• OB DVD courseware phased out“OB3 definitely outshines
in the following areas:
• Protection of the Intellectual
Property... allowing us to
encourage accessibility but
reiterate the content is the
lecturer’s intellectual property
• Provide life long access
beyond the narrow confines
of a degree course...allow
students continued access to
assist in their future careers
and exam preparation
• Is a flexible platform that
encourages students to share
Strategic vision Platform features their work with colleagues.
• SSI vision: “education • Analytics for course Secure sharing adds to the
provider from cradle to review, providing academic integrity of the
grave” evidence of efficacy services, and support for a
• Build Community of Practice • Reports to simplify wide variety of file formats
administrative and encourages students to
• OB3 enabled collaborative develop and share content
delivery & teaching with Canvas OB3 course
University of Otago by authoring tasks • Works within existing LMS
coordinating activities on This hybrid system has been
independent platform running exceptionally well
OB3 uses
Oceanbrowser has provided
What they value • Enable co-creation us with innovative solutions to
• Simplicity - straightforward & reuse of graduate online learning problems. We are
intuitive design student-generated looking forward to continuing
• Integration with Canvas LMS content.
our collaboration for many years
• Enable hospital, • Encyclopedic resources
to come.”
international, non-profit & • Journal clubs
short course offerings • Video-based
Dr Constantinos Petsoglou
• Alumni access assignments MBBS, MMED, FRANCO
• Software development Senior Lecturer, Discipline of Clinical
& support custom Ophthalmology, University of Sydney
elearning projects Visiting Senior Lecturer, Otago Medical School
and UNSW Optometry School
2012 2016 2018
Courses go live in OB3 version 1 • Completion of Virtual Ophthalmic • Go live: OB3 “hybrid” delivery
Clinic app on OB3 goes live with with Canvas
Sydney 2nd year medical students • Enhanced support level
2015 (maternity leave)
• OB3 v2 go live, SSI migrates to 2017
new version • Implement and support ocular 2019
• Integration with Blackboard LMS pathology image server Enhanced support level (new staff)
• OB3 enhancements & services:
Canvas migration“The School of Midwifery has
been using OB3 since 2013.
The draw card of OB3 was the
ability to have asynchronous
contextual discussions within
the online created content.
OB3 provides the opportunity
for students & lecturers
to ‘co-create’ emergent
understandings, discuss
perspectives which are visually
linked to the content that the
discussion originates from
and asynchronously follow
discussion threads. It is easy
to use and gives us a sense of
how students are responding to
the teaching materials.”
Mary Kensington
Head of Midwifery
Dept.Nursing, Midwifery & Allied Health
ARA Institute of Canterbury
Timeline
2012 2013 2015
• Initially met at DEANZ • Initial pilot • Migrated all courses to OB3 version
conference where we presented • Successful migration of all 2. Integration with ARA (Moodle)
a poster on OB3 v1 R&D content by ARA staff using OB3 LMS
• ARA Midwifery had immediate media-rich authoring features • ARA Enterprise pilot in 4
need for solution as their Departments. Outcome: OB3
existing platform was no longer 2014 recommended for use in courses
supported ARA presented concise at ASCILITE using co-construction of learning
2014 describing benefits experienced
in switching to OB3Ara Institute of
Canterbury: 6-year
customer
Bachelor of Midwifery Master of Sustainable Practice
• Chosen to deliver the theoretical • New qualification for future change
component of the programme in makers and leaders
response to student evaluations of
• Brings together teaching staff from across
the previous technology platform,
the institute to work collaboratively
in which students consistently
identified feeling isolated and unsure • Using OB3 for in-class and online
of how they were progressing with collaborative activities and discussions
their learning
• Evaluations have shown students
find OB3 discussions valuable for “Staff can upload content and
their learning, and also feel more directions for engaging with
connected to other students in their learning. Students can make
courses comments and interact with
• The interface was crisp, clear and each other, challenge each
unfettered and it felt intuitive and other and support each other.
user friendly They can upload their own
• OB3 used in all degree papers + work which can then be shared
portfolio (from 2019) with other students in both
• Integrated with the institution’s
synchronous and asynchronous
Learning Management System. It is spaces, and knowledge can
easy to control level of access rights be generated together. OB3
students and lecturers have in terms is a wonderful platform for
of viewing, discussing, editing and postgraduate students and
authoring of documents appears to be constructed
with collaborative learning
pedagogies in mind”
Source: Daellenbach, D. R., Davies,
L., Kensington, M., & Tamblyn, R. David Irwin PhD
(2014). Fostering online student interaction Sustainable Practice,
using the OB3 web application for online ARA Institute of Canterbury
study. ASCILITE 2014
2016 2019 2020
ARA delivering all theoretical papers for • Midwifery portfolios shift from • Allied Health adopting OB3 for
3 year degree using OB3 (integrated paper to OB3 all postgraduate papers
with LMS) • OB3 delivers new features to • Expanded use in Midwifery and
support portfolio use Sustainability due to growing
2018 • ARA shift from Departmental enrolments and additional papers
Master of Sustainable Practice licensing to Enterprise reflecting
adopts OB3 for new degree that OB3 is becoming “widely
adopted system” at ARA
offeringMassey University’s
enterprise piloting
Customer since 2017
Helping Massey to fulfil it’s strategic
Teaching and Learning vision to provide
environments that are media-rich,
interactive, forward-looking and supports
active learning communities.
Executive MBA
Using OB3 for Reflective Practice
Portfolios allowing students to capture
thoughts in writing, make audio
recordings, upload video, photos,
documents, and keep it all in easy to
manage, confidential web documents.
Clinical Pharmacology
Group-based activities comprising weekly
discussion documents, with questions from
textbook chapters. Students accessing OB3
from Stream (Moodle) LMS.
16University of Otago
Customer since 2004
The University of Otago Ophthalmology
Department was OceanBrowser’s
first customer in 2004 and have been
with us ever since. Otago University
Ophthalmology students use OB3 as part
of their collaborative course delivery with
the Save Sight Institute. We are currently
planning a special project with Otago
Ophthalmology, the Visual Pathways web
app, which will be delivered on a similar
model to the Virtual Ophthalmic Studio
app. Initial phases are already completed
(3D visualisation movies and content)
and we hope the final project can be
completed in 2020.
Tasmanian Eye Institute
Customer since 2018
The Institute has a mandate to develop
educational resources for eye health for
the public, medical students, doctors,
and trainees entering Ophthalmology
profession.
OB3 will be used for:
• Independent publishing of
Ophthalmology textbook
• Ability to make editions for different
audiences (nurses, students, doctors)
• Incorporation of study features to assist
learning
• Ability to use within online education
programmes (e.g. licensed to
Universities) and within business (e.g
Ophthalmology practices)
• Build an online community of practice
• Incorporate rich media and discussions
17Evaluating OB3 with the Evaluating OB3 with the
Creative Classroom (CCR) NMC Horizon Reports
Framework The innovative study practices undertaken
using OB3 media-rich documents with
Using OB3 to author, share and discuss
embedded discussions have facilitated our
media-rich documents with embedded
customers’ programmes to follow educational
discussions (table 1), has facilitated our
technology trends and address challenges
Otago-Sydney and ARA customers to
charted in the NMC Horizon Report series.
adopt innovative practices across 6 CCR
See column 4 in the table (right) for details.
dimensions and 12 building blocks. The
table on the right, column 1 lists the relevant
The NMC Horizon Report series charts the
practices and relates them to the customers’
five-year impact of innovative practices and
programmes in columns 2 and 3.
technologies for higher education across the
globe. With more than 15 years of research
Creative Classrooms are conceptualised as
and publications, the NMC Horizon Project
innovative learning environments that fully
can be regarded as education’s longest-
embed the potential of ICT to innovate
running exploration of emerging technology
learning and teaching practices in formal,
trends and uptake. Six key trends, six
non-formal and informal settings. The CCR
significant challenges, and six developments
framework consists of 8 encompassing and
in educational technology profiled in the
interconnected key dimensions and a set of
2017 report are poised to impact teaching,
28 reference parameters or building blocks.
learning, and creative inquiry in higher
education (Adams Becker et al., 2017).
Innovative pedagogical practices are found
at the heart of the framework, which emerge
when teachers use ICT in their efforts to
organise newer and improved forms of
Source: Gomez, G., Daellenbach, R., Kensington, M.,
open-ended, collaborative, and meaningful Davies, L., & Petsoglou, C. (2017). Benefits of enabling
learning activities, rather than to enhance lecturers and students to author, share and discuss media-
rich documents for online study. Digital poster presented
traditional pedagogies (Bocconi et al, 2012; at ASCILITE 2017
Johnson et al., 2014).
18INNOVATIVE PEDAGOGICAL PRACTICES EMERGING WHILE USING OB3 FOR ONLINE HOW OB3 ENABLED
STUDY TRENDS AND HELPED
ADDRESS
DIMENSION AND CASE 1: OTAGO-SYDNEY CASE 2: ARA CHALLENGES
RELEVANT BUILDING POSTGRADUATE UNDERGRADUATE
BLOCKS IN THE CCR PROGRAMME IN PROGRAMME IN
FRAMEWORK OPHTHALMIC BASIC MIDWIFERY
SCIENCE
DIMENSION CONTENT Lecture documents with Lecturers readily create CHALLENGE:
AND CURRICULA: embedded discussions content with minimal • Rethinking the roles
• Meaningful created by students support of educators
activities Wiki-style co-written
TREND:
documents created by
students • Deeper learning
approaches
DIMENSION Student-led online lecture Student-created content TREND:
ASSESSMENT: development with multimedia • Rise of data-driven
Using multimedia and
• Engaging assessment content existing online resources learning an
formats assessment
Clinically relevant assignments both for teaching each
• Formative assessment other and for assessments
providing deeper learning
objectives
DIMENSION LEARNING Projects such as wiki-pages, Students and lecturers “co- CHALLENGES:
PRACTICES: journal clubs, exemplar tasks, create” emergent • Students as co-
• Self-regulated learning plagiarism interactive units understandings, discuss designers of
• Personalised learning being provided to encourage perspectives and learning
• Peer to peer peer to peer collaborations asynchronously follow • Personalised
collaboration within the semester discussion threads learning
Every student must create
study materials, contribute TREND:
to discussions in lectures, • Collaborative
and lead group projects learning
DIMENSION TEACHING Graded content and Asynchronous discussion CHALLENGES:
PRACTICES: assessment tasks allow for allows students time for • Improving digital
• Soft skills gradual upskilling of students reflection, encouraging literacy
• Multiple learning styles over a 2-year course more engagement by • Complex thinking
• Multiples modes of Asynchronous discussion students who feel put on and communication
thinking the spot during
within lectures encouraging
online interactions synchronous or in face to-
face sessions
DIMENSION Communication with students Connectedness is TRENDS:
CONNECTEDNESS: as to timetable promoted through the • Rise of data-driven
• Networking with authoring, sharing and learning an
Provision of live lectures
real world discussing of multi- media assessment
within programme
• Learning events rich documents. It also • Growing focus on
Ability to monitor discussions addresses students’ measuring learning
and interactions easily with experience of social
inbuilt notifications isolation
DIMENSION Incorporation of Theoretical component of TREND:
INFRASTRUCTURE: demonstration videos, the course taught online • Blended learning
• ICT infrastructure documents and learning apps designs
within the platform across
both distance and face-to-face
units of studyPiloting OB3 is an
ideal way to explore
the benefits that OB3
can bring to your
organisation
We’ll help you to plan your pilot Enhanced pilot engagement support
OB3, drawing on our knowledge service.
and experience working with other This support level enables us to work
organisations, and ensuring you are 1:1 with educational developers, course
fully supported throughout the initial builders, teachers and tutors in a pilot
exploration, planning, pilot delivery, course. Our highly experienced and
and post-pilot assessment stages. Our qualified staff function as a virtual team,
promise to you is that we will provide to plan and support OB3 activities
you with outstanding engagement and around the specific needs of your pilot.
support. We will do everything in our
power to ensure you achieve a successful Review and reporting service
outcome from your piloting process. This provides monitoring, analysis of
your use of OB3, both during and at
Pilot services we offer include: the conclusion of your pilot. Reporting
will include summaries of analytics
Onsite visits data, analysis of your use of OB3, and
Visiting provides an unparalleled recommendations for future course
opportunity for us to build a deep delivery.
understanding your needs, focus
intensively on your pilot, and establish Research services
professional connections with your staff Examples include collaborating with
that will continue online. Activities might academic staff at your organisation
include: meetings, training, presentations on the preparation of journal
to diverse audiences (management, articles or conference papers. More
teachers, students), seminars, workshops, strategically focused longer term
or participation in campus conferences. research collaborations may involve
We are experienced working with grant writing, and seeking co-funding
audiences at all levels within Higher from external investment sources, with
Education. outputs feeding back into technology
innovation.
Pilot planning and kick-off activities
This will involve building an understanding Development services
of your priorities and challenges, agreeing Perhaps your pilot would benefit from
on overall objectives for the pilot and how prioritized development of a new
it will be managed, and finding the right feature, or there may be a technical or
courses for initial piloting. We’ll assist you organizational requirement at your end
with online webinars and presentations, that requires development services.
project management activities, 1:1 We’ll identify these needs in the pilot
support and training (via chat, email, and planning stage, and whatever the
online calls), meetings, and the creation/ challenge we’re here to help.
sharing of demonstration content in OB3.
20Pilot (year 1)
• Initial engagement
• Pilot planning and kickoff
activities – what does good
look like? Identify risks. Identify
internal project owner
• Project management – track and
report progress
• Enhanced Pilot engagement
service
• Review and Reporting services
• Onsite visits (1-2)
Post-pilot engagement
(year 2)
• Apply outcomes from pilot
• Ongoing use in pilot courses,
onboard additional new courses
• Capacity building and
dissemination activities with
T&L staff
• Research, initial discussions and
planning
• Onsite visit (1-2)
Adoption and enterprise
(year 3+)
• Clarity on both sides around
goals and expectations
• Innovation and strategy. Identify
projects, advance tactics
• Research. Support your
researchers around OB3 outputs
• Client-relationship-management:
opportunity planning,
technology roadmap and
alignment to your needs
• Onsite visit (1-2)OB3 can help
your institution
to differentiate,
grow and improve
your course
offerings to local
and international
students
22Active learning The OB3 Difference
benefits according to • An elegant and powerful editor for creating
our customers media-rich study documents, which only
requires users to have basic digital skills
Approaches • Discussions created in context within content
• Flipped classroom • Learners and teachers co-create meaningful
• Blended learning models independent and collaborative study
• Deep learning activities
• Co-creation of understandings
• Co-construction of learning • Alumni access
• Work integrated learning / • Novel technical design for content: pages
knowledge in action are constructed from many individual
• Online learning communities elements of content – allows development
of innovative features in areas such as study
Types summarisation, content management, and
• Peer to peer collaboration (+) reporting workflows
• Personalised learning
• Personalised support for learner based
Applications on their activity through in-app and email
• Reflective practice notifications
• Documenting and discussing • Integrate with enterprise systems with
practice experience objective to avoid duplicating existing
• Portfolio development for systems and “do best what the LMS does
professional certification worst”
• Conventional lecture documents
• Strategic partnerships – building on the
• Curriculum content with Q&A
strong relationships we have established and
• Wiki pages
sustained over many years with our Higher
• Journal club discussions
Education clients.
• Interdisciplinary projects
• Organise work in groups • Adoption pathway – reference-ability
includes case studies of long term adoption
in contrasting programmes, conference
presentations, and publications
• Highly experienced and capable founding
team with decades of experience in Higher
Education spanning technology, teaching,
research, design, product development and
innovationOceanBrowser Ltd. Rodney Tamblyn Dr Gloria Gomez http://www.ob3.io Co-founder & CEO Co-founder @ob3app rodney@oceanbrowser.com gloria@oceanbrowser.com +643 474 21 02 © 2019 OceanBrowser Ltd. All rights reserved.
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