 So, for this last session, what we're going to do is each presenter, Philip Schmidt, Alan Lichnes, Kathy Perkins, Anka Mulder, and Frida Wolfenden have ten minutes sharp to present, and then five minutes Q&A. So, if you speak longer, there is no time for question. If you're shorter, then there is more interactivity. Sandra will help me to keep track of time, and you're looking forward to a fantastic session. Thanks so much for being here, and I think we start with Philip. You have all the bios in the material, so I'll turn it over to you without further ado. Thanks. Great. So, I'm hoping to speak less than ten minutes and maybe talk a little more with everyone here about some of the things that have been going through my mind as I was listening to the presentations yesterday and today. So, I co-founded a project called Peer to Peer University, which is really two things. One, it's an online community of people who want to learn with each other. So, we break down that idea that there has to be a professor who has all the knowledge and kind of pours it into the heads of the students who are sitting, actually kind of like we are now here, ironically. So, the idea is that really anyone can come and offer a course on any topic, and they have a lot of freedom on how they want to structure the course. And so, there's kind of this community of people who are interested in learning and sharing and running courses with each other. And that's grown. We've had hundreds of courses on any imaginable topic, a lot of web development courses. We may point out a few people. There's Karen Fastenpower sitting there who's been running a really amazing School of Ed pilot, which is kind of what teacher professional development could look like if we didn't have all those constraints around credits and teachers not kind of being stuck in the institutions and not being allowed to do the things they wanted to do. And so, we're really exploring kind of what that could look like. So, I said Peer to Peer are two things. So, it's on one hand is that community of people really want to figure out what, who want to learn with each other. And then secondly, it's a lab. It's a place that attracts or historically, it's always attracted people who were interested in asking big questions about what education could look like. And I need to kind of keep an eye on my slides. So, I think the original idea was that, you know, we live in this, Sir John Daniel's famous iron triangle problem with the industrial model of education being broken, but we don't live in that world anymore, right? We live in a world today where, you know, more and more people have computing devices, some even smaller than that one. We have open source software that lets us do, you know, a huge variety of things, be producers online. We have the legal tools to support, you know, sharing of information so that we can do it safely and with the kind of rights reserve that we care about. And we've seen amazing collaboration communities evolve around this, and so if we were going to imagine what the university could look like based on these things, then, you know, let's do that, let's build it. And I think that's kind of the spirit of PDPU where we don't start with the big buildings and the old institutions, no offense, Harvard, but we kind of think, you know, like we attract people who are kind of on the fringes of academia, many of whom actually have degrees, but they've struggled through their institutional, kind of like Joey actually, who's been a friend and who's run a course on PDPU, you know, someone who kind of has always been a bit of an academic outcast, but was, you know, interested enough that he would play in the system. And so PDPU is kind of a place for people like that. We don't, so one of the things we realize is a good way to advance this movement is to find partners who share our values and who can have our respect in certain communities, who are content experts in certain communities and then work with them on putting together courses and kind of sets of courses in a certain area. So we work with Creative Commons, School of Open. Kathy talked about it this morning or I mentioned it this morning. We've been doing a lot of work with Mozilla over the past few years and Mark's sermon is on our board. And so is Kathy actually. We do a lot of work with the Open Knowledge Foundation now. They're a UK-based charity that looks at knowledge and data and so they're starting a school of data with us with the ideas that more people need data-wrangling skills. So we kind of, we find friends and kindred spirits in the organizational space and we try to build schools with them. And three questions we've been thinking about quite a bit over the last two years. One is, you know, there's kind of, online learning has a pretty bad reputation. I think completely, it's completely justified that it does have that bad reputation because what people have done is they've done a really bad model of classroom education which is exactly this model actually, one person standing and kind of talking at a bunch of people and then they've moved that online and of course it really stank kind of in the real world but at least you can see each other and you can talk to your neighbor, right, which is probably more interesting but if you move that online it's obviously gonna stink even more. And so, you know, we've done some thinking around how do you do things like, many of you are experts on project-based learning for example or problem-based learning or constructed. There are all these great ideas about how education could work and you know, so we're experimenting with some of them online. Another big question that we've spent more time on about a year and a half ago in which to all of our benefit now, other people are spending a lot of time thinking about and maybe another first point on this, Carla Casili, if you haven't talked to her, she's the open badges infrastructure project manager, project lead. So we, Mozilla and PDPU kind of were thinking about what are these recognitions for the kinds of skills that people care about and what does that look like in the digital world? If you, right, we know the certificate you hang on your wall and you know, that has some limitations and if we move that idea online what would that look like and so, you know, we've developed this idea of digital badges and Mozilla has really grown that into an amazing project build an entire infrastructure that all of us can now connect into. And then we've spent a lot of time thinking about assessment and you know, I think we're still and when I listen to the other people I think we're at the early stages of what assessment should or could look like online using technology and I wanna maybe just spend two minutes, let me see, yeah. So this is one of the examples like so if we're looking at what online courses could look like and assessment, we've built this model of courses that we call challenges which is it takes a project-based learning approach moves it online, kind of fixes some of the problems with courses like start and stop dates so you can start at any time the community can kind of evolve and grow over time and people take leadership roles and we help people structure their content in a way that encourages production so you have to make something in a challenge. It encourages you to understand why the challenge or this course is important to you so there's kind of a context setting stage at the beginning and it helps you ask well why is this a problem I wanna spend some time on and why do I care about it, what does it mean for my life and how do I apply this to my life and then we kind of give you enough scaffolding and hints and advice and encourage you to work with each other that you can have a rich and engaging online learning experience and now just the last few minutes I think I'd rather point out something that's kind of struck me as I was listening to other people and something that we care about a lot because even from the name is peer to peer university the peers are people, they're not computers and so I think when we look at technology and I have two minutes and that's perfect. If we look at technology I think there are two mindsets almost that strike me and the first mindset is we have this computing problem, we can compute things. So what's really hard to do for one person in their head with this amazing machine we can compute things but then what I'm excited about is that we can actually use technology to connect people and so the compute mindset for me is really kind of the old days and the connect mindset is the future and I think the web and the things that the web has enabled and a lot of this innovation thinking that Joey talked about and so I wanna just say what compute versus connect means in the learning and the assessment space and so in the learning space the kind of analogy that at least in my head makes sense is it's that voice in your GPS that says drive along this road turn left after 200 meters turn right after 200 meters and we're building this perfect map of the knowledge space and then we can tell everyone exactly where they have to go and if they get stuck somewhere we tell them exactly where they need to go. Now the other the connect mindset is well here are the keys to the car or the bicycle go off and then if you get stuck ask someone you meet along the way and so I think the way I talk about it you know where my bias lies but I think this is an interesting way to think about this and then with respect to assessment and I thought it might be a good idea to bring porn into the OER movement but what I mean, what I mean with this and you're probably glad I didn't put images in but I mean with this is that when we talk about assessment and this compute versus connect space then it feels to me like a lot of the emphasis and efforts right now comes from the compute mindset where we look at the things that we can measure that we can compute and so a lot of the automated assessments are really around the kind of things where we can say what's right and what's wrong and we are uncomfortable with ambiguity and the porn side which is again where my bias lies is that we all know when it is something and even though we, so like when we see someone who has certain skills we can tell that they have those skills even if it's really difficult to describe and detail what those skills are but in many cases we have a sense of if someone is curious, if someone has passion if someone can solve problems if they can work with other people like we have a sense for those things but they're really difficult to measure in kind of compute and so we often disregard them so anyway, so that's, I just wanted to kind of get this compute versus connect mindset maybe into the audience and see how people. Well, so with porn it's like it's very difficult to describe what is porn and what isn't but when you see it, you know. So, anyway, thank you. Actually time for questions so we did great questions, remarks, comments, micros are there, oh everyone is shocked. I can read in this slide. Yeah. I can't wait to read the Twitter stream actually. Yeah, let's take pictures. No questions? Come on, you must have comments. Come on, seriously. How many people feel like the, how many people first of all have the same sense of there's this compute versus connect kind of idea? Does that at least broadly resonate with people? And then how many people feel like we're going down the compute path largely in OER? How about you? How many people feel we're going down the connect path? Why? Well, I mean, when you say we're going down the path I mean, what's the, what's the we? I mean, I think if we're talking about sort of like what questions are we identifying and what, you know, how are we plotting things out? Maybe it's possible that maybe we are focusing more on the compute side but I mean at least my experience of OER is pretty much Wikipedia is sort of in the use of and I feel like I interact with people who are much more focused on the content and on connecting with each other and on interacting with each other. So I think the, you know, maybe there's a distinction between sort of what's happening in a somewhat organic way versus what the plan is. And there's obviously lots of overlap but maybe they are kind of distinct questions. I just, I just add out of that, I would agree. I think it depends on which OER projects you're looking at as to which path they're going down. I think that we do a pretty good job at large in the OER community of thinking about standards and interoperability around licensing and technology and hardware, et cetera. I think we're in a lot of agreement that Connect is a better way to go for all the reasons Joey was talking about this morning. But, you know, Esther was making some comments this morning about how in USK 12, for example, they're really driving down the compute path in terms of standardized testing and tying teachers, you know, paid directly to the test outcomes. So that's a very compute pathway and that'll be reinforced in systems. So it's a good point. I think we have to be cautious. Maybe the, so of course I agree with both of you. I think the three of us are firmly in the Connect and many of us as well. I guess maybe when I say we are more, I feel like the open education resources movement has a tremendous opportunity to kind of show the way or show the potential of Connect whereas the education system seems to be firmly on the compute path right now. And so we should really rather than, or actually no, what I do or what I am working on is, you know, I kind of have to consciously look away from the education system a little bit because it's so difficult to convince them of some of these ideas. So I'd rather play over here, hope it goes well and then maybe people get inspired by it. Anyway, thank you very much.